Undergraduate Game-Based Student Response Systems (SRSs): A Systematic Review

Autor/in	Squire, Nikki
Titel	Undergraduate Game-Based Student Response Systems (SRSs): A Systematic Review
Quelle	In: Technology, Knowledge and Learning, 28 (2023) 4, S.1903-1936 (34 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Squire, Nikki)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2211-1662
DOI	10.1007/s10758-023-09655-9
Schlagwörter	Undergraduate Students; Game Based Learning; Audience Response Systems; Distance Education; Electronic Learning; College Freshmen; Evidence; Research; Learner Engagement; Learning Motivation; Student Attitudes; Learning Experience; Instructional Effectiveness + Suchen Sie Ihr Suchwort? Distance study; Distance learning; Fernunterricht; Studienanfänger; Evidenz; Forschung; Motivation for studies; Lernmotivation; Schülerverhalten; Lernerfahrung; Unterrichtserfolg
Abstract	Digital game-based learning (DGBL) is becoming a prominent innovative approach used in higher education to gamify the learning experience. Research studies using DGBL as a framework for game design has shown promising results in increasing student engagement, motivation, interaction, satisfaction, and most of all, learning outcomes among undergraduate students in blended and face-to-face learning environments. Although a plethora of digital or online games exists, game-based student response systems, also known as SRSs, were commonly reported in the research literature as an educational technology tool used to engage students into active learning roles. The positive impact of game-based SRSs in traditional classrooms were well documented. However, scant research exists on the effectiveness of game-based SRSs used in distance education courses designed for first-year learners. Therefore, further studies are needed to address this gap in the literature. This review synthesizes the research evidence on the impact of game-based SRSs in terms of (1) enhancing teaching practices, increasing student engagement and motivation, and improving learning outcomes and (2) understanding students' perceptions regarding their learning experience using game-based SRS as a teaching and learning tool in undergraduate courses in higher education settings. Finally, future recommendations for practice are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01