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Game-Based Learning in Science Education: A Review of

Relevant Research
Li, Ming-Chaun; Tsai, Chin-Chung
Journal of Science Education and Technology, v22 n6 p877-898 Dec 2013

Abstract

The purpose of this study is to review empirical research articles regarding game-based science learning (GBSL)
published from 2000 to 2011. Thirty-one articles were identified through the Web of Science and SCOPUS
databases. A qualitative content analysis technique was adopted to analyze the research purposes and designs, game
design and implementation, theoretical backgrounds and learning foci of these reviewed studies. The theories and
models employed by these studies were classified into four theoretical foundations including cognitivism,
constructivism, the socio-cultural perspective, and enactivism. The results indicate that cognitivism and
constructivism were the major theoretical foundations employed by the GBSL researchers and that the socio-cultural
perspective and enactivism are two emerging theoretical paradigms that have started to draw attention from GBSL
researchers in recent years. The analysis of the learning foci showed that most of the digital games were utilized to
promote scientific knowledge/concept learning, while less than one-third were implemented to facilitate the
students’ problem-solving skills. Only a few studies explored the GBSL outcomes from the aspects of scientific
processes, affect, engagement, and socio-contextual learning. Suggestions are made to extend the current GBSL
research to address the affective and socio-contextual aspects of science learning. The roles of digital games as tutor,
tool, and tutee for science education are discussed, while the potentials of digital games to bridge science learning
between real and virtual worlds, to promote collaborative problem-solving, to provide affective learning
environments, and to facilitate science learning for younger students are also addressed.

Keywords
Science education Science learning Game-based learning Digital games

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Notes

Acknowledgments

This research was supported by the projects from the National Science Council, Taiwan, under contract number
NSC 98-2511-S-011-005-MY3 and NSC 99-2511-S-011-011-MY3.

Table 7
Background information of reviewed articles

Author (s) (year) Science domain Game name School level of Number of Research
participants participants method

Anderson and Physics Supercharged! Undergraduate 136 Quasi-


Barnett (2011) experiment

Annetta et al. Biology Not available High school 129 Quasi-


(2009) experiment

Barab et al. Ecological science Taiga Virtual Park Elementary school 23 Case study
(2007) (Quest Atlantis) (DBR)
Barab et al. Ecological science Taiga Virtual Park Undergraduate 51 Experiment
(2009) (Quest Atlantis)

Carr and Physics Relativistic Asteroids High school 67 Case study


Bossomaier Higher education
(2011)
Author (s) (year) Science domain Game name School level of Number of Research
participants participants method

Cheng et al. Neuroscience Not available Across different 175 Case study
(2011) levels

Clark et al. Physics SURGE High school 143 Case study


(2011)
Echeverría et al. Physics First Colony High school 27 Case study
(2011)

Hickey et al. Ecological Taiga virtual park (Quest Elementary school 116 Quasi-
(2009) Science Atlantis) experiment
DBR
Hsu et al. (2011) Physics Not available Preschooler 50 Experiment

Johnson and Physics Circuit Game Undergraduate 104 Experiment


Mayer (2010)

Kali (2003) Earth Science A virtual journey within Junior & Senior Not available Case study
the Rock Cycle high school

Khalili et al. Neurology Game Maker High school 16 Case study


(2011)
Li (2010) Physics Scratch Elementary school 21 Case study

Lim et al. (2006) Physics Quest Atlantis Elementary school 8 Case study

Mayer and Physics Circuit Game Undergraduate 117 Experiment


Johnson (2010)

Miller et al. Neuroscience The Reconstructors High school 148 Case study
(2002) (Series title: Medicinal
Mysteries from History)
Miller et al. Neuroscience The Reconstructors High school 289 Case study
(2006) (Series title: Nothing to
Rave About)

Moreno and Biology Design-A-Plant Undergraduate 124 Experiment


Mayer (2000)
Moreno and Biology Design-A-Plant Undergraduate 164 Experiment
Mayer (2002)

