Name: _Bon Ruel Legaspina_______________ Date: ___October 3, 2023__

Article No. 1 Title Application of the Educational Game to Enhance Student

Learning

Authors Siu Yin Cheung and Kai Yin Ng

Reference [Link]

Research “The purpose of this study is to investigate the use of an educational game to
Problem enhance

Describe how the student learning effectiveness.”

problem is
justified. Quote a
part as evidence.

There have been methods used in teaching that were employed to improve
student learning. In the prevalence of innovation, development, and technology,
researchers are finding new ways to improve the learning experience. Hence, this
study will explore and focus on computer/digital games (PaGamO) for instruction
and in enhancing student learning.
Literature “Gamification has become popular in education in recent years. Its advantages
Review include, but are not limited to, giving students the opportunity to experience
learning in a multi-sensory, active, and experimental environment. Specifically,
Describe the role learners can use these educational games for experimental learning to develop
of literature. their decision-making and problem-solving skills in a
Quote a sample
part if possible.
dynamic learning environment (Adachi and Willoughby, 2013). In addition,
students can receive feedback/results immediately to get answers, instead of
receiving delayed feedback from traditional assessment methods (e.g., tests and
examinations).”

“Although extensive research supports the use of educational games to help

improve students’ learning experience, it has been found that young students are
more likely to be inattentive (Wickens, 1974), and the use of educational games,
among the many other solutions, to alleviate the issue may become helpful.
Research shows that students’ attitudes toward learning, class attendance, and
mood were more positive when compared to primarily using traditional methods
of teaching and learning (Vernon and Blake, 1993). It is believed that in the
learning process when students have the opportunity to participate in
decision-making, they are more likely to enjoy learning because they regard
“learning” as “playing” (Zapalska et al.,2012).”

These studies helped support the investigation of the researchers in determining

the efficiency of “playing” as part of the learning process.

“Self-Determination Theory (SDT; Deci and Ryan, 2004) meticulously explains

the sources of motivation in some specific situations, in this context, it is to

play educational games”

The Self-determination Theory (SDT) explains that motivation is influenced by

autonomy (own control), relatedness (sense of belonging), and competence (gain
mastery). In the context of educational games, students will be able to freely
engage in the game of their own volition, connect with other students through
enjoyment, and enable themselves to gain competency by navigating through the
game.

Research The educational game is fun however the effect on learning will still depend on
Questions the learners' diverse preferences. Therefore, it is necessary to investigate in what
ways the application of the educational game enhances student learning and
Describe the what factors affect the effectiveness of educational games to enhance student
scope and nature learning, whether the use of the educational game “PaGamO” could enhance
of the questions.
students’ learning ability and understand students’ perceptions of
Quote a part if
possible.
educational games.
Data The study included 56 college students (32 men, 24 women, average age 21), all
Collection majoring in physical education and taking the motor learning and development
course. They were divided into 12 groups of 4-5 students each. Additionally, five
Describe the students with varying scores in "PaGamO" tasks participated in detailed
nature of data focus-group interviews.
collected. Quote a
part for evidence,
if possible.

“The principal researcher/lecturer of the course designed a list of 100

multiple-choice (MC) questions based on the course materials.”

Students formed 12 teams for competitive play, with rewards for top performers.
Weekly reminders were sent, and students received individual and team scores
after each section. The game had four sections aligned with the course theme.
Twenty questions from "PaGamO" were included in the final exam, contributing
5% to the final grade. Students had 7-10 days to complete each section over five
weeks, and they were encouraged to collaborate and use resources for critical
thinking and learning.

The researchers a mixed method (qualitative and quantitative): they aimed to

acquire the students’ perceptions and opinions of “PaGamO” through an “I would
like…” likert-type questionnaire. A group of students were subsequently invited as
members of a focus group to elaborate their thoughts on "PaGamO.” In the
questionnaire (open-ended), a student strongly agreed to the statement “I would
like to use ‘PaGamO’ regularly for learning.”

Data Analysis Regression analysis was used to determine if there was a score significant
predictor of multiple-choice scores in the final examination. A quantitative and
Describe methods qualitative mixed-method approach was used to gain insights into students’
for analysis. perceptions and experiences of the educational game. The top three statements
of a modified questionnaire from Riemer and Schrader (2015) were used: (1) “In
my opinion, the use of ‘PaGamO’ enables me to better prepare for the final
examination” (2) “In my opinion, the use of ‘PaGamO’ enables me to understand
learning contents” (3) “In my opinion, the use of ‘PaGamO’ allows me to apply
knowledge"

Reporting and “The top three motives to play “PaGamO” were “fun,” “self-learning,” and “want
Evaluating to get a higher grade in the final examination.” By using gamification as a tool for
learning and studying, students did find “PaGamO” effective for their learning
Describe how experience.”
results are
derived and By using gamification as a tool for learning and studying, students did find
interpreted.
“PaGamO” effective for their learning experience. Both intrinsic and extrinsic
participation motives are reasons why students play “PaGamO.” Furthermore, due
to its convenience, using mobile devices to play “PaGamO” is more popular than
using computers and tablet devices. In conclusion, the combination of
gamification and traditional learning methods can enhance students’ learning
outcomes.

