• Journal of Game and Entertainment
• /
• v.2 no.3
• /
• pp.8-14
• /
• 2006

The social interest for collaborative learning and educational game has been increased. In this paper, we investigates the educational value of collaborative learning and game. Based on this investigation, we propose an educational on-line game model for collaborative learning. Although the proposed model is still conceptual design, it sufficiently shows that on-line RPG game can be a good collaborative learning method for young children. In detail, we speculate about the conventional educational method performed in normal school. And then, we describes the elements of a computer game which complies with the real collaborative learning program.

• Educational Technology International
• /
• v.22 no.2
• /
• pp.227-253
• /
• 2021

Perceived game realism (PGR) has recently emerged as a key concept in explaining the mental processing of digital game playing and the societal impact of digital games. However, few studies have examined its conceptualization and educational effects from an empirical viewpoint, especially in educational games. This study's participants included 292 university students in South Korea. A total of 212 questionnaires were valid and used for the analyses. They learned English expressions using a computer-based educational game and then completed questionnaires on the research variables. We investigated six factors of PGR: simulational realism (SIR), freedom of choice (FRC), perceptual pervasiveness (PEP), social realism (SOR), authenticity (AUT), and character involvement (CAI). We expected the factors to have valid effects on the university students' flow and learning satisfaction after a game-based learning (GBL) experience. Our research results demonstrated a causal relationship between SIR, FRC, CAI, and learning satisfaction. Furthermore, the indirect effects of SIR and CAI on learning satisfaction through flow were statistically significant.

• Journal of Korea Game Society
• /
• v.10 no.4
• /
• pp.91-101
• /
• 2010

The purpose of this study is to analyze the teacher's perception about educational use of a game as a supportive method for teaching and learning process in the educational context. The result will be used as a good index to spread the game-based learning in the future. We have derived the following results through the investigation. Firstly, teachers have some limitation to get the topics and contents for game-based learning curriculum. Secondly, they were frequently required to design and arrange their teaching process by the level of learner's ability in the game-based learning. Thirdly, public institution has to supply various information and guideline for teachers to use the game-based learning. Finally, they demand systematic approach and executive and financial support to encourage the game-based learning.

• Journal of The Korean Association of Information Education
• /
• v.23 no.4
• /
• pp.363-374
• /
• 2019

Recently, there is an increasing interest in game based learning as a teaching method for digital native learners. This study set kinect game contributes to engaged learning as the competition and cooperation play (achievement goals, interaction), the digital game play (multisensory stimulation, fantasy and curiosity, chance, accurate feedback, control), and the body movement play (embodied cognition, presence). After performing classes using the motion recognition game developed for the elementary school history class, this study conducted semi structured interviews based on engaged learning elements of kinect game based learning for students who were successfully participating in learning. In the result, each element appeared to a successful learner. Based on these results, this study hopes to assist researchers as a basic evidence to introduce kinect game-based learning for engaged learning.

• Journal of Korea Game Society
• /
• v.15 no.1
• /
• pp.125-134
• /
• 2015

This paper designs a peer tutoring in Flipped Learning environments for effective game programming(TGF), suggests a result of survey and a lesson learned from game programming in terms of students' and professors' perspectives in hands-on program training using Snake game programming as an applied example. The TGF is more effective than the traditional classroom to achieve the learning goals of game programming course.

• Journal of Korea Game Society
• /
• v.18 no.4
• /
• pp.99-106
• /
• 2018

Board games have many game characters and many state spaces. Therefore, games must be long learning. This paper used reinforcement learning algorithm. But, there is weakness with reinforcement learning. At the beginning of learning, reinforcement learning has the drawback of slow learning speed. Therefore, we tried to improve the learning speed by using the heuristic using the knowledge of the problem domain considering the game tree when there is the same best value during learning. In order to compare the existing character the improved one. I produced a board game. So I compete with one-sided attacking character. Improved character attacked the opponent's one considering the game tree. As a result of experiment, improved character's capability was improved on learning speed.

• Journal of Korea Game Society
• /
• v.17 no.4
• /
• pp.109-116
• /
• 2017

It takes quite amount of time to study a board game because there are many game characters and many state spaces are exist for board games. Therefore, game must do learning long. But, there is weakness with reinforcement learning. On Learning early, the learning speed becomes slow. If there were equal result that both are considered to be best ones during the course of learning stage, Heuristic which utilizes learning of problem area of Jul-Gonu was used to improve the speed of learning. To compare a normal character to an improved one, a board game was created, and then they fought against each other. As a result, improved character's ability was improved on learning speed.

• Journal of Korea Game Society
• /
• v.20 no.6
• /
• pp.23-30
• /
• 2020

There are many cases in the game. So, Game have to learn a lot. This paper uses reinforcement learning to improve the learning speed. However, because reinforcement learning has many cases, it slows down early in learning. So, the speed of learning was improved by using the minimax algorithm. In order to compare the improved performance, a Gonu game was produced and tested. As for the experimental results, the win rate was high, but the result of a tie occurred. The game tree was further explored using progressive deepening to reduce tie cases and win rate has improved by about 75%.

• International Journal of Computer Science & Network Security
• /
• v.22 no.9
• /
• pp.1-6
• /
• 2022

Teaching and learning are one of the major issues during this pandemic (COVID-19). Since the pandemic started, there are many changes in teaching and learning styles as everything related to studies started online. Game-Based Learning has got remarkable importance in the educational system and pedagogy as an effective way of increasing student inspiration and engagement. In this field, most of the work has been carried out in digital games. This research uses an Animated Game-Based Learning design in enhancing student engagement and perception of learning. In teaching Computer Science (CS) concepts in higher education, to enhance the pedagogy activities in CS concepts, more specifically the concepts of "Data Structures (DS)" i.e., Array, Stack, and Queue concepts are focused. This study aims to observe the difference in students' learning with the use of different learning methods i.e., the traditional learning (TL) method and the Animated Game-Based Learning (AGBL) Method. The experimental results show that learning DS concepts has been improved by the AGBL method as compared to the TL method.

• Journal of The Korean Association of Information Education
• /
• v.20 no.3
• /
• pp.313-322
• /
• 2016

The effect on creative problem solving ability and learning flow is analyzed by applying game-based learning using sandbox game, Minecraft Edu for elementary school students. It appeared to be effective when applied to sand box utilizing game-based learning than traditional lecture teaching method on creative problem solving ability and learning flow. It is found to be a significant difference observed in all sub-elements on Creative problem solving ability and it is found to be a significant difference in all sub-elements on learning flow except sense of control and transformation of time.