Special Issue "Digital game-based learning (DGbL)"

A special issue of Multimodal Technologies and Interaction (ISSN 2414-4088).

Deadline for manuscript submissions: closed (15 May 2019).

Special Issue Editors

Prof. M. Esther Del Moral Pérez
E-Mail Website
Guest Editor
Departamento de Ciencias de la Educación, University of Oviedo, Asturias, Spain
Dr. María Del Rosario Neira Piñeiro
E-Mail
Guest Editor
Departamento de Ciencias de la Educación, University of Oviedo, Asturias, Spain

Special Issue Information

Dear Colleagues,

The innovative methodology called Game-based Learning (GbL)  and, more specifically, Digital Game-based Learning (DGbL), is intended to take advantage of the educational potential of videogames, digital games, augmented reality playful apps, etc. These resources are used for activating teaching and learning processes, contributing to students’ acquisition and development of several competences, in a motivating way. This methodology supports the use of digital games for promoting multiple learning and invites teachers to take profit of its intrinsic motivation-triggering ability, with an educational purpose.

Undoubtedly, these games immerse the schoolchildren in new settings based on simulation and fiction, so that they are involved in game-based experiences in a mediated way. Thus, students are faced with complex problems that require to take good decisions for a quick resolution. They are also provided with skills and abilities to manage themselves in the real world. Finally, the participants travel in time and space, contextualizing their knowledge, playing the role of historical characters, experiencing past events, discovering the future, assuming responsibilities, learning from their own and the others’ mistakes, resolving conflicts, etc.

It is clear that narrative, challenge, curiosity, fantasy, and personal control are motivating factors that impel people to make an effort to overcome challenges, focusing the attention on the proposed tasks. However, DGbL implementation in the classroom should be based on a strict selection and a well-organized educational methodology. Thus, it would possible to evaluate to what extent it promotes greater learning results in students of several educational levels.

In this sense, even if there are interesting educational experiences based on this methodology, it is necessary to carry out, know, and disseminate quantitative, qualitative, and mixed research showing positive results. It is also needed to publish works describing the didactic procedures, the criteria for selecting games, the design of activities linked to the curriculum, the creation of instruments to register students’ progress, etc. For these reasons, this special monographic intends to collect contributions that help promote Digital Game-based Learning in the classrooms.

Prof. M. Esther Del Moral Pérez
Dr. María del Rosario Neira Piñeiro
Guest Editors

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All papers will be peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a single-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Multimodal Technologies and Interaction is an international peer-reviewed open access quarterly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1000 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • Technology
  • Education
  • Game-based Digital Learning
  • Apps
  • Gamification
  • Videogames

Published Papers (3 papers)

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Research

Open AccessArticle
Integrating Science Tasks and Puzzles in Computer Role Playing Games
Multimodal Technologies Interact. 2019, 3(3), 55; https://doi.org/10.3390/mti3030055 - 15 Jul 2019
Abstract
The design of educational serious games to be used as motivational learning environments is very rewarding but also very challenging. The integration of learning with playing activities seems to be one of the major challenges. Previous work has not examined the integration of [...] Read more.
The design of educational serious games to be used as motivational learning environments is very rewarding but also very challenging. The integration of learning with playing activities seems to be one of the major challenges. Previous work has not examined the integration of science content based on the school curriculum in the gameplay mechanics of a computer role playing game (CRPG) and in a storyline which ends with a dramatic conflict. In this study, an educational CRPG was designed for learning concepts in the physical sciences according to the curriculum of the correspondent book. We integrated the content into the gameplay which included several tasks to be performed and puzzles to be solved, advancing players to successfully complete the game, according to the game’s storyline. Finally, we performed a usability test for ease-of-use and enjoyment issues. Most testers considered the educational CRPG entertaining. Computer role playing game’s gameplay mechanics provide affordances for the integration of science and technology courses in a playful learning environment. Full article
(This article belongs to the Special Issue Digital game-based learning (DGbL))
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Open AccessArticle
Learning Prosody in a Video Game-Based Learning Approach
Multimodal Technologies Interact. 2019, 3(3), 51; https://doi.org/10.3390/mti3030051 - 08 Jul 2019
Abstract
With the growth in popularity of video games in our society many teachers have worked to incorporate gaming into their classroom. It is generally agreed that by adding something fun to the learning process students become more engaged and, consequently, retain more knowledge. [...] Read more.
With the growth in popularity of video games in our society many teachers have worked to incorporate gaming into their classroom. It is generally agreed that by adding something fun to the learning process students become more engaged and, consequently, retain more knowledge. However, although the characteristics of video games facilitate the dynamics of the educational process it is necessary to plan a pedagogical project that includes delimitation of learning goals and profile of the addressees, the conditions of application of the educational project, and the methodologies of evaluation of the learning progress. This is how we can make a real difference between gamification and video game based learning. The paper addresses the design of an educational resource for special education needs (SEN) students that aims to help teach communicative skills related to prosody. The technological choices made to support the pedagogic issues that underlie the educational product, the strategies to convert learning content into playful material, and the methodology to obtain measures of its playability and effectiveness are described. The results of the motivation test certified that the video game is useful in encouraging the users to exercise their voice and the indicators of the degree of achievement of the learning goals serve to identify the most affected prosodic skills. Full article
(This article belongs to the Special Issue Digital game-based learning (DGbL))
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Open AccessCommunication
Socrative in Higher Education: Game vs. Other Uses
Multimodal Technologies Interact. 2019, 3(3), 49; https://doi.org/10.3390/mti3030049 - 06 Jul 2019
Abstract
The integration of clickers in Higher Education settings has proved to be particularly useful for enhancing motivation, engagement and performance; for developing cooperative or collaborative tasks; for checking understanding during the lesson; or even for assessment purposes. This paper explores and exemplifies three [...] Read more.
The integration of clickers in Higher Education settings has proved to be particularly useful for enhancing motivation, engagement and performance; for developing cooperative or collaborative tasks; for checking understanding during the lesson; or even for assessment purposes. This paper explores and exemplifies three uses of Socrative, a mobile application specifically designed as a clicker for the classroom. Socrative was used during three sessions with the same group of first-year University students at a Faculty of Education. One of these sessions—a review lesson—was gamified, whereas the other two—a collaborative reading activity seminar, and a lecture—were not. Ad-hoc questionnaires were distributed after each of them. Results suggest that students welcome the use of clickers and that combining them with gamification strategies may increase students’ perceived satisfaction. The experiences described in this paper show how Socrative is an effective means of providing formative feedback and may actually save time during lessons. Full article
(This article belongs to the Special Issue Digital game-based learning (DGbL))
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