Moreno and Biology Design-A-Plant Undergraduate 48 Experiment


Mayer (2004)
Moreno and Biology Design-A-Plant Undergraduate 176 Experiment
Mayer (2005)

Nilsson and Environmental SimCity 4 High school 42 Case study


Jakobsson (2011) education
Sánchez and Biology MSG Evolution High school 373 Quasi-
Olivares (2011) experiment

Spires et al. Biology Crystal Island High school 137 Case study
(2011)

Squire and Jan Environmental Mad City Mystery Across different 34 Case study
Author (s) (year) Science domain Game name School level of Number of Research
participants participants method

(2007) education levels

Squire and Environmental Environmental High school 76 Case study


Klopfer (2007) education Detectives Undergraduate

Ting (2010) Physics Wii game Vocational high 48 Case study


school

Tüysüz (2009) Chemistry Element matching game Undergraduate 176 Quasi-


Atom game experiment
Periodic table game
Chemical bound game
Forming compound
game
Crossword puzzle

Wrzesien and Nature science E-Junior Elementary school 48 Experiment


Raya (2010) and ecology

Yien et al. (2011) Nutrition Little Dietician Elementary school 66 Quasi-


education Gifts from Heaven experiment
Saving Health Kingdom
Health Superman’s
Delicacy Island
Nutrition Supplement
Battle

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Tujuan kajian ini adalah untuk mengkaji semula artikel penyelidikan empirikal mengenai pembelajaran sains berasaskan permainan
(GBSL) yang diterbitkan dari tahun 2000 hingga 2011. Artikel tiga puluh telah dikenalpasti melalui Web of Science dan pangkalan
data SCOPUS. Teknik analisis kandungan kualitatif telah digunakan untuk menganalisis tujuan penyelidikan dan reka bentuk, reka
bentuk permainan dan pelaksanaan, latar belakang teori dan pembelajaran kumpulan kajian yang dikaji. Teori dan model yang
digunakan oleh kajian ini dikelaskan kepada empat asas teori termasuk kognitivisme, konstruktivisme, perspektif sosio-budaya, dan
enakivisme. Keputusan menunjukkan bahawa kognitivisme dan konstruktivisme adalah asas-asas teori utama yang digunakan oleh
penyelidik GBSL dan bahawa perspektif sosio-budaya dan enactivism adalah dua paradigma teoritis baru yang telah mula menarik
perhatian dari penyelidik GBSL dalam beberapa tahun kebelakangan ini. Analisis pertunjukan pembelajaran menunjukkan bahawa
kebanyakan permainan digital digunakan untuk mempromosikan pengetahuan saintifik / pembelajaran konsep, manakala kurang
daripada satu pertiga dilaksanakan untuk memudahkan kemahiran menyelesaikan masalah pelajar. Hanya beberapa kajian yang
meneroka hasil GBSL dari aspek proses saintifik, mempengaruhi, penglibatan, dan pembelajaran sosio-kontekstual. Cadangan
dibuat untuk melanjutkan penyelidikan GBSL semasa untuk menangani aspek afektif dan sosio-kontekstual pembelajaran sains.
Peranan permainan digital sebagai tutor, alat, dan tutee untuk pendidikan sains dibincangkan, sementara potensi permainan digital
untuk menjembatani pembelajaran sains antara dunia nyata dan maya, untuk mempromosikan penyelesaian masalah kolaboratif,
untuk menyediakan persekitaran pembelajaran yang afektif, dan untuk memudahkan pembelajaran sains untuk pelajar muda juga
ditangani.

