Purchase instant access (PDF download and unlimited online access):
This study investigates the impact and potential of game-based learning (GBL) in higher education, specifically focusing on its implementation within the Hong Kong higher education system. It employs a mixed-methods research approach to explore GBL’s efficacy and student experiences, drawing on social learning theory to interpret the findings. Key objectives include establishing the educational effects of immersive competitive GBL at the university level in Hong Kong, exploring student experiences of online and game-based learning, and interpreting these experiences within social learning theory. The research aims to inform decisions regarding digital technologies and GBL in education by providing evidence of their effects on student motivation, engagement, and learning outcomes. The study also compares GBL with traditional classroom-based learning and reviews student reception of gamification and digital learning initiatives implemented during the pandemic. By providing concrete evidence and insights into the effects and potential of GBL, the research aims to inform and guide academics, policymakers, and educators in their decisions regarding integrating such methodologies into educational programs.
All, A., Castellar, E., & van Looy, J. (2014). Measuring effectiveness in digital game-based learning: A methodological review. International Journal of Serious Games, 1(2). https://doi.org/10.17083/ijsg.v1i2.18
Allen, M. (2017). Survey: Open-ended questions. In M. Allen (Ed.), The Sage encyclopedia of communication research methods. Sage.
Ang, C., Avni, E., & Zaphiris, P. (2008). Linking pedagogical theory of computer games to their usability. International Journal on E-Learning, 7, 533–558.
Bakla, A., Cekic, A., & Koksal, O. (2013). Web-based surveys in educational research. International Journal of Academic Research, 5(1), 5–13. http://dx.doi.org/10.7813/2075-4124.2013/5-1/B.1
Bandura, A. (1977). Social learning theory. Prentice Hall.
Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Prentice Hall.
Bandura, A., Riss, D., & Ross, S. (1961). Transmission of aggression through the imitation of aggressive models. Journal of Abnormal and Social Psychology, 63, 575–582. https://psycnet.apa.org/doi/10.1037/h0045925
Becker, K. (2017). Digital game-based learning: Learning with games. In Choosing and using digital games in the classroom (pp. 25–61). Springer.
Bielick, S. (2016). Surveys and questionnaires. In D. Wyse, N. Selwyn, E. Smith, & L. Suter (Eds.), The BERA/SAGE handbook of educational research. Sage.
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://psycnet.apa.org/doi/10.1191/1478088706qp063oa
Brinkmann, S. (2020). Unstructured and semistructured interviewing. In P. Leavy (Ed.), The Oxford handbook of qualitative research. Oxford University Press.
Carter, S., & Little, M. (2007). Justifying knowledge, justifying method, taking action: Epistemologies, methodologies, and methods in qualitative research. Qualitative Health Research, 17(10), 1316–1328. https://doi.org/10.1177/1049732307306927
Chan, S., & Lo, N. (2021). Impacts of gamification in remote learning in tertiary education. Proceedings of the 7th International Conference on e-Society, e-Learning and e-Technologies (pp. 26–34). ICSLT: International Conference on e-Society, e-Learning and e-Technologies. https://doi.org/10.1145/3477282.3477290
Chen, X., Zou, D., Kohnke, L., Xie, H., & Cheng, G. (2021). Affective states in digital game-based learning: Thematic evolution and social network analysis. PLoS One. https://doi.org/10.1371/journal.pone.0255184
Choi, Y., Rupp, A., & Gushta, M. (2010). An investigation of a novel analytic method for learning progressions in epistemic games. Annual meeting of the National Council for Measurement in Education, NCME.
Clark, T., Foster, L., & Bryman, A. (2019). How to do your social research project or dissertation. Oxford University Press.
Cresswell, J., & Poth, C. (2017). Qualitative inquiry and research design: Choosing among five approaches (4th ed.). Sage.
Crookal, D. (2010). Serious games, debriefing, and simulation/gaming as a discipline. Simulation & Gaming, 41(6), 898–920.
Cypress, B. (2017). Rigour or reliability and validity in qualitative research: Perspectives, strategies, reconceptualization, and recommendations. Dimensions of Critical Care Nursing, 36(4), 253–263. http://dx.doi.org/10.1097/DCC.0000000000000253
de Kraker, J., Offermans, A., & van der Wal, M. (2021). Game-based social learning for socially sustainable water management. Sustainability, 13(9). http://dx.doi.org/10.3390/su13094646
Dodds, S., & Hess, A. (2020). Adapting research methodology during COVID-19: Lessons for transformative service research. Journal of Service Management, 32(2). http://dx.doi.org/10.1108/JOSM-05-2020-0153
Giannetto, D., Chao, J., & Fontana, A. (2013). Gamification in a social learning environment. Issues in Informing Science and Information Technology, 10, 195–207. https://doi.org/10.28945/1806
Hammersley, M. (2015). Sampling and thematic analysis: A response to Fugard and Potts. International Journal of Social Research Methodology, 18(6), 687–688. https://psycnet.apa.org/doi/10.1080/13645579.2015.1005456
Hartmann, A., & Gommer, L. (2019). To play or not to play: On the motivational effects of games in engineering education. European Journal of Engineering Education, 46(3), 319–343. https://doi.org/10.1080/03043797.2019.1690430
Hefferfon, K., & Gil-Rodriguez, E. (2011). Methods: Interpretative phenomenological analysis. The Psychologist, 24(10), 756–759. https://doi.org/10.1177%2F2049463714541642
Ivankova, N., Creswell, J., & Stick, S. (2006). Using mixed-methods sequential explanatory design: From theory to practice. Field Methods.
