loading
Documents

Research.Publish.Connect.

Paper

Authors: Marcello Passarelli 1 ; Francesca Dagnino 1 ; Jeffrey Earp 1 ; Flavio Manganello 1 ; Donatella Persico 1 ; Francesca 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

ISBN: 978-989-758-367-4

Keyword(s): Game-based Learning, Motivation, Gamification, Serious Games.

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. Som e 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. (More)

PDF ImageFull Text

Download
Sign In Guest: Register as new SciTePress user now for free.

Sign In SciTePress user: please login.

PDF ImageMy Papers

You are not signed in, therefore limits apply to your IP address 54.211.135.32

In the current month:
Recent papers: 100 available of 100 total
2+ years older papers: 200 available of 200 total

Paper citation in several formats:
Passarelli, M.; Dagnino, F.; Earp, J.; Manganello, F.; Persico, D.; Pozzi, F.; Bailey, C.; Perrotta, C.; Buijtenweg, T. and Haggis, M. (2019). Educational Games as a Motivational Tool: Considerations on their Potential and Limitations.In Proceedings of the 11th International Conference on Computer Supported Education - Volume 1: CSEDU, ISBN 978-989-758-367-4, pages 330-337. DOI: 10.5220/0007586503300337

@conference{csedu19,
author={Marcello Passarelli. and Francesca Maria Dagnino. and Jeffrey Earp. and Flavio Manganello. and Donatella Persico. and Francesca Pozzi. and Chris Bailey. and Carlo Perrotta. and Thomas Buijtenweg. and Mata Haggis.},
title={Educational Games as a Motivational Tool: Considerations on their Potential and Limitations},
booktitle={Proceedings of the 11th International Conference on Computer Supported Education - Volume 1: CSEDU,},
year={2019},
pages={330-337},
publisher={SciTePress},
organization={INSTICC},
doi={10.5220/0007586503300337},
isbn={978-989-758-367-4},
}

TY - CONF

JO - Proceedings of the 11th International Conference on Computer Supported Education - Volume 1: CSEDU,
TI - Educational Games as a Motivational Tool: Considerations on their Potential and Limitations
SN - 978-989-758-367-4
AU - Passarelli, M.
AU - Dagnino, F.
AU - Earp, J.
AU - Manganello, F.
AU - Persico, D.
AU - Pozzi, F.
AU - Bailey, C.
AU - Perrotta, C.
AU - Buijtenweg, T.
AU - Haggis, M.
PY - 2019
SP - 330
EP - 337
DO - 10.5220/0007586503300337

Login or register to post comments.

Comments on this Paper: Be the first to review this paper.