A játékokkal kapcsolatos fogalmak szakirodalmi áttekintése
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Megjelent:
jún 1, 2020
Kulcsszavak:
edutainment, komoly játékok, gamifikáció, játék-alapú tanulás
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Absztrakt
Az oktatási céllal alkalmazott játékok nagyon népszerűek, mivel olyan aktív tanulási környezetet teremtenek, amely alkalmas arra, hogy a tanulók tudását gyarapítsa, készségeit fejlessze, és a tanulók attitűdjére pozitív hatást gyakoroljon. Az oktatási céllal alkalmazott játékok nemzetközi szakirodalma jelentős, mivel ezek a játékok képesek arra, hogy vonzó és interaktív tanulási lehetőségeket teremtsenek, amelyekben a tanulók felfedezhetnek, játszhatnak, probléma-megoldási stratégiákat találhatnak ki és valósíthatnak meg. A téma szakirodalmára jellemző, hogy az elmúlt évtizedekben a már meglévő fogalmakat számos új fogalom egészítette ki, gazdagítva és részletezve a korábbi elméleti keretet. Azonban az újonnan megjelenő fogalmak beillesztése a már meglévő rendszerbe korántsem akadálymentes. Az áttekintésben tárgyalt játékok oktatási célokat szolgálnak. Ezek a célok meghatározzák a játék jellemzőit, típusát. Ahhoz, hogy a játékokat az oktatásban sikeresen alkalmazzák, tudatos felhasználói viselkedésre van szükség. A tudatosság kialakításához pedig szükséges a folyamatosan bővülő elméleti keret alapos ismerete, hiszen ez segít abban, hogy eldöntsük, milyen céllal, melyik játéktípus, melyik koncepció a hatékony. Az oktatási céllal alkalmazott játékok szakirodalmi áttekintésének célja, hogy bemutassuk e játékok definiálásának problémás elemeit, a szakirodalomban megjelenő fogalmak értelmezését és a fogalmak közötti kapcsolatokat. Az áttekintés során kitérünk az edutainment, a komoly játékok, a gamifikáció, a játék-alapú tanulás, a digitális játék-alapú tanulás fogalmak részletesebb, valamint az egyéb kapcsolódó fogalmak rövid bemutatására. Végül a fogalmak kapcsolatát kívánjuk felvázolni és értelmezni.
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Bónus, L., & Nagy, L. (2020). A játékokkal kapcsolatos fogalmak szakirodalmi áttekintése. Iskolakultúra, 30(6), 3–15. https://doi.org/10.14232/ISKKULT.2020.6.3
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Hivatkozások
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Caillois, R. (1961). Man, Play and Games (transl. Meyer Barash). Urbana and Chicago: University of Illinois Press.
Castellar, E. N., All, A., de Marez, L. & Van Looy, J. (2015). Cognitive abilities, digital games and arithmetic performance enhancement: a study comparing the effects of a math game and paper exercises. Computers & Education, 85, 123−133. DOI: 10.1016/j.compedu.2014.12.021
Chiang, Y. T., Lin, S. S. J., Cheng, C. Y. & Liu, E. Z. F. (2011). Exploring online game players’ flow experiences and positive affect. Turkish Online Journal of Educational Technology, 10(1), 106−114.
Chorney, A. I. (2012). Taking the game out of gamification. Dalhousie Journal of Interdisciplinary Management, 8(1), 1−14. DOI: 10.5931/djim.v8i1.242
Cojocariu, V. M. & Boghiana, I. (2014). Teaching the Relevance of Game-Based Learning to Preschool and Primary Teachers. Procedia - Social and Behavioral Sciences, 142, 640−646. DOI: 10.1016/j.sbspro.2014.07.679
Corti, K. (2006). Games-based Learning; a serious business application. Informe de Pixel Learning, 34(6), 1−20.
Deterding, S., Dixon, D., Khaled, R. & Nacke, L. (2011). From Game design elements to gamefulness: defining Gamification. In Proceedings of the 15th International Academic MindTrec Conference: Envisioning Future Media Environments. ACM Press. 9−15. DOI: 10.1145/2181037.2181040
Dodgson, M. (2017). Innovation and play. Innovation, 19(1), 86−90. DOI: 10.1080/14479338.2016.1264863
Egenfeldt-Nielsen, S. (2007). Third generation educational use of computer games. Journal of Educational Multimedia and Hypermedia, 16(3), 263–281.
Fromann, R. (2017). Játékos lét, a gamifikáció világa. Budapest: Typotex.
