Browsing by Subject "digitaalinen oppimispeli"
Now showing items 1-4 of 4
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(2019)The purpose of this study was to find out what perceptions and experiences a classroom teacher and his/hers students have about the impact of playing a digital learning game Bingel on student motivation. Previous studies have shown inconsistent results on the impact of digital learning games on student motivation. Various studies have shown that digital learning games either improve student motivation (eg. Tüzün, Yılmaz-Soylu, Karakuş, İnal and Kızılkaya, 2009) or student motivation increases momentarily but soon returns to the same level as it was with traditional teaching methods (eg. Jaatinen, 2016). The purpose of the study is to describe the elements of motivation that the classroom teacher and his/hers students highlight in their interviews about the digital learning game Bingel. The study is a qualitative case study conducted by interviewing fifth-grade students and a classroom teacher from one primary school in the Helsinki metropolitan area. The interviews were conducted as a semi-structured theme interview with six students and one classroom teacher. The class had been using the digital learning game Bingel regularly for over four years in math studies. The interviews were transcribed and the material was analyzed using theory-guided content analysis method. Analysis of this thesis was guided by three well-known motivation theories: The self determination theory by Ryan and Deci (2002), expec-tancy-value theory by Eccles and Wigfield (2002) and the academic emotion theory by Pekrun, Goetz, Titz and Perry (2002). In their interviews, students highlighted the following elements in Bingel that influence their motivation: the game's point and reward system, experiences of autonomy and competence, the interest-enjoyment value, utility value and the costs of playing Bingel, and positive and negative academic emotions. The classroom teacher interview also highlighted all of the above elements except the experiences of autonomy. The Bingel learning game seems to satisfy many motivational elements in the areas of the self determination theory, expectancy-value theory and theory of academic emotions. In addition, Bingel's point and reward system seems to provide student motivation.
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(2023)Gamefullness has been a part of teaching in primary school for a long time and particularly using digital methods of learning and digital learning games increase quickly. The selection of digital learning games grows constantly, and schools are trying to find functional learning games that supports the curriculum goals. It is timely to increase the amount of research data on digital learning games so that the games can be developed to be better in terms of learning. There is a certain amount of previous research on the motivation of learning games, for example, but it is important to add information about which features teachers working in schools find especially effective, and where there is still room for improvement. This master's thesis is a qualitative study, the material of which has been produced by interviewing five teachers working in elementary school. Some of the teachers who participated in the study are classroom teachers and some are special education teachers. The interviews have been carried out in the spring and autumn of 2022. The aim of the thesis is to find out what kind of features support learning in a digital learning game and what kind of shortcomings and challenges are noticeable in learning games. I focus especially on the motivating features of the learning game, the visual appearance, the instructions contained in the game and the level of difficulty suitable for the student. The opportunity for the teacher to monitor the students' performance and progress in the learning game is also important so that the use of learning games as part of the teaching is appropriate and pedagogically goal-oriented. The results of the study revealed that, according to the teachers' point of view, a functional digital learning game is visually clear, easy to use and suitable for the age level. The idea of the learning game should be quick and easy to understand, so that the player can quickly grasp the idea of the game, and the teacher does not spend too much time instructing how to play. According to the teachers, a clear visual appearance also supports students who have challenges with visual perception. The instructions contained in the game would also need versatility both visually and auditorily. The teachers wanted more repetitions of the learning games at the same level of difficulty, as well as ease of monitoring the student's game performance and the development that took place with the help of the game. According to the data, learning games are especially motivated by video game-like features, i.e. progressing from one level to another and collecting points and prizes.
