IRMA-International.org: Creator of Knowledge
Information Resources Management Association
Advancing the Concepts & Practices of Information Resources Management in Modern Organizations

Factors That Enable or Hinder the Implementation of Game Development Activity in Learning Environments

Factors That Enable or Hinder the Implementation of Game Development Activity in Learning Environments
View Sample PDF
Author(s): Kevser Hava (Bozok University, Turkey), Tolga Guyer (Gazi University, Turkey)and Hasan Cakir (Gazi University, Turkey)
Copyright: 2022
Pages: 21
Source title: Research Anthology on Developments in Gamification and Game-Based Learning
Source Author(s)/Editor(s): Information Resources Management Association (USA)
DOI: 10.4018/978-1-6684-3710-0.ch016

Purchase

View Factors That Enable or Hinder the Implementation of Game Development Activity in Learning Environments on the publisher's website for pricing and purchasing information.

Abstract

This study aims to investigate the factors that enable or hinder the implementation of game development activity in the instructional process. One instructor and 15 gifted students between the ages of 11 and 15 took part in the study. The students developed computer games related to science topics using MS Kodu game engine within the implementation process. According to the findings, it is seen that instructional practices have great importance, and the instructor plays a key role in the activity. Making and playing games have been the greatest motivation resource for students. In addition, the social environment can be an important tool in sustaining students' motivation levels. The students' negative attitudes toward educational game topics and non-computer activities hinder the successful implementation of the activity. The MS Kodu game engine might be appropriate for novice designers but not be enough for teaching programming concepts. Team-based game development activity is believed to be useful for developing advanced games and increasing the level of interaction between students.

Related Content

Vivek Ahuja. © 2024. 21 pages.
Minna-Maarit Jaskari, Henna Syrjälä. © 2024. 28 pages.
Andrew M. Blick. © 2024. 21 pages.
Alba González Moreno. © 2024. 17 pages.
Ana Belén Ruiz-Muelle. © 2024. 26 pages.
Alejandro Galindo Durán, Raquel Sánchez Fuentes. © 2024. 27 pages.
Alejandro Galindo Durán. © 2024. 31 pages.
Body Bottom