Hamari, J., Schernoff, J. D., Rowe, E., Coller, B., Asbell-Clarke, J. & Edwards T. (2016). Challenging games help students learn: An empirical study on engagement, flow and immersion in game-based learning. Computers in Human Behavior, 54, 170−179. DOI: 10.1016/j.chb.2015.07.045
Jonker, V., Wijers, M. & van Galen, F. (2009). The motivational power of mini-games for the learning of mathematics. In Proceedings of the 3rd European Conference on Game Based Learning. Graz, Austria: Academic Conferences Ltd. 202−210.
Juul, J. (2003). The game, the player, the world: looking for a heart of gameness. In Level Up: Digital Games Research Conference Proceedings. Utrecht: Utrecht University. 30−45.
Kirriemuir, J. & McFarlane, A. (2004). FutureLab series, report 8: Literature review in games and learning. Bristol, UK: Futurelab.
Koubek, A. & Macleaod, H. (2004). Game-Based Learning. In Pivec, M., Koubek, A. & Dondi, C. (szerk.), Guidelines for Game-Based Learning. Lengerich: Pabst. 15−19.
Kretschmann, R. (2012). Digital sport-management games and their contribution to prospective sport-managers' competence development. Advances in Physical Education, 2(4), 179−186. DOI: 10.4236/ape.2012.24031
Liu, F. Z. E. & Chen, P-K. (2013). The Effect of Game-Based Learning on Students’ Learning Performance in Science Learning – A Case of "Conveyance Go". Social and Behavioral Sciences, 103, 1044–1051. DOI: 10.1016/j.sbspro.2013.10.430
Looyestyn, J., Kernot, J., Boshoff, K., Ryan, J., Edney, S. & Maher, C. (2017). Does gamification increase engagement with online programs? A systematic review. PloS one, 12(3), 1−19. DOI: 10.1371/journal.pone.0173403
Michael, D. & Chen, S. (2005). Serious Games: Games that educate, train and inform. USA: Course Technology PTR.
Nicholson, S. (2013). Two paths to motivation through game design elements: Reward-based gamification and meaningful gamification. In Proceedings of iConference. Fort Worth: iSchools. 671–672. DOI: 10.9776/13313
Prensky, M. (2001). Fun, Play and Games: What Makes Games Engaging. New York: McGraw-Hill.
Quian, M. & Clark, R. (2016). Game-based Learning and 21st century skills. Computers in Human Behavior, 63(10), 50−58. DOI: 10.1016/j.chb.2016.05.023
Schmidt, R., Emmerich, K. & Schmidt, B. (2015). Applied games in search of a new definition. In Chorianopoulos, K., Divitini, M., Hauge, J. B., Jaccheri, L. & Malaka, R. (szerk.), Entertainment computing – ICEC. Norway: Springer International Publishing. 100−111. DOI: ff10.1007/978-3-319-24589-8_8
Shute, V. J. & Ke, F. (2012). Games, Learning, and Assessment. In Ifenthaler, D., Eseryel, D. &. Ge, X. (szerk.), Assessment in Game-Based Learning. New York: Springer Science. 43−58. DOI: 10.1007/978-1-4614-3546-4
So, H-J. & Seo, M. (2018). Systematic literature review of gamebased learning and gamification research in Asia. In Kennedy, J. K. & Lee, J. C-K. (szerk.), Routledge International Handbook of Schools and Schooling in Asia. London: Routledge. 396−412. DOI: 10.4324/9781315694382-37
Sousa, J. & Rocha, Á. (2019). Leadership styles and skills developed through game-based learning. Journal of Business Research, 94, 360−366. DOI: 10.1016/j.jbusres.2018.01.057
Stewart, J., Bleumers, L., Van Looy, J., Marien, I., All, A., Schurmans, D., Willaert, K., De Grove, F., Jacobs, A., Misuraca, G. & Centeno Mediovilla, I. C. (2013). The Potential of Digital Games for Empowerment and Social Inclusion of Groups at Risk of Social and Economic Exclusion: Evidence and Opportunity for Policy. Luxemburg: Publication Office of the European Union. DOI: 10.2791/88148
Sutton-Smith, B. & Kelly-Byrne, D. (1984). The idealization of play. In Smith, P. K. (szerk.), Play in Animals and Humans. Oxford, England: Basil Blackwell Inc. 305−321.
Tomé Klock, A. C., da Cunha L. F., de Carvalho M. F., Eduardo Rosa B., Jaqueline Anton, A., & Gasparini, I. (2015). Gamification in e-Learning Systems: A Conceptual Model to Engage Students and Its Application in an Adaptive e-Learning System. In Zaphiris P. & Ioannou A. (szerk.), Learning and Collaboration Technologies LCT 2015. Lecture Notes in Computer Science. Los Angeles: Springer, Cham. 595–607. DOI:10.1007/978-3-319-20609-7_56
Vogel, J. J., Vogel, D. S., Cannon-Bowers, J., Bowers, C. A., Muse, K. & Wright, M. (2006). Computer gaming and interactive simulations for learning: A meta-analysis. Journal of Educational Computing Research, 34(3), 229–243. DOI: 10.2190/FLHV-K4WA-WPVQ-H0YM
Werbach, K. & Hunter, D. (2012). For the win: How Game Thinkig Can Revolutionize Your Business. Philadelphia: Wharton Digital Press.