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(2016)Goals: The goals of the newly reformed national core curriculum of pre-primary education 2014 are broad based competence refers to the total of knowledge, skills, values, attitudes, capacity and will. The main point of pre-primary education is to have fun while learning and for the child to participate. One of the main goals of broad-based competence is to improve children's knowledge- and communication skills. Digital learning games are used as one way of practicing broad- based competence. In this study, it was examined, what kind of digital math learning games are used during pre-primary education and that do they correspond the pre-primary education curriculum of mathematical contents. To addition to this, it was also figures out what kind of experiences the teachers have of using digital education games in pre-primary education and how does the use of these digital games benefit the basic of pre-primary education curriculum and the goals of broad-based competence. Methods: The data of the research consist of digital math learning games, as well as of four interview given by pre-primary teacher. The data of the study was collected by theme interviews and the content of these interview were analysed by using theory guiding content analysis. For the research of learning games, I chose eight different mathematic digital games, which teachers had used in preschool groups in the spring of 2015. I analysed the digital learning games by using theory based content analysis. The results and conclusions: The use of digital learning games as teaching material supports the improvement of mathematical skills along with many other skills. According to teachers, digital games brought happiness and functionality to pre-primary education as well as good practice to children's developing social skills. Learning games supported children's self-esteem, when they got positive feedback of their learning experience. The digital learning games were seen as motivating and as a way to bring more chances to ability grouping and interaction. According to teachers, the challenges in using learning games were to chosen the proper game for the situation and to guarantee the quality of the game. By using the digital learning games, you can support the goals and curriculum of pre-primary education and board-based competence, in many ways.
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(2018)Tutkielmassa tarkastellaan pelillisyyttä ja pelien käyttöä kouluopetuksessa sekä luodaan konkreettinen pedagoginen tuote, digitaalinen oppimispeli venäjän kielen liikeverbien opiskelua varten. Oppimispelissä matkustetaan junalla Moskovasta Vladivostokiin ja matkan varrella pysähdytään eri kaupungeissa tekemään liikeverbitehtäviä. Oppimispeli löytyy osoitteesta transsiperia.uraanikaivos.com. Työn teoreettisessa osassa käsitellään työn kannalta tärkeimpiä käsitteitä kuten pelillisyyttä, peliä, oppimispeliä ja liikeverbejä sekä selvitetään pelien käytön hyötyjä ja haasteita ja kuvataan pelien luomiseen liittyviä peruselementtejä. Tutkielman empiirisessä osassa kuvaillaan työtä varten luodun oppimispelin osa-alueet ja pelintekoprosessi sekä analysoidaan testipelaajilta saatu palaute. Peliä testattiin kolmessa ryhmässä. Pilotointivaiheen testiryhmänä toimivat venäjän kielen yliopisto-opiskelijat ja varsinaisina testiryhminä peruskoulun kahdeksas- ja yhdeksäsluokkalaiset oppilaat, jotka opiskelevat venäjää A-kielenä. Pilotointivaiheen tarkoituksena oli korjata pelissä mahdollisesti ilmenevät puutteet ja varmistaa, että varsinaisessa testauksessa peli toimisi siten, että pelisuorituksia ja pelistä saatavaa palautetta voisi käyttää tutkimuksen aineistona. Keskeisimpänä tutkimusmenetelmänä käytettiin kyselytutkimusta, joka toteutettiin palautelomakkeen muodossa. Palautteet analysoitiin kvalitatiivisesti ja kvantitatiivisesti. Palautelomakkeen Likert-asteikolla annettuja vastauksia verrattiin sekä kahdeksas- ja yhdeksäsluokkalaisten että tyttöjen ja poikien kesken. Avointen kysymysten vastaukset analysoitiin yhtenä kokonaisuutena. Eniten positiivista palautetta saivat pelin grafiikka ja animaatiot, mielenkiintoinen teema ja tarina sekä mahdollisuus oppia venäjän liikeverbejä pelin avulla. Pelin grafiikkaan toivottiin myös joitakin parannuksia ja lisäksi muutamalla testaajalla esiintyi teknisiä ongelmia mm. kosketusnäytön toimivuudessa. Huomattavimmat erot kahdeksas- ja yhdeksäsluokkalaisten välillä liittyivät tehtävien vaikeustasoon ja mielenkiinnon ylläpitämiseen joissakin pelin vaiheissa. Kahdeksasluokkalaiset kokivat tehtävät selvästi vaikeammiksi kuin yhdeksäsluokkalaiset ja vaikeudet tehtävistä suoriutumisessa alkoivat aiemmin kuin yhdeksäsluokkalaisilla, mikä osaltaan on voinut vaikuttaa mielenkiinnon ja keskittymisen heikkenemiseen. Pojat pitivät tehtäviä hieman helpompina kuin tytöt, kun taas tytöt arvioivat pelin graafista toteutusta myönteisemmin kuin pojat. Sekä tytöt että pojat kokivat, että peli auttoi heitä ymmärtämään paremmin venäjän liikeverbien käyttöä. Kouluarvosana-asteikolla mitattuna pelin keskiarvoksi muodostui 8,3
Now showing items 1-4 of 4