The students' perceptions of digital game-based learning

Mark Anthony Camilleri, Adriana Caterina Camilleri

Research output: Chapter in Book/Report/Conference proceedingConference contribution

2 Citations (Scopus)

Abstract

This paper provides a critical analysis on the rationale behind the utilisation of educational technologies, including; digital learning resources. A qualitative research sheds light on the students' discernment and preconceptions toward the use of digital games, stories and simulations, in-class. Semi-structured, face-to-face interview sessions among secondary school students suggest that students are increasingly acquiring skills and competences from blended learning. Their engagement with educational applications (apps) is improving their critical thinking as it helps them make evaluative decisions to solve problems. At the same time, the results reveal that most of these students are developing their interpersonal skills as they collaborate in teams and work in tandem with their peers, during their formative activities. However, there are also a few students who are not perceiving the usefulness and the ease of use of playing digital games at school. This study postulates that students seem to possess dissimilar skills as they exhibit different learning abilities. The students' gender, age as well as their position in the social strata could possibly influence their disposition to engage with others. These findings imply that practitioners in education ought to consider taking an iterative approach as they identify what, where, when and how digital games are (or are not) consistent with the courses' learning outcomes and curriculum programmes. In conclusion, this paper opens-up some avenues for future research in the promising field of digital game-based learning.

Original languageEnglish
Title of host publicationProceedings of the 11th European Conference on Games Based Learning, ECGBL 2017
PublisherAcademic Conferences and Publishing International Limited
Pages56-62
Number of pages7
ISBN (Electronic)9781911218562
Publication statusPublished - 2017
Event11th European Conference on Games Based Learning, ECGBL 2017 - Graz, Austria
Duration: 5 Oct 20176 Oct 2017

Conference

Conference11th European Conference on Games Based Learning, ECGBL 2017
CountryAustria
CityGraz
Period5/10/176/10/17

Fingerprint

Students
learning
student
Educational technology
Blended Learning
educational technology
social stratum
disposition
Curricula
qualitative research
secondary school
Education
utilization
curriculum
simulation
gender
ability
interview
resources
school

Keywords

  • Blended learning
  • Digital game-based learning
  • Digital games
  • Digital stories
  • Games
  • Technology in education

ASJC Scopus subject areas

  • Software
  • Computer Graphics and Computer-Aided Design
  • Computer Networks and Communications
  • Artificial Intelligence
  • Human-Computer Interaction
  • Control and Systems Engineering
  • Education

Cite this

Camilleri, M. A., & Camilleri, A. C. (2017). The students' perceptions of digital game-based learning. In Proceedings of the 11th European Conference on Games Based Learning, ECGBL 2017 (pp. 56-62). Academic Conferences and Publishing International Limited.

The students' perceptions of digital game-based learning. / Camilleri, Mark Anthony; Camilleri, Adriana Caterina.

Proceedings of the 11th European Conference on Games Based Learning, ECGBL 2017. Academic Conferences and Publishing International Limited, 2017. p. 56-62.

Research output: Chapter in Book/Report/Conference proceedingConference contribution

