Beyond Nintendo: design and assessment of educational video games for first and second grade students

“Such research has consistently reported positive effects on motivation but also a lack of performance and achievement differences between conventional practice and game-based practice (e.g., Ke 2008; Rosas et al. 2003).”

“In the studies of Rosas et al. (2003) and Annetta et al. (2009), the researchers could fi nd no evidence that suggested that playing the game resulted in improved learning when compared to students in the control group.”

“Digital Game-Based Learning DGBL systems can enhance learning achievement and motivation for K-12 students (Chen & Wang, 2018; Rosas et al., 2003) and lifelong learners (Moizer et al., 2019; Sharples, 2000).”

“…& Lodree, 2003), this remains equivocal (Randel, Morris, Wetzel, & Whitehill, 1992) as some studies show that simulation games do not signi fi cantly add to learning (Costabile, De Angeli, Roselli, Lanzilotti, & Plantamura, 2003) and whilst other studies have been ambivalent (Rosas et al., 2003).”

“Certains d’entre eux retiennent l’attribut essentiel qu’est le défi contenu dans le jeu ou son aspect compétitif comme un élément susceptible d’engendrer la motivation chez l’apprenant (Green, 2002 ; Rosas et al., 2003 ; Asakawa et Gilbert, 2003).”

“Rosas et al. (2003) and Margolis, Nussbaum, Rodriguez, and Rosas (2006), for example, demonstrated that 1274 economically disadvantaged fi rst-and second-grade students playing a hand-held math game for a few minutes per day outgained both internal and external control groups in a math achievement…”

“…(Malone & Lepper, 1987; Ricci, Salas, & Cannon-Bowers, 1996) as well as enhancing learning achievement and improving learning attitudes (Bai, Pan, Hirumi, & Kebritchi, 2012; Ke & Grabowski, 2007; Klawe, 1999; Papastergiou, 2009; Rosas et al., 2003; Shin, Sutherland, Norris, & Soloway, 2012).”

“The repetitive nature of gameplay fosters long-term learning (e.g., Rosas et al. 2003).”

“…Ferlino, Ott, & Tavella, 2007; Chang, Wu, Weng, & Sung, 2012; Delacruz, 2010; Gillispie, Martin, & Parker, 2010; Kappers, 2009; Ke & Grabowski, 2007; Kebritchi et al., 2010; Klawe, 1998; Miller & Robertson, 2010; Rosas et al., 2003; Shin, Sutherland, Norris, & Soloway, 2011), and 9 studies (41”

“Concerning studies with a younger population, general maths gains have been reported by playing games on GameBoy-like devices (Rosas et al., 2003; Shin, Sutherland, Norris,& Soloway, 2012), and a more recent study (Pitchford, 2015) suggested that tablet games can be incorporated into non-Western…”

“…suggested that students learned effectively with instructional games (Chen, Wang, & Lin, 2015; Hwang, Wu, Chen, 2015; Serrano, Martinez-Ortiz, & Fernández-Manjón, 2015; Papastergiou, 2009b; Rosas et al, 2003; Virvou, Katsionis, & Manos, 2005), the results of this study did not echo those findings.”

“Rowe et al. (2011) concluded that there were significant relationships between microbiology post-test scores and two measures of engagement, presence and situational interest.”

“In some situations statistically significant gains in spelling and slight gains in reading comprehension were registered after the students played video games (Rosas et al. , 2003).”

“Rather than the traditional response system used in the classroom, the gamified student response system was more attractive and motivating for students (Wang, 2015) and had a more positive effect as an educational tool (Rosas et al., 2003).”

“…achievement (Ebner & Holzinger, 2007; Garris, Ahlers, & Driskell, 2002; Hwang, Wu, & Chen, 2012; Hwang, Yang, & Wang, 2013) and learning motivation (Burguillo, 2010; Dickey, 2010; Ke & Grabowski, 2006; Liu & Chu, 2010; McFarlance, Sparrowhawk, & Heald, 2002; Papastergiou, 2009; Rosas et al., 2003).”

“This improvement in mathematics performance and numerical capacity has been proved by previous studies that were conducted using computer play-based evaluation (de Castro et al., 2014; Co ş tu et al., 2009; Grif fi n, 2004; Grif fi n et al., 1994; Lopez-Morteo & López, 2007) and video game consoles, such as Nintendo (Ro…”

“Research supports the use of video games as teaching tools to enhance learners’ enjoyment and engagement as well as to motivate students to learn new things (Rosas et al., 2003; Shreve, 2005).”

“Studies (e.g., Gee, 2003; Rosas et al., 2003) have shown that employing games in teaching has a number of significant advantages.”

“We can consider this result as a manifestation, typical of serious games, of the nonperception of learning when instead doing it.(26,27) Table 3.”

“[23] reviewed studies on digital games and reported that game-based instruction confers substantial benefits to learners in four respects: Learning achievement, development of cognitive competence, learning motivation, and learning engagement.”

“…about the beliefs and perceptions of the teacher, rather than the characteristics of the teacher (Egenfeldt-Nielsen, 2004; Niederhauser & Stoddart, 2001; Ritzhaupt et al., 2010; Rosas et al., 2003; Royle & Colfer, 2010; Simpson & Stansberry, 2008; Taylor, 2008; Virvou, Katsionis, & Manos, 2005).”

“It was discovered in [17] that applying video games in teaching is effective for increasing cognitive development, motivation, and engagement.”

“Rosas et al. (2003) used video games to teach math and reading comprehension.”