Jabbar, A., & Felicia, P. (2015). Gameplay engagement and learning in game-based learning. Review of Educational Research, 85(4), 740–779. https://doi.org/10.3102/0034654315577210
Jia, Y., Liu, Y., Yu, X., & Voida, S. (2017). Designing leaderboards for gamification. In Proceedings of the 2017 CHI Conference on Human Factors in Computing Systems (pp. 1949–1960). Association for Computing Machinery.
Jones, M., Blanton, J., & Williams, R. (2022). Science to practice: Does gamification enhance intrinsic motivation? Active Learning in Higher Education. https://doi.org/10.1177/14697874211066882
Jong, M., Shang, J., Lee, F., & Lee, J. (2010). The significance of emotional support to students in game-based learning. In Proceedings of the 18th International Conference on Computers in Education (pp. 525–532). Asia-Pacific Society for Computers in Education.
Jong, M., Tsai, C., & Xie, H. (2020). Integrating interactive learner-immersed video-based virtual reality into learning and teaching of physical geography. British Journal of Educational Technology, 51(1). http://dx.doi.org/10.1111/bjet.12947
Kadam, R. (2017). Informed consent process: A step further towards making it meaningful! Perspective of Clinical Research, 8(3), 107–112. https://doi.org/10.4103%2Fpicr.PICR_147_16
Kauppi, N. (2018). The global ranking game: Narrowing academic excellence through numerical objectification. Studies in Higher Education, 43(10), 1750–1762. https://doi.org/10.1080/03075079.2018.1520416
Ke, F., Xie, K., & Xie, Y. (2015). Game-based learning engagement: A theory- and data-driven exploration. British Journal of Educational Technology, 47(6), 1183–1201. https://doi.org/10.1111/bjet.12314
Khaldi, A., Bouzidi, R., & Nader, F. (2023). Gamification of e-learning in higher education: a systematic literature review. Smart Learning Environments, 10. https://doi.org/10.1186%2Fs40561-023-00227-z
Kohnke, L., Zou, D., Wang, F., & Xie, H. (2019). Game-based vocabulary learning in Hong Kong: Students’ perceptions, attitudes and expectations of a game-mediated vocabulary learning APP. In Proceedings of International Conference on Technology in Education (pp. 56–62). Caritas Institute of Higher Educatio.
Lam, P., & Tse, A. (2022). Gamification in everyday classrooms: Observations from schools in Hong Kong. Frontiers in Education, 6. https://doi.org/10.3389/feduc.2021.630666
Lin, C., Hwang, G., Fu, Q., & Chen, J. (2018). A flipped contextual game-based learning approach to enhancing EFL students’ English business writing performance and reflective behaviours. Educational Technology & Society, 21(3), 117–131.
Lo, N. (2021). Teaching creativity and pedagogical practice. Journal of Communication and Education, 5(1), 93–103.
Lo, N., & Mok, B. (2019). Gaming literacy and its pedagogical implications. In A. Tso (Ed.), Humanities and new ways of teaching (pp. 133–154). Springer.
Lynch, T., & Gerber, H. (2017). Soft(a)ware in the English classroom: How gamification misses the mark: Playing through Failure. The English Journal, 106(6), 88–90.
McCormick, K. (2015). SPSS Statistics for dummies. John Wiley.
McLeod, S. (2023, June 11). Albert Bandura’s social learning theory. Simply Psychology: https://www.simplypsychology.org/bandura.html
Oliver, P. (2010). The student’s guide to research ethics. Open University Press.
Park, S., & Kim, S. (2021). Leaderboard design principles to enhance learning and motivation in a Gamified educational environment: Development study. JMIR Serious Games, 9(2). https://doi.org/10.2196/14746
Plass, J., Homer, B., & Kinzer, C. (2015). Foundations of game-based learning. Educational Psychologist, 50(4), 258–283. http://dx.doi.org/10.1080/00461520.2015.1122533
Rapley, T. (2014). Sampling strategies in qualitative research. In U. Flick (Ed.), The Sage handbook of qualitative data analysis (pp. 49–63). Sage.
