Educational Games as a Motivational Tool: Considerations on their Potential and Limitations
| Autor: | Passarelli, M, Dagnino, FM, Earp, J, Manganello, F, Perisco, D, Pozzi, F, Bailey, C, Perrotta, C, Buijtenweg, Thomas, Haggis-Burridge, M, Lane, H., Zvacek, Susan, Uhomoibhi, James |
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| Přispěvatelé: | Lane, H, Zvacek, Susan, Uhomoibhi, James, Academy for Games & Media, Creative and Entertainment Games |
| Jazyk: | angličtina |
| Rok vydání: | 2019 |
| Předmět: |
050101 languages & linguistics
Motivation business.industry 4. Education media_common.quotation_subject 05 social sciences Serious Games ComputingMilieux_PERSONALCOMPUTING Game-based Learning 050301 education Context (language use) Public relations Focus group Gamification Entertainment Power (social and political) Perception 0501 psychology and cognitive sciences Quality (business) business Psychology 0503 education Formal learning media_common Skepticism |
| Zdroj: | CSEDU 2019, pp. 330–337, Heraklion, Crete, Greece, 2-4/5/2019 info:cnr-pdr/source/autori:Marcello Passarelli, Francesca Maria Dagnino, Jeffrey Earp, Flavio Manganello, Donatella Persico, Francesca Pozzi, Chris Bailey, Carlo Perrotta, Thomas Buijtenweg, Mata Haggis/congresso_nome:CSEDU 2019/congresso_luogo:Heraklion, Crete, Greece/congresso_data:2-4%2F5%2F2019/anno:2019/pagina_da:330/pagina_a:337/intervallo_pagine:330–337 Proceedings of the 11th International Conference on Computer Supported Education, 330-337 STARTPAGE=330;ENDPAGE=337;TITLE=Proceedings of the 11th International Conference on Computer Supported Education CSEDU (1) Scopus-Elsevier |
| Popis: | There is considerable interest in leveraging video games to support students’ motivation. This involves employment of educational (serious) and entertainment games. However, while evidence indicates that games can enhance learning outcomes, doubts persist about whether they retain their enjoyable character in formal learning contexts. This study was carried out within the H2020 Gaming Horizons project, which involved a review of academic literature on the role of games in society, as well as 73 semi-structured interviews with relevant stakeholders, including players and educators, investigating their positions on game-related issues. The interviews suggested that players tend to view game-based learning – and specifically serious games at school – with scepticism. This is partly attributable to the perception that serious games have lower production values than entertainment games, and that gaming, as a voluntary, self-driven activity, clashes with the structured nature of school. Some educators reported individual and gender differences in the motivating power of games. However, the use of entertainment games to foster learning outcomes was seen favourably. Two focus groups devoted to the issue highlighted the need for carefully tailoring the gaming experience to both context and student, and the importance of developing a sustainable business model for enhancing serious games quality. |
| Databáze: | OpenAIRE |
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