Use of Digital Game Based Learning and Gamification in Secondary School


Science: The Effect on Student Engagement, Learning and Gender Difference
Khan, Amna; Ahmad, Farzana Hayat; Malik, Muhammad Muddassir
Education and Information Technologies, v22 n6 p2767-2804 Nov 2017
This study aimed to identify the impact of a game based learning (GBL) application using computer technologies on student engagement in secondary
school science classrooms. The literature reveals that conventional Science teaching techniques (teacher-centered lecture and teaching), which foster
rote learning among students, are one of the major concerns in Pakistan Education system. This leads to student disengagement in science lessons
eventually resulting in student absenteeism and dropouts from the schools. This study consisted of five stages: (1) examining the impact of Digital
Game-Based Learning (DGBL) and gamification on engagement, learning and gender difference, and literature related to using DGBL models for
instructional design; (2) planning learning activities and developing a GBL application based on a specific content in Science; (3) conducting an
intervention with a sample of 72 participants of 8th grade (aged 12-15) in a low cost private school of Pakistan following quasi-experimental research
framework; (4) observing behaviour and emotions of the participants during science lessons; (5) conducting pre and post tests to assess the learning
outcomes of participants followed by focus groups discussion. Analysis from Friedman test, Mann-Whitney U test, and Wilcoxon Signed Rank test
show that the GBL application has a positive influence on student engagement. However, GBL application was not equally effective for all students
since girls outperformed boys in terms of engagement and learning outcomes. This study gives insights into the development of better educational
games to promote student learning.

Kajian ini bertujuan untuk mengenal pasti impak aplikasi pembelajaran berasaskan permainan (GBL) dengan menggunakan teknologi komputer
mengenai penglibatan pelajar di bilik darjah sains sekolah menengah. Kesusasteraan mendedahkan bahawa teknik pengajaran Sains konvensional
(kuliah dan pengajaran yang berpusat kepada guru), yang memupuk semangat belajar di kalangan pelajar, adalah salah satu kebimbangan utama
dalam sistem Pendidikan Pakistan. Ini membawa kepada pengunduran pelajar dalam pelajaran sains yang mengakibatkan ketidakhadiran pelajar dan
pengurangan pelajar dari sekolah. Kajian ini terdiri daripada lima peringkat: (1) mengkaji kesan Pembelajaran Berasaskan Digital (DGBL) dan
pemahaman tentang penglibatan, pembelajaran dan perbezaan jantina, dan literatur yang berkaitan dengan menggunakan model DGBL untuk reka
bentuk pengajaran; (2) merancang aktiviti pembelajaran dan membangunkan aplikasi GBL berdasarkan kandungan tertentu dalam Sains; (3)
menjalankan campur tangan dengan sampel 72 orang peserta gred ke-8 (berumur 12-15) di sekolah swasta kos rendah Pakistan berikutan kerangka
penyelidikan kuasi eksperimen; (4) memerhatikan tingkah laku dan emosi para peserta semasa pelajaran sains; (5) menjalankan ujian pra dan pos
untuk menilai hasil pembelajaran peserta diikuti dengan perbincangan kumpulan fokus. Analisis dari ujian Friedman, ujian Mann-Whitney U, dan uji
Wilcoxon Signed Rank menunjukkan bahawa aplikasi GBL mempunyai pengaruh positif terhadap penglibatan pelajar. Walau bagaimanapun, aplikasi
GBL tidak sama berkesan untuk semua pelajar kerana kanak-kanak perempuan mengatasi prestasi kanak-kanak lelaki dari segi penglibatan dan hasil
pembelajaran. Kajian ini memberikan pandangan tentang perkembangan permainan pendidikan yang lebih baik untuk mempromosikan pembelajaran
pelajar.

Designing Science Learning with Game-Based Approaches


Min Liu,Jason A. Rosenblum,Lucas Horton &Jina Kang

Pages 84-102 | Published online: 18 Apr 2014

Journal
Computers in the Schools
Interdisciplinary Journal of Practice, Theory, and Applied Research
Volume 31, 2014 - Issue 1-2: Digital Game-Based Learning

Given the growing popularity of digital games as a form of entertainment, educators are interested in exploring using
digital games as a tool to facilitate learning. In this study, we examine game-based learning by describing a learning
environment that combines game elements, play, and authenticity in the real world for the purpose of engaging
students’ learning of science and enhancing student motivation. We discuss the design of the environment and
present research conducted. Our findings demonstrate that the design of an engaging, interactive environment using
a game-based approach can help students have fun while learning.

