How can exploratory learning with games and simulations within the curriculum be most effectively evaluated?

By Sara de Freitas, Martin Oliver. Comput. Educ., 2006

833 citations recorded by the source corpus.

Subfields: Artificial Intelligence, Computer Science Applications, Developmental and Educational Psychology

View Paper: https://www.semanticscholar.org/paper/45851f61360ebe35b995236adfbab0c56f674aaa

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In Artificial Intelligence

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In Developmental and Educational Psychology

Citations in the corpus

The use of 'exploratory learning' for supporting immersive learning in virtual environments (2009, methodology): “Building upon previous theoretical (e.g. de Freitas & Oliver, 2006; de Freitas & Neumann, 2008) and practical work (de Freitas & Jarvis, 2007) undertaken to test the model, this paper aims to present the first draft of an exploratory learning model that can assist tutors with designing more…”
Learning in serious virtual worlds: Evaluation of learning effectiveness and appeal to students in the E-Junior project (2010, background): “Certainly, aligning computer games with national curricula has been identified as one of the important issues to study (de Freitas & Oliver, 2006; Lai-Chong Law et al., 2008); second, the importance of using a control group to evaluate their learning effectiveness (e.g. Egenfeldt-Nielsen, 2006;…”
Gamifying learning experiences: Practical implications and outcomes (2013, methodology): “We shall take previous work on evaluation frameworks in game-based learning, e.g. (de Freitas & Oliver, 2006), as a starting point.”
An activity theory-based model for serious games analysis and conceptual design (2015, methodology): “…of Eastern Finland, P.O.B. 111, FI-80101 Joensuu, Finland d Bremer Institut für Produktion und Logistik, University of Bremen, Hochschulring 20, 28359 Bremen, Germany a r t i c l e i n f o Article history: Received 18 December 2014 Received in revised form 30 March 2015 Accepted 31 March…”
Serious games as new educational tools: how effective are they? A meta-analysis of recent studies (2013, background): “Other authors have attempted to define frameworks or models for the design of SGs (Kiili 2005; de Freitas & Oliver 2006; Westera et al. 2008; Szilas & Sutter-Widmer 2009), described the SG production process (MarfisiSchottman et al. 2009) or identified various problems and questions relating to SGs…”
Serious games for higher education: a framework for reducing design complexity (2008, background): “De Freitas and Oliver (2006) review various frameworks that can help teachers evaluate the appropriateness of educational games and simulations for a particular learning context.”
Developing serious games for cultural heritage: a state-of-the-art review (2010, methodology): “all, and there exist design methodologies for the development of games incorporating pedagogic elements, such as the four dimensional framework [62], which outlines the centrality of four elements that can be used as design and evaluation criteria for the”
EGameFlow: A scale to measure learners' enjoyment of e-learning games (2009, positive): “On the other hand, the tools used to measure e learning missed that fun and challenge is essential making the users want to learn (Freitas & Oliver, 2006; Virou et al., 2005).”
Learning as immersive experiences: Using the four-dimensional framework for designing and evaluating immersive learning experiences in a virtual world (2009, methodology): “The four dimensional framework has been proposed in previous studies and papers, (e.g. de Freitas & Oliver, 2006).”
Using games and simulations for supporting learning (2006, background): “Other work has attempted to develop a framework for evaluating which games should be used in which contexts as a guide for tutors using games and simulations in their practice (see de Freitas & Oliver, 2005 , 2006 ), but this approach is still at a testing phase and needs more time to mature.”
Computer game design: Opportunities for successful learning (2008, result): “(BECTA, 2007). This is in contrast to BECTA’s own landscape review of the impact of ICT on schools which rather more cautiously comments that ‘‘ ... while much has been written about the potential of games as learning tools, the evidence is as yet limited’’ ( Condie & Munro, 2007; p. 51 ).”
Learning in immersive worlds: A review of game-based learning (2006, background): “The framework offers a starting point for tutors considering using games in their practice, mapping well onto activity theory as well as other pedagogic theories (de Freitas and Oliver, 2006).”
Developing Theory-Driven, Evidence-Based Serious Games for Health: Framework Based on Research Community Insights (Preprint) (2018, background): “The few resources that do exist are often focused on only a fragment of the development process, such as technology aspects or pedagogical aspects [14,15].”
Educational game design for online education (2008, methodology): “Based on previous research (de Freitas & Oliver, 2006; Ju & Wagner, 1997; Moreno-Ger & Martinez-Ortiz, 2005), we derived the pedagogical requirements of our educational games and then decided on a speciﬁc educational game design that would incorporate those requirements.”
Mapping learning and game mechanics for serious games analysis (2015, neutral): “Existing game-based learning frameworks, such as the Four-Dimensional Framework (4DF) (de Freitas & Oliver, 2006) and the game-based learning framework (van Staalduinen & de Freitas, 2010) attempted to address similar issues by prescribing games to be designed based on the considerations relevant…”
A social gamification framework for a K-6 learning platform (2013, methodology): “Another framework for GBL was proposed by De Freitas and Oliver (2006), FDF, a four-dimensional framework for selecting and using games that may also support games’ design and development process.”