Remarks This study is exploratory and only had a small sample size of 56 participants due
to the cost of the game, which was perhaps fitting since it is an exploratory
(What has been study. Regardless, this study had positive results; it suggested that the
done, What has educational game “PaGamo” had a beneficial impact on student learning.
not been done,
Considering this result the researchers recommended that future studies may
What needs to be
consider using a larger sample size to delve deeper into students’ attitudes,
done) in relation
to the topic/study
perception, and willingness to learn when using educational games. The
researchers only used the question format in this game only used
Article No. 2 Title Current climate for digital game-based learning of science in
further and higher education

Authors Carla L. Brown, Mary Ann Comunale, et al. (2018)

Reference [Link]

Research “This paper aims to provide a broad summary of the field by discussing the
Problem current platforms for DGBL and examples of games played on them. The paper
discusses the current challenges and barriers associated with DGBL in further
Describe how the and higher science education and potential strategies researchers may consider
problem is to overcome them.”
justified. Quote a
part as evidence.
This study explores the current climate of digital game-based learning (DGBL)
application in further and higher science education.
Literature “The PC-based gamified simulation Meta!Blast, designed for college and high
Review school students is an interactive module for investigating cellular structure and
function. By incorporating missions that must be completed within cells,
Describe the role Meta!Blast has been shown to enable students to learn by carefully guided
of literature. discovery as they navigate a cell in 3D within a dynamic metabolic environment
Quote a sample
(Plass, Homer, and Hayward 2009). Meta!Blast provides an interactive experience
part if possible.
and aesthetic on par with those of professionally developed commercial computer
games by including immersive and high-quality artwork, an engaging storyline,
and unique exploratory experiences (Wurtele et al. 2010). Although learning
effectiveness in the higher education environment has yet to be investigated,
Meta!Blast was evaluated using pre- and post-tests about basic cell
biology concepts with ∼50 high school students while installed in a
science museum exhibit. Results showed that student scores increased
by 32% on average (P < 0.05) (Schneller et al. 2012).”

“Another example of a gamified simulation is Labster, which has developed a

series of immersive virtual laboratories (vLabs). Labster provides an
opportunity for open-ended investigation enhanced through gamified
elements, creative storytelling, and 3D visualization in >15 subjects
including virology, medicine, bio-engineering, chemistry, and
microbiology. The learning effectiveness of vLabs, which are currently used in
numerous institutions including the University of Glasgow, Harvard Medical
School, and the University of Copenhagen, has been investigated in college
classrooms. Two vigorous research investigations using pre- and
post-test evaluation strategies concluded that the best learning
outcomes are reached when vLabs are used in conjunction with
traditional learning methods (n = 91) (Bonde et al. 2014), and that a
significant increase in learning is attained by students regardless of their baseline
knowledge, low pretest score (n = 86), moderate pretest score (n = 101) and
high pretest score (n = 113) (Makransky et al. 2016). Interestingly, researchers
also found that intrinsic motivation was significantly increased in the
student population with moderate or high pre-test scores, but was not
significant in those with low baseline knowledge (Makransky et al.
2016). Yet, those with low pre-test scores showed the greatest increase in
learning. These studies provide a strong argument for using gamified vLab
simulations to supplement learning.”

“Foldit is an online multiplayer PC game that allows players to collaborate and

compete, individually or in teams, to solve protein structure puzzles (Cooper et
al. 2010; Khatib et al. 2011). Foldit was designed as a ‘citizen science game’ that
made use of crowdsourcing strategies to gain public and gamer input into
scientific research. One of its greatest success stories is the solving of a retroviral
protease crystal structure known as M-PMV (Khatib et al. 2011). Foldit was
investigated as a supplementary learning resource for college students studying
biochemistry in an agro-ecotechnology program (Farley 2013). All students
reported perceived improvement in understanding of this topic, albeit it
was a small sample (n = 25). Additionally, 94% reported that the game was
‘fun to play’ and 47% stated that they had played the game outside of
class, suggesting intrinsic motivational properties of DGBL. Further work
that includes measurement of baseline knowledge is required to determine the
effectiveness of Foldit as an educational tool in this setting.”

“ImmuneQuest is a digital game that supplements immunology instruction by

allowing students to build and control a virtual immune system. In
ImmuneQuest, correct answering of immunology questions allows players to
‘level up’ their immune cells. Its learning effectiveness was assessed in a small
cohort of biology majors (n = 20) enrolled in an immunology course using pre-
and post-learning questionnaires completed at the start and end of the module
(Raimondi 2016). Although learning questionnaires reported that topics covered
specifically by ImmuneQuest improved from 32% to 98% (P < 0.05), further
work

is required with a larger cohort to determine its efficacy as an

educational tool. Some study participants found the game frustrating or that
their focus was simply on beating the game rather than learning. However,
others found the game provided useful visuals and reinforced course
material.”