Murid-muridnya kehilangan sains praktikal


Bukti baru telah menunjukkan bahawa ramai murid tidak dapat memperoleh pengalaman sains dalam sesi praktikal,
kerana kekurangan sumber asas seperti mikroskop.

Dua laporan, satu untuk utama dan satu untuk menengah telah diterbitkan minggu ini yang memperincikan
kekurangan dalam peruntukan oleh Pendidikan Sains Komuniti (Score) - kerjasama antara beberapa organisasi sains
terkemuka di UK, termasuk Royal Society of Chemistry, Institut Fizik dan Royal Society.

Laporan-laporan ini menunjukkan bahawa, secara purata, sekolah menengah negeri hanya mempunyai 70%
peralatan yang telah dikenal pasti sebagai institusi yang penting untuk mengajar sains praktikal.

Iklan

Keadaan ini lebih buruk di sekolah rendah di mana guru hanya mempunyai 46% bahan yang diperlukan untuk
menjalani sesi sains praktikal dengan murid mereka. Di sekolah menengah penyelidikan mendapati terdapat juga
kurangnya sokongan daripada juruteknik yang berkelayakan.

Di sekolah menengah negeri perbelanjaan yang dilaporkan pada 2011/12 berbeza dari 75p setiap pelajar sehingga £
31.25, sementara di pendanaan sekolah bebas berubah dari £ 7.18 hingga £ 83.21. Di sekolah rendah, jumlah yang
dibelanjakan berbeza dari hanya 4p setiap pelajar sehingga £ 19.08. Laporan itu juga menyatakan bahawa di sekolah
menengah negeri 28% daripada belanjawan dibelanjakan untuk membuat fotokopi.
Computers & Education
Volume 59, Issue 2, September 2012, Pages 497-504

Enhancing 5th graders’ science content knowledge and self-efficacy through game-based
learning
Author links open overlay panelAngelaMelusoMeixunZhengHiller A.SpiresJamesLester

Abstract
Many argue that games can positively impact learning by providing an intrinsically motivating and engaging learning environment for
students in ways that traditional school cannot. Recent research demonstrates that games have the potential to impact student
learning in STEM content areas and that collaborative gameplay may be of particular importance for learning gains. This study
investigated the effects of collaborative and single game player conditions on science content learning and science self-efficacy.
Results indicated that there were no differences between the two playing conditions; however, when conditions were collapsed,
science content learning and self-efficacy significantly increased. Future research should focus on the composition of collaboration
interaction among game players to assess what types of collaborative tasks may yield positive learning gains.

Highlights
► This study investigated the effects of collaborative gameplay on learning and self-efficacy. ► Collaborative groups did not differ
in learning gains or changes in self-efficacy. ► Learning and self-efficacy did significantly increased collapsed across collaborative
groups.

Ramai yang berpendapat bahawa permainan boleh memberikan kesan positif kepada pembelajaran dengan
menyediakan persekitaran pembelajaran yang memotivasi dan menarik bagi pelajar dengan cara yang tidak dapat
dilakukan oleh sekolah tradisional. Penyelidikan terkini menunjukkan permainan mempunyai potensi untuk
memberi kesan kepada pembelajaran pelajar di kawasan kandungan STEM dan permainan kolaboratif ini boleh jadi
penting untuk pembelajaran keuntungan. Kajian ini menyiasat kesan keadaan pemain permainan kolaboratif dan
tunggal dalam pembelajaran kandungan sains dan keberkesanan sains sains. Keputusan menunjukkan bahawa tiada
perbezaan antara kedua-dua syarat bermain; Walau bagaimanapun, apabila keadaan runtuh, pembelajaran
kandungan sains dan keberkesanan diri meningkat dengan ketara. Penyelidikan masa depan harus menumpukan
pada komposisi interaksi kolaborasi di kalangan pemain permainan untuk menilai jenis tugas kolaboratif yang
mungkin menghasilkan keuntungan pembelajaran yang positif.