Whitton, N. (2012). The place of game-based learning in age of austerity. Electronic Journal of e-Learning, 10(2), 249−256.
Zyda, M. (2005). From visual simulation to virtual reality to games. IEEE Computer, 38(9), 25–32. DOI: 10.1109/MC.2005.297
Djaouti, D., Alvarez, J. & Jessel, J. P. (2011). Classifying Serious Games: The G/P/S model. In Felicia, P. (szerk.), Handbook of Research on Improving Learning and Motivation through Educational Games: Multidisciplinary Approaches Improving Learning and Motivtions through educational games: Multidisciplinary Approach. Ireland: IGI Global. 118−136. DOI: 10.4018/978-1-60960-495-0
Alvarez, J., Irrmann, O., Djaouti, D., Taly, A., Rampnoux, O. & Sauvé, L. (2019). Design Games and Game Design: Relations Between Design, Codesign and Serious Games in Adult Education. In Leleu-Merviel, S., Schmitt, D. & Useille, P. (szerk.), From UXD to LivXD: Living eXperience Design. Great Britain: John Wiley & Sons. 229−253. DOI:10.1002/9781119612254.ch11
Backlund, P. & Hendrix, M. (2013). Educational Games − Are They Worth the Effort? A Literature Survey of the Effectiveness of Serious Games. In Proceedings of Games and Virtual Worlds for Serious Applications (VS-GAMES). Bournemouth, United Kingdom: IEEE Computer Society. 1−8. DOI: 10.1109/VS-GAMES.2013.6624226
Breuer, J. & Bente, G. (2010). Why so serious? On the relation of serious games and learning. Journal for Computer Game Culture, 4(1), 7−24.
Caillois, R. (1961). Man, Play and Games (transl. Meyer Barash). Urbana and Chicago: University of Illinois Press.
Castellar, E. N., All, A., de Marez, L. & Van Looy, J. (2015). Cognitive abilities, digital games and arithmetic performance enhancement: a study comparing the effects of a math game and paper exercises. Computers & Education, 85, 123−133. DOI: 10.1016/j.compedu.2014.12.021
Chiang, Y. T., Lin, S. S. J., Cheng, C. Y. & Liu, E. Z. F. (2011). Exploring online game players’ flow experiences and positive affect. Turkish Online Journal of Educational Technology, 10(1), 106−114.
Chorney, A. I. (2012). Taking the game out of gamification. Dalhousie Journal of Interdisciplinary Management, 8(1), 1−14. DOI: 10.5931/djim.v8i1.242
Cojocariu, V. M. & Boghiana, I. (2014). Teaching the Relevance of Game-Based Learning to Preschool and Primary Teachers. Procedia - Social and Behavioral Sciences, 142, 640−646. DOI: 10.1016/j.sbspro.2014.07.679
Corti, K. (2006). Games-based Learning; a serious business application. Informe de Pixel Learning, 34(6), 1−20.
Deterding, S., Dixon, D., Khaled, R. & Nacke, L. (2011). From Game design elements to gamefulness: defining Gamification. In Proceedings of the 15th International Academic MindTrec Conference: Envisioning Future Media Environments. ACM Press. 9−15. DOI: 10.1145/2181037.2181040
Dodgson, M. (2017). Innovation and play. Innovation, 19(1), 86−90. DOI: 10.1080/14479338.2016.1264863
Egenfeldt-Nielsen, S. (2007). Third generation educational use of computer games. Journal of Educational Multimedia and Hypermedia, 16(3), 263–281.
Fromann, R. (2017). Játékos lét, a gamifikáció világa. Budapest: Typotex.
Hamari, J., Schernoff, J. D., Rowe, E., Coller, B., Asbell-Clarke, J. & Edwards T. (2016). Challenging games help students learn: An empirical study on engagement, flow and immersion in game-based learning. Computers in Human Behavior, 54, 170−179. DOI: 10.1016/j.chb.2015.07.045
Jonker, V., Wijers, M. & van Galen, F. (2009). The motivational power of mini-games for the learning of mathematics. In Proceedings of the 3rd European Conference on Game Based Learning. Graz, Austria: Academic Conferences Ltd. 202−210.
Juul, J. (2003). The game, the player, the world: looking for a heart of gameness. In Level Up: Digital Games Research Conference Proceedings. Utrecht: Utrecht University. 30−45.
Kirriemuir, J. & McFarlane, A. (2004). FutureLab series, report 8: Literature review in games and learning. Bristol, UK: Futurelab.