“Solve the Outbreak, a problem-solving game, was developed by the Center for
Disease Control and Prevention (CDC) to communicate key epidemiology
concepts. In addition, the CDC developed formal lesson plans to aid
implementation in classrooms. This game has been utilized by lecturers at Drexel
University College of Medicine as a way to introduce DGBL and spark discussion
in infectious diseases courses. Briefly, students received a lecture on DGBL,
played Solve the Outbreak, and then critiqued the game based on scientific
content, game design and relevance for higher science education (Fred Krebs,
PhD, pers. comm., January 15, 2018). Dr Krebs reported that most students
suggested continued use of Solve the Outbreak in the course.”

“Plague Inc. (Ndemic Creations) is a highly successful strategy game in which

players take the role of a pathogenic microorganism and infect the global
population (Vaughan 2017). Pandemic (Asmodee Digital), a digital board game
that focuses on epidemiology and infection control through player teamwork
(Wallace et al. 2012), and Superbugs (Nesta), which communicates the problem
of antimicrobial resistance to the general public. Robinson, Turner and Sweet
(2018) discuss strategies for using entertainment games such as Plague Inc. to
teach the concepts of disease epidemics and pandemics, to facilitate class
discussion, or as a means for students to develop and test a scientific approach
in real time. Although commercial games of this format are useful for introducing
scientific concepts to students, the primary purpose of these games is
entertainment with educational benefits being secondary. To date, there are no
formal studies published that show learning was increased by
incorporating Plague Inc. into the learning module.”

“CD4 Hunter, developed by the Department of Microbiology and Immunology

and Institute for Molecular Medicine and Infectious Disease at Drexel University
College of Medicine (Brown et al. 2016). CD4 Hunter was designed to
educate players about the human immunodeficiency virus (HIV-1)
replication cycle and focuses on the binding and entry of the virus into CD4+ T
cells (Fig. 3). In the game, the player navigates the bloodstream as HIV-1 virions
and searches for CD4+ T cells that possess a CD4 receptor and the specific
co-receptor.”

“Malaria Invasion, an iOS and Android mobile game about the molecular
mechanisms by which Plasmodium invades red blood cells. It is targeted for
implementation in MS and PhD programs in microbiology and infectious
disease (Comunale et al. 2018).”

“Chairs! is a problem-solving-based mobile game that teaches about

conformational analysis of alkanes in organic chemistry (i.e. the flip ring of
cyclohexene). It requires players to correctly draw bonds at the right angles and
axis on different conformational isomers of cyclohexane (Winter, Wentzel and
Ahluwalia 2016). Red-colored bonds have been used to denote incorrect angles
and axis, and green bonds represent correct conformations. Chairs! has been
made available on iTunes and Google Play app stores and has been formally
assessed in both high school and college classrooms (Winter, Wentzel, and
Ahluwalia 2016). Second-year organic chemistry college students (n = 50)
learning about conformational analysis watched a video on isomers at home and
then in class received a lecture and also played Chairs! for 30 min in groups, and
then competed with peers to achieve the highest score. The potential learning
efficacy was indicated in the unit exam where the average grade was
71% and students earned an average grade of 82.5% on questions
associated with cyclohexane, an alkane featured in Chairs!. In addition,
90% of students reported that playing Chairs! helped them better
understand the concepts (Winter, Wentzel and Ahluwalia 2016).”

“Polycraft World provides a platform to develop and fabricate materials in their

virtual world that is related to organic chemistry. The synthesis of new materials
and items in Polycraft World requires the application of chemistry knowledge
(e.g. materials texture, understanding the effects on aromatic ring substitution
reactions, etc.). Preliminary research showed that this game may be an
effective educational tool for teaching college-level organic chemistry.
After playing the game for 11 weeks, 8/13 chemistry students were able
 to correctly draw two or three levels of a crude oil distillation tree, a key
component of the core game mechanics; 17/26 students were able to correctly
identify LDPE, a common polymer used in the game, as low-density polyethylene
(Smaldone et al. 2016). However, a limitation of the study is the lack of a control
group.”

“Kahoot! is a simple-to-use online tool that allows educators to create and

deploy gamified customized, interactive quizzes and surveys, accessible by
students on their own mobile devices or computers. Players compete against
each other in real time for high scores, before the timer built into the game runs
out. Kahoot! is mostly used in K-12 education but some have modified it for F&H
education. Its effectiveness was investigated in a college chemistry course in
which students completed a Kahoot! quiz on their smartphones either after their
lectures (Group 1; n = 42) or after every two lectures (Group 2; n = 47) (Ares et
al. 2018). Their academic performance was compared with that of students who
completed the course in the previous year in which Kahoot! was not used. This
pilot study showed that students in both Kahoot! groups had better grades and a
higher pass rate than students who completed the course in the previous year.
Furthermore, the improvement was more prevalent among students who
performed the best in the Kahoot! quizzes. Also, grades were better when
Kahoot! was played more frequently (Group 1). The researchers
concluded that Kahoot! benefited the students and enhanced the course,
but acknowledged that more research is needed to confirm the results.”

Research This study investigates the use of DGBL in science education, its various formats,
Questions effectiveness, challenges, and potential solutions. The study aims to answer how
effective are gamified simulations, traditional digital games, mobile games, and
Describe the educational modifications (mods) of commercial games in enhancing science
scope and nature education outcomes. Additionally, it also asks what are the current challenges
of the questions.
and barriers associated with the implementation of DGBL in further and higher
Quote a part if
science education, and how can they be addressed.
possible.

