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Marcela Pessoa; Marcia Lima; Fernanda Pires; Gabriel Haydar; Rafaela Melo; Luiz Rodrigues; David Oliveira; Elaine Oliveira; Leandro Galvao; Bruno Gadelha; Seiji Isotani; Isabela Gasparini; Tayana Conte – IEEE Transactions on Learning Technologies, 2024
Game designers and researchers have sought to create gameful environments that consider user preferences to increase engagement and motivation. In this sense, it is essential to identify the most suitable game elements for users' profiles. Designers and researchers must choose strategies to classify users into predefined profiles and select the…
Descriptors: Educational Environment, Game Based Learning, Classification, Learner Engagement
Xiaoli Huang; Wei Xu; Ruijia Liu – International Journal of Distance Education Technologies, 2025
This article presents a meta-analysis of the existing literature using Stata 18.0, focusing on the effects of ITSs on learning attitudes, knowledge acquisition, learner motivation, performance, problem-solving skills, test scores, and educational outcomes across different countries and educational levels (k = 30, g = 0.86). The findings suggest…
Descriptors: Intelligent Tutoring Systems, Outcomes of Education, Learning Motivation, Student Attitudes
Ekin, Cansu Cigdem; Gul, Abdulmenaf – International Journal of Technology in Education, 2022
This research aims to conduct a bibliometric study to describe how game-based educational research is structured and how it has evolved over time. For this purpose, bibliometric analysis has been used to analyze 4980 publications indexed by the Elsevier SCOPUS database between 1967 and May 2021. The related publications were evaluated by analyzing…
Descriptors: Bibliometrics, Game Based Learning, Educational Research, Publications
Pinelopi Krystalli; Panayiotis Arvanitis – European Journal of Education (EJED), 2024
Digital games and related technologies are increasingly transcending their traditional boundaries, as evidenced by the expanding field of serious and pervasive games. The concept of "gamification" represents the latest phase in this evolution, referring to the integration of game-like elements into nongame contexts to enhance user…
Descriptors: Game Based Learning, Second Language Learning, Second Language Instruction, Computer Games
Squire, Nikki – Technology, Knowledge and Learning, 2023
Digital game-based learning (DGBL) is becoming a prominent innovative approach used in higher education to gamify the learning experience. Research studies using DGBL as a framework for game design has shown promising results in increasing student engagement, motivation, interaction, satisfaction, and most of all, learning outcomes among…
Descriptors: Undergraduate Students, Game Based Learning, Audience Response Systems, Distance Education
Catherine Akoth Ongoro; Yong-Yi Fanjiang – IEEE Transactions on Learning Technologies, 2024
This article aims to provide a systematic review of existing research on the use of digital game-based learning (DGBL) technology for foreign language (English) in preschool and elementary schools. Digital game-based technology enables learning to become more interactive and inspirational, thereby enhancing language acquisition. The authors…
Descriptors: Game Based Learning, Elementary School Students, Preschool Education, Creativity
Saxena, Manisha; Mishra, Dharmesh K. – International Journal of Information and Communication Technology Education, 2021
Research has found that the new-age learner, Gen Z, is different from his/her predecessors and hence educators need new age pedagogical interventions to cater to this group of learners. With a change in the way the new age learner learns, the education system needs to revamp to incorporate tools that suit the need of the learner. The paper reviews…
Descriptors: Age Groups, Game Based Learning, Intervention, Higher Education
Kaya, Gamze; Sagnak, Hatice Cilsalar – International Journal of Game-Based Learning, 2022
Since gamification has strengthened its place in education over the years, it is frequently preferred in English as a Second Language Learning. This study aims to investigate the literature on the effects of gamification on students' English learning as a second language and the tendency of students to use games to learn English as a second…
Descriptors: Game Based Learning, Second Language Learning, Second Language Instruction, English (Second Language)
Hu, Yuanyuan; Gallagher, Timothy; Wouters, Pieter; Schaaf, Marieke; Kester, Liesbeth – Journal of Research in Science Teaching, 2022
Game-based learning (GBL) may address the unique characteristics of a single subject such as chemistry. Previous systematic reviews on the effects of GBL have yielded contradictory results concerning cognitive and motivational outcomes. This meta-analysis aims to: (a) estimate the overall effect size of GBL in chemistry education on cognitive,…
Descriptors: Game Based Learning, Teaching Methods, Chemistry, Science Instruction
Ari Muhammad Syifa; Lilla Musyahda; David Segoh – Journal of Education and Learning (EduLearn), 2024
This systematic literature review (SLR) aimed to investigate the potential of digital online game-based learning (DOGBL) to enhance motivation in English as a foreign language (EFL). Online gaming has grown in popularity among students, opening up the possibility of using games as powerful instructional resources. Academic achievement depends on…
Descriptors: English (Second Language), Second Language Instruction, Second Language Learning, Computer Games
Dehghanzadeh, Hojjat; Fardanesh, Hashem; Hatami, Javad; Talaee, Ebrahim; Noroozi, Omid – Computer Assisted Language Learning, 2021
Digital gamification has been argued to be a fun and enjoyable method to support Learning English as a Second Language (LESL) and to ease the gap between students' learning and educational practice. This systematic review presents an overview of the state of the art on the use of gamification for LESL in digital environments. Furthermore, this…
Descriptors: Second Language Learning, Second Language Instruction, English (Second Language), Game Based Learning
Zou, Di; Huang, Yan; Xie, Haoran – Computer Assisted Language Learning, 2021
Given the importance of word knowledge for second language acquisition, there is always a need for effective word-learning approaches from language learners. With the rapid development of educational technologies, game-based learning is emerging into a field with considerable potential, within which, digital game-based vocabulary learning has…
Descriptors: Vocabulary Development, Game Based Learning, Teaching Methods, Second Language Learning
Fan, Min; Antle, Alissa N.; Warren, Jillian L. – Journal of Educational Computing Research, 2020
In this article, we present a systematic review of literature on augmented reality (AR) supported for early language learning. We analyzed a total of 53 papers from 2010 to 2019 using qualitative analysis with complementary descriptive quantitative analysis. Our findings revealed three main AR learning activities: word spelling games, word…
Descriptors: Computer Simulation, Language Acquisition, Educational Research, Spelling
Shu, Liuyi; Liu, Min – Journal of Educational Multimedia and Hypermedia, 2019
Game-based learning is getting popular in both K-12 schools and colleges. Research is needed to understand how engagement can influence learning and what specific factors of game-based learning that affect learners. In this study, we reviewed a total of 20 empirical studies from refereed journals that examined student engagement in game-based…
Descriptors: Learner Engagement, Educational Games, Learning Processes, Outcomes of Education
Yaccob, Nur Syafiqah; Yunus, Melor Md – Arab World English Journal, 2019
Traditional teaching and learning process referring to chalk-and-talk has become outdated in lessons. Teachers and learners are exposed to various task-based process to encourage a better participation among learners throughout the lesson. One of the most common and preferred teaching strategies is the use of language games to aid the teaching of…
Descriptors: English (Second Language), Second Language Learning, Second Language Instruction, Instructional Effectiveness