Research in Digital Game Based Learning

As success is based on time management and university students face difficulty to manage their time effectively in order to keep balance in their social and academic life. The students either spend all their time in the use of social media or in academics which in return affects their health. We are living in the digital world of the 21st century where apps are being used widely and they can help the students to utilize their time in the best possible way. Productivity apps help to enhance the efficiency of an individual's work by assisting one to schedule one's work. There are also trends in these apps in which their achievements are shown by a graph and hence the rise in the graph gives them a sense of pleasure and accomplishment since monitoring is the key aspect of success. This survey based study through questionnaires has been conducted in order to evaluate the effects of productivity apps on students' capabilities. A quantitative and experimental study has been conducted. Twenty five students from the National University of Modern Languages have been selected with purposive sampling technique in this research. Findings of the case study reveal that sixty five percent of the students accomplish their set targets according to their schedule. This study is beneficial for students and others.

This study presents the results of a survey consisting of broad, mostly open-ended questions concerning the video game preferences of Generation Z gamers and casual players (N = 427). One of our aims was to gain relevant insights into the gaming preferences of Generation Z players and to describe what they find appealing in AAA entertainment games. In particular, this study revealed the video game genres, characters, and in-game elements and features that Gen Zers find attractive both in general and by gender. Our study also explored the genres, characters, in-game elements, and features that Gen Zers miss and are looking for in future games. Understanding the preferences of Gen Z players allows game designers, especially designers of educational and serious games dealing with current global and social issues, to make inferences about the Generation Z's preferred game features and thus better personalise gameplay. Our findings also confirmed that video games are both fun and educational: our respondents indicated that they learned and reinforced knowledge about the English language, the basics of informatics, strategic thinking, geography and history, teamwork, cultural knowledge, perspective change, and creativity during video gameplay.

The article situates the challenges that higher education faces before the onset of COVID-19. A future that situates disruptive and immediate transformation for higher education curricula is described to save global universities from the ravages of the “stay-at-home” policies. The move to a totally online environment took place overnight, and most institutions of higher education were totally unprepared. Yet, a future of possibilities could be adopted in the coming five years, one, in particular, being game-based learning, an andragogy based upon experiential education.

During the late 1960s and into the 1970s game-based approaches to sport teaching and coaching emerged in scholarly literature on sport and physical education teaching. Game based pedagogical approaches for games and sport teaching have been distinguished by some authors through the more prominent emphasis on guided discovery teaching and student/athlete reflective thinking than what occurs in the more historically common sport-as-sport techniques approach typified by a demonstration-replication, or 'transmission', method of instruction. However, guided discovery is also associated with another teaching approach that emerged in the 1960s, Style F of Mosston's Spectrum of Teaching Styles. In this paper we posit that rather than be seen as competing approaches, game-based approaches and The Spectrum of Teaching Styles should be seen as complementary as both are governed by a fundamental proposition – pedagogical decision making. In particular, due to the Spectrum of Teaching Styles non-versus approach, it is theoretically impossible/contradictory for the Spectrum to be in opposition to or compete against any pedagogical approach. Our purpose is to examine two Game Sense learning episodes and to identify the decisions being made between the teacher and student/s. This will then allow these two Game Sense learning episodes to be placed on the Spectrum of Teaching Styles. By doing this it will detail important pedagogical concepts and unify pedagogical decision making that take place when sport and games teaching is taken across the 'discovery barrier'

THE DEATH OF THE LECTURE
How Disruptive Educators, Dr. Michael Sutton and Kevin Allen, are Winning the Digital Revolution
PRESS RELEASE
We are at the forefront of a new era. The eye-roll inducing response from over-stimulated millennial students, when the mere suggestion of sitting through a lecture is mentioned, is what inspired authors Kevin Allen and Dr. Michael J. D. Sutton to pioneer a fun approach that takes their students from listening to learning by doing. Co-Author Michael Sutton observed.
“The time-honored method teaching isn’t disappearing any time soon, but it requires new tools, to add stimulation, engagement and well, perhaps a bit of fun, to transform a deadly lecture into a hotbed of discussion, enthusiasm and student engagement.”
Allen and Sutton set out to combine their knowledge, research and experience, using their knowledge of Emotional Intelligence Engagement (EIE) and game-based learning to design an approach that has had a great impact on their students and fellow educators. Their discoveries and lessons are outlined in their new book, Emotify! The Power of the Human Element in Game-Based Learning, Serious Games and Experiential Education, now available on Amazon.
The unlikely yet highly successful collaboration of two very different, yet equally passionate educators, brings a multi-faceted perspective from the inscrutable yet playful Professor, Dr. Michael Sutton, and the intuitive Ad Man, Kevin Allen, to the reader.
Co Author, and “Ad man” Kevin Allen noted:
“We must always remember that this is all a human game, and the power of storytelling and human emotion are the mighty tools of engagement. It takes static material and makes it all come alive, with the student in the middle of it!”
As a teenager, Dr. Sutton marched to his own drummer, regularly seen in the public library where he voraciously read about the game of GO and Chess. He subsequently found folks like himself who played games like Risk, Stratego, and Diplomacy. Fast forward to 2007, Dr. Sutton earned a PhD in Knowledge Management from McGill University in Montreal, Quebec, after a career of 35 years in management and information systems consulting, and corporate executive management. In recent years, Dr. Sutton established an emergent reputation as a Game-Based Learning Innovator, Architect, and Educator. He successfully integrated serious games, simulations, and effective learning solutions into his problem-solving courses as a corporate trainer and instructor. For many decades, Dr. Sutton has made it his life's purpose to guide his readers and pupils into the “league of enlightenment” through the power of gaming. He is the author of “Game Based Learning -Language of the Future for Overcoming Complexity.”
Co Author, and “Ad Man” Kevin Allen is an expert in leading organizations to achieve their business goals. Allen champions the power of emotional intelligence, a practice he pioneered at the top of the world’s largest advertising agencies, McCann-WorldGroup, Interpublic Group, and Lowe Worldwide. Named the Billion Dollar Man by his colleagues, he is probably best known for working with such brands as MasterCard, leading the development of the globally famous "Priceless" campaign. He is the author of Wall Street Journal Best Seller, The Hidden Agenda, A Proven Way to Win Business and Create a Following and The Case of the Missing Cutlery, A Leadership Course for the Rising Star.
He is Founder and CEO of multi award-winning E.I. Games LLC (https://www.eigames.com/), a game-based learning pioneer counting Arizona State, Ball State, The Forbes School at Ashford University, Google, Expedia and Oracle as clients. The story-based construct and Emotional Intelligence underpinning across a wide array of business topics like Leadership and Diversity have captivated thousands of professors and students alike.
Readers of Emotify! The Power of the Human Element in Game-Based Learning, Serious Games and Experiential Education, will discover how the authors “encompass how to successfully identify, research, sell, deploy, and assess game-based learning within your workspace.” They promise that the reader will “acquire enough knowledge and practical advice to launch their own game-based learning initiative.”
Preview the first Chapter http://www.emotifybook.com/