Data “This paper only includes games that have been discussed in the primary
Collection literature or at scholarly events. In addition, barriers and strategies associated
with DGBL in F&H education are discussed.” This study reviewed the
Describe the literature/study of selected games utilized in microbiology and other scientific
nature of data fields.
collected. Quote a
part for evidence,
if possible.

Data Analysis These games' effectiveness and usage as a supplement to learning were
analyzed based on the data provided by the evaluated games themselves.
Describe methods
for analysis.
Reporting and “Overall, this manuscript reported the use of various game formats and
Evaluating platforms, indicating

Describe how that educators are striving to innovate the field rather than use a single method
results are of implementation. This manuscript reported DGBL implementation in the form of
derived and engaging mobile games”
interpreted.

“This manuscript reported DGBL implementation in the form of engaging mobile

games (often developed in-house), modifications of commercially relevant
software (e.g. Minecraft), and use of immersive simulations that allow students
to experience complex science on their own devices. Indeed, the increasing use
of commercially relevant games and software for DGBL indicates a significant role
for interactive and engaging learning technologies in future science learning.”

While there is innovation in digital games, innovation in assessment and

evaluation methods is not as widely reported.

“In the current climate, a wide variety of grassroots evaluation strategies are
being adopted that may be hindering researchers from determining the true
benefit and impact of DGBL for science education.” Basically, the inconsistent and
varied form of assessment causes difficulties for the researchers.

Remarks “Although innovation was reported extensively for digital game resources, this
trend was not as widely reported for assessment and evaluation methods.”
(What has been
done, What has “Due to the inherent limitations of DGBL (e.g. it may be hard to develop games
not been done, that can teach all learning objectives for a specific topic only through gameplay),
What needs to be
it is unlikely to replace traditional forms of instruction such as lectures and
done) in relation
reading textbooks and primary literature. Thus, games may be insufficient as
to the topic/study
standalone teaching methods. However, games can supplement and complement
traditional forms of teaching and learning.”

Article No. 3 Title Digital Games for Science Learning and Scientific Literacy

Authors Iro Voulgari (2020)

Reference [Link]

Research “In this chapter, we focus on the links between science learning and digital
Problem games. We review previous studies in the field, identify key findings and propose
a conceptual model for further research.”
Describe how the
problem is This study wanted to investigate the relationship between science learning and
justified. Quote a digital games. Understanding how digital games support science education by
part as evidence.
reviewing previous studies in the field.

Literature “We view digital games not only as media through which players can explore and
Review understand or be motivated to further study the learning content, but also as
cultural and social practices within which gameplaying is situated. A number of
Describe the role different factors seem to have an impact on the scientific literacy of children.”
of literature.
Quote a sample “In a formal or informal learning environment, interesting and motivating
part if possible.
experiences may have a positive effect on personal interest and engagement
with science-related activities, Studies have shown that instructional
interventions and techniques triggering situational interest, such as hands-on
activities, toys and science games in formal education settings can increase
individual interest and further participation in science-related activities in
 informal settings, such as talking, thinking and reading about science (Hidi
1990). It seems, therefore, that science literacy and attitudes towards science
are influenced by the quality of the learning activities as well as the context
these activities are situated in, and the social environment of the children.”

Research How can the integration of digital games in science learning as instructional tools
Questions encourage learners to engage with science and improve their science literacy,
considering various aspects such as game design, diversity, motivations, social
Describe the scope and cultural context of game playing.
and nature of the
questions. Quote a
part if possible.

Data In this study researchers reviewed studies which used experimental or

Collection quasi-experimental methods. Researchers gathered information from pre- and
post-surveys on attitudes, knowledge, and experience with games as well as
Describe the perceptions of one's own self-efficacy in either science or games.
nature of data
collected. Quote a
part for evidence,
if possible.

Data Analysis A systematic literature review of existing studies. Individual characteristics,

design issues, and context and settings of the game were also analyzed and
Describe methods reviewed
for analysis.

Reporting and “We observed a shift to higher order thinking skills and scientific practices such
Evaluating as inquiry, problem-solving and scientific reasoning, which is encouraging
considering that such skills are important for the students to develop a critical
Describe how and skeptical attitude in their lives.”
results are derived
and interpreted. This article explores digital games and science learning within a wider cultural
and social landscape. The focus on promoting critical and skeptical attitudes in
students by fostering higher-order thinking skills and scientific practices like
inquiry and problem-solving is promising. However, there is still room for
research on advancing science literacy via games based on social science.
Biometric data and psychophysiological measures provide more objective ways to
measure engagement in digital games for science learning, promising areas but
more research is warranted. Although most research centers around formal
learning environments, games are widely used in informal and non-formal
learning contexts, providing rich but challenging research avenues.

Remarks “Although previous studies have described digital games as media that can
trigger the interest for science and technology (Biles 2012; Bricker and Bell
(What has been 2012; Mayo 2009), research and game development in this area is still limited.”
done, What has
not been done, This study, though comprehensive in that it reviewed the extant literature, was
What needs to be
not an extensive empirical review study. While there are studies acknowledging
done) in relation
the ability of digital games to drive curiosity for science, study and game
to the topic/study
creation is still limited. Future research could examine the relationship between
students’ science backgrounds and their game preferences, expand the
conversation about the underrepresentation of girls in STEM, and discuss the
accessibility of games to children with disabilities.

