Engaging by design: How engagement strategies in popular computer and video games can inform instructional design

By Michele D. Dickey. 2005

657 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/c609e5ec2d3b95baa69e749b4e63fee083c7e5ec

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In Developmental and Educational Psychology

In Sociology and Political Science

Citations in the corpus

Gameplay Engagement and Learning in Game-Based Learning (2015, background): “This effect occurs because it was observed that games can engage players to learn (Dickey, 2005; Whitton, 2011), can include multisensory settings, and can stimulate players’ ability to think and create meaning (Ermi & Mayra, 2005).”
Play As You Learn: Gamification as a Technique for Motivating Learners (2013, background): “There are three basic parts in most games: goal-focussed activity, reward mechanisms, and progress tracking (Dickey, 2005).”
Are badges useful in education?: it depends upon the type of badge and expertise of learner (2013, background): “For example, badges can provide focused goals, challenging tasks, clear standards, affirmation of performance, novelty, choice, and authenticity (Dickey 2005).”
Game design and learning: a conjectural analysis of how massively multiple online role-playing games (MMORPGs) foster intrinsic motivation (2007, background): “…designers investigating how various aspects of game design support intrinsic motivation and how aspects of game design might be appropriated for educational materials (Bowman, 1982; Dickey, 2005, 2006b; Gee, 2003; Malone, 1981; Prensky, 2001; Provenzo, 1991; Rieber, 1996; Squire, 2003).”
Student engagement as a function of environmental complexity in high school classrooms (2016, background): “…of environmental support that have been related to student engagement include supportive relations with the teacher (Skinner & Belmont, 1993) and peers (Akey, 2006), teachers' support for autonomy (Reeve, 2006), peer acceptance (Hughes & Kwok, 2006), and immediate feedback (Dickey, 2005).”
Gaze tutor: A gaze-reactive intelligent tutoring system (2012, background): “The tutor could have highlighted relevant areas in the image, asked the student a question, provided a domain-relevant puzzle or challenge, or launched an alternate task that would increase cognitive arousal such as an engaging animation or a simulation (Dickey, 2005; Gee, 2003).”
Game object model version II: a theoretical framework for educational game development (2007, background): “Here back-story ‘‘provides a dramatic content for the action and interaction’’ while cut scenes are story elements that are ‘‘interspersed and revealed during the course of gameplay’’ (Dickey, 2005, p. 73).”
Learning in immersive worlds: A review of game-based learning (2006, methodology): “While the methods by which games are designed has often been neglected in research into educational games (Dickey, 2003), with the emergence of ‘modding’ a greater emphasis is being placed upon these methods (Dickey, 2005; Nieborg, 2004; Darken et al., 2005; Kiili, 2005).”
Examining the pedagogical foundations of modern educational computer games (2008, methodology): “To design Global Conflicts: Palestine, Egenfeldt-Nielsen (2005) utilized Kolb's learning theory, delineating the four basic events associated with Kolb's cycle for game-based learning.”
Game Design Narrative for Learning: Appropriating Adventure Game Design Narrative Devices and Techniques for the Design of Interactive Learning Environments (2006, background): “The design of popular computer and video games has been a source of study for educational researchers and instructional designers investigating how various aspects of game design might be appropriated, borrowed, and repurposed for the design of educational materials (Bowman, 1982; Dickey, 2003, in ”
From Edutainment to Serious Games: A Change in the Use of Game Characteristics (2010, background): “Serious games could fulfill many of the goals of constructivism and Dickey (2005) has linked constructivist methods to engaging experiences in commercial video games.”