Abstract
The arrival of the new learning methodologies is in response to the reality: new generations should learn in a different way. The so-called "Millennials" are looking for another kind of stimulus. Discussions for modernizing the curriculum include various solutions to retain students' attention and, in order to ensure that teachers learn how to act with a critical attitude, they will be confident and with the developed creative skills that they will need for success in the professional world in the future. Game-based learning is more than providing educational games to students, it is about changing students' access to learning and their learning approach: the goal is to enjoy the learning process itself. This paper presents a methodological tool based on an evaluation framework for integration of digital games into education (MEDGE), expanded by adding additional information from the students, MEDGE+. The evaluation framework is used on three different approaches to the educational content: robot, micro: bit and playing quiz Kahoot. MEDGE+ presents a better tool for the teachers in order to follow the student’s interest when choosing appropriate educational games in the teaching process.
References
- L. Phipps, V. Alvarez, S. de Freit as, K. Wong, M. Baker, and J. Pettit, "Conserv-AR: A Virtual and Augment ed Reality Mobile Game to Enhance Students’ Awareness of Wildlife Conservation in Western Australia", Proceedings of the 15th World Conference on Mobile and Contextual Learning (mLearn 2016), Sydney, Australia, vol. 1, pp. 214-217, 2016
- H.A. Spires, "21st century skills and serious games: Preparing the N generation," in L.A. Annetta, Serious educational games. Rotterdam, The Netherlands: Sense Publishing, 2008
- United Nations Educational, Scientific and Cultural Organization, unesco ict competency framework for teachers, 2011;
- P . Fotaris, T. Mastoras, R. Leinfellner, and Y. Rosunally, "Climbing Up the Leaderboard; An Empirical Study of Applying Gamification Techniques to a Computer Programming Class," Electronic Journal of e-Learning, vol. 14, no. 2, pp. 94-110, 2016.
- T .M. Connolly, E.A. Boyle, E. MacArthur, T. Hainey, and J.M. Boyle, "A systematic literature review of empirical evidence on computer games and serious games," Computers & Education, vol. 59, pp. 661–686, 2012.
- J.C. Burguillo, "Using game theory and Competition-based learning to stimulate student motivation and performance," Computers & Education, vol. 55, no. 2, pp. 566–575, 2010
- Digit al competence ht t ps://europass.cedefop.europa.eu/resources/digit al-competences , 15.12.2018;
- Lego education, https://education.lego.com, 25.02.2019;
- Micro:bit , https://microbit.org/code/, 25.02.2019;
- Maja Videnovik, Ana Madevska Bogdanova, Vladimir Trajkovik, “Serious games evaluation methodology”, Proceedings of ICERI2018 Conference 12th-14th November 2018, Seville, Spain;
- M. Videnovik, L. Kionig, T . Vold, and V. Trajkovik, "Testing framework for investigating learning outcome from quiz game: A Study From Macedonia and Norway," in 17th International Conference on Information Technology Based Higher Education and Training (IT HET), pp. 1-5, IEEE, 2018
- Mat erials by t eacher Biljana Nikolova, OO Sando Masev St rumica, 15.12.2018;
- Gamestorming, ht t ps://gamestorming.com/category/games-for-problem-solving/, 12.02.2019;
- M. Popescu, S. Arnab, R. Bert a, J. Earp, S. De Freit as, M. Romero, I. Stanescu, and M. Usart, "Serious games in formal education: discussing some critical aspects," in Proceedings of 5t h European Conference on Games-Based Learning, At hens, Greece, pp. 486–493, 2011
- Immersing, addaptive learning ht tps://www.ixl.com, 12.02.2019
Abstract
The arrival of the new learning methodologies is in response to the reality: new generations should learn in a different way. The so-called "Millennials" are looking for another kind of stimulus. Discussions for modernizing the curriculum include various solutions to retain students' attention and, in order to ensure that teachers learn how to act with a critical attitude, they will be confident and with the developed creative skills that they will need for success in the professional world in the future. Game-based learning is more than providing educational games to students, it is about changing students' access to learning and their learning approach: the goal is to enjoy the learning process itself. This paper presents a methodological tool based on an evaluation framework for integration of digital games into education (MEDGE), expanded by adding additional information from the students, MEDGE+. The evaluation framework is used on three different approaches to the educational content: robot, micro: bit and playing quiz Kahoot. MEDGE+ presents a better tool for the teachers in order to follow the student’s interest when choosing appropriate educational games in the teaching process.
References
- L. Phipps, V. Alvarez, S. de Freit as, K. Wong, M. Baker, and J. Pettit, "Conserv-AR: A Virtual and Augment ed Reality Mobile Game to Enhance Students’ Awareness of Wildlife Conservation in Western Australia", Proceedings of the 15th World Conference on Mobile and Contextual Learning (mLearn 2016), Sydney, Australia, vol. 1, pp. 214-217, 2016
- H.A. Spires, "21st century skills and serious games: Preparing the N generation," in L.A. Annetta, Serious educational games. Rotterdam, The Netherlands: Sense Publishing, 2008
- United Nations Educational, Scientific and Cultural Organization, unesco ict competency framework for teachers, 2011;
- P . Fotaris, T. Mastoras, R. Leinfellner, and Y. Rosunally, "Climbing Up the Leaderboard; An Empirical Study of Applying Gamification Techniques to a Computer Programming Class," Electronic Journal of e-Learning, vol. 14, no. 2, pp. 94-110, 2016.
- T .M. Connolly, E.A. Boyle, E. MacArthur, T. Hainey, and J.M. Boyle, "A systematic literature review of empirical evidence on computer games and serious games," Computers & Education, vol. 59, pp. 661–686, 2012.
- J.C. Burguillo, "Using game theory and Competition-based learning to stimulate student motivation and performance," Computers & Education, vol. 55, no. 2, pp. 566–575, 2010
- Digit al competence ht t ps://europass.cedefop.europa.eu/resources/digit al-competences , 15.12.2018;
- Lego education, https://education.lego.com, 25.02.2019;
- Micro:bit , https://microbit.org/code/, 25.02.2019;
- Maja Videnovik, Ana Madevska Bogdanova, Vladimir Trajkovik, “Serious games evaluation methodology”, Proceedings of ICERI2018 Conference 12th-14th November 2018, Seville, Spain;
- M. Videnovik, L. Kionig, T . Vold, and V. Trajkovik, "Testing framework for investigating learning outcome from quiz game: A Study From Macedonia and Norway," in 17th International Conference on Information Technology Based Higher Education and Training (IT HET), pp. 1-5, IEEE, 2018
- Mat erials by t eacher Biljana Nikolova, OO Sando Masev St rumica, 15.12.2018;
- Gamestorming, ht t ps://gamestorming.com/category/games-for-problem-solving/, 12.02.2019;
- M. Popescu, S. Arnab, R. Bert a, J. Earp, S. De Freit as, M. Romero, I. Stanescu, and M. Usart, "Serious games in formal education: discussing some critical aspects," in Proceedings of 5t h European Conference on Games-Based Learning, At hens, Greece, pp. 486–493, 2011
- Immersing, addaptive learning ht tps://www.ixl.com, 12.02.2019
Details
| Primary Language | English |
|---|---|
| Subjects | Computer Software |
| Journal Section | Research Articles |
| Authors | |
| Publication Date | December 31, 2021 |
| Published in Issue | Year 2021 Volume: 1 Issue: 2 |
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