Sorotan

► Kajian ini menyelidik kesan permainan kolaboratif pada pembelajaran dan keberkesanan diri. ► Kumpulan
kolaboratif tidak berbeza dalam pembelajaran keuntungan atau perubahan dalam keberkesanan diri. ► Pembelajaran
dan keberkesanan diri meningkat dengan ketara yang runtuh merentasi kumpulan kerjasama.
Computers & Education
Volume 63, April 2013, Pages 43-51

A collaborative game-based learning approach to improving students' learning performance


in science courses
Author links open overlay panelHan-YuSungaGwo-JenHwangb

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https://doi.org/10.1016/j.compedu.2012.11.019

Abstract
In this study, a collaborative game-based learning environment is developed by integrating a grid-based Mindtool to facilitate the
students to share and organize what they have learned during the game-playing process. To evaluate the effectiveness of the
proposed approach, an experiment has been conducted in an elementary school natural science course to examine the students'
performance in terms of their learning attitudes, learning motivation, self-efficacy and learning achievements. From the experimental
results, it is found that the Mindtool-integrated collaborative educational game not only benefits the students in promoting their
learning attitudes and learning motivation, but also improves their learning achievement and self-efficacy owing to the provision of
the knowledge organizing and sharing facility embedded in the collaborative gaming environment.

Highlights
► A collaborative game-based learning approach with knowledge construction mechanism is proposed. ► An experiment was
conducted to evaluate the performance of the new approach. ► The approach has been applied to a natural science course. ► The
approach improved the students' learning achievement, self-efficacy and learning attitude. ► The students highly accepted the new
approach.

Abstrak

Dalam kajian ini, persekitaran pembelajaran berasaskan permainan dibangunkan dengan mengintegrasikan Mindtool
berasaskan grid untuk memudahkan pelajar berkongsi dan menyusun apa yang telah mereka pelajari semasa proses
permainan. Untuk menilai keberkesanan pendekatan yang dicadangkan, satu eksperimen telah dijalankan di kursus
sains semulajadi sekolah rendah untuk mengkaji prestasi pelajar dari segi sikap belajar mereka, motivasi belajar,
keberkesanan diri dan pencapaian pembelajaran. Dari hasil percubaan, didapati permainan pendidikan kolaboratif
yang terintegrasi dengan Mindtool tidak hanya memberi manfaat kepada pelajar dalam mempromosikan sikap
belajar dan motivasi pembelajaran mereka, tetapi juga meningkatkan pencapaian pembelajaran dan keberkesanan
diri mereka akibat penyediaan pengetahuan dan perkongsian pengetahuan kemudahan yang tertanam dalam
persekitaran permainan kolaboratif.
Sorotan

► Pendekatan pembelajaran berasaskan permainan dengan mekanisme pembinaan pengetahuan dicadangkan. ►


Eksperimen telah dijalankan untuk menilai prestasi pendekatan baru. ► Pendekatan telah digunakan untuk kursus
sains semulajadi. ► Pendekatan ini meningkatkan pencapaian pelajar, keberkesanan diri dan sikap belajar pelajar.
► Pelajar menerima pendekatan baru.

Play in the Museum: Design and Development of a Game-Based Learning Exhibit for Informal
Science Education
Jonathan P. Rowe (North Carolina State University, Raleigh, NC, USA), Eleni V. Lobene (Aon Hewitt, Washington, DC, USA), Bradford W. Mott (North Carolina State University,
Raleigh, NC, USA) and James C. Lester (North Carolina State University, Raleigh, NC, USA)

Source Title: International Journal of Gaming and Computer-Mediated Simulations (IJGCMS) 9(3)

Copyright: © 2017 |Pages: 18

DOI: 10.4018/IJGCMS.2017070104

Abstract
Digital games have been found to yield effective and engaging learning experiences across a broad range of subjects. Much of this research has been conducted in laboratory
and K-12 classrooms. Recent advances in game technologies are expanding the range of educational contexts where game-based learning environments can be deployed,
including informal settings such as museums and science centers. In this article, the authors describe the design, development, and formative evaluation of Future Worlds, a
prototype game-based exhibit for collaborative explorations of sustainability in science museums. They report findings from a museum pilot study that investigated the influence
of visitors' individual differences on learning and engagement. Results indicate that visitors showed significant gains in sustainability knowledge as well as high levels of
engagement in a free-choice learning environment with Future Worlds. These findings point toward the importance of designing game-based learning exhibits that address the
distinctive design challenges presented by museum settings.
Article Preview

