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Game-Play: Effects of Online Gamified and Game-Based Learning on Dispositions, Abilities and Behaviours of Primary Learners

Abstract : This meta-level review of the literature set-out to examine the impacts of game-based/gamified learning on dispositions, cognitive abilities and behaviours of learners aged 6–12, and to identify the factors that contributed to these impacts. A total of seventeen relevant studies were identified that had been implemented across a range of disciplinary areas in the period under review (2005–2015). The results indicate that online gamified/games-based learning has been shown to increase the level of academic performance of learners, and improve cognitive competencies in problem-solving, multiplicative reasoning ability, self-efficacy and critical thinking. Learners’ intrinsic motivation has been shown to have been enhanced through motivational factors (confidence, satisfaction and enjoyment) promoted within the online game design, and this had a direct effect on increasing engagement and improving academic achievement.
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Jawaher Alghamdi, Charlotte Holland. Game-Play: Effects of Online Gamified and Game-Based Learning on Dispositions, Abilities and Behaviours of Primary Learners. 11th IFIP World Conference on Computers in Education (WCCE), Jul 2017, Dublin, Ireland. pp.55-63, ⟨10.1007/978-3-319-74310-3_7⟩. ⟨hal-01762859⟩

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