Youngkyun Baek

Gaming for Classroom-Based Learning: Digital Role Playing as a Motivator of Study

The evolution of all aspects of gaming technologies, from their method of delivery to their use in everyday life, has changed remarkably over the past few decades. Technology that was originally viewed as a means of entertainment is now looked upon as an area of in-depth research and educational value. Gaming has grown into a topic of deep interest in a variety of industries, and will only continue to develop and change at a fast pace.

Development of a Scale for Fantasy State in Digital Games

Abstract Digital games appear to motivate players intrinsically. Of various game features, fantasy in particularly plays a crucial role in enhancing motivation and is a key factor in immersion in gameplay. As with its inherent value, fantasy also plays a vital role in distinguishing digital games itself from other media. Despite its significance, fantasy has received little attention, and this concept is still ambiguous to define with any certainty. This study thus aims to create a framework to explore a dimension of fantasy and to develop a scale to measure a state of fantasy in digital games. As a result, four factors were extracted, which were ‘identification’, ‘imagination’, ‘analogy’, and ‘satisfaction’, to account for fantasy state in digital gameplay. Based on these factors, a fantasy scale in digital games (FSDGs) included 16 items was developed.

Exploring how individual traits influence enjoyment in a mobile learning game

This study investigated individual traits as predictors of game enjoyment by including learning style, intrinsic motivation, collaboration skills, and computer game attitude as key parts of a model that also included achievement. Results of correlation and regression analyses revealed that intrinsic motivation was the only variable to predict game enjoyment. This supports the conceptualization of enjoyment as need satisfaction of intrinsic needs. Enjoyment was also found to be positively correlated with achievement. Other significant relations emerged, particularly how a players attitude toward games predicted intrinsic motivation. The present study examined childrens enjoyment experiences in the mobile version of the Minecraft game. It also highlights the complexity of game enjoyment as it relates to mobile learning games. Students who have more positive attitudes toward a game are more intrinsically motivated to play.The level of enjoyment experienced in a mobile game is accounted for by the players level of intrinsic motivation.In the context of mobile learning games, a students learning style is not linked to enjoyment or achievement.Collaboration skills and enjoyment levels can predict achievement.

Trends and Applications of Serious Gaming and Social Media

This book highlights the challenges and potential of educational learning or industry-based training using serious games and social media platforms. In particular, the book addresses applications used in businesses and education-related organizations in Asia, where the framework and experience of serious games have been used to address specific problems in the real world. The topics that will be present in this book includes future of serious games and immersive technologies and their impact on society; online and mobile games; achievement systems in serious games; persuasive technology and games for saving and money management; malware analytics for social networking; serious games for mental health interventions; educational implications of social network games; learning and acquiring subject knowledge using serious games in classrooms. The target audience for this book includes scientists, engineers and practitioners involved in the field of Serious Games. The major part of this book comprises of papers that have been presented at the Serious Games and Social Connect 2012 conference held in Singapore (October 4, 2012). All the contributions have been peer reviewed and by scientific committee members with report about quality, content and originality.

Cases on Digital Game-Based Learning: Methods, Models, and Strategies

In K-12 classrooms, as well as on the college and university level, the incorporation of digital games has played a vital role in the educational system. While introducing teachers to new fields, these digital games have been designed and implemented for the classroom and have shown positive results at a variety of educational levels.Cases on Digital Game-Based Learning: Methods, Models, and Strategies analyzes the implementation of digital game applications for learning as well as addressing the challenges and pitfalls experienced. Providing strategies, advice and examples on adopting games into teaching, this collection of case studies is essential for teachers and instructors at various school levels in addition to researchers in game-based learning and pedagogic innovation.

Present and future prospects for mobile learning in Korea

In this paper, the present state of mobile learning in Korea is explored and its implications for future Korean education are discussed. In Korea, hardware and Internet infrastructure is well established and mobile devices are ubiquitous, therefore making learning with mobile devices in schools appear natural and imminent. Although mobile learning is in its beginning stages, it has bright prospects. This discussion attempts to provide meaningful direction for the future development of mobile learning in Korea.

Exploring Learner's Variables Affecting Gaming Achievement in Digital Game-Based Learning

This study explored learnerpsilas variables affecting gaming achievement in digital game-based learning. Gender, self-efficacy toward computers, logical thinking, and attitude toward gaming were selected as learnerpsilas variables for the study. Seventy-two elementary school children participated in game-based learning using Zoombinis: Mountain Rescue. Pearsonpsilas correlations coefficient (r) and regression analysis in SPSS were used for data analysis. The results of this study include that 1) locus of control, self-efficacy toward computers, and logical thinking were indicated as main variables affecting gaming achievement; 2) attitudes toward gaming differed by gender; and 3) variables affecting gaming achievement also differed by gender of players.

What Leads to Player's Enjoyment and Achievement in a Mobile Learning Game?

This study investigated students’ perceptions of competence and enjoyment of a mobile game within the context of mobile game-based learning. The proposed model showed that perceived competence and game attitude were the main predictors of enjoyment, while no direct relationship was found between perceived competence and gaming achievement. The model simultaneously considered other factors such as prior game experience and intensity of use, and final analysis revealed that these two variables were directly related. Another important finding was the strong impact of prior game experience on perceived competence. Results are interpreted with reference to implications for possible means of improving learning outcomes when using mobile learning games in the academic context.

Collaborative Robotics, More Than Just Working in Groups:

The purpose of this study was to determine what collaborative interventions produce positive effects for students working on collaborative robotics projects for science process skills, collaborative problem-solving, and learning motivation. In addition, the study examined the impact students’ prior robotics experience had on science process skills, collaborative problem-solving, and learning motivation. The results indicated experience level and collaboration interventions can have impacts on students. Assigned Group Roles had positive effects on students’ motivation and collaborative problem-solving. Experience level also had effects upon student learning motivation and collaborative problem-solving with the Novice status associated with higher levels as compared with students who had more experience. A collaboration intervention was identified that has the potential to produce positive effects for students in collaborative robotics projects as well as assist classroom educators in the purposeful design of collaborative robotics projects with scientifically based strategies to improve the attitudinal outcomes for students of various robotics experience.

Comparing Collaboration with Cooperation in Game-Based Learning

This paper aims to explore the concepts of collaboration and cooperation in game-based learning. Game play requires certain kinds of competition whether it is competing against other players or simply against the game itself. More importantly, as social games have become popular in recent years, social activities, such as collaborative gaming, have drawn educators’ attention to gamebased learning. However, a conceptual differentiation between collaboration and cooperation should be identified and applied in game-based learning, so that learning outcomes can be attained effectively. In this regard, the definitions, principles, and cases of both collaboration and cooperation in game-based learning will be explored and discussed in this short paper.