Larysa Nadolny

Designing for Game-Based Learning: The Effective Integration of Technology to Support Learning

The use of games and game structures in educational contexts is growing in popularity. An increasing number of technologies have been developed to meet the needs of designing a course as a game. This article discussed the design process in game-based learning and reviewed the research on structuring a course with a focus on feedback, goals, and interaction. In addition, we presented the best practices and technologies to support the integration of badges and leaderboards into game-based learning. With the intentional and systematic design of game-based learning, instructors and designers will increase the impact of game attributes and elements on student achievement and motivation. Further investigation of game-based learning attributes and elements is needed to provide detailed knowledge on the compatibility with current technological tools.

Student Participation and Achievement in a Large Lecture Course With Game-Based Learning

Background The use of game-based learning strategies in higher education has shown promise to increase student motivation and achievement. Although studies have begun to explore the structuring of courses as a game, little is known on who benefits the most from this type of instructional environment. Aim This research study explored the impact of a large lecture course designed with game-based learning on participation and achievement. Game elements included narrative, quests, points, feedback, and badges. Method 71 undergraduate students participated in a case study utilizing a mixed methods approach. Measures included course achievement, course participation, and a survey on beliefs and practices. Results Findings indicated students in a large course structured with game-based learning maintained high participation and persistence in meeting course requirements. In addition, overall achievement was not significantly correlated with age, gender, learning style, or game use, contradicting the research literature on game-based learning. Conclusions The use of game-based learning is beneficial for engaging all students in large lecture courses, but more work is needed in determining which strategies are most effective for learning.

Designing With Game-Based Learning: Game Mechanics From Middle School to Higher Education

Background. The use of game-based learning strategies in higher education has shown promise to increase student motivation and achievement. Little is known about which game mechanics are most appropriate and effective for learners at different academic levels. Aim. This article examines teacher selection and implementation of game mechanics in 27 courses from middle school to higher education designed with game-based learning. Method. 27 educators participated in an open-ended survey on the design of their course. Measures included an open response survey on patterns and design of game mechanics with results validated through member checking. Results. Findings included different choices of game attritubes and game elements in courses in middle school, high school, and higher education. Teacher selection and inclusion of game mechanics changed over time to better meet the needs of students. Conclusions. The structure of game-based learning at different levels will vary to meet the developmental and academic needs of students, but more work is needed in determining which strategies are most effective for learning.

In-World Behaviors and Learning in a Virtual World

Educational virtual worlds can give students opportunities that would not otherwise be possible in face-to-face settings. The SciEthics Interactive simulations allow learners to conduct scientific research and practice ethical decision-making within a virtual world. This study examined the in-world behaviors that identify students who perceive learning in virtual worlds as effective. Participants include 53 students in higher education coursework. This study indicated that there is a positive relationship between learning and a feeling of presence, specifically with avatar identification. Movement in-world that is explorative and open is also correlated to presence. These findings indicate if learning in virtual worlds is to be perceived as a worthwhile activity by students, then learners require support to develop identification with their avatar and to build a sense of immersion within the virtual world.