Thesis (MTech (Business Information Systems))--Cape Peninsula University of Technology, 2019 / The recent generation of students, often referred to as ‘Millennials’, are generally familiar with computer games and therefore learn mostly through virtual experiences from game playing. A high failure rate due to the lack of critical thinking (CT) skills among tertiary students still persists, despite the implementation of CT enhancing programmes and frameworks. The aim of this research was to explore the effect of gamification on the critical thinking skills of Information and Communications Technology (ICT) students. A single pre-and post-quasi-experimental research strategy with a pragmatic perspective research approach was followed. Mixed methods research with self-administered semi-structured questionnaires and interviews was employed. In total, 182 questionnaires distributed to students were analysed pre- and post-intervention, and five (5) interviews were conducted with the relevant lecturers post-intervention. The data were summarised and categorised by applying thematic analysis. All participants volunteered to be part of the study, and they were informed of the confidentiality and anonymity of the research before partaking in the study. From the inductive study results, it was found that CT is already an integral part of the subject content being taught to the students. The experimental learning environment did not result in significant domain-general CT compared to the control environment. Judgement was the only CT skills element showing a significant improvement from pre- to post-results on the respondents’ overall CT. Gamification can be an effectual instrument to enhance CT skills, as it enables the retention of knowledge through play by motivating and stimulating inquisitiveness among students.

The purpose of this quantitative exploratory experimental design study was to examine the effects of end-user’s multi-dimension engagement (cognitive, affective, and behavioral) on their cybersecurity intended behaviors (coping and threat appraisals). Additionally, this study is an effort to understand how end-users’ engagement levels changed over multiple playing sessions. There were two research questions: (1) “Do engagement levels have a relationship with the players’ intended behaviors in a cybersecurity serious game?” and (2) “Does playing more sessions of cybersecurity serious game affect players’ engagement?” The protection motivation theory (PMT) was used to assess users’ intended behaviors for two factors: (a) coping appraisal, and (b) threat appraisal. While, the multi-dimension factors of engagement (MDFE) instrument was used to assess users’ multi-dimensions engagement levels (cognitive, affective, and behavior).A total of 122 participants fully completed the (a) pre_knowledge initial survey, (b) assigned training sessions, and (c) post-training surveys (MDFE and PMT). Descriptive analysis was used to assess participants’ background as age, gender, and pre-knowledge. A multiple linear regression analysis was conducted to determine whether a linear combination of the multi-dimensional engagement factors: cognitive, affective, and behavior (as predictors) could predict coping appraisal and threat appraisal as factors of intended behaviors. Also, an independent samples t-test was used to determine whether there would be statistically significant differences in the engagement levels (cognitive, affective, and behavior) between group A and group B that underwent three and five training sessions of gameplay, respectively.The result showed cognitive engagement (i.e., challenge, graphics, and attainable goals) was as significant predictor for end-users’ intended behaviors for both coping and threat appraisals. However, affective and behavioral engagement were not significant predictors for end-users’ intended behaviors (for both coping and threat appraisals). Moreover, the analysis showed that end-users’ engagement levels changed over multiple playing sessions. Group B, who underwent more training sessions, showed more engagement levels. These results have implications on cybersecurity serious game design to include cognitive activities (i.e., challenge, graphics, attainable goals) to assure participants’ engagement levels remain high. Similarly, incorporate activities to enhance players’ confidence and autonomy to assure participants are affectively engaged. And finally, multiple-players game design is recommended to achieve social engagement. Also, findings would be helpful in implementing how often to prescribe the training session. Finally, several implications have been suggested to serious games designers.

Due to the increasing demand for technical competence in professional jobs, computer-related subjects, including programming, have gained attention in education. However, it is reported that many beginners encounter difficulties when learning fundamental programming principles, leading to decreased engagement and motivation to continue. To address this issue and a way to make the learning process more appealing to the new generation of learners is Game-Based Learning (GBL). GBL incorporates principles from games to enhance the enjoyment and engagement of learning. Moreover, the rise of Virtual Reality can potentially push GBL to a new height. The research question is, do the users perceive a higher engagement level when learning fundamental programming concepts using a virtual reality game than a desktop game? To achieve the goal, ten experiments were conducted, and mixed data were obtained through questionnaires and observations. The quantitative data was analyzed with descriptive statistics, and the significance was verified using the Wilcoxon signed rank test. Thematic analysis was applied to the qualitative data, and seven themes were produced. The findings suggest that the VR application provided users with a higher level of enjoyment and engagement. The main factors contributing to this result are the unrivaled level of immersiveness, naturalistic interactions, and the body's freedom. Although the desktop application offered better accessibility, this advantage was outweighed by the benefits delivered by VR. This study contributes to the existing knowledge on this topic and will also be valuable to lecturers interested in integrating immersive technologies into their educational practice.

