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Student signature: Gourav Saini Date: 4 / Sep / 2020

TOPIC: ANNOTATED BIBLOGRAPHY

Contents

Annetta, L. A., Vallett, D., Fusareli, B., Lamb, R., Cheng, M.-T., Holmes, S., . . . Thurmond, B. (2014). Investigating science interest in a game-based learning project. Journal of Computers in Mathematics and Science Teaching, 33(4), 381-407. 3

Adams, D. M., & Clark, D. B. (2014). Integrating self-explanation functionality into a complex game environment: Keeping gaming in motion. Computers & Education, 73, 149-159. DOI: 10.1016/j.compedu.2014.01.002. 3

Ahmed, A. M., Mehid, Q. H., Moreton, R., & Elmaghraby, A. (2015). Serious games providing opportunities to empower citizen engagement and participation in e-government services. Paper presented at the 2015 Computer Games: AI, Animation, Mobile, Multimedia, Educational, and Serious Games, Louisville, USA. DOI: 10.1109/CGames.2015.7272971. 4

Arnab, S., Berta, R., Earp, J., de Freitas, S., Popescu, M., Romero, M., . . . Usart, M. (2012). Framing the adoption of serious games in formal education. Electronic Journal of e-Learning, 10(2), 159-171. 4

Alkaline Taylor, A.-S., Backlund, P., & Niklasson, L. (2012). The coaching cycle: A coaching-by-gaming approach in serious games. Simulation Gaming, 43(5), 648-672. DOI: 10.1177/1046878112439442 5

References. 7

Annetta, L. A., Vallett, D., Fusareli, B., Lamb, R., Cheng, M.-T., Holmes, S., . . . Thurmond, B. (2014). Investigating science interest in a game-based learning project. Journal of Computers in Mathematics and Science Teaching, 33(4), 381-407.

The key purpose of this study is to study the influence of SEG on Educational Gaming on students ’interest in game-based of science learning plan funded by the federal government. Today’s students interact more in real time than in a face-to-face learning environment. In order to fully motivate science students through SEG, an advanced model of SEG development has been deployed. K-12 teachers joined in a summer workshop for more than 3 years where students learned how to design and build a SEG as a teaching tool, and then the students changed the teacher-made game. Through the design of the mixed method, students ’responses to “Scientific Interest Survey” (SIS) are examined, and students’ voices are used in written blog posts to assess academic interest. Using chi-square as well as multivariate linear regression, the results show that class, age, sex, and race are important (Annetta et al., 2014).

Adams, D. M., & Clark, D. B. (2014). Integrating self-explanation functionality into a complex game environment: Keeping gaming in motion. Computers & Education, 73, 149-159. DOI: 10.1016/j.compedu.2014.01.002

The focus of this study is an educational physics game called SURGE: Fuzzy Chronicles on 3 Newton’s laws of motion. 86 high school scholars played one of three types of the game: (1) the basic version without a hint or question; The overall study difference between the three different groups was not significant, but the students in the basic version responded more questions about the Newton's 2^nd
law more successfully than the scholars in the self-study group. Although, this may be due to the fact that the students in the initial situation were much better off than the self-directed group students through the game. The results show that the management of the cognitive load of games and the flow of student play is necessary in order to prioritize the interpretive tasks in the teaching aids designed to increase in-depth and intimate processing (Adams and Clark, 2014).

Ahmed, A. M., Mehid, Q. H., Moreton, R., & Elmaghraby, A. (2015). Serious games providing opportunities to empower citizen engagement and participation in e-government services. Paper presented at the 2015 Computer Games: AI, Animation, Mobile, Multimedia, Educational, and Serious Games, Louisville, USA. DOI: 10.1109/CGames.2015.7272971

Serious games are video games whose key purpose is not for entertainment, but for educational, training, health, military, political, propaganda and commercial purposes (Michalik, 2015). Due to very limited information user experience, knowledge, communication, and trust issues, between governments as well as citizens through e-government is very difficult for developing countries. Though, Serious games could potentially increase citizen participation in e-services to help users increase their knowledge of service priorities and privacy. The key purpose of this article is to explore to what extent the Technology Expansion Model and the Reliability Model model promote the use of thoughtful games in e-government services and improve citizen participation as well as participation. This study analyzes the profits and comfort of use of TAM, also increasing government confidence in TM, the benefits of serious gambling, and the concept of factors influencing citizens ’perceptions of e-government creativities model. This model offers a new way of helping the government to increase citizen participation in online services (Michalik, 2015).

