NDTV notes that;
Moreover, students’ interest and enjoyment in playing the math video game increased when they played with another student.
The findings point to new ways in which computer, console, or mobile educational games may yield learning benefits.
“We found support for claims that well-designed games can motivate students to learn less popular subjects, such as math, and that game-based learning can actually get students interested in the subject matter?and can broaden their focus beyond just collecting stars or points,” said Jan Plass, a professor in New York University’s Steinhardt School of Culture, Education, and Human Development and one of the study’s lead authors.
“Educational games may be able to help circumvent major problems plaguing classrooms by placing students in a frame of mind that is conducive to learning rather than worrying about how smart they look,” added co-lead author Paul O’Keefe, an NYU postdoctoral fellow at the time of the study.
The researchers focused on how students’ motivation to learn, as well as their interest and performance in math, was affected by playing a math video game either individually, competitively, or collaboratively.
Researchers had middle-school students play the video game FactorReactor, which is designed to build math skills through problem solving and therefore serves as diagnostic for learning.”
To read the full article click here,
- Playing educational video games can boost kids’ motivation to learn (indiavision.com)
- Educational Video Games Help Students with Math Skills (scienceworldreport.com)
- Educational video games can boost motivation to learn, NYU, CUNY study shows (hispanicbusiness.com)
- Co-op gaming is a smart way to teach, says new research (polygon.com)
- Breaking Barriers: Video Games as Tools for Learning and Recovery (thetechscoop.net)
Yes! Flow, fun, and fiero – I love them all! The flow experience in games has been described by Hansen and Sanders (2010), as the optimal state for intrinsic motivation, it is experienced when a person is “fully immersed in what he or she is doing. These peak experiences balance the appropriate amount of challenge in the task and skill in the player. Video games can be perfectly designed to achieve this kind of balance to facilitate the flow experiences, which then catalyzes the intrinsic motivation for active learning (de Freitas, 2006, p.11; Delwiche, 2006, p. 162; Dickey, 2006, p. 246).
Delwiche, A. (2006). Massively multiplayer online games (MMOs) in the new media classroom. Journal of Educational Technology & Society, 9(3), 160-172.
de Freitas, S. (2006). Learning in immersive worlds: A review of game-based learning. JISC. 148
Dickey, M. (2006). Game Design Narrative for Learning: Appropriating Adventure Game Design Narrative Devices and Techniques for the Design of Interactive Learning Environments. Educational Technology Research & Development, 54(3), 245-263.
Hansen, L., & Sanders, S. (2010). Fifth Grade Students’ Experiences Participating in Active Gaming in Physical Education: The Persistence to Game. The ICHPER-SD Journal of Research in Health, Physical Education, Recreation, Sport & Dance, 5(2), 7.
As mentioned in my last post, I am planning to gamify next Fall’s first-semester FYC course, using Interactive Fiction (IF) and the multiplayer classroom model. The decision to do so came completely independently of a new MOOC that started this past week that focuses on Games Based Learning (GBL). I had not intended to take this MOOC, since I had already signed up for another MOOC that would overlap with it. However, when I saw that the GBL MOOC would be covering IF, I decided to give it a try. The great thing about MOOCs is that they are voluntary and, therefore, you can dip in and out of them as you wish. While many have classified this aspect of MOOCs as one of their weaknesses, I see it as one of their strengths. Not only does it encourage learners like me to give something a try that…
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