Camilleri, MA & Camilleri, AC 2017, The students' perceptions of digital game-based learning. in Proceedings of the 11th European Conference on Games Based Learning, ECGBL 2017. Academic Conferences and Publishing International Limited, pp. 56-62, 11th European Conference on Games Based Learning, ECGBL 2017, Graz, Austria, 5/10/17.
Camilleri MA, Camilleri AC. The students' perceptions of digital game-based learning. In Proceedings of the 11th European Conference on Games Based Learning, ECGBL 2017. Academic Conferences and Publishing International Limited. 2017. p. 56-62
Camilleri, Mark Anthony ; Camilleri, Adriana Caterina. / The students' perceptions of digital game-based learning. Proceedings of the 11th European Conference on Games Based Learning, ECGBL 2017. Academic Conferences and Publishing International Limited, 2017. pp. 56-62
@inproceedings{554cff2af0774efa8c2dfe11b5e8fe31,
title = "The students' perceptions of digital game-based learning",
abstract = "This paper provides a critical analysis on the rationale behind the utilisation of educational technologies, including; digital learning resources. A qualitative research sheds light on the students' discernment and preconceptions toward the use of digital games, stories and simulations, in-class. Semi-structured, face-to-face interview sessions among secondary school students suggest that students are increasingly acquiring skills and competences from blended learning. Their engagement with educational applications (apps) is improving their critical thinking as it helps them make evaluative decisions to solve problems. At the same time, the results reveal that most of these students are developing their interpersonal skills as they collaborate in teams and work in tandem with their peers, during their formative activities. However, there are also a few students who are not perceiving the usefulness and the ease of use of playing digital games at school. This study postulates that students seem to possess dissimilar skills as they exhibit different learning abilities. The students' gender, age as well as their position in the social strata could possibly influence their disposition to engage with others. These findings imply that practitioners in education ought to consider taking an iterative approach as they identify what, where, when and how digital games are (or are not) consistent with the courses' learning outcomes and curriculum programmes. In conclusion, this paper opens-up some avenues for future research in the promising field of digital game-based learning.",
keywords = "Blended learning, Digital game-based learning, Digital games, Digital stories, Games, Technology in education",
author = "Camilleri, {Mark Anthony} and Camilleri, {Adriana Caterina}",
year = "2017",
language = "English",
pages = "56--62",
booktitle = "Proceedings of the 11th European Conference on Games Based Learning, ECGBL 2017",
publisher = "Academic Conferences and Publishing International Limited",
address = "UK United Kingdom",

}

TY - GEN

T1 - The students' perceptions of digital game-based learning

AU - Camilleri, Mark Anthony

AU - Camilleri, Adriana Caterina

PY - 2017

Y1 - 2017

N2 - This paper provides a critical analysis on the rationale behind the utilisation of educational technologies, including; digital learning resources. A qualitative research sheds light on the students' discernment and preconceptions toward the use of digital games, stories and simulations, in-class. Semi-structured, face-to-face interview sessions among secondary school students suggest that students are increasingly acquiring skills and competences from blended learning. Their engagement with educational applications (apps) is improving their critical thinking as it helps them make evaluative decisions to solve problems. At the same time, the results reveal that most of these students are developing their interpersonal skills as they collaborate in teams and work in tandem with their peers, during their formative activities. However, there are also a few students who are not perceiving the usefulness and the ease of use of playing digital games at school. This study postulates that students seem to possess dissimilar skills as they exhibit different learning abilities. The students' gender, age as well as their position in the social strata could possibly influence their disposition to engage with others. These findings imply that practitioners in education ought to consider taking an iterative approach as they identify what, where, when and how digital games are (or are not) consistent with the courses' learning outcomes and curriculum programmes. In conclusion, this paper opens-up some avenues for future research in the promising field of digital game-based learning.

AB - This paper provides a critical analysis on the rationale behind the utilisation of educational technologies, including; digital learning resources. A qualitative research sheds light on the students' discernment and preconceptions toward the use of digital games, stories and simulations, in-class. Semi-structured, face-to-face interview sessions among secondary school students suggest that students are increasingly acquiring skills and competences from blended learning. Their engagement with educational applications (apps) is improving their critical thinking as it helps them make evaluative decisions to solve problems. At the same time, the results reveal that most of these students are developing their interpersonal skills as they collaborate in teams and work in tandem with their peers, during their formative activities. However, there are also a few students who are not perceiving the usefulness and the ease of use of playing digital games at school. This study postulates that students seem to possess dissimilar skills as they exhibit different learning abilities. The students' gender, age as well as their position in the social strata could possibly influence their disposition to engage with others. These findings imply that practitioners in education ought to consider taking an iterative approach as they identify what, where, when and how digital games are (or are not) consistent with the courses' learning outcomes and curriculum programmes. In conclusion, this paper opens-up some avenues for future research in the promising field of digital game-based learning.

KW - Blended learning

KW - Digital game-based learning

KW - Digital games

KW - Digital stories

KW - Games

KW - Technology in education

UR - http://www.scopus.com/inward/record.url?scp=85036467002&partnerID=8YFLogxK

M3 - Conference contribution

SP - 56

EP - 62

BT - Proceedings of the 11th European Conference on Games Based Learning, ECGBL 2017

PB - Academic Conferences and Publishing International Limited

ER -