Browsing by Subject "oppimispeli"
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(Helsingin yliopisto, 2021)The purpose of this research is to produce knowledge of languaging. The research strives to describe how students talk about their thoughts and actions while playing games designed to teach mathematics. This research is based on Jorma Joutsenlahti’s theories of languaging. The speech of the players is rated by four languages: natural, symbolic, figure and ac tion. These languages and their specific traits are presented in the theory chapter. There were six participants from different parts of southern Finland. The players were from grades 2nd to 5th . The games were from DragonBox - School. The material was col lected by recorded videostreams, because current Covid19-situation made it impossible to meet face to face. This is a case study research. The analysis was made by content analysis using both quality and quantity methods. In the light of this research, the amount of the talk has effect on mathematical speach. The more student talked during the game, the more there were use of mathematical lan guage. Also, the familiarity of mathematical terms increased the use of language. All the four languages were noted in the players talk. The natural language was in the largest role, strongly connected to action through gaming. Also, the symbolic language was used during the games. The games itself contained lot of figurative language; the players recognized some of the figures. There were no tasks in the game to produce figures. The result of this study gives information about languaging.
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(Helsingfors universitet, 2015)The interest in the use of games in education is increasing and game-based learning is seen as an effective way to teach knowledge and skills and to motivate students. Nowadays, the amount of games designed especially for teaching and learning purposes, the learning games, is growing and research on the impact of their use is increasing. However, the existing research data on the use of learning games is still inadequate and a pedagogical model for their use has not yet been developed. This study aims to give an overview of the research on learning games and show gaps in the research field. Furthermore, it focuses on the pedagogical use of the learning games. The research method used was qualitative meta-analysis, which allowed both the qualitative as well as quantitative studies to be synthesized. A systematic model was used to collect the research data. Prior to the data collection, key words and databases were defined. Moreover, the articles had to meet predefined inclusion criteria. Finally, the research data consisted of 35 empirical studies on learning games, which were published between 1998 and 2013 and examined the use of learning games of students under 18 years old. A special coding matrix was developed in order to code both quantitative and qualitative information. At the synthesizing stage, the coded information was grouped and compared. Based on the results of this study, the learning game research focuses on the use of learning games of over seven year old students. The studies, especially, concentrated in mathematics and were mostly single teaching experiments. From the pedagogical point of view, teacher's role was highly important when integrating learning games into teaching. Moreover, evidence supporting the use of learning games in small groups was found to enhance learning and joint knowledge creation. The pedagogical models of learning games found in the research data were often ambiguous. Thus, in the future, the research of learning games should pay more attention to the underlying pedagogical models of learning games. In addition, it should focus more on developing a pedagogical model where playing the game is merely part of the greater teaching process.
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(Helsingin yliopisto, 2021)With the growing popularity of video games, it has been considered how interest and motivation to study science could be increased through games. However, more research is needed on the benefits of learning games to support teaching, especially in grades 1-6. Observation of species and familiarization with their habitats, as well as inquiry-based learning, are essential in science education, but the research is still lacking on learning games on the subject. Information is also needed about game engagement and attitudes toward games, as they have been found to have a connection to learning. The purpose of this study was to examine students’ engagement, learning, and attitudes toward game content in a learning game about ants, their ecology, and research. The aim was to provide information on the use of a learning game using an inquiry-based approach in the context of science education. This mixed methods research used both quantitative and qualitative methods. The study design was a quasi-experimental intervention study. The data were collected through a questionnaire involving 38 fifth graders. The students responded to a pre- and post-questionnaire on learning, engagement, and attitudes, between which an intervention was conducted by playing the Anter learning game. Qualitative data on ant structure (drawings) as well as ecology and research (open-ended questions) were categorized and quantified, after which qualitative and quantitative data were analysed using statistical tests. In addition, thematic design was used in the analysis of qualitative data to investigate research problems. According to the results, the learning game statistically significantly promoted the learning of ant characteristics, ecology, and research. Based on the responses, the engagement to the Anter game was at a fairly high level, although it did not reach the same level of engagement when compared to the students’ favourite games. Engagement in playing a learning game correlates statistically significantly with attitude dimensions, such as interest in ants and their research. Fear of ants is negatively correlated with interest in ants and their research. Girls and boys achieved similar results in learning, but boys were more interested in ants and their research than girls. The fear of ants was stronger in girls than in boys. The results show that a learning game appropriate to their context can bring a useful addition to the teaching of science education, as the game allows students to learn even challenging details, knowledge, and research skills independently.
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(Helsingin yliopisto, 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
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(Helsingin yliopisto, 2019)Goals. Previous research has shown that games and gamification have potential in education. Games and gamification are also mentioned In Finnish Core Curriculum (2014), but still games have not become mainstream in Finnish schools. It can be difficult for teachers to find learning games that are suitable for their students, and because of that, it is suggested that teachers could act as game designers. In recent years, it has become possible to design games without programming skills by using digital platforms. There are only few studies focusing on teachers designing games on digital platforms. The target of this study is to understand how teachers experience gamification on a digital platform. In this study, teachers use Seppo platform to design learning games for their students. The study aims to find out what kind of Seppo games teachers create, and how they experience designing and implementing Seppo games. Method. 14 basic education teachers participated in the study. The data consisted of semi-structured theme interviews and games made by the teachers. The data was analyzed using data-oriented content analysis. Results and conclusion. Results showed that Seppo is an easy-to-use teaching tool that can be used for many purposes in basic education. Most of the games were linked to different school subjects and, in addition, many games focused on practicing transversal competences. Gamification was an important goal for a few teachers, but many of the teachers considered Seppo as a functional way of studying or an e-learning platform more than a game. In many cases, Seppo games changed practices of teaching and made studying more versatile, for instance, by extending learning environment outside the classroom. Teachers felt that designing Seppo games was technically easy. However, teachers may need support in content design, since some of the teachers considered difficult to combine gamefulness and learning goals in meaningful ways. Teachers experienced that students mostly achieved the learning goals by playing Seppo games. According to the teachers, almost all their students participated in Seppo games actively and liked playing the game. In conclusion, Seppo games made by teachers have potential to support learning that is based on curriculum.
