Designing for game-based learning: The effective integration of technology to support learning.
The use of games and game structures in educational contexts is growing in popularity. An increasing number of technologies have been developed to meet the needs of designing a course as a game. This article discussed the design process in game based learning and reviewed the research on structuring a course with a focus on feedback, goals, and interaction. In addition, we presented the best practices and technologies to support the integration of badges and leaderboards into game-based learning. With the intentional and systematic design of game-based learning, instructors and designers will increase the impact of game attributes and elements on student achievement and motivation. Further investigation of game-based learning attributes and elements is needed to provide detailed knowledge on the compatibility with current technological tools.
Alaswad, Z. & Nadolny, L. (2015). Designing for game-based learning: The effective integration of technology to support learning. Journal of Educational Technology Systems, 43(4), 389-402.
The impact of an augmented reality lesson on student achievement and motivation.
The purpose of this study was to assess student achievement and motivation during a high school augmented reality mathematics activity focused on dimensional analysis. Included in this study is a review of the literature on the use of augmented reality in mathematics and the combination of print with augmented reality, also known as interactive print. The design and development process of the interactive print document is described in detail. Participants in the quasi experimental study included 61 students and measures included the IMMS Survey as well as pre-, post-, and delayed-post-achievement tests. Findings support claims that technology use within a mathematics lesson increases student achievement, and augmented reality enhances student motivation to learn mathematics. However, analyzing the impact of technology use on student conceptual and technical use of mathematics shows varying outcomes emphasizing the need for continued exploration to determine the impact of technology use not only on overall mathematical achievement, but also on the specific type of mathematical activity, technical or conceptual.
Estapa, A. & Nadolny, L. (2015). The impact of an augmented reality lesson on student achievement and motivation. Journal of STEM Education, 16(3).