Koubek, A. & Macleaod, H. (2004). Game-Based Learning. In Pivec, M., Koubek, A. & Dondi, C. (szerk.), Guidelines for Game-Based Learning. Lengerich: Pabst. 15−19.
Kretschmann, R. (2012). Digital sport-management games and their contribution to prospective sport-managers' competence development. Advances in Physical Education, 2(4), 179−186. DOI: 10.4236/ape.2012.24031
Liu, F. Z. E. & Chen, P-K. (2013). The Effect of Game-Based Learning on Students’ Learning Performance in Science Learning – A Case of "Conveyance Go". Social and Behavioral Sciences, 103, 1044–1051. DOI: 10.1016/j.sbspro.2013.10.430
Looyestyn, J., Kernot, J., Boshoff, K., Ryan, J., Edney, S. & Maher, C. (2017). Does gamification increase engagement with online programs? A systematic review. PloS one, 12(3), 1−19. DOI: 10.1371/journal.pone.0173403
Michael, D. & Chen, S. (2005). Serious Games: Games that educate, train and inform. USA: Course Technology PTR.
Nicholson, S. (2013). Two paths to motivation through game design elements: Reward-based gamification and meaningful gamification. In Proceedings of iConference. Fort Worth: iSchools. 671–672. DOI: 10.9776/13313
Prensky, M. (2001). Fun, Play and Games: What Makes Games Engaging. New York: McGraw-Hill.
Quian, M. & Clark, R. (2016). Game-based Learning and 21st century skills. Computers in Human Behavior, 63(10), 50−58. DOI: 10.1016/j.chb.2016.05.023
Schmidt, R., Emmerich, K. & Schmidt, B. (2015). Applied games in search of a new definition. In Chorianopoulos, K., Divitini, M., Hauge, J. B., Jaccheri, L. & Malaka, R. (szerk.), Entertainment computing – ICEC. Norway: Springer International Publishing. 100−111. DOI: ff10.1007/978-3-319-24589-8_8
Shute, V. J. & Ke, F. (2012). Games, Learning, and Assessment. In Ifenthaler, D., Eseryel, D. &. Ge, X. (szerk.), Assessment in Game-Based Learning. New York: Springer Science. 43−58. DOI: 10.1007/978-1-4614-3546-4
So, H-J. & Seo, M. (2018). Systematic literature review of gamebased learning and gamification research in Asia. In Kennedy, J. K. & Lee, J. C-K. (szerk.), Routledge International Handbook of Schools and Schooling in Asia. London: Routledge. 396−412. DOI: 10.4324/9781315694382-37
Sousa, J. & Rocha, Á. (2019). Leadership styles and skills developed through game-based learning. Journal of Business Research, 94, 360−366. DOI: 10.1016/j.jbusres.2018.01.057
Stewart, J., Bleumers, L., Van Looy, J., Marien, I., All, A., Schurmans, D., Willaert, K., De Grove, F., Jacobs, A., Misuraca, G. & Centeno Mediovilla, I. C. (2013). The Potential of Digital Games for Empowerment and Social Inclusion of Groups at Risk of Social and Economic Exclusion: Evidence and Opportunity for Policy. Luxemburg: Publication Office of the European Union. DOI: 10.2791/88148
Sutton-Smith, B. & Kelly-Byrne, D. (1984). The idealization of play. In Smith, P. K. (szerk.), Play in Animals and Humans. Oxford, England: Basil Blackwell Inc. 305−321.
Tomé Klock, A. C., da Cunha L. F., de Carvalho M. F., Eduardo Rosa B., Jaqueline Anton, A., & Gasparini, I. (2015). Gamification in e-Learning Systems: A Conceptual Model to Engage Students and Its Application in an Adaptive e-Learning System. In Zaphiris P. & Ioannou A. (szerk.), Learning and Collaboration Technologies LCT 2015. Lecture Notes in Computer Science. Los Angeles: Springer, Cham. 595–607. DOI:10.1007/978-3-319-20609-7_56
Vogel, J. J., Vogel, D. S., Cannon-Bowers, J., Bowers, C. A., Muse, K. & Wright, M. (2006). Computer gaming and interactive simulations for learning: A meta-analysis. Journal of Educational Computing Research, 34(3), 229–243. DOI: 10.2190/FLHV-K4WA-WPVQ-H0YM
Werbach, K. & Hunter, D. (2012). For the win: How Game Thinkig Can Revolutionize Your Business. Philadelphia: Wharton Digital Press.
Whitton, N. (2012). The place of game-based learning in age of austerity. Electronic Journal of e-Learning, 10(2), 249−256.
Zyda, M. (2005). From visual simulation to virtual reality to games. IEEE Computer, 38(9), 25–32. DOI: 10.1109/MC.2005.297