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

“…correlated with increases or decreases in achievement, but has been correlated with greater engagement and time on task in Chilean first and second grade students (Rosas et al, 2002), American fourth and fifth graders (Ke, 2008), and engineering graduate students (Ebner & Holzinger, 2007).”

“There are multiple studies, confirming that gesture-based interfaces offer disabled children a range of benefits, enhancing their interaction with digital devices and facilitating access to educational content, communication tools, and entertainment experiences [11, 12].”

“…planning, communication, numerical abilities, discussion, group decision-making, data processing (Kirriemuir and McFarlane 2004), motivation (Rosas et al. 2003), positive attitudes towards learning (Lou, Abrami, and d’Apollonia 2001), and social skills such as sharing, presenting, and…”

“The in-game environment offers the adolescents the opportunity to practice with acquired techniques, thereby promoting long-term learning and automatization into their daily lives (Rosas et al., 2003).”

“An example could be Prime Climb aimed at enhancing numerical factorization [38] or Magalù where players use communication and language skills and also exploit mathematical concepts [39].”

“First, teachers perceive video games as merely entertaining and they usually do not have the knowledge and skills to use computer assisted instruction ([24]).”

“Games can provide immediate feedback, information on demand, self-regulated learning, cyclic development of expertise and team collaboration [4, 5], however concerns have been raised about the quality of educative content, learning transfer, learning assessment and the implications of involving teachers in the medium…”

“Educational researchers [1-7] have already shed light on the importance of computer game on students’ learning, but there is quite important to explore the process when students are interacting with game-based learning instruments.”

“Vocabulary words can be learned incidentally because of the repeated exposure to the target language in the game world (deHaan, 2005b; Rosas et al., 2003).”

“…industry from the commercial entertainment industry, educational games often are branded “edutainment,” a term which evokes a half-hearted sense of both education and entertainment coming together for a product that achieves neither aspect quite perfectly (Hogle, 1996; Rosas et al., 2003).”

“Las investigaciones más relevantes sobre el uso de videojuegos para el aprendizaje de las matemáticas se remontan a Rosas et al. (2003).”

“(Rosas et al., 2003).”

“It is a useful tool in promoting learning within the classroom because learning through gaming is one of the natural ways for knowledge and skill acquisition [ 9 , 10].”

“It also resonates with the findings from Rosas, et al. [50], who demonstrated the capacity of visuals to improve attention and concentration.”

“Obtaining or reinforcement of abilities: Playing video games generates or reinforces abilities of planning (Rosas et al., 2003), memorization (McDermott et al., 2014), autonomy, cognitive control and decision making (Anguera et al., 2013), language (Griffiths, 2002), and use of technological tools…”

“Teachers’ reports and classroom observations confirm an improvement in learning, motivation, and classroom dynamics [10].”

“…for learning are lost, especially in light of research demonstrating positive effects of digital texts on motivation (e.g. Higgins et al., 2019; Rosas et al., 2003), mathematics achievement (e.g. Cheung and Slavin, 2013; Clements et al., 2011; Ran et al., 2021), early language and literacy…”

“The contributions of games towards behavior increasing attention and concentration (Garris, Ahlers, Driskell, 2002), such as increasing motivation (Rosas et al., 2003) and developing positive attitude towards learning (Lou, Abrami & D'Apollonia, 2001) could also be mentioned as well as its benefits…”

“Games have been found to be beneficial for academic achievement, motivation, and classroom dynamics [1].”

“…de que los serious games constituyen una valiosa herramienta de alfabetización en los procesos de aprendizaje (Kulik, 1994; Rosas et al., 2000; Rosas et al., 2003; Lacasa et al., 2007; Felicia, 2009; Gros, 2009; Padilla Zea, 2011), el objetivo principal de esta investigación se centra en…”

“…arithmetic, science, language, geography, and computer science, have demonstrated positive results as far as player’s inspiration and learning adequacy in connection to curricular targets (e.g. Klawe, 1999[10]; Papastergiou, 2009[11]; Rosas et al., 2003[12]; Virvou, Katsionis, & Manos, 2005[13]).”

