Play by Design:Developing Artificial Intelligence Literacy through Game-based Learning

The paper proposes an innovative approach aimed at fostering AI literacy through interactive gaming experiences.This paper designs a game-based prototype for preparing pre-service teachers to innovate teaching practices across disciplines.The simulation,Color Conquest,serves as a strategic game to encourage educators to reconsider their pedagogical practices.It allows teachers to use and develop various scenarios by customizing maps,giving students agency to engage in the complex decision-making process.Additionally,this engagement process provides teachers with an opportunity to develop students’skills in artificial intelligence literacy as students actively develop strategic thinking,problem-solving,and critical reasoning skills.

Game-Based Learning for Competency Abilities in Blended Museum Contexts for Diverse Learners

Museums offer a lifelong edutainment environment with flexible choices for the public and provide fruitful interdisciplinary learning resources to support competency-based education.However,the lack of proper scaffolding and supports in museums negatively affect learner learning.Further,the individual differences need to be considered to effectively support the diverse learners learning in museums.In this study,an innovative learning model to support competency education for lifelong learning in museums is proposed.A game-based learning service named CoboFun that offers various types of problem-solving activities was developed to facilitate learners’interaction with exhibits and their peers in the museum.To examine the service design of CoboFun,learners’perceptions were evaluated and the differences in their cognitive styles were examined(Field Independent(FI)and Field Dependent(FD)).The results showed that both FI and FD learners enjoyed learning with CoboFun but that flexible learning tools needed to be provided to satisfy the different needs for the learners with different cognitive styles.

Game Selection Method for Game-Based History Learning

Games that are used in research on game-based learning and serious games that are used for education are usually exclusive,making it difficult for teachers to attempt new methods in education.According to the data published in 2009 by the European Schoolnet(EUN),a network of European Ministries of Education,most of the problems that teachers face when using games in class are related to game selection.Based on the aforementioned data,this study presents a set of criteria for selecting games in order to solve the inconvenience experienced by teachers.The games,which are used as teaching materials for game-based learning,have been replaced with commercial games that are easily purchased,rather than serious games that are difficult to obtain the licensing.Based on the criteria,two games were selected in this study and the classes were conducted at the educational site.Compared to the group trained with textbooks,it has been confirmed that the effect of game-based learning was sufficient.In addition,five out of ten problems that teachers face were resolved.

Gamification in Education: A Study of Design-Based Learning in Operationalizing a Game Studio for Serious Games

The gamification of learning has proven educational benefits, especially in secondary education. Studies confirm the successful engagement of students with improved time on task, motivation and learning outcomes. At the same time, there remains little research on games and learning at the postsecondary level of education where traditional pedagogies remain the norm. Studies that have been conducted remain almost exclusively restricted to science programs, including medicine and engineering. Moreover, postsecondary subject-matter experts who have created their own gamified experiences often are forced to do so on an ad hoc basis either on their own, teaching themselves game engines, or with irregular support from experts in the field. But to ensure a well-designed, developed, and high-quality educational experience that leads to desired outcomes for a field, a sustainable infrastructure needs to be developed in institutions that have (or can partner with) others that have an established game design program. Moreover, such a design-based learning approach can be embedded within an existing studio model to help educate participants while producing an educational product. As such, this qualitative case study provides an example of the process of operationalizing a game design studio from pre-production through post-production, drawing from the design and development of the educational video game The Museum of the Lost VR (2022). The results, resources, and classification system presented are scalable and provide models for different sized institutions. Methods to develop a sustainable infrastructure are presented to ensure interdisciplinary partnerships across departments and institutions with game design programs to collaborate and create educational experiences that optimize user experience and learning outcomes.

Games-Based Learning Framework

This work presents the authors＇ experience in the field of mobile technologies, from which several initiatives have emerged. As result of this, a games-based framework for learning has been developed in these last years. This framework is composed by a competition called Mobigame, which has as main aim to stimulate the participation of the students. By participating in this competition participants learn to develop for mobile devices. A game to practice Japanese is also presented in this article, which was presented in the above mentioned competition. This game has been developed for mobile phones or PDAs （Personal Digital Assistants） based on the JME （Java Mobile Edition） technology. Finally, another initiative is also presented： A free download platform of digital contents for mobile devices based on info-educational games.

