game based learning
Our second publication at this year ED-Media Confernece in Denver, USA is now online available. It ist about the learning game we did to enhance the fun factor during learning. The slides of the talk are already published here. If you like to know more about the game follow this link.
Mobile games are booming. On average, every child in Central Europe aged 15 years has a mobile phone on his/her own today. If a closer look is taken, it can be pointed out that children mainly own a smart phone running on iOS or Android operating systems. With other words, the youth carry very strong and powerful devices in their pockets, which can and should be used for educational purposes too. In this publication we like to introduce a new mobile game basing on the old traditional concept of learning cards but in a new innovative and more collaborating variant. The first prototype is presented that has been tested by a number of students and educators. It can be shown that the game is motivating and engaging. Furthermore an occurring incidental learning effect can be carried out, which leads to the assumption that mobile games can play an important role for the future of education and it makes simply fun.
Reference: Hannak, C., Pilz, M. & Ebner, M. (2012). Fun – A Prerequisite for Learning Games. In Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2012 (pp. 1292-1299). Chesapeake, VA: AACE.
Eine weiter iPhone-App entwickelt von einem Studierenden an der TU Graz hat den Weg in den App Store geschafft: MatheMemory. Ein Spiel mit dem wir versuchen wollen Lernen (einfaches Addieren) und Freude (Memory) zu verbinden. Es gibt auch mehrere Schwierigkeitsstufen sowohl bei der Addition als auch bei der Anzahl der Karten. Wie immer freuen wir uns sehr über Feedback .
The MatheMemory App allows children to start learning mathematic playfully. Behind the memory cards with funny motifs hide tricky plus and minus calculations and results. The Goal is to find the right results to the according calculations. Different stages provide different levels of difficulty and balloons signal the number of cards. Both can be easily selected. Wether in the jungle or in the circus, nothing is blocking the funny calculating!
Depending on the level, the numbers are between 0 and 50. Addition and subtraction are used. Finding the right calculation and result pairs is rewarded with funny motifs and sounds and thus positive associated.
Auf der 6. e-Learning Fachdidaktik Tagung in Wien präsentiert Martin Böckle unsere Ergebnisse zu Game Based Learning. Es wurde für Schulkinder eine Geospiel entwickelt, in dem sie einfach geographische Punkte in Österreich erlernen können.
The goal of our research work was to find out whether in-depth learning of complex theoretical engineering knowledge at higher education level could be improved by the use of online games. In this context we addressed the research question to what extent online games contribute to the students learnin goutcome. The corresponding online game was used for the first time during a lecture on Structural Analysis at bachelor’s level with 159 students of the third semester. We used a pre-/post-testdesign with questionnaires and an independent online tracking. As a result we can point out that playing the game did not increase the learning outcome per se and the didactical scenario should be reconsidered. Nevertheless, the usage of the game for learning purposes was underlined by the oral feedback given which says that students enjoyed playing the game more than learning in a traditional way.
Reference: Zechner, J.; Ebner, M. (2011), Playing a Game in Civil Engineering. – in: 14th International Conference on Interactive Collaborative Learning (ICL2011) ̶ 11th International Conference Virtual University (vu’11). (2011), S. 417 – 422
Our publication on “Game Based Learning in Secondary Education: Geographical Knowledge of Austria” at this year ED-Media Conference in Lisbon is now online available. The slides have been already published here.
An educational, interactive flash game, iGeo, was developed at Graz University of Technology (TU Graz) with the intent to assist secondary school students with studying Geography. Objective: Our main research question was to find out whether challenging online games can motivate students to learn and achieve reach better results as a non-assisted group. Experimental Setting: The application was tested for the first time in a class with seventeen pupils at lower secondary school level. Methods: Pretest/posttest experimental control group design with questionnaires. Results: The group learning with iGeo reached significantly better results than the control group in the final examination. Additionally, it can be mentioned that learning by playing a game is more “enjoyable” for the participants. Conclusion: According to the results and the general impression of the students, Game Based Learning (GBL) has definitely a positive impact on the field of secondary education, in this case Geography.
Reference: Ebner, M., Böckle, M., Schön, M. (2011). Game Based Learning in Secondary Education: Geographical Knowledge of Austria. In Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2011 (pp. 1510-1515). Chesapeake, VA: AACE.
Our poster about “Game Based Learning in Secondary Education: Geographical Knowledge of Austria” for this year Einsteins in the City 2011 Conference is now online available – enjoy it .
Reference: Böckle, M., Ebner, M. (2011) Game Based Learning in Secondary Education: Geographical Knowledge of Austria, Poster at Einsteins in the City Conference, New York