Encyclopedia of Education and Information Technologies

2020 Edition
| Editors: Arthur Tatnall

Computers in Secondary Schools, Educational Games

  • Margarida RomeroEmail author
Reference work entry
DOI: https://doi.org/10.1007/978-3-030-10576-1_31
  • 1 Downloads

Synonyms

Introduction

This entry introduces educational games in secondary schools. Educational games include three main types of educational activities with a playful learning intention supported by digital technologies: educational serious games, educational gamification, and learning through game creation. Educational serious games are digital games that support learning objectives. Gamification is defined as the use of “game design elements and game thinking in a non-gaming context” (Deterding et al. 2011, p. 13). Educational gamification is not developed through a digital game but includes game elements for supporting the learning objectives. Learning through game creation is focused on the process of designing and creating a prototype of a game to support a learning process related to the game creation process or the knowledge mobilized through the game creation process. Four modalities of educational games in secondary education are introduced in this entry to...

This is a preview of subscription content, log in to check access.

References

  1. Arnab S, Lim T, Carvalho MB, Bellotti F, de Freitas S, Louchart S, … De Gloria A (2015) Mapping learning and game mechanics for serious games analysis. Br J Educ Technol 46(2):391–411.  https://doi.org/10.1111/bjet.12113
  2. Barma S, Daniel S (2017) Designing enhanced learning environments in physics: an interdisciplinary collaborative approach producing an instrument for school success. In: Game-based learning across the lifespan. Springer International Publishing, Cham, pp 91–113CrossRefGoogle Scholar
  3. Boyle EA, MacArthur EW, Connolly TM, Hainey T, Manea M, Karki A, van Rosmalen P (2014) A narrative literature review of games, animations and simulations to teach research methods and statistics. Comput Educ 74:1–14.  https://doi.org/10.1016/j.compedu.2014.01.004CrossRefGoogle Scholar
  4. Boyle EA, Hainey T, Connolly TM, Gray G, Earp J, Ott M, … Pereira J (2016) An update to the systematic literature review of empirical evidence of the impacts and outcomes of computer games and serious games. Comput Educ 94:178–192Google Scholar
  5. Chou C, Tsai M-J (2007) Gender differences in Taiwan high school students’ computer game playing. Comput Hum Behav 23(1):812–824CrossRefGoogle Scholar
  6. Connolly TM, Boyle EA, MacArthur E, Hainey T, Boyle JM (2012) A systematic literature review of empirical evidence on computer games and serious games. Comput Educ 59(2):661–686.  https://doi.org/10.1016/j.compedu.2012.03.004CrossRefGoogle Scholar
  7. Cucinelli G, Davidson A-L, Romero M, Matheson T (2018) Intergenerational learning through a participatory video game design workshop. J Intergener Relationsh 16(1–2):146–165CrossRefGoogle Scholar
  8. Deterding S, Sicart M, Nacke L, O’Hara K, Dixon D (2011) Gamification. Using game-design elements in non-gaming contexts. In: CHI’11 extended abstracts on human factors in computing systems. ACM, pp 2425–2428Google Scholar
  9. Dindar M (2018) An empirical study on gender, video game play, academic success and complex problem solving skills. Comput Educ 125:39–52CrossRefGoogle Scholar
  10. Gentile D (2009) Pathological video-game use among youth ages 8 to 18: a national study. Psychol Sci 20(5):594–602CrossRefGoogle Scholar
  11. Giles G, Price IR (2008) Adolescent computer use: approach, avoidance, and parental control. Aust J Psychol 60(2):63–71CrossRefGoogle Scholar
  12. Hill V (2015) Digital citizenship through game design in minecraft. New Libr World 116:369CrossRefGoogle Scholar
