Research Gate profile
https://www.researchgate.net/profile/Nikos_Konstantinou2
Phd Thesis
https://www.didaktorika.gr/eadd/handle/10442/38769
This thesis focuses on the design, creation and evaluation of game based educational applications and the assessment of their effectiveness and efficiency in the educational process. Although the use of digital games in the form of Game Based Learning (GBL) is not something new, either in education or in the digital games industry, recent approaches such as gamification and serious games have appeared, as modern proposals in the fields of learning and education. The current study is the first to utilize the synthesis of virtual worlds technology with content gamification and digital game elements within the Greek national curriculum for secondary education in the fields of Biology and Computer Science. This synthesis has formed the field of Virtual Gamified Learning. The main research hypothesis is whether the use and effect of collaborative and playful features of the virtual environment compared to conventional teaching methods, can contribute to the achievement of learning objectives and increase student performance. Three groups of high school students were compared in the study: the Conventional Class (CC), the Virtual Class (VC) and the Control Group (CG). Virtual worlds software was utilized and a blended learning environment was developed which integrates content gamification and elements of digital games. The research was carried out in two stages. Initially the pilot study, in which a playful activity was designed in the subject of computer architecture. During the pilot study important data was collected regarding the design and playability of the environment. The second stage was the main research where an integrated digital game was designed, in which the subjects of Biology and Computer Science were approached in a cross-curricular manner. Data analysis did not show a statistically significant difference in the overall learning outcome, however there were significant indications for improvement of performance which were positively correlated with the enthusiasm of the participants. Statistically significant difference was found in the way the digital environment had an impact on students memorization and recall knowledge, as well as on individual performance of students who were familiar with digital games. Virtual Gamified Learning has the potential to enhance the teaching of subjects in the national curriculum for secondary education and to improve the learning outcomes on condition that an appropriate design is followed.