ABSTRACT
Taking effective notes is an important skill in academic and professional settings and one that is cultivated primarily in Higher Education (HE). However, students often find it difficult to effectively record important information in their notes [37], while it has been suggested that they often record less than 50% of the key information of a lecture [15]. Games can be a powerful way to help students learn [30]. Yet, to date, there is scarce empirical research on games specifically designed to help HE students develop note-taking skills where the design has been directly informed by note-taking learning theories. This study applies such theories in the design of the mechanics for an educational game for note-taking, entitled Investigate: Tudors, and evaluates their effectiveness and engaging potential. Results from qualitative evaluations with HE students showed that the game was a successful tool to help them develop note-taking skills. This article discusses the game design approach and the evaluation results, and contributes with effective strategies for designing serious games for note-taking.
- Miguel de Aguilera and Alfonso Mendiz. 2003. Video games and education: (Education in the Face of a ?Parallel School?). Comput. Entertain. 1, 1, Article 1 (October 2003), 10 pages. DOI: https://doi.org/10.1145/950566.950583Google Scholar
- Ilia Azita, Abdul Jabbar and Felicia Patrick. 2015. Gameplay Engagement and Learning in Game-Based Learning: A Systematic Review. Review of Educational Research 85, no. 4 (December 2015): 740--79. DOI: http://doi.org/10.3102/0034654315577210.Google Scholar
- Ryan S.J.D Baker, Sidney K. D'Mello, MA. Mercedes T. Rodrigo, and Arthur C. Graesser. 2010. Better to be frustrated than bored: The incidence, persistence, and impact of learners' cognitive- affective states during interactions with three different computer-based learning environments. International Journal of Human-Computer Studies, 68, 4: 223--241Google ScholarDigital Library
- Julia Bennett and Danielle McKain. "The iPad: A Mobile Learning Device and Innovative Note-Taking Tool." In Handbook of Research on Mobile Devices and Smart Gadgets in K-12 Education, ed. Amar Ali Khan and Sajid Umair, 194--224 (2018), accessed April 18, 2020. DOI:10.4018/978--1--5225--27060.ch013Google Scholar
- David Benyon. 2014. Designing Interactive Systems: A comprehensive guide to HCI and interaction design. Addison Wesley.Google Scholar
- Robert A. Bjork. 1975. Retrieval as a Memory Modifier: An interpretation of negative regency & related phenomena. Information Processing and Cognition: The Loyola Symposium.Google Scholar
- Robert A. Bjork, John Dunlosky, and Nate Kornell. 2013. Self-Regulated Learning: Beliefs, Techniques, and Illusions. Annual Review of Psychology 64, no. 1 (March 2013): 417--44. DOI: https://doi.org/10.1146/annurev-psych113011--143823.Google ScholarCross Ref
- Donald A. Bligh. 2000. What's the use of lectures? San Francisco, CA: JosseyBass.Google Scholar
- Patrice Bouvier, Elise Lavoué, Karim Sehaba and Sébastien George. 2013. Identifying Learner's Engagement in Learning Games: a Qualitative Approach based on Learner's Traces of Interaction. CSEDU 2013 - Proceedings of the 5th International Conference on Computer Supported Education. DOI: https://doi.org/10.5220/0004386903390350.Google Scholar
- Elizabeth A. Boyle, Thomas M. Connolly, and Thomas Hainey. 2011. The Role of Psychology in Understanding the Impact of Computer Games. Entertainment Computing 2, no. 2 (2011): 69--74. DOI: https://doi.org/10.1016/j.entcom.2010.12.002.Google Scholar
- Elizabeth A. Boyle, Thomas Hainey, Thomas M. Connolly, Grant Gray, Jeffrey Earp, Michela Ott, Theodore Lim, Manuel Ninaus, Claudia Ribeiro, and João Pereira. 2016. An Update to the Systematic Literature Review of Empirical Evidence of the Impacts and Outcomes of Computer Games and Serious Games.? Computers & Education 94 (2016): 178--92. DOI : https://doi.org/10.1016/j.compedu.2015.11.003.Google ScholarDigital Library
- Johannes Breuer, Gary Bente. 2010. Why so serious? On the relation of serious games and learning. Journal for Computer Game Culture 4, 1: 7--24Google Scholar
- Jerome S. Bruner. 1966. Toward a Theory of Instruction. Oxford: Oxford University Press.Google Scholar
