Authors:
Marcello Passarelli
1
;
Francesca Maria Dagnino
1
;
Jeffrey Earp
1
;
Flavio Manganello
1
;
Donatella Persico
1
;
Francesca Maria Pozzi
1
;
Chris Bailey
2
;
Carlo Perrotta
3
;
Thomas Buijtenweg
4
and
Mata Haggis
4
Affiliations:
1
Institute for Educational Technology, National Research Council of Italy, Via de Marini 6, Genoa and Italy
;
2
Department of Education, Childhood, and Inclusion, Sheffield Hallam University, Howard Street, Sheffield and U.K.
;
3
Faculty of Education, Monash University, Ancora Imparo Way 19, Clayton and Australia
;
4
Academy for Digital Entertainment, Breda University of Applied Sciences, Sibeliuslaan 13, Breda and The Netherlands
Keyword(s):
Game-based Learning, Motivation, Gamification, Serious Games.
Related
Ontology
Subjects/Areas/Topics:
Computer-Supported Education
;
e-Learning
;
Game-Based and Simulation-Based Learning
;
Learning/Teaching Methodologies and Assessment
Abstract:
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. So
me 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.
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