Annotated Bibliography

Ansoms, A., & Geenan, S., (2012). Development Monopoly: A simulation game on poverty and inequality. Simulation & Gaming, 43(6), 853-862.

This article was written by the University of Ansoms, the Catholic University of Loire, and Sara Guinan of the University of Antwerp. It introduces game "Development Monopoly", which is a variant of original Monopoly board game (Ansoms and Geenen, 2012). In this game, players have changed the regulations to reflect social class, poverty or inequality in well developing countries. This article includes simulated helper guides, game player guides, reports and other variant. This resource is intended for graduate students, as well as other individuals interested in development studies, economics, social sciences, as well as associated disciplines. Additionally, this article is related to people who are concerned in learning using a board games (Ansoms and Geenen, 2012). Although this article is written, its focus is narrow because it only focuses on "developing monopolies" to deepen the understanding of poverty and inequality.

Berland, M., & Lee, V. (2011). Collaborative strategic board games as a site for distributed computational thinking. International Journal of Game-Based Learning, 1(2), 65-81.

This article was written by Matthew Berland of the University of Texas at San Antonio and Victor Lee of Utah State University. It looks at joint strategy board games moreover how these games can advantage dispersed computational thinking. Particularly, this article takes collaborative board game "Pandemic" as an instance for analysis and discussion. The author begins by describing the "flood", its basic regulations, as well as how games can help computational thinking (R Lee and Berland, 2011). To this end, the author divides computing ideas into several categories-conditional reason, algorithm construction, simulation, debugging moreover distributed computing. Then, using these types, the article analyzes three major pandemics conducted by students from three different teams. After analyzing outcomes of these analyses, the author discussed these results and stated that "many contemporary planned board games may represent a significant but not yet fully considered basis from which designer can deliberately expand computational thinking. This resource is very helpful for educators and others who are interested in using game for learning (R Lee and Berland, 2011). It includes a lot of examples moreover images that can be used to enhance the quality of the argument.

All, A., Nuñez Castellar, E., & Van Looy, J. (2015).

Towards a conceptual framework for assessing the effectiveness of digital game-based learning. Computers & Education, 88, 29-37. DOI: 10.1016/j.compedu.2015.04.012

In recent years, the systematic evaluation of the success of DGBL has attracted increasing interest. So far, there is still lack of a conceptual framework that describes what DGBL means and what its subcomponents are (Serrano-Laguna, Manero, Freire and Fernández-Manjón, 2017). This article is to suggest effective operability and conceptualization rooted in a social cognitive theory. To determine the desired results moreover be capable to implement the effectiveness, according to the user needs analysis method, the focus group is composed of three stakeholder groups. The results show that the expected results can be divided into three categories: learning, motivation and efficiency results. For different results, different sub-components can be extracted, and these sub-components can be managed hierarchically. This article results considered to be related to the success of DGBL are improved interest in subject, improved objective performance (for example, in test) moreover transfer, which refers to player’s capability to apply the information or Real-world skills. Related motivational results related to entertainment, the degree to which the game is played brings a pleasant experience, moreover improved motivation to use DGBL for learning. Finally, the efficiency results related to the effectiveness of DGBL are associated to time management as well as cost efficiency (Serrano-Laguna, Manero, Freire and Fernández-Manjón, 2017). In general, it can be said that the DGBL intervention is successful in achieving scores same to and higher than other teaching techniques related to some of above results, without importantly reducing (usually in a statistical sense) other results.

All, A., Nünez Castellar, E., & Van Looy, J. (2016).