- Peter Brandl, Christoph Richter, and Michael Haller. 2010. NiCEBook. In Proceedings of the 28th international conference on Human factors in computing systems - CHI 10, 599--608. DOI: http://doi.org/10.1145/1753326.1753417Google Scholar
- Gayle A. Brazeau. 2006. Handouts in the Classroom: Is Note Taking a Lost Skill? American Journal of Pharmaceutical Education 70, 2: 38. DOI: http://doi.org/10.5688/aj700238Google ScholarCross Ref
- Jian Chen, Yueqin Zhang, Jingyu Sun, Yongle Chen, Fuping Lin, and Qun Jin. 2015. Personalized Micro-Learning Support Based on Process Mining. 2015 7th International Conference on Information Technology in Medicine and Education (ITME). DOI: http://doi.org/10.1109/itme.2015.120Google Scholar
- Douglas B. Clark, Emily E. Tanner-Smith and Stephen S. Killingsworth. 2016. Digital Games, Design, and Learning: A Systematic Review and MetaAnalysis. Review of Educational Research 86, no. 1 (March 2016): 79--122. DOI: http://10.3102/0034654315582065.Google ScholarCross Ref
- Thomas M. Connolly, Elizabeth A. Boyle, Ewan Macarthur, Thomas Hainey, and James M. Boyle. 2012. A systematic literature review of empirical evidence on computer games and serious games. Computers & Education 59, 2: 661-- 686. DOI: http://doi.org/10.1016/j.compedu.2012.03.004Google ScholarDigital Library
- Thomas Connolly, Mark Stansfield, and Thomas Hainey. 2009. Towards the Development of a Games-Based Learning Evaluation Framework. GamesBased Learning Advancements for Multi-Sensory Human Computer Interfaces: 251--273. DOI: http://doi.org/10.4018/978--1--60566--360--9.ch015Google Scholar
- Francesco Crocco, Kathleen Offenholley, and Carlos Hernandez. 2016. A Proofof-Concept Study of Game-Based Learning in Higher Education. Simulation & Gaming 47, 4: 403--422. DOI: http://doi.org/10.1177/1046878116632484Google ScholarDigital Library
- Mihaly Csikszentmihalyi. 2009. Flow: the psychology of optimal experience. Harper Row, New York.Google Scholar
- Sara I. De Freitas. 2006. Using games and simulations for supporting learning. Learning, Media and Technology 31, 4: 343--358. DOI : http://doi.org/10.1080/17439880601021967Google ScholarCross Ref
- Thaleia Deniozou. 2016. Investigating the potential of mobile games as learning environments for independent adult skill development. Doctoral Dissertation, http://hdl.handle.net/1842/22926. Accessed 1st February 2020.Google Scholar
- Michele D. Dickey. 2005. Engaging by design: How engagement strategies in popular computer and video games can inform instructional design. Educational Technology Research and Development 53, 2: 67--83. DOI : http://doi.org/10.1007/bf02504866Google ScholarCross Ref
- George Skaff. Elias, Richard Garfield, and Karl Robert Gutschera. 2012. Characteristics of games. MIT Press, Cambridge, MA.Google Scholar
- Jean E. Faber, John D. Morris, Mary G. Liberman. 2000. The Effect of Note Taking on Ninth Grade Students Comprehension. Reading Psychology 21, 3: 257--270. DOI: http://doi.org/10.1080/02702710050144377Google ScholarCross Ref
- Melissa A. Federoff. 2002. Heuristics and Usability Guidelines for the Creation and Evaluation of Fun in Video Games. Indiana University Master of Science Thesis.Google Scholar
- Michael C. Friedman. 2014. Notes on Note-Taking: Review of Research and Insights for Students and Instructors, Harvard Initiative for Learning and Teaching, Harvard University, online report available at https://hwpi.harvard.edu/hilt/files/hilt/files/notetaking_0.pdf, accessed 3rd March 2020Google Scholar
- Robert M. Gagne, Leslie J. Briggs, and Walter W. Wager. 1974. Principles of instructional design. Rinehart and Winston.Google Scholar
- James Paul. Gee. 2007. What video games have to teach us about learning and literacy. Palgrave Macmillan, London.Google Scholar
- Peter Hodson, Michael Connolly, and Danny Saunders. 2001. Can Computerbased Learning Support Adult Learners? Journal of Further and Higher Education 25, 3: 325--335. DOI: http://doi.org/10.1080/03098770120077685Google ScholarCross Ref
- Peter C. Honebein. 1996. Seven goals for the design of constructivist learning environments. Constructivist learning environments: Case Studies in Instructional Design, 11--24.Google Scholar