Article No. 4 Title Serious games in education

 Authors J.C. Read (2015)

Reference [Link]

Research “The design of game based and play based environments for older teenagers,
Problem either in school or college, is seldom critiqued. This article, therefore, presents a
glimpse into this current design space: the space where serious games are being
Describe how the considered as useful products for older teenagers, and considers how these
problem is games might be designed. Two aspects are considered as essential, cool and fun,
justified. Quote a
and these are each considered within the context of designing them into serious
part as evidence.
game products.”

This paper explores the challenges of serious games and its integration into
education, focusing on learners who might not be motivated to play these
games. Focusing on high school and college educational settings.

Literature “Clark Abt wrote as follows: “we are concerned with serious games in the sense
Review that these games have an explicit and carefully thought out educational purpose
and are not intended to be played solely for amusement” [12, p.9]. This
Describe the role definition, and the claim that games are not meant ‘solely’ for amusement
of literature. delineates serious games as being ‘not all that fun’.”
Quote a sample
part if possible.
The researchers wanted to design a serious game based on what the teenagers
perceive as “cool” through studies, surveys, and literature review. Six categories
of “cool” were identified: rebellious, retro, authentic, rich, innovative.

Research What would make a game both educational and fun?

Questions
How can serious games be effectively designed to engage teenagers in high
Describe the scope school and college settings who may not be inherently motivated to play them?
and nature of the
questions. Quote a How can “coolness” be integrated into game design?
part if possible.

Data “For teenagers, the game experience (GX) [16] was mainly associated with fun
Collection constructed from emotional and cognitive player responses. To gather ideas for
the fun design of the game the developers took the unusual step of directly
Describe the working with the teenagers who would eventually play the game. The challenge
nature of data was to engage with these teenagers in the design of their own serious game.”
collected. Quote a
part for evidence,
The teenagers partook in designing the games; contributing ideas, preferences,
if possible.
and feedback. The game that is to be designed is supposed to ‘change’ the
player thus it should also consider the player’s standpoint of what was in need of
change.

Data Analysis The researcher adopted a participatory design approach, survey, and
incorporated the ‘fun’ and ’serious’ aspects. These approaches were utilized to
Describe methods design a game based on the students’ preferences or interest.
for analysis.

Reporting and Based on the process, designing a serious game for older teenagers is complex
Evaluating due to the various aspects that need to be considered: the social environment;
technology they use; and value they attribute to things. The interest of the
Describe how learners can be incorporated into the design of the serious game by letting
results are derived themselves engage and input their interests into the game.
and interpreted.
Remarks New and innovative methods for gameplay still need to be developed to keep this
genre fresh.
(What has been
done, What has The two characteristics associated more with cool behavior are anti-social and
not been done, rebellious which probed difficulty in its incorporation in designing the serious
What needs to be
game.
done) in relation
to the topic/study

Article No. 5 Title Serious Educational Games in Education for Online Learning

Authors David Chandross and Eileen DeCourcy (2019)

Reference [Link]

Research “In this paper we will examine the use of SEGS in training and education through
Problem a literature review.”

Describe how the The researchers want to investigate the effectiveness and application of serious
problem is educational games (SEGS) in training and education, to address how SEGS can
justified. Quote a be utilized in online learning, as well as explore their potential for enhancing
part as evidence.
engagement and learning outcomes.

Literature “SEGS not only satisfy the demand for authentic, ongoing self-regulation of
Review learning but also provide a positive psychological experience.

Describe the role "Game systems can be designed which are built upon this foundational activity
of literature. loop, where increasingly more difficult challenges are encountered which provide
Quote a sample direct, ongoing feedback to the learner. Similar to problems which present in
part if possible.
video games, the ability to repeat a problem until it is solved is called
resourcefulness and is identical in learning. Studies which show that video
games improve resourcefulness and adaptability is directly transferable to higher
education (Barr, 2017). If brain training is taking place, the evidence to date
shows that it is non generalizable or transferable, but rather task-specific"

"new data on the “wandering mind” and its complement “default mode network
deactivation” show that during learning there are several processes which SEGS
can target to improve effectiveness. Mind-wandering shows that cognition is not
tethered to the present moment, but that regions of the brain referred to as the
default mode network (DMN) allow memory representations to form
consciousness experience (Poerio et al.,2017)"

“Game systems enable the student to focus on learning activities by inhibiting

mind-wandering and simultaneously switch”

“evidence to date that SEGS promote higher affective outcomes in learning

suggests that cognitive-emotional perspectives on gamification present a
paradigm shift from a focus on learning outcomes to the improvement of the
process of learning.”

“Emotion and cognition are only minimally separable, and it appears that games
can provide connection of emotion to memory, emotion and attention, and
emotion and decision-making. Given that almost all our behavioral choices are
 now known to be emotional choices, we can now think about designing SEGS for
emotion.”

These quoted samples were part of studies that were reviewed to evaluate the
effectiveness of SEGS in training and in education. Along with this literature
study involved serious game designing, pedagogical design criteria, complexity of
and in serious game design.