Background And Related Work


The affordances of digital games align naturally with the goals of museum education, such as fostering engagement in science, and enabling learners to manipulate, test, and
explore hypotheses about the natural world (National Research Council, 2009). However, designing game-based learning environments presents several challenges. Game
design is multidisciplinary, requiring close collaboration between software developers, educators, artists, testers, and other specialists. Games are complex, requiring myriad
design decisions with uncertain impacts on learners’ experiences. Most notably, there is a dearth of evidence-based research on the design principles and methods necessary
for creating effective game-based learning environments.

Reviews of the game-based learning literature have broadly concluded that games can yield positive learning outcomes across a range of educational subjects (Connolly et al.,
2012). In recent years, a pair of prominent meta-analyses independently concluded that, in general, digital game technologies are often more effective than traditional
instructional methods in fostering learning and retention (Clark et al., 2016; Wouters et al., 2013). Expanding on this conclusion, Wouters et al. (2013) advise, “the next step is
more value-added research on specific game features that determine ... effectiveness” (p. 262). Clark et al. (2016) echo this argument, concluding, “[Research on game-based
learning] should thus shift emphasis … to cognitive-consequences and value-added studies exploring how theoretically driven design decisions influence situated learning
outcomes” (p. 116).

Abstrak
Permainan digital telah didapati menghasilkan pengalaman pembelajaran yang berkesan dan menarik di serata mata pelajaran yang luas. Kebanyakan kajian ini dijalankan di
makmal dan kelas K-12. Kemajuan terkini dalam teknologi permainan memperluaskan rangkaian konteks pendidikan di mana persekitaran pembelajaran berasaskan
permainan boleh dikerahkan, termasuk tetapan tidak formal seperti muzium dan pusat sains. Dalam artikel ini, penulis menerangkan reka bentuk, pembangunan, dan penilaian
formatif Dunia Masa Depan, pameran berasaskan prototaip untuk penerokaan kolaboratif dalam muzium sains. Mereka melaporkan penemuan dari kajian perintis muzium yang
menyiasat pengaruh perbezaan individu pelawat terhadap pembelajaran dan penglibatan. Keputusan menunjukkan bahawa pengunjung menunjukkan peningkatan ketara
dalam pengetahuan kemampanan serta tahap penglibatan tinggi dalam persekitaran pembelajaran pilihan bebas dengan Dunia Masa Depan. Penemuan ini menunjukkan
pentingnya mereka bentuk pameran pembelajaran berasaskan permainan yang menangani cabaran reka bentuk tersendiri yang dibentangkan oleh seting muzium.
Latar Belakang Dan Kerja Berkaitan