- Wenhao David Huang, Tristan E. Johnson, and Seung-Hyun Caleb Han. 2013. Impact of online instructional game features on college students? perceived motivational support and cognitive investment: A structural equation modeling study. The Internet and Higher Education 17: 58--68. DOI : http://doi.org/10.1016/j.iheduc.2012.11.004Google ScholarCross Ref
- Theo Hug, Manfred Lindner and Peter A. Bruck. 2006. Microlearning: Emerging Concepts, Practices and Technologies after e-Learning. Proceedings of Microlearning: Learning & Working in New Media. Innsbruck University Press.Google Scholar
- Richard Jacques, Jenny Preece, and Tom Carey. 1995. Engagement as a Design Concept for Multimedia. Canadian Journal of Learning and Technology / La revue canadienne de l?apprentissage et de la technologie 24, 1. 49--59. DOI : http://doi.org/10.21432/t2vg77Google Scholar
- Kenneth A. Kiewra. 1989. A review of note-taking: The encoding-storage paradigm and beyond. Educational Psychology Review 1, 2: 147--172. DOI: http://doi.org/10.1007/bf01326640Google ScholarCross Ref
- Kenneth A. Kiewra, Tiphaine Colliot and Junrong Lu. 2018. Note this: How to improve student note taking. IDEA Paper #73. The IDEA Center. http://www.ideaedu.org, Accessed 23 February 2020.Google Scholar
- Daniel L. King, Paul H. Delfabbro, and Mark D. Griffiths. 2010. The Role of Structural Characteristics in Problematic Video Game Play: An Empirical Study. International Journal of Mental Health and Addiction 9, 3: 320--333. DOI: http://doi.org/10.1007/s11469-010--9289-yGoogle ScholarCross Ref
- Malcolm S. Knowles. 1998. The adult learner: the definitive classic in adult education and human resource development: 5th ed. Butterworth-Heinemann, Woburn, MA.Google Scholar
- Keiichi Kobayashi. 2006. Combined Effects of Note?Taking/?Reviewing on Learning and the Enhancement through Interventions: A meta?analytic review. Educational Psychology 26, 3: 459--477. DOI: http://doi.org/10.1080/01443410500342070Google ScholarCross Ref
- Raph Koster. 2004. A Theory of Fun for Game Design. Scottsdale, AZ: Paraglyph Press, Inc.Google Scholar
- Petros Lameras, Sylvester Arnab, Ian Dunwell, Craig Stewart, Samantha Clarke, and Panagiotis Petridis. 2016. Essential features of serious games design in higher education: Linking learning attributes to game mechanics. British Journal of Educational Technology 48, 4: 972--994. DOI: http://doi.org/10.1111/bjet.12467Google ScholarCross Ref
- Mark Lepper and Thomas W. Malone. 1987. Intrinsic motivation and instructional effectiveness in computer-based education. In R. Snow and M. Farr (Eds), Aptitude, Learning and Instruction, vol. 3: Cognitive and Affective Process Analysis. Hillside, NJ: Lawrence Erlbaum Associates.Google Scholar
- Ming-Chaun Li and Chin-Chung Tsai. 2013. Game-Based Learning in Science Education: A Review of Relevant Research. Journal of Science Education and Technology 22, 6: 877--898. DOI: http://doi.org/10.1007/s10956-013--9436-xGoogle ScholarCross Ref
- Karen Markey and Chris Leeder. 2011. Students? Behaviour Playing an Online Information Literacy Game. Journal of Information Literacy 5, 2, 46--65. DOI: http://doi.org/10.11645/5.2.1637Google ScholarCross Ref
- Marmalade Game Studio Ltd. 2018. Clue/Cluedo: The Classic Mystery Game. Game [PC]. (17 May 2018). Marmalade Game Studio Ltd., London, UK.Google Scholar
- Pam A. Mueller and Daniel M. Oppenheimer. 2018. Corrigendum: The Pen Is Mightier Than the Keyboard: Advantages of Longhand Over Laptop Note Taking. Psychological Science 25, 6, 1159--1168. DOI: http:// doi.org/10.1177/0956797614524581Google ScholarCross Ref
- Jakob Nielsen. 2009. Usability engineering. Morgan Kaufmann, Amsterdam.Google Scholar
- David Pinelle and Nelson Wong. 2008. Heuristic evaluation for games. In Proceedings of the twenty-sixth annual CHI conference on Human factors in computing systems - CHI 08. 1453--1462, DOI: http:// doi.org/10.1145/1357054.1357282Google ScholarDigital Library
- Annie Piolat, Thierry Olive, and Ronald T. Kellogg. 2005. Cognitive effort during note taking. Applied Cognitive Psychology 19, 3: 291--312. DOI: http://doi.org/10.1002/acp.1086Google ScholarCross Ref
- Marc Prensky. 2007. Digital game-based learning. Paragon House, St. Paul, Minn.Google Scholar
