THEORETICAL ASPECTS OF USING GAMES IN TEACHING STUDENTS OF NATURAL SCIENCES
Abstract
In recent years, a new approach to learning in the form of educational games has gained popularity, particularly in the teaching of physics and technology. This study proposes an innovative concept for implementing an approach to learning through educational games at a university. This is done to ensure continuous learning and interdisciplinary opportunities for students. The study examines the development of natural skills and knowledge in the context of game-based learning. It describes the moment when learning is expected and the role of game elements in student engagement and interaction with educational game content. The study also describes the principles of collaborative learning, which are key pillars for the acquisition of cognitive and research skills. The contribution of game-based learning is further linked to the improvement and development of thinking. The study also examines theories that are important for the development of a game-based learning approach: narrative-centered learning theory, problem-solving theory, and engagement theory. After outlining the theoretical foundations, the article examines teachers' views on the game-based approach to learning. The advantages and disadvantages of game-based learning are also discussed.
Keywords
Game situation, development of children's creative abilities, learning theory, game approach to learning, teaching physics.How to Cite
References
Menezes S., Bartoli R. (2016). The potential of gamification as an assessment tool. Creative Education. 7(4), 561-566. DOI:10.4236/ce.2016.4058
Tatarinov K. A. (2019). Gamification in student learning. Baltic Humanitarian Journal. 26(1), 281-284. DOI:10.26140/bgz3-2019-0801-0074
Gladkaya E.F. (2018). Game as a means of activating students' cognitive activity. Higher education in Russia. 27(10), 161-167. DOI: https://doi.org/10.31992/0869-3617-2018-27-10-161-167
Brom, C., Buchtova, M., Sisler, V., Dechterenko, F., Palme, R., & Glenk, L. M. (2014). Flow, social interaction anxiety and salivary cortisol responses in serious games: A quasi-experimental study. Computers & Education, 79, 69-100. https://doi.org/10.1016/jxompedu.2014.07.001
Faiola, A., Newlon, C., Pfaff, M., & Smyslova, O. (2013). Correlating the effects of flow and telepresence in virtual worlds: Enhancing our understanding of user behavior in game-based learning. Computers in Human Behavior, 29(3), 1113-1121. https://doi.org/10.1016/j.chb.2012.10.003
Giannakos, M. N. (2013). Enjoy and learn with educational games: Examining factors affecting learning performance. Computers & Education, 68, 429-439. https://doi.org/10.1016/j.compedu.2013.06.005
Girard, C., Ecalle, J., & Magnan, A. (2012). Serious games as new educational tools: How effective are they? A meta-analysis of recent studies. Journal of Computer Assisted Learning, 29(3), 207-219. https://doi.org/10.1111/j.1365-2729.2012.00489.x/epdf
Huang, W.-H., & Johnson, T. (2008). Instructional game design using cognitive load theory. Handbook of research on effective electronic game in education 1143-1165. Information Science Reference. https://doi.org/10.4018/978-1-59904-808-6.ch066
Huang, Y. M., Huang, S. H., & Wu, T. T. (2015). Embedding diagnostic mechanisms in a digital game for learning mathematics. Educational Technology Research and Development, 62(2), 187-207. https://doi.org/10.1007/s11423-013-9315-4
Kiili, K. (2005). Digital game-based learning: Towards an experiential game model. Internet and Higher Education, 8(1), 13-24.
https://doi.org/10.1016/j.iheduc.2004.12.001
Lepper, M. R., Iyengar, S. S., & Corpus, J. H. (2005). Intrinsic and extrinsic motivational orientation in the classroom: Age differences and academic correlates. Journal of Educational Psychology, 97(2), 184-196. https://doi.org/10.1037/0022-0663.97.2.184
Liu, C. C., Cheng, Y. B., & Huang, C. W. (2011). The effect of simulation games on the learning of computational problem solving. Computers & Education, 57(3), 1907-1918. https://doi.org/10.1016/j.compedu.2011.04.002
Adipat, S., Laksana, K., Busayanon, K., Asawasowan, A., & Adipat, B. (2021). Engaging students in the learning process with game-based learning: The fundamental concepts. International Journal of Technology in Education, 4(3), 542-552. DOI: https://doi.org/10.46328/ijte.169
Altawalbeh, K. (2023). Game-based learning: The impact of Kahoot on a higher education online classroom. Journal of Educational Technology and Instruction, 2(1), 30-49. DOI: https://doi.org/10.70290/jeti.v2i1.13
Anastasiadis, T., Lampropoulos, G., & Siakas, K. (2018). Digital game-based learning and serious games in education. International Journal of Advances in Scientific Research and Engineering, 4(12), 139-144. DOI: https://doi.org/10.31695/IJASRE.2018.33016
Cheng, C. H., & Su, C. H. (2012). A Game-based learning system for improving student's learning effectiveness in system analysis course. Procedia-Social and Behavioral Sciences, 31, 669-675. DOI: https://doi.org/10.1016/j.sbspro.2011.12.122
Cheng, Y. P., Lai, C. F., Chen, Y. T., Wang, W. S., Huang, Y. M., & Wu, T. T. (2023). Enhancing student's computational thinking skills with student-generated questions strategy in a game-based learning platform. Computers & Education, 200, 104794. DOI: https://doi.org/10.1016/j.compedu.2023.104794
Dahalan, F., Alias, N., & Shaharom, M. S. N. (2024). Gamification and game-based learning for vocational education and training: A systematic literature review. Education and Information Technologies, 29(2), 1279-1317. DOI: https://doi.org/10.1007/s10639-022-11548-w
De Freitas, S., & Oliver, M. (2006). How can exploratory learning with games and simulations within the curriculum be most effectively evaluated? Computers & education, 46(3), 249-264. DOI: https://doi.org/10.1016/j.compedu.2005.11.007
Fonseca, I., Caviedes, M., Chantré, J., & Bernate, J. (2023). Gamification and Game-based Learning as Cooperative Learning tools: A systematic review. International Journal of Emerging Technologies in Learning (IJET), 18(21), 4-23. DOI: https://doi.org/10.3991/ijet.v18i21.40035
Liu, Y. C., Wang, W. T., & Huang, W. H. (2023). The effects of game quality and cognitive loads on students' learning performance in mobile game-based learning contexts: The case of system analysis education. Education and Information Technologies, 28(12), 16285-16310. DOI: https://doi.org/10.1007/s10639-023-11856-9
License
Copyright (c) 2026 Begali Isroilovich Khamdamov, Abdikhalik Nurmamatovich Urozov
This work is licensed under a Creative Commons Attribution 4.0 International License.
