An educational game for learning human immunology: What do students learn and how do they perceive. Australasian Journal of Educational Technology, 34(4), 155–167.Ĭheng, M., Su, T., Huang, W., & Chen, J. Effects of digital game-based learning on achievement, flow and overall cognitive load. International Journal of Mobile Learning and Organisation, 13(1), 68–90.Ĭhang, C., Warden, C. Trends in digital game-based learning in the mobile era: A systemic review of journal publications from 2007 to 2016. A systemic literature review of empirical evidence on computer games and serious games. Lanham, MD: Rowman & Littlefield Publishers.Ĭonnolly, T., Boyle, E., MacArthur, E., Hainey, T., & Boyle, J. Student engagement in today’s learning environments: Engaging the missing catalyst of lasting instructional reform. Menlo Park: SRI International.Ĭollins, J. Digital games, design and learning: A systematic review and meta-analysis (executive summary). Computers and Education, 57(4), 2382–2394.Ĭlark, D., Tanner-Smith, E., & Killingsworth, S.
Exploring factors of media characteristic influencing flow in learning through virtual worlds.
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ELearning & Software for Education, 1, 68. Learning enhancement through video games. International Game Developers Association.Ĭӑlinoiu, N. Trends in Neurosciences, 21(7), 294–299.Ĭasual Game White Paper. Mechanisms of emotional arousal and lasting declarative memory. Computers in Human Behavior, 28, 771–780.Ĭahill, L., & McGaugh, J. Engagement in digital entertainment games: A systemic review. Alexandria: Association for Talent Development (ATD).īoyle, E. Playing to Win: Gamification and serious games in organizations. Computers and Education, 92, 90–103.Īssociation for Talent Development (ATD). Assessing the effectiveness of digital game-based learning: Best practices. International Journal of Innovation, Management, and Technology, 7(4), 132–136.Īll, A., Castellar, E., & Van Looy, J. Retrieved from Īl-Azawi, R., Al-Faliti, F., & Al-Blushi, M. The Concept of flow in game-based learning. Review of Educational Research, 85(4), 740–779.Īdmiraal, W., Huizenga, J., Akkerman, S., & ten Dam, G. Gameplay engagement and learning in gam-based learning: A systematic review. Integrating a serious game into case-based learning. In terms of learning, it was found learners in the game condition answered significantly more questions correctly and had significantly longer correct answer streaks than learners in the nongame condition.Īddy, T. The evidence supports the conclusion that adult learners are more motivated to come back and engage with the learning platform when they can play a casual game first. It was found that learners in the game condition logged in significantly more often than those in the non-game condition. The results provided evidence that playing a casual game produced significant levels of engagement with the learning platform.
Over a 12 month period of time, the study compared the level of engagement of the two groups as measured by the number of times learners returned to the platform and the proportion of time the learner spent browsing non-required areas of the platform. They did not have the option of playing games at any time on the platform. The second group of learners was in a non-game condition. In this condition, the learners were provided the option to play a casual game (lasting no more than five minutes) every time they logged into the software. One group of learners was in a game condition. The study analyzed two populations of learners who were using the learning platform. This study focused on the use of casual games to motivate learners in a corporate retail settings to engage in a online learning platform.
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