Research The research questions were not explicitly mentioned, however the following are
Questions the possible research questions for this study:

Describe the scope 1. How do serious educational games (SEGS) impact learning and training in
and nature of the higher education, and what is the evidence supporting their efficacy in improving
questions. Quote a educational outcomes?
part if possible.

2. What are the key game elements and instructional strategies used in SEGS
that contribute to high engagement, authentic alignment with educational
theories, and the development of transferable skills in learners?

3. How can the design and implementation of SEGS be optimized to provide

immediate feedback to learners, enhance formative and summative evaluation
processes, and promote ongoing analytics to track learner progress in an online
learning environment?

These questions encompass the core themes of the abstract and introduction,
focusing on the impact, design, and effectiveness of serious educational games
in the context of online learning and training.

Data Since this study examines SEGS based on literature review the methods in data
Collection collection could involve a systematic search for relevant literature using specific
criteria, collecting and organizing sources, screening and selecting those that
Describe the meet the criteria, extracting key information, analyzing findings, assessing study
nature of data quality, and organizing results thematically. The study's conclusion should
collected. Quote a
summarize the findings, highlight their implications, and identify gaps in the
part for evidence,
existing literature. Proper citations and references are crucial throughout, and
if possible.
the entire process should be documented and reported in a structured manner
within the research paper.

Data Analysis The gathered literature were thoroughly reviewed and analyzed to evaluate
SEGS’s effectiveness.
Describe methods
for analysis.

Reporting and Some of the themes discussed in this analysis are summarized:
Evaluating
1. Serious educational games must be designed carefully to provide diverse
Describe how learners with an appropriate level of challenge, exploration, social connection,
results are derived and achievement.
and interpreted.
2. The existing literature shows that game-based learning affects motivation
more than learning outcomes but that new discoveries in the field of
neuroscience, such as functional magnetic resonance imaging (fMRI) studies
during gameplay, imply that games can focus attention.

3. Games for learning do not need to use enhanced technology but may benefit
from it in cases where the technology, such as online access or VR, demonstrably
improve learning outcomes.

4. Games are played around the world by almost 25% of the global population,
with 45% of these players being female. To ignore the obvious desire to play
games in educational design is to disregard these compelling data.
Remarks Misconceptions:

(What has been 1. Game designers themselves, as a profession, do not have expertise on
done, What has teaching and learning, therefore should receive proper training before
not been done, designing SEGS.
What needs to be
2. Building serious games is a trivial process.
done) in relation
3. The third myth is that SEGS are simply another pedagogical tool such as
to the topic/study
the flipped classroom and they have relevance as an option for faculty.

Article No. 6 Title Serious Games in Education

Authors Linda Stege, Giel van Lankveld, and Pieter Spronck (2011)

Reference [Link]

Research “This study investigates to what extent serious games support learning
Problem processes.”

Describe how the This study is aiming to investigate the effectiveness of serious games as an
problem is instructional delivery compared to the traditional text instruction in the context
justified. Quote a of highschool student’s learning process.
part as evidence.

Literature “Serious games combine entertainment with knowledge transfer. They have a
Review purpose beyond entertainment, e.g., education, training, advertising, or
supporting social change (Winn, 2008). Such a combination is no guarantee for
Describe the role success. Brody (1993) notes that the combination of entertainment and
of literature. education in computer games has produced some not-very-educational games
Quote a sample
and some not-very-entertaining learning activities.”
part if possible.

“A possible reason why serious games are assumed to be beneficial for

education, is that students are often motivated to play games. Svinicki (1999)
showed that traditional schooling methods do not tend to motivate students. It is
generally assumed that well-motivated students learn better. Winn (2008)
showed that games are effective at engaging students which makes them active
learners. Virvou et al. (2005) showed that certain hard-to-teach students showed
improved concentration when playing an educational game. It is a small step to
then assume that an educational game, which by its nature should motivate, is
better at transferring knowledge than the methods used in traditional schooling.
Of course, the pitfall is that a game might be a less suitable medium for
transferring knowledge, leading to a motivating but ultimately less effective
educational experience.”

The literature served as a guide for the advantages and possible drawbacks of
serious games such as students being motivated to play but the game itself lacks
efficiency in delivering an effective learning experience.

Research What is the impact (e.g. in motivation) of using serious games as an instructional
Questions method compared to text-based instruction on academic performance of
students?
Describe the scope
and nature of the Will the outcome vary due to gender-related differences?
questions. Quote a
part if possible.
Data “To investigate the effect of using serious games in the classroom, we ran an
Collection experiment in which we let a group of high-school students play a game that
taught them electrical engineering theory. A second group of students was given
Describe the a text which taught exactly the same material, using the traditional method of
nature of data providing theory using a text, followed by example questions for practicing.”
collected. Quote a
part for evidence,
“The game we used is called E and Eve’s Electrical Endeavors. It is an online
if possible.
serious game that was developed by the Eindhoven University of Technology. The
purpose of the game is helping players to develop skills and acquire general
knowledge about electrical engineering.”