- Meihua Qian and Karen R. Clark. 2016. Game-based Learning and 21st century skills: A review of recent research. Computers in Human Behavior 63: 50--68. DOI: http://doi.org/10.1016/j.chb.2016.05.023Google ScholarDigital Library
- Jesse Schell. 2008. The art of game design: a book of lenses. Morgan Kaufmann Publishers Inc., USAGoogle Scholar
- Kurt Squire. 2011. Video games and learning: teaching and participatory culture in the digital age. Teachers College, New York, NY.Google Scholar
- Elizabeth Moore Stacy and Jeff Cain. 2015. Note-taking and Handouts in The Digital Age. American Journal of Pharmaceutical Education 79, 7: 107. DOI: http://doi.org/10.5688/ajpe797107Google ScholarCross Ref
- Team Bondi. 2011. L.A. Noire.. Game [PC, PS3, PS4]. (17 May 2011). Rockstar Games, NY, US.Google Scholar
- Peter Twining. 2010. Virtual worlds and education. Educational Research, 52, 2, 117--122. DOI: https://doi.org/10.1080/00131881.2010.482730Google ScholarCross Ref
- T. Valtonen, S. Havu-Nuutinen, P. Dillon, and M. Vesisenaho. 2011. Facilitating collaboration in lecture-based learning through shared notes using wireless technologies. Journal of Computer Assisted Learning 27, 6: 575--586. DOI: http://doi.org/10.1111/j.1365--2729.2011.00420.xGoogle ScholarCross Ref
- Jacques Van Der Meer. 2012. Students? note-taking challenges in the twentyfirst century: considerations for teachers and academic staff developers. Teaching in Higher Education 17, 1: 13--23. DOI: http://doi.org/10.1080/13562517.2011.590974Google ScholarCross Ref
- Paul Weener. 1974. Note taking and student verbalization as instrumental learning activities. Instructional Science 3, 1: 51--73. DOI: http://doi.org/10.1007/bf00117026Google ScholarCross Ref
- Nicola Whitton. 2010. Learning with digital games: a practical guide to engaging students in higher education. Routledge, New York.Google Scholar
- Wen-Hsiung Wu, Wen-Bin Chiou, Hao-Yun Kao, Chung-Hsing Alex Hu, and Sih-Han Huang. 2012. Re-exploring game-assisted learning research: The perspective of learning theoretical bases. Computers & Education 59, 4: 1153-- 1161. DOI:http://doi.org/10.1016/j.compedu.2012.05.003Google ScholarDigital Library
- Ya-Ting C. Yang and Wan-Chi I. Wu. 2012. Digital storytelling for enhancing student academic achievement, critical thinking, and learning motivation: A year-long experimental study. Computers & Education 59, 2: 339--352. DOI: http://doi.org/10.1016/j.compedu.2011.12.012Google ScholarDigital Library
- Michael F. Young, Stephen Slota, Andrew B. Cutter, et al. 2012. Our Princess Is in Another Castle. Review of Educational Research 82, 1: 61--89. DOI: http://doi.org/10.3102/0034654312436980Google ScholarCross Ref
- Mark R. Young. 2016. Knowledge Acquisition and Readiness Assurance Testing: The Connected Notes Intervention. Journal of Marketing Education 38, 3: 145--156. DOI: http://doi.org/10.1177/0273475316639630Google ScholarCross Ref
- Syamsul Bahrin Zaibon and Norshuhada Shiratuddin. 2010. Heuristics Evaluation Strategy for Mobile Game-Based Learning. 2010 6th IEEE International Conference on Wireless, Mobile, and Ubiquitous Technologies in Education, 127--131. DOI: http://doi.org/10.1109/wmute.2010.27Google Scholar
Index Terms
- Designing a Game to Help Higher Education Students Develop Their Note-Taking Skills
Recommendations
Challenging games help students learn
In this paper, we investigate the impact of flow (operationalized as heightened challenge and skill), engagement, and immersion on learning in game-based learning environments. The data was gathered through a survey from players (N = 173) of two ...
Game Development with a Serious Focus
SIGCSE '18: Proceedings of the 49th ACM Technical Symposium on Computer Science EducationWe report our experience teaching elective game development courses at two colleges at a public university. Over the past nine years these courses have been taught in a variety of languages on several platforms. As the courses evolved we introduced ...
Designing collaborative multiplayer serious games
The idea of Computer Supported Collaborative Learning (CSCL) is being investigated for more than twenty years. Since a few years, game-based approaches like video games for learning (Serious Games) offer new fields of application. The combination of ...
Comments