Arnab, S., Berta, R., Earp, J., de Freitas, S., Popescu, M., Romero, M., . . . Usart, M. (2012). Framing the adoption of serious games in formal education. Electronic Journal of e-Learning, 10(2), 159-171.

Today, the formal education system is under increasing the pressure to adapt the technological innovations as well as changes related to our work and lifestyle. In addition to the introduction of technology in a constantly evolving form, the most important need is to improve the teaching process through the evolution of teaching methods to make teaching more attractive in formal education, and hopefully this method will be more effective. One of the opportunities that has attracted special attention is the Extensive Game (SG), which provides great opportunities for promoting informal and formal learning. It seems that SG is able to “stick” with today’s digital natives (mostly) who are in a wider range of falling into the “network” style and their relative stagnation in schools and universities. risks. However, some barriers hinder the further study of SG in general education. This article focuses on the issues of non-formal SG education initially from 2 different but balancing viewpoints, game development as well as game design. It then continues to study game experiences in old settings as well as focuses on the key role teachers play in the developing panorama (Arnab et al., 2020). It is then a brief introduction to some of the specific strategies for implementing, and building a game that open up new options. Lastly, some points are made for additional consideration. This article reports on some of the key challenges in making “serious games” in official education. They are part of the Games and Learning Alliance (GALA) partners to discuss the topic together, from different perspectives, they are learning the educational dimension of SG. The ultimate goal is to provide useful guidance and support to facilitate SG in broad and effective coverage in an informal environment. Possible support to achieve this goal includes: better training for teachers; writing simpler tools for teachers to write tools for learning to play games; special networking communities; resources for interns; teacher supply More institutional support structures and wider access to case studies and existing game content (Arnab et al., 2020).

Alkaline Taylor, A.-S., Backlund, P., & Niklasson, L. (2012). The coaching cycle: A coaching-by-gaming approach in serious games. Simulation Gaming, 43(5), 648-672. DOI: 10.1177/1046878112439442

Decision-makers have an overconfidence in their educational ability of games as well as simulation, especially when the master is taken out of the game. The author proposes a framework, a coaching period that only focuses on the role of lecturers. The plan includes a lecturer who will play as a player. The fact that lecturers are more active in all learning activities makes learning even better. The tutoring cycle combines the theory of experiential learning (pre-theory actions) and intentional practice (the coach constantly challenges students ’skills). The inclusion of a game guide perspective makes the approach of developing players difficult, but it has also been strengthened, as we have to consider two types of players: coaches and trainers. Also, the author believes that the teaching period allows the focus to be shifted to a more detailed report, as this means that the study of theoretical data before the simulation / game is reduced. This shift increases the transfer of knowledge. Simulators / games are rapidly evolving in the areas of learning, learning, and recovery to name a few. In vocational training, such as military training as well as rescue, simulation / play has been successfully adopted as an inexpensive and effective addition to real-world practice (Taylor, Backlund and Niklasson, 2012). Only a few people think about how the inclusion of games in the curriculum affects teaching. This article provides an incentive framework based on experience and theory, the teaching period. Future work will include its implementation in an organizational environment. Our future aims to address the need for a more real game-based learning system in which AI in the game can help human trainers to coach effectively through games. Future work will contain additional research into the process of lessons learned also how they can be used to improve the quality of simulation and game learning.

References

Adams, D. and Clark, D., 2014. Integrating self-explanation functionality into a complex game environment: Keeping gaming in motion.Computers & Education, 73, pp.149-159.

Annetta, L., Lamb, R., Minogue, J., Folta, E., Holmes, S., Vallett, D. and Cheng, R., 2014. Safe science classrooms: Teacher training through serious educational games.Information Sciences, 264, pp.61-74.

Arnab, S., Berta, R., Earp, J., Freitas, S., Popescu, M., Romero, M., Stanescu, I. and Usart, M., 2020.Framing The Adoption Of Serious Games In Formal Education. [online] Coventry University. Available at: [Accessed 2 September 2020].

Michalik, T., 2015. Pop-Memory. Education on the Holocaust and Computer Games – from Puzzles to Serious Games.Acta Humana, 5, p.127.

Taylor, A., Backlund, P. and Niklasson, L., 2012. The Coaching Cycle.Simulation & Gaming, 43(5), pp.648-672.