187 third-grade Dutch high school students from two VWO-level schools
participated, with 47% males, 53% females, and 7 participants not specifying
their gender (see Table 1). The average age was 14.6 years, with 97.8% having
Dutch nationality and 78.7% having previous gaming experience. Participants
were randomly divided into two groups in each experiment repetition: the "game
group" played the game, and the "text group" studied the text. In the game
group, 48 were male, 44 female, and 5 did not report their gender. In the text
group, 37 were male, 51 female, and 2 did not report their gender.

Data Analysis The researchers conducted a univariate analysis, this analysis resulted in an
F-test of 4.12, meaning there is a significant interaction between the game group
Describe methods and the text group in answering the questions, with a significance of 0.04. The
for analysis. researchers also did not include more students who were good at physics, hence
they correlated the students’ most recent physics grade with the group that they
were placed in.

For motivation the participants were asked whether they enjoyed their assigned
task (repeated measures ANOVA).

The researcher also noted the possible differences in motivation due to

gender-related differences.

Reporting and Based on the procedure and data analysis, “Therefore we may conclude that the
Evaluating game we used is better able to transfer knowledge than the corresponding text
which provides the same information. It is interesting to note that there was no
Describe how significant correlation between the students’ most recent physics grade and the
results are derived score on our test, though there was a small trend that showed that doing well at
and interpreted.
physics increases the test score (correlation = 0.127, p = 0.088).”

“This analysis revealed a significant interaction between group and motivation:

F(1,184) = 6.40, p = 0.01. The power of this analysis is 0.71. This means that
the text group recalled a higher motivation for working with the text, than the
game group for working with the game. This result is surprising, as games are
assumed to provide higher motivation than texts.”

Therefore the researchers conclude that the serious game that they used taught
the male students the theory more effectively than the text, but that the female
students gained no benefit from the game over the text. It is a well-known fact
that, in general, males need different teaching methods than females. Perhaps
serious games are a teaching method that works particularly well for males.

Remarks When the participants were asked whether they would like to play serious games
in the classroom more often, 78.7% answered positively. This opinion stands in
(What has been contrast with our conclusions on motivation.
done, What has
not been done, Contrasting to previous research: games in education motivate students better.
What needs to be
done) in relation
“The participants immediately answered the questions after playing the game or
to the topic/study
reading the text. It would be interesting to compare the effects of a serious
game with textbook learning on long term retention of knowledge.
 ” In this research only short term memory has been tested.

The teachers were not involved in instructing the students in this experiment.

Article No. 7 Title Serious Games Requirements for Higher-Order Thinking Skills
in Science Education

Authors Siti Norliza Awang Noh, Nor Azan Mat Zin, and Hazura
Mohamed (2020)

Reference [Link]

Research “This paper presented results of preliminary study using interviews, document
Problem analysis, and questionnaire survey. Findings have shown that there are several
issues and challenges of teaching and learning in implementing HOTS in science
Describe how the education”
problem is
justified. Quote a The primary research problem is to address the challenges and issues related to
part as evidence.
teaching and learning higher-order thinking skills in science education from
teacher’s perception as well as game design requirements from student’s
perception.

Literature The researchers reviewed the aspect of higher order thinking skills in science
Review education, as well as the concept of a serious game, and digital game based
learning.
Describe the role
of literature. “HOTS is defined by the Curriculum Development Division (2013) of the Ministry
Quote a sample of Education Malaysia as the ability to apply knowledge, skills, and values in
part if possible.
reasoning and reflection to solve problems, make decisions, innovate, and be
creative. According to [11] high-level learning means the capacity to go beyond
the information given, to develop critical stance, to have metacognitive
awareness, and to solve problems. Thinking critically is thinking at a higher level
of cognition that increases the probability of a desirable outcome [12].”

“The first concept of serious game was introduced by Clark Abt in 1970,
categorized as an entertaining interactive game that allowed players to
experience a variety of situations that are impossible to be experienced in the
real world [20]. Popular digital games include action games, adventure games,
strategy games, and puzzle games.”

“The acceptance of digital games by the current net generation is better because
they are born in the era of the digital technology industry. According to [33] the
perception, interest and tendency to video games have a high inclination of
children.”

Research Research question was not explicitly mentioned, however based on the
Questions description the following could be the research question:

Describe the scope What are the specific challenges and issues faced by students and educators in
and nature of the teaching and learning higher-order thinking skills (HOTS) within the context of
questions. Quote a science education?
part if possible.

What are the specific design requirements for serious games aimed at
implementing HOTS in science education?
Data This study used semi-structured interviews with School Improvement Specialist
Collection Coaches, District Education Office officers, and science teachers to assess the
implementation of HOTS elements in science subjects. Document analysis of
Describe the teachers' materials, specifically daily lesson plans (DLPs), was conducted to
nature of data corroborate interview data. Additionally, 60 primary school students provided
collected. Quote a
input on interface game design expectations through questionnaires
part for evidence,
administered during evaluations of two educational games: Electric Circuit and
if possible.
Learning Circuit, utilizing features identified in prior research.

Data Analysis The researchers analyzed the conducted interview, they also performed
document analysis.
Describe methods
for analysis.