Resnik, D. (2020, December 23). What is ethics in research & why is it important? National Institute of Environmental Health Sciences: https://www.niehs.nih.gov/research/resources/bioethics/whatis/index.cfm
Rubin, H., & Rubin, I. (2005). Qualitative interviewing: The art of hearing data (2nd ed.). Sage.
Salcedo, J., & McCormick, K. (2020). SPSS Statistics (4th ed.). John Wiley.
Saunders, B., Kitzinger, J., & Kitzinger, C. (2015). Anonymising interview data: challenges and compromise in practice. Qualitative Research, 15(5), 616–621. https://doi.org/10.1177%2F1468794114550439
Savin-Baden, M., & Major, C. (2013). Qualitative research: The essential guide to theory and practice. Routledge.
Shea, P., & Bidjerano, T. (2010). Learning presence: Towards a theory of self-efficacy, self-regulation, and the development of a communities of inquiry in online and blended learning environments. Computers & Education, 55(4), 1721–1731. https://doi.org/10.1016/j.compedu.2010.07.017
Shum, A., Lai, E., Leung, W., Cheng, M., Wong, H., So, W., … Yip, P. (2019). A digital game and school-based intervention for students in Hong Kong: Quasi-experimental design. Journal of Medical Internet Research, 21(4). https://doi.org/10.2196/12003
Smiderle, R., Rigo, S. J., Marques, L. B., Peçanha de Miranda Coelho, J. A., & Jaques, P. A. (2020). The impact of gamification on students’ learning, engagement and behavior based on their personality traits. Smart Learning Environments, 7(1). https://doi.org/10.1186/s40561-019-0098-x
Smith, J. (1995). Semistructured interviewing and qualitative analysis. In J. Smith & R. Harre (Eds.), Rethinking methods in psychology (pp. 9–26). Sage.
Smith, J., & Osborn, M. (2003). Interpretative phenomenological analysis. In J. Smith (Ed.), Qualitative psychology: A practical guide to research methods (pp. 51–80). Sage.
Storey, L. (2007). Doing interpretative phenomenological analysis. In E. Lyons, & A. Coyle (Eds.), Analysing qualitative data in psychology (pp. 51–63). Sage.
Sun, J., & Hsieh, P. (2018). Application of a gamified interactive response system to enhance the intrinsic and extrinsic motivation, student engagement, and attention of English learners. Educational Technology & Society, 21(3), 104–116.
Tim, C., Hei, F., & Shen, D. (2022). Trial of game-based metaverse learning across different subjects in Hong Kong. Learning and Teaching Expo.
Tsang, A. (2020). The value of a semi-formal peer mentorship program for first-year students’ studies, socialisation and adaptation. Active Learning in Higher Education. https://doi.org/10.1177/1469787420945212
Tso, A. (2020). Digital humanities and new ways of teaching. Springer.
van der Wal, M., de Kraker, J., Kroeze, C., Kirschner, P., & Valkering, P. (2016). Can computer models be used for social learning? A serious game in water management. Environmental Modelling & Software, 75, 119–132. https://doi.org/10.1016/j.envsoft.2015.10.008
Wan, K., King, V., & Chan, K. (2021). Examining flow antecedents in game-based learning to promote self-regulated learning and acceptance. The Electronic Journal of e-Learning, 19(6), 531–547. https://doi.org/10.34190/ejel.19.6.2117
Westera, W. (2015). Games are motivating, aren’t they? Disputing the arguments for digital game-based learning. International Journal of Serious Games, 2(2), 3–17. https://doi.org/10.17083/ijsg.v2i2.58
Wirmann, H., & Yi, R. (2016). Review of serious games development in Hong Kong (2006–2016). Proceedings of the Digital Games Research Association (DiGRA).
Wu, W., Hsiao, H., Wu, P., Lin, C., & Huang, S. (2011). Investigating the learning-theory foundations of game-based learning: A meta-analysis. Journal of Computer Assisted Learning, 28, 265–279. https://doi.org/10.1111/j.1365-2729.2011.00437.x
Yilmaz, K. (2013). Comparison of quantitative and qualitative research traditions: Epistemological, theoretical, and methodological differences. European Journal of Education, 311–325. https://doi.org/10.1111/ejed.12014
Yu, Y., & Tsuei, M. (2022). The effects of digital game-based learning on children’s Chinese language learning, attention and self-efficacy. Interactive Learning Environments. https://doi.org/10.1080/10494820.2022.2028855
Zhang, S., Wong, G., & Chan, P. (2022). Integrating game-based learning into computational thinking class for lower primary students. CTE-STEM conference. APSCE.
All Time | Past 365 days | Past 30 Days | |
---|---|---|---|
Abstract Views | 302 | 302 | 32 |
Full Text Views | 4 | 4 | 1 |
PDF Views & Downloads | 10 | 10 | 1 |
Terms and Conditions | Privacy Statement | Cookie Settings | Accessibility | Legal Notice | Sitemap | Copyright © 2016-2025