“Rosas et al. (2003) postulate that using video games as an instructional tool increases student achievement (e.g., reading comprehension), cognitive abilities (e.g., higher-order thinking skills), motivation toward learning (e.g., higher curiosity levels), and attention and concentration (e.g.,…”

“These technologies also include hand-held video game consoles, the use of which has been reported in the context of learning (Lee, Luchini, Michael, Norris, & Soloway, 2004; Rosas et al., 2003).”

“Researchers (Barab, Thomas, Dodge, Carteaux, & Tuzun, 2005; DiPietro, Ferdig, Boyer, & Black, 2007; Rosas et al., 2003) cite the notion of play that originates from the works of Vygotsky (1978) and Dewey (1938) to support the use of games in education.”

“Research indicates that integrating games into the classroom can positively impact academic achievement, student motivation, and classroom dynamics [1].”

“Research demonstrates that integrating games into classroom settings can improve academic achievement, boost student motivation, and positively influence classroom dynamics [1].”

“Additionally, they enhance students’ learning motivation, aiding them in maintaining concentration and focus on specific activities [8].”

“Rosas et al. (2003) conducted an experimental study on 1274 students in Chile to examine the effect of educational video games on education and motivation.”

“…in this relationship between psychology and video games, ranging from their immense potential to facilitate learning in an educational setting (Rosas et al., 2003) and the lofty goals of Games User Research ‘to improve player experience in games’ (Nacke, 2018, p. 281) to the more harrowing…”

“The capacity to promote ICT skills while playing video games additionally acts as a further motivational factor for sports preparing and indeed formal instruction (Fery and Ponserre, 2001; Rosas et al., 2003).”

“Moreover, reading more leads to more knowledge, promoting creativity and imagination of students [9].”

“[23] Rosas R, Nussbaum M, Cumsille P, Marianov V, Correa M, Flores P, et al.”

“Rosas et al. (2003) explored the effects of educational video games on learning basic mathematics and reading comprehension.”

“In general, it can be concluded that the type and genre of computer games, targets, and characters defined in the game make considerable differences in their effect [27].”

“Several studies explicated that the interesting components triggered by the software lasted shortly (Goodwin et al., 1986; Kerawalla et al, 2005); however, in other cases, they could last relatively longer (Rosas et al., 2003).”

“[10]”

“[2] show that learning through video games has positive effects for children in the first years of school.”

“The researcher has first reviewed previous researches and studies such as: Richard (2001), Din (2001), Seonju (2002), Rosas et al. (2003), Al Abbadi (2005), Akinsola (2007), Mubarak (2012).”

“For example, there are researchers creating a new device by combining the both direct and indirect input modality in the field of game and technology (ArroyoPalacios and Romano, 2010; Rosas et al., 2003; Chowdhury et al., 2013; Strommen, 1993).”

“Figure 1 illustrates the suggested game development methodology which we named it as Agent Oriented Agile Based Game Development Methodology (AOAB) to be a hybrid methodology used both adaptive and predictive models.”

“and radiological defence training Yes Video games increase knowledge retention. Robertson & Miller (2009) EVG Brain training Yes Video games have a positive effect on mental computational skills. Rosas et al. (2003) EVG Reading and mathematics Yes Video games increase motivation, and there is a transfer of compete…”

“Otros autores mencionan que mediante juegos digitales es posible el desarrollo de habilidades sociales [2], las habilidades cognitivas y motivación hacia el aprendizaje [3], la atención, la concentración, el pensamiento complejo y la planificación estratégica [4].”

“Rosas et al. (2003) indicated that games are important factors to enhance children’s development in cognition and social skills, since children are required to think in order to solve the challenges of the games.”

“: Designing Reports about Child Development in Online Games Karolina Chmiel Institute for Information Processing Al.”

“Previous research showed that game can also enhance students’ motivation when they carrying out learning tasks [11][12].”

“Previous research shown that digital game is a good motivator to motivate students to learn [1][3][5].”

“(2003) [30] showed that using an educational video game could acquire reading comprehension and mathematics skills and enhance motivation.”

“In addition, several empirical studies evaluating the impact of game use in varied disciplines report positive outcomes in effectiveness (e.g., Klawe, 1999; Papastergiou, 2009; Rosas et al., 2003; Virvou et al., 2005).”

“Test also shows that educational games can signifi-cantly improve pupils’ learning consciousness, enthusiasm, and initiative [14].”