As the world is getting more crowded, at the same time as people increase their consumption, there is a need for us taking control of our resource consumption and changing our behaviors into more sustainable ones. First of all, our consumption needs to decrease in order to prevent use of resources and prevent the production of waste. Secondly, there is a need for reusing and recycling materials already in the system, where the latter is a subject this study is going to focus on. In order to increase knowledge of recycling, exploration of new methods of spreading information and awareness is of interest. This study explores the spreading of information with a game-based learning approach, targeting young adults. A quantitative pre-study was conducted to investigate their recycling behavior, to get an understanding of what prevents and promotes recycling. Based on the findings from the pre-study, along with findings from previous research, a game was developed with the aim of meeting these preventing and promoting factors. The game explores how a digital game can be used to spread information of recycling along with a motivation to recycle. It was followed by a qualitative user study, to evaluate the game and explore users’ experience of learning through a game. According to the results, a game-based learning approach showed to be appreciated amongst the participants in general. They showed appreciation towards this type of learning and thought it was an entertaining alternative of learning. Crucial game elements for learning were detected along with further improvements. The game-play contributed to a knowledge increase, and after playing the game, participants saw potential in it being a motivational tool, but mostly, they saw it as a tool for motivating learning. / I takt med att vi blir fler människor på jorden, samtidigt som vår konsumtion ökar, är det nödvändigt att vi tar kontroll över vår förbrukning av resurser och förändrar våra beteenden till mer hållbara. För det första måste vår konsumtion minska, för att minska användningen av resurser och minska det avfall som uppstår. Det finns också ett behov av att återanvända och återvinna resurser och material som redan finns i systemet. Det senast nämnda, återvinning, är det ämne som denna studie fokuserar på. För att öka kunskap om återvinning är det intressant att utforska olika metoder att sprida information och medvetenhet på. Denna studie undersöker spridningen av information genom ”game-based learning”, en spelbaserad inlärningsmetod, och fokuserar på unga vuxna. En kvantitativ förundersökning har utförts för att undersöka målgruppens återvinningsbeteende, för att få en förståelse för dem faktorer som förhindrar och främjar deras återvinning. Baserat på resultaten från förundersökningen, tillsammans med resultat från tidigare forskning, utvecklades ett spel för att möta dessa förebyggande och främjande faktorer. Spelet skulle undersöka hur ett digitalt spel kan användas för att sprida information om återvinning och motivera användare till att återvinna. En kvalitativ användarstudie utfördes för att utvärdera spelet och användarnas erfarenhet av att lära genom spel. Resultaten visade att ett spelbaserat inlärningssätt i allmänhet var uppskattat bland deltagarna, då de uppskattade denna typ av lärande och tyckte att det var ett roligt alternativ av lärande. Avgörande spelelement för lärande upptäcktes, tillsammans med ytterligare förbättringar. Spelandet bidrog till en kunskapsökning och efter spelets gång såg deltagarna potential i spelet som motivationsverktyg, men framförallt som ett verktyg för att motivera lärande.

The use of military forces in urban operations has increased considerably over the past years. As illustrated by the current conflict in Iraq, the Army finds itself fighting its toughest battles in urban areas facing unconventional forces. Soldiers face many threats in hostile fire environments, whether conducting large-scale mechanized warfare, low-intensity conflicts, or operations other than war. Through 1970, there has been no demonstrable reduction in battlefield mortality rate as a percentage of all casualties since data was kept since before the Civil War. For that period of time, nearly all the reduction in overall mortality rate occurred through reduced mortality in Hospital Chain. As of 1970, about 90 percent of all combat deaths occur before a casualty reaches a definitive care facility. Tactical Combat Casualty Care (TCCC), also known as TC3, is the pre-hospital care rendered to a casualty in a combat environment. The application of TCCC principles during a tactical combat environment has proven highly effective and is a major reason why combat deaths in latest conflicts (Operation Iraqi Freedom and Operation Enduring Freedom) are lower than in any other conflict in the history of the United States. The Army continues to emphasize reducing battlefield mortality rate. Current tools and methods used for initial skills and sustainment training of combat medics throughout the Army are insufficient. New technologies are needed to provide medics with greater opportunities to develop and test their decision making and technical medical skills in multiple, COE-relevant, training scenarios. In order to address some of these requirements, the U.S. Army Research Development and Engineering Command, Simulation and Training Technology Center (RDECOM-STTC) is developing the 68W - Tactical Combat Casualty Care Simulation (TC3 Sim) for the US Army Medical Department (AMEDD) Center & School at Fort Sam Houston. The Army is considering the use of the TC3 Sim game as a tool to improve the training of individual Soldiers as well as improve the readiness of combat medics. It is the intent of this research to evaluate the effectiveness of instructional games in general and the use of the TC3 game in particular for teaching the concepts of tactical combat casualty care. Experiments were conducted to evaluate the training effectiveness of this tool in supporting the 68W10 Healthcare Specialist Course program of instruction (POI). The goal of this research is to address important questions such as: Is this game an effective tool to train Soldiers the aspects of TC3? Can knowledge gain through the use of the simulation be transferred into task related situations? How can this tool be incorporated in the current POI in order to increase training effectiveness?