Improving Chinese Language Learning through Collaborative Kahoot Mode

This study used quantitative methods to assess students'Chinese language learning attitudes and learning habits on Kahoot,a game-based learning platform.Kahoot enables teachers to transform bland Chinese vocabulary memorization into exciting,game-like situations.It makes Chinese language learning fun and interactive.The study aims to compare Kahoot team play mode with individual play mode.Sixty-four fifth graders participated.In the experimental group,students grouped by themselves or the teacher to compete with one another.They enjoyed working together to share what they knew and learned from each other.Students were tested prior to the course(pretest)and following the course(post-test).Observation notes,lesson plans,and surveys were also included.Analysis of the multiple types of data strengthens the conclusion that Kahoot can be an effective tool for teaching Chinese vocabulary,sentences,and culture.

游戏化学习理念在翻转课堂教学中的应用研究

翻转课堂实现了传统课堂中知识传授与知识内化两个阶段的颠倒。在翻转式教学中,教师从知识传授者的角色中解脱出来,能够根据学科特点、学习者特征、自己的教学理念,进行课堂活动的设计安排。课堂活动环节是学生进行知识内化的阶段,决定着学生学习的效果。游戏化学习是教学者结合游戏的设计策略进行教学设计,使学习者在轻松愉快的环境下以游戏化的方式完成学习内容,有助于培养学习者的主动性、创造性和协作性。从翻转课堂内涵和游戏化学习理念及设计策略出发,通过对游戏化学习理念应用到翻转课堂中的案例进行分析,提出了基于游戏化学习理念的翻转式教学模式,以期更好地促进翻转课堂在教学实践中的应用。

21世纪国际游戏化学习研究——基于WOS(2000-2020)载文分析

游戏化学习已引发广泛关注,在未来的数字化社会中,其将不可避免地成为学习的重要手段与形式。文章基于Web of Science中的"社会科学引文索引"(Social Sciences Citation Index,SSCI)数据库,以2000年至2020年发表的相关文章为样本,使用HistCite、CiteSpace和WOS自带的文献计量软件,梳理国际游戏化学习研究的动态与热点,发现21世纪以来国际上有关游戏化学习的研究成果不断增多,其中中国台湾的相关发文量和被引频次最高且研究机构最多;希腊的学者单篇研究成果的影响力最大。研究热点主要集中在游戏化学习的理论基础、学科应用、设计模式、表现形式以及效果呈现五个方面。基于此,得出教育理论对于游戏开发和设计具有重要指导作用,以及游戏化学习和学习过程游戏化有利于提高学习者学习兴趣和动机的结论。同时,发现"GBL+学科"和学习者隐私安全问题是游戏化学习研究关注的重点。

Opening the“Black Box”:How Out-of-Class Use of Duolingo Impacts Chinese Junior High School Students'Intrinsic Motivation for English

Purpose:Mobile-assisted language learning(MALL)apps such as Duolingo have great potential for promoting learners'motivation to learn a second language(L2).However,little research has investigated how this motivational impact takes place.Additionally,despite the flexibility of mobile learning,most existing studies are conducted in classroom settings,with less attention paid to out-of-school technology usage.Design/Approach/Methods:To address these gaps,we present a model based on self-determination theory and propose the idea of“motivational transfer”to explain the psychological mechanism underpinning the impact of technology.To examine the model,we conducted a case study with 20 Year 8 Chinese junior school students who used Duolingo to learn English as a foreign language(EFL)after school for 6 weeks.Findings:Questionnaire and group interview data support our hypothesized mechanism:learners'activity-specific intrinsic motivation(IM)for using Duolingo and their underlying psychological need for autonomy and competence can be transferred to a more general level,thereby enhancing learners'global IMforL2.OriginalityValue:The proposed theoretical model expands our understanding of how digital technology stimulates learners'L2 motivation;it can help L2 educators design better technological affordances to promote learners'motivation both in and outside the classroom.