Reporting and “The findings have shown that even though these games are developed for
Evaluating learning science, the requirements of the games selected must be aligned with
users’ expectations of interface game design. It is important to attract students’
Describe how interest to play and enhance their motivation and thinking skills in science by
results are derived using digital games. Table III shows results of the students’ game requirement
and interpreted.
survey.”

Based on the result of the data gathered and its analysis, HOTS elements are
essential requirements to train students for higher thinking skills to meet the
challenges of the future.

Remarks Not that comprehensive

(What has been The use of uninteresting animation, unattractive audio, and unrelated images
done, What has made student’s bored.
not been done,
What needs to be
Teaching and learning using serious games can encourage thought processes
done) in relation
while playing. The requirements gathered from this study will be used to design
to the topic/study
a serious game to teach science. Future work will involve designing a serious
game for teaching.

Article No. 8 Title How a Serious Digital Game Affected Students’ Animal Science
and Mathematical Competence in Agricultural Education

Authors J.C. Bunch, Shane Robinson, et. al (2014)

Reference [Link]

Research ”The purpose of this study was to compare the effectiveness of the lecture and
Problem discussion teaching methods and digital game-based learning on student
achievement in agriculture and mathematics regarding a unit on swine diseases
Describe how the in animal science courses offered through secondary agricultural education
problem is programs in Oklahoma.”
justified. Quote a
part as evidence.

Literature The raw score for this part of the examination was based on the number of
Review questions answered correctly by the student. According to Wiersma and Jurs
(1990), criterion-referenced tests, such as the SHME, do not require reliability
Describe the role estimates, such as Cronbach’s coefficient alpha, to establish reliability. Rather,
of literature.
Quote a sample they require abiding by eight criteria to ensure reliability (Wiersma & Jurs,
part if possible. 1990). The eight criteria and the actions taken to meet those criteria are listed

It discusses a specific methodological approach based on the criteria outlined by

Wiersma and Jurs (1990) for establishing reliability in criterion-referenced tests.

Research Research question was not explicitly mentioned, however based on the
Questions description the following could be the research question:

Describe the scope How do traditional teaching methods compare to digital game-based learning in
and nature of the improving student achievement in agriculture and mathematics, specifically
questions. Quote a focusing on swine diseases in secondary agricultural education in Oklahoma?
part if possible.

What are effective strategies for integrating serious digital games into teaching
and professional development to enhance student achievement in agriculture and
mathematics?

Data “The study used a quasi-experimental, between-groups design (Creswell, 2008).

Collection Participating high school teachers (n = 9) and their classrooms were assigned
randomly to either the treatment (n = 4) or counterfactual (n = 5) groups using
Describe the [Link]. The resulting unit of analysis was individual subjects rather than
nature of data intact classrooms (Stevens, 2009). Therefore, each subject’s scores were
collected. Quote a
independent of the other subjects’ scores (Stevens, 2009).”
part for evidence,
if possible.
The study employed a quasi-experimental design with nine high school teachers
randomly assigned to either treatment or counterfactual groups. Individual
student scores were used as the unit of analysis, ensuring independence. A
volunteer sample of teachers participated in professional development sessions
funded by Pfizer® Animal Health, where they received training on swine health
and game-based pedagogy. The treatment group utilized a serious game called
Virtual Walking the Pens®, allowing students to engage with swine management
scenarios and solve workplace math problems. The study assessed student
achievement using a swine health and management examination (SHME)
developed by Dr. Miller, DVM, consisting of 46 multiple-choice questions.
Criterion-referenced tests like the SHME do not require reliability estimates.

Data Analysis The study employed Predictive Analytics SoftWare® (PASW®) version 20.0 for
WindowsTM for data analysis. Responses were coded for computer analysis.
Describe methods Independent t-tests assessed group homogeneity, and descriptive statistics
for analysis. summarized student characteristics. Multivariate Analysis of Variance (MANOVA)
examined the impact of delivery methods (DGBL vs. Lecture and Discussion) on
swine health and mathematics examination scores. Assumption tests confirmed
interval data and independence. Data normality was verified with the
Kolmogorov-Smirnov (K-S) test, while Levene's test assessed variance
homogeneity. The log transformation was applied to normalize non-normal data.

Reporting and The study found that the use of a serious digital game in teaching swine health
Evaluating and management, as well as mathematics, did not have a statistically significant
effect on student performance when compared to traditional lecture and
Describe how discussion methods. This conclusion contradicts earlier research suggesting the
results are derived positive impact of anchored instruction but aligns with studies indicating that
and interpreted.
integrating agricultural content with mathematics does not diminish knowledge.
Additionally, the digital game failed to significantly improve mathematical
performance, countering the idea that technology-enhanced teaching promotes
better learning outcomes in mathematics. These findings are consistent with
broader research outside agricultural education that has found no clear causal
relationship between digital games and cognitive achievement in mathematics.
Remarks - Replicate the study for a longer duration to observe significant effects.

(What has been - Expand with larger teacher and student samples for better statistical result.
done, What has
not been done, - Use random selection to improve external validity.
What needs to be
done) in relation
- Investigate specific barriers to teachers using serious games.
to the topic/study

- Conduct qualitative research with treatment group teachers and students.

- Explore long-term knowledge retention in students exposed to serious games.