No / A mobile language learning system is implemented using an adventure game. The primary emphasis is upon graphical design and rich interaction with the user. A wide range of functionalities are described, and an efficient navigation system is proposed that uses contextual information, allowing the players to move seamlessly between mobile real and virtual worlds. The game environment is designed to have consistent graphics, dialogue, screens, and sequences of actions. Quick Response (QR) codes provide the necessary shortcuts for the players and Bluetooth connections automatically send and receive scores between teams. A response for every action is produced depending on the screen type, while keeping the file size manageable. Similar user tasks were kept spatially close together with a clearly designated beginning, middle and end. The main sources of error such as entering and extracting contextual data are predicted and simple error handling is provided. Unexpected events in mobile environments are tolerated and allowed. Internal locus of control is provided by ‘automatic pause’, ‘manual pause’ and ‘save’ commands to help players preserve their data and cognitive progress. The game environment is configurable for novice or expert players. This game is also suitable for students with auditory problems and female students are also specifically addressed.

Yes / This study aims to examine how inclusivity measures are understood and applied in game-based learning (GBL). It considers the perspectives of various stakeholders, such as educators, game designers, and students. The focus is on creating accessible and engaging games that meet the diverse needs and characteristics of players. The methodology adopted a combination of primary and secondary data sources to pursue these aims. The primary data collection involved focus groups with educators, game designers, and students. The study employed a participatory design approach, involving multiple stakeholders in the exploration of inclusivity measures. The data collected from the focus groups, along with findings from the literature review, helped in formulating a set of inclusivity metrics for educators to create educational games that cater to diverse student needs. The obtained results emphasize the limited state of analogue GBL accessibility in scholarly and professional literature, while emphasizing the existing frameworks to be adopted by educators, designers, and publishers. Stakeholder discussions revealed themes related to inclusivity measures, including motor, sensory, and cognitive needs of players. Game designers can enhance accessibility by considering these requirements and incorporating alternative communication channels, accessible cues, adaptable gameplay options, and diversified knowledge-based requirements. In addition to inclusivity, addressing instances of exclusion, managing teams effectively, promoting inclusive communication, and incorporating gameplay limitations, educational components, diverse perspectives, and real-world applicability are discussed as important in education game design, to this extent.

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Despite the recent popularity of digital game-based learning (DGBL), far too little evidence exists concerning its benefits in mathematics. The purpose of this research study was to: (a) determine whether or not DGBL is a viable tool in helping students to improve achievement in middle school mathematics and (b) gauge their perceptions regarding the use of DGBL. This study consisted of a convenience sample of sixth-grade students enrolled at a large suburban middle school in a school division in the Commonwealth of Virginia. This study followed a sequential explanatory mixed-methods approach using a one-group, pretest-posttest research design to collect data from participants before and after DGBL intervention to determine if a relationship existed with improved scores on the Ratios and Proportional Relationships Test. Ratios and Proportional Relationships Test scores were collected from the fall 2020 pre and post-test administrations. Students' Perceptions of Digital Game-Based Learning Survey (SPoDGBLS) responses were also collected from participants before (pre) and after (post) the intervention to determine the changes in student perceptions of DGBL. Small group, semi-structured, open-ended interviews were conducted to collect in-depth information regarding student perceptions of a digital game-based approach for learning mathematics. Results of the study found that on average student participants scored higher on the posttest than the pretest, albeit not significantly higher than the posttest cut score. Results also showed that student perceptions of the usefulness of DGBL improved over the course of the 5-week study. The study recommends that school and division leaders consider incorporating DGBL into mathematics instruction. / Doctor of Philosophy / The purpose of this research study was to: (a) determine whether or not digital game-based learning (DGBL) is a viable tool in helping students to improve achievement in middle school mathematics and (b) gauge their perceptions regarding the use of DGBL. A sequential explanatory mixed-method, one-group, pretest-posttest design was followed to compare 21 sixth-grade participants' Ratios and Proportional Relationships Test scores and Students' Perceptions of Digital Game-Based Learning Survey responses before and after a DGBL intervention. Small group interviews were conducted to collect in-depth information regarding participant perceptions of DGBL in mathematics. Results of the study found that participants scored higher on the posttest than the pretest and their perceptions of the usefulness of DGBL improved over the course of the 5-week study. The study concluded that DGBL is a viable tool that can be successfully integrated into regular math instruction and have a positive impact on middle school students' ability to learn and/or retain new math information.