“, [80, 25, 55, 102, 109]), or (2) a constructionist approach [46, 51, 115, 81, 90, 95, 48, 91], where students learn (as in construct knowledge [85]) through creating artifacts.”

“In education-based gaming, researchers found that incidental learning occurs when the focus on learning changes toward the goal of winning the game (Rosas et al., 2003).”

“In K-12 education, games have been found to improve academic achievement, motivation and classroom dynamics (Rosas et al., 2003), and similar results have also been found in higher education (Sharples, 2000).”

“The literature review of electronic games and handled devices indicates that they could be an effective tool for facilitating student learning [16, 17].”

“In fact, teachers’ acceptance on educational games was also influenced by students’ attitude towards use of educational games in learning [19].”

“Additionally, they increase student motivation, achieving optimal attention and concentration on the activity (Rosas et al., 2003), reinforcing satisfaction in learning and teaching through action, thereby creating an interactive context for learning (Hieftje et al., 2017).”

“Rosas et al [13] found that playing games had some affect on student motivation.”

“His entreaty that we, as mathematics educators, reserve “10%” of our effort to think about the knowledge that we were designing, a theme he has explored earlier in Papert (1996) .”

“The repetitive nature of game play promotes long-term learning (Rosas et al., 2003) and thus may foster generalization of its effects to youth's daily lives.”

“A number of studies about the use of educational games in education show empirical evidence of increased motivation (Annetta, Minogue, Holmes, & Cheng, 2009; Rosas et al., 2003) as well as learning and retention (Gander & Parkway, 2000; Girard, Ecalle, & Magnan, 2013; Squire, Barnett, Grant, & Higginbotham, 2004).”

“…learning outside Malaysia mostly focused on effectiveness of computer games, digital games and video games by researchers (Muhammet Demirbilek, Ebru Yilmaz, & Suzan Tamer, 2010; Shelton & Scoresby, 2011; Ricardo Rosas et al., 2003; Ranalli, 2008; Walsh, 2010; Yildiz Turgut & Pelin Irgin, 2009).”

“Rosas, et al. [13] found that the use of games in the classroom, via portable handheld devices, led to improved motivation and learning for math and reading in primary school.”

“Of all these serious game application areas and domains, one of the most prolific is the field of education as highlighted by certain studies [8], [9], [10] which discuss the benefits offered by serious games in education.”

“Among others, researchers have said that games provoke aggressive and other deviant behavior (Ballard & Wiest, 1996), encourage gender stereotypes (Beasley & Collins Standley, 2002; Dietz, 1998), and produce an alienating effect over players, resulting in “electronical autism” (Rosas et al., 2003).”

“…los videojuegos atraen a los estudiantes con representaciones multi-sensoriales compuestas de imágenes, sonidos y modalidades kinectésicas, ayudan a enfrentar frustraciones, fomentar la sociabilidad, posibilitar la reflexión, el discurso y el análisis colectivo en el aula (Rosas et al., 2003).”

“The negative image that digital games had [4],[5] is also changing, with most parents stating digital games are a positive part of their child’s life, and an activity that they can do together with their child [2].”

“Additionally, previous studies showed that the shared control in 2D games had effectively fostered peer engagement [65].”

“Specifically, some studies [58] conclude that, in addition to the expected results in terms of motivation, video games as an educational strategy generate positive effects on attendance, punctuality, and other socio-affective variables such as self-esteem, collaboration, and interaction among students.”

“Game-based learning (GBL), in general, is believed to be helpful to develop the following dimensions: (a) learning and achievement, (b) cognitive ability, and (c) study motive and learning as well as engagement (Rosas et al., 2003).”

“Research shows that integrating games within children’s classroom can be beneficial for academic achievement, motivation, and classroom dynamics [1].”

“However, the current literature has focused on how video games are being used to teach particular skills or subject-matter knowledge of the curriculum (Beserra et al., 2019; Rosas et al., 2003; Shute et al., 2015).”

“…studies that evaluate the impact of using games in various disciplines such as mathematics, science, language, geography, and computer science, show positive results in terms of student motivation and learning effectiveness (Klawe, 1999; Papastergiou, 2009; Rosas et al., 2003; Virvou et al., 2005).”

“Games have been redesigned to match the needs of curriculum requirement so that they can deliver teaching and learning materials to the students more interestingly [37], [33].”

“Hew andBrush identified the following common barriers of technology integration for K-12: lack of resources (technology, access to technology, time, and technical support), lack of teachers’ knowledge and skills, institutional barriers (leadership, school time-tabling structure, and school planning), conservative subj…”

“Previous studies have identified barriers to educating learners with indigenous games in mainstream education (Rosas et al. 2003; 2008; Waller et al. 2002; Zwane & Malale 2018).”

“Moreover, as stated by Rosas et al. (2003), individual student can engage with others while studying the content through an online platform by changing classroom dynamics with the help of Kahoot!”

“, 2016), which may subsequently enhance learning outcomes and motivation (Brom, Preuss, & Klement, 2011; Ke & Grabowski, 2007; Papastergiou, 2009; Qian & Clark, 2016; Rosas et al., 2003).”

“Esto es análogo a la manera como otros autores han contextualizado aprendizajes en contextos lúdicos (Rosas et al., 2003), en los cuales, por ejemplo, se presenta una tarea de decodificación lectora en forma de juego, construyendo un puente de letras para liberar a una princesa de un castillo.”

“For example, handheld video games, similar to Nintendo Gameboy, were specifically created to teach mathematics to first-and second-grade students in Chile, resulting in a demonstrated improvement in motivation to learn (Rosas et al., 2003).”