  13. Hodges GW, Wang L, Lee J, Cohen A, Jang Y (2018) An exploratory study of blending the virtual world and the laboratory experience in secondary chemistry classrooms. Comput Educ 122:179–193CrossRefGoogle Scholar
  14. Huizenga J, Admiraal W, Akkerman S, ten Dam G (2009) Mobile game-based learning in secondary education: engagement, motivation and learning in a mobile city game. J Comput Assist Learn 25(4):332–344CrossRefGoogle Scholar
  15. Isiksal M, Askar P (2005) The effect of spreadsheet and dynamic geometry software on the achievement and self-efficacy of 7th-grade students. Educ Res 47(3):333–350.  https://doi.org/10.1080/00131880500287815CrossRefGoogle Scholar
  16. Karakus T, Inal Y, Cagiltay K (2008) A descriptive study of Turkish high school students’ game-playing characteristics and their considerations concerning the effects of games. Comput Hum Behav 24(6):2520–2529CrossRefGoogle Scholar
  17. Ke F (2013) Computer-game-based tutoring of mathematics. Comput Educ 60(1):448–457.  https://doi.org/10.1016/j.compedu.2012.08.012CrossRefGoogle Scholar
  18. Lieberoth A (2015) Shallow gamification: Testing psychological effects of framing an activity as a game. Games Cult 10(3):229–248CrossRefGoogle Scholar
  19. Loos E, Zonneveld A (2016) Silver gaming: serious fun for seniors? In: International conference on human aspects of IT for the aged population. Springer, pp 330–341Google Scholar
  20. Mackereth M, Anderson J (2000) Computers, video games, and literacy: what do girls think? Aust J Lang Lit 23(3):184–184Google Scholar
  21. Patino A, Romero M, Proulx JN (2016) Analysis of Game and Learning Mechanics According to the Learning Theories (p. 1–4). IEEE.  https://doi.org/10.1109/VS-GAMES
  22. Prensky M (2001) Fun, play and games: what makes games engaging, vol 5. McGraw-Hill, CaliforniaGoogle Scholar
  23. Proulx J-N, Romero M, Arnab S (2016) Learning mechanics and game mechanics under the perspective of self-determination theory to Foster motivation in digital game based learning. Simul Gaming 48:81.  https://doi.org/10.1177/1046878116674399CrossRefGoogle Scholar
  24. Romero M, Usart M, Popescu M, Boyle E (2012) Interdisciplinary and international adaption and personalization of the metavals serious games. In: Serious games development and applications, pp 59–73Google Scholar
  25. Sanchez E, Mandran N (2017) Exploring competition and collaboration behaviors in game-based learning with playing analytics. In: European conference on technology enhanced learning. Springer, pp 467–472Google Scholar
  26. Sanchez E, Young S, Jouneau-Sion C (2017) Classcraft: from gamification to ludicization of classroom management. Educ Inf Technol 22(2):497–513CrossRefGoogle Scholar
  27. Seaborn K, Fels DI (2015) Gamification in theory and action: a survey. Int J Hum Comput Stud 74:14–31CrossRefGoogle Scholar
  28. Su C-H, Cheng C-H (2015) A mobile gamification learning system for improving the learning motivation and achievements. J Comput Assist Learn 31(3):268–286CrossRefGoogle Scholar
  29. Thomée S, Härenstam A, Hagberg M (2012) Computer use and stress, sleep disturbances, and symptoms of depression among young adults–a prospective cohort study. BMC Psychiatry 12(1):176CrossRefGoogle Scholar
  30. Toda AM, Valle PH, Isotani S (2017) The dark side of gamification: an overview of negative effects of gamification in education. In: Researcher links workshop: higher education for all. Springer, pp 143–156Google Scholar

Copyright information

© Springer Nature Switzerland AG 2020

Authors and Affiliations

  1. 1.Laboratoire d’Innovation et Numérique pour l’EducationUniversité Côte d’AzurNiceFrance

Section editors and affiliations

  • Eric Sanchez
    • 1
  1. 1.CERFUniversity of Fribourg (CH)FribourgSwitzerland