Assessing the effectiveness of digital game-based learning: Best practices. Computers & Education, 92-93, 90-103. DOI: 10.1016/j.compedu.2015.10.007

In recent years, research on the success of DGBL has increased. Nevertheless, there is great heterogeneity in the techniques for evaluating the success of DGBL, which leads to questions about the reliability or effectiveness of certain techniques. This leads to the requirement for scientific basis for scientific research, providing verifiable procedures, techniques and frameworks (All, Nunez Castellar, Castellar and Van Looy, 2016). In the first phase, the Cochrane guidelines were used to map various methods for sampling, intervention implementation, and data or measures analysis in the systematic literature review. This article reflects the second phase, in which these elements are introduced to psychology and pedagogy experts through semi-structured interview to explain the preferred method for conducting a DGBL success research. Interviews are organized according to the five dimensions use in literature review: 1) Applicants (for example, characteristics of samples involved) 2) Interventions (for example, content, format, time and duration of treatment, interventions in the control team) (s)) 3) Techniques (sampling, conditional allocation of applicants, number of test times) 4) Results measurement (for example, instruments use to measure specific results) moreover 5) Data analysis (All, Nunez Castellar, Castellar and Van Looy, 2016).The interview was analyzed and transcribed using the qualitative software packages nVivo. Our outcomes show that the areas that need improvement involve intervention dimension as well as the method dimensions. The proposed improvement measures involve the execution of intervention in control and experimental groups, determining which factors are best omitted from the intervention (e.g. instructor’s guidance, additional elements consisting of substantive data) or which factors should be loud (e.g. procedures Help, and training courses). Furthermore, the variables (for example, intervention time, lecturer, day of the week) that should be similar between experimental conditions and control conditions are identified. Regarding methodological aspects, the proposed improvements involve the allocation of conditions by participants (for example, variables to be considered when using closed random design); the overall design (for example, the need for pre-testing and control groups), test development (for example, development and Trial parallel test) and test time (for example, follow up after at least 2 weeks) (All, Nunez Castellar, Castellar and Van Looy, 2016). All in all, this article provides good practices covering each aspects of research design or includes game-particular factors.

Almeida, F., Bolaert, H., Dowdall, S., Lourenço, J., & Milxzarksi, P. (2015). The walkabout framework for contextual learning through mobile serious games. Education and Information Technologies, 20(3), 415-428. DOI: 10.1007/s10639-013-9292-6

Learning through games, because of its cost-effectiveness, simplicity, as well as basically as most people likes to play rather than learn, has increasingly become a helpful training tool in the training and education community. Nevertheless, the use of games by student in games design moreover their adoption in several learning, interdisciplinary and academic environments presents additional challenges in these environments, issues for example planning, teacher and student participation in effectiveness of contextual learning programs Play an important role in This article introduces novel growth framework moreover a learning procedure called WalkAbout for the contextual learning mobile game system, so that learners can practice moreover increase 21st century skills as generating moreover playing contextual mobile games. In our research, we investigated the main problems related to the creation of contextual mobile games, moreover detailed the methods used in the implementation and design of WalkAbout framework (Almeida, Bollaert, Dowdall and Lourenço, 2015). Lastly, to preliminarily verify the platform moreovr the methods adopted, we will introduce moreover discuss the major outcomes obtained after game development by studying the probability of our design methods, learning experience and software framework provided to students.

References

All, A., Nunez Castellar, E., Castellar, N. and Van Looy, J., 2016. Assessing the effectiveness of digital game-based learning: Best practices. [online] Available at: [Accessed 2 September 2020].

Almeida, F., Bollaert, H., Dowdall, S. and Lourenço, J., 2015. The WalkAbout framework for contextual learning through mobile serious games. [online] Available at: [Accessed 2 September 2020].

Ansoms, A. and Geenen, S., 2012. Development monopoly: A simulation game on poverty and inequality. [online] 43(6), pp.853-862. Available at: [Accessed 2 September 2020].

R Lee, V. and Berland, M., 2011. Collaborative Strategic Board Games as a Site for Distributed Computational Thinking. [online] 1(2), pp.65-81. Available at: [Accessed 2 September 2020].

Serrano-Laguna, Á., Manero, B., Freire, M. and Fernández-Manjón, B., 2017. A methodology for assessing the effectiveness of serious games and for inferring player learning outcomes. [online] Available at: [Accessed 2 September 2020].