Keupayaan permainan digital diselaraskan secara semulajadi dengan matlamat pendidikan muzium, seperti memupuk penglibatan sains, dan membolehkan para pelajar untuk
memanipulasi, menguji, dan meneroka hipotesis tentang dunia semula jadi (Majlis Penyelidikan Kebangsaan, 2009). Walau bagaimanapun, mereka bentuk persekitaran
pembelajaran berasaskan permainan memberikan beberapa cabaran. Reka bentuk permainan adalah pelbagai disiplin, memerlukan kerjasama yang erat antara pemaju
perisian, pendidik, artis, penguji, dan pakar lain. Permainan adalah kompleks, memerlukan keputusan reka bentuk yang banyak dengan kesan yang tidak menentu kepada
pengalaman pelajar. Terutama, terdapat kekurangan penyelidikan berasaskan bukti mengenai prinsip dan kaedah reka bentuk yang diperlukan untuk mewujudkan persekitaran
pembelajaran berasaskan permainan yang berkesan.
Kajian mengenai kesusasteraan pembelajaran berasaskan permainan secara menyeluruh menyimpulkan bahawa permainan boleh menghasilkan hasil pembelajaran yang
positif dalam pelbagai subjek pendidikan (Connolly et al., 2012). Dalam beberapa tahun kebelakangan ini, sepasang meta-analisa yang terkenal secara bebas menyimpulkan
bahawa secara umum, teknologi permainan digital sering lebih berkesan daripada kaedah pengajaran tradisional dalam memupuk pe mbelajaran dan pengekalan (Clark et al.,
2016; Wouters et al., 2013). Memperluas kesimpulan ini, Wouters et al. (2013) menasihati, "langkah seterusnya adalah lebih banyak penyelidikan nilai tambah terhadap ciri
permainan khusus yang menentukan ... keberkesanan" (ms 262). Clark et al. (2016) echo hujah ini, menyimpulkan, "[Kajian mengenai pembelajaran berasaskan permainan]
dengan itu akan mengalihkan penekanan ... kepada akibat-akibat kognitif dan kajian bernilai tambah meneroka bagaimana keputusan reka bentuk teori yang didorong secara
teoritis terletak di hasil pembelajaran" (ms 116).

Mobile game‐based learning in secondary education: engagement, motivation and learning in a


mobile city game
J. Huizenga
W. Admiraal
S. Akkerman
G. ten Dam
First published: 06 July 2009

https://doi.org/10.1111/j.1365-2729.2009.00316.x
Using mobile games in education combines situated and active learning with fun in a potentially excellent manner. The effects of a
mobile city game called Frequency 1550, which was developed by The Waag Society to help pupils in their first year of secondary
education playfully acquire historical knowledge of medieval Amsterdam, were investigated in terms of pupil engagement in the
game, historical knowledge, and motivation for History in general and the topic of the Middle Ages in particular. A
quasi‐experimental design was used with 458 pupils from 20 classes from five schools. The pupils in 10 of the classes played the
mobile history game whereas the pupils in the other 10 classes received a regular, project‐based lesson series. The results showed
those pupils who played the game to be engaged and to gain significantly more knowledge about medieval Amsterdam than those
pupils who received regular project‐based instruction. No significant differences were found between the two groups with respect to
motivation for History or the Middle Ages. The impact of location‐based technology and game‐based learning on pupil knowledge
and motivation are discussed along with suggestions for future research.

Menggunakan permainan mudah alih dalam pendidikan menggabungkan pembelajaran yang terletak dan
aktif dengan keseronokan dengan cara yang sangat baik. Kesan dari permainan bandar mudah alih yang
dipanggil Frekuensi 1550, yang dibangunkan oleh The Waag Society untuk membantu murid-murid
dalam tahun pertama pendidikan menengah mereka dengan mudah memperoleh pengetahuan sejarah
Amsterdam zaman pertengahan, disiasat dari segi penglibatan murid dalam permainan, pengetahuan
sejarah, dan motivasi untuk Sejarah secara umum dan topik Zaman Pertengahan khususnya. Reka bentuk
kuasi eksperimen digunakan dengan 458 murid dari 20 kelas dari lima buah sekolah. Murid-murid dalam
10 kelas memainkan permainan sejarah bergerak sementara murid-murid dalam 10 kelas yang lain
menerima siri pengajaran berasaskan projek yang tetap. Hasilnya menunjukkan murid-murid yang
memainkan permainan untuk terlibat dan memperoleh pengetahuan yang lebih banyak mengenai
Amsterdam zaman pertengahan daripada murid-murid yang menerima arahan berasaskan projek secara
tetap. Tidak terdapat perbezaan yang signifikan antara kedua-dua kumpulan berkenaan dengan motivasi
Sejarah atau Abad Pertengahan. Impak teknologi berasaskan lokasi dan pembelajaran berasaskan
permainan mengenai pengetahuan dan motivasi murid dibincangkan bersama dengan cadangan untuk
penyelidikan masa depan.

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