Communications and Technology

Table of Contents

Introduction.

Mind Map.

Online Games based Learning.

Online Chess.

History.

Online Chess in Education.

Time Estimation.

Conclusion.

Recommendation.

Reference.

Introduction to Effect of Different Kinds of Educational Online Games

As technological applications are continuously developing, online game-based learning is now broadly embedded into the conventional teaching model. These are implemented widely in the context of education, with an emerging area of research exploring the relationship between education and online games (Yang, Chen, & Jeng, 2010; Chiang, Lin, Cheng, & Liu, 2011). In modern generations, online or web-based games have gradually promoted education. Educators and academic decision-makers are involved in reintroducing creative digital platforms such as video games, virtual worlds, and Massive Multi-Player Online Games (MMPOGs) with the rising advancement of technology (Buckless, 2014).

A game is a form of activity in which study participants obey specified guidelines. Houghton et al. (2013) mention educational games as the application of studying and learning support activities. Online education game is considered as a platform that helps to improve conventional teaching approaches for enhancing students’ learning ability. It also develops several attributes such as guidelines following, adjustment, decision management, communication, logical analysis skills, innovation, coordination, and competitive spirit (Yang, Chen, & Jeng, 2010). It satisfies the essential requirement for education by entertainment, active participation, arrangement, motivation, self-satisfaction, excitement, creativity, mutual interactivity, and sentiment in the game itself, as learning takes place.

This report investigates different education-based games to determine the most entertaining and successful online games. It will evaluate studies on different online games that provide proper education or knowledge to the children. The solution to this study is to determine games and applications that not only include children but also educate one's intentions, commands agreement, problem-solving, and improve educational progress. This report is going to deliver the solution as which game is best for the education or academic skills of children.

Online Games Based Learning

Playing is regarded to be a popular exercise and an awesome activity for kids and teenagers. As per Rieber et al. (1998), online playing represents enjoyable educational experiences, in which the children willingly spend a lot of time, effort, and attention, while at the same time extracting great pleasure from the total activity. Also, online playing is an essential facilitator for the education and social interaction of adolescents in life and is an appropriate, fascinating, and decent activity to develop the learning skill (Tsai, Kung-Chao, & Hsiao, 2012). Moreover, Rossiou and Papadakis (2007) viewed online educational games as computer-based learning methods and strategies, wherein already received information and knowledge are integrated and introduced with skills and opportunities. However, Maragos and Grigoriadou (2020) stated that educational games are activities that encourage the progress of logic and techniques and the enhancement of awareness in an interactive and rewarding manner.

The trend in exploring game adoption in higher education has rapidly increased in modern days. It covers instructive games, online game-based education, and practical gaming (Cankaya & Karamete, 2009; Yang, 2012). Furthermore, in the gaming section, students also incorporate social activities, chess tournaments, or even extend to computer games of the latest transition (Mueller, 2003; Li, Ma & Ma, 2012; Bausch, 2008). Concerning online-educational gaming laptops and consoles are allowed in the software channels that introduce digital gaming platforms. It can load on an internet browser on systems like smart phones and other gaming technologies like tablets (Willoughby, 2008). 

However, Klabbers (2009) mentioned that accurate, shared understandings and words are absent amongst researchers and instructors, despite the plethora of online game varieties, that has resulted in semantic inconsistency. Moreover, Gros (2014) stated that though researchers and game designers are using different taxonomies to identify games, the majorities typically accept the mentioned seven types:

  • Action games: quick chess games focused on reactions.
  • Battle games: These include dealing with roles regulated by devices or operated by other participants.
  • Adventure games: Here, the participant tackles a problem inside a digital environment to proceed through stages.
  • Role-playing games: Here, the fictional characters' responsibilities are performed by players.
  • Simulations: Here, games are designed after man-made structures wherein the participants have to accomplish pre-defined targets.
  • Strategy games: Such simulate cultural events or fictitious situations in which participants need to establish an acceptable tactic to meet the objective.
  • Sports games: It is linked with multiple sorts of tournaments.

Other online education games like chess, word search, and the puzzle can improve the intellect of children and enable the response skill of the child to workout. A word search is a term quest or word searching challenge consisting of keywords positioned in a box randomly. To learn history, the use of word search incorporates the use of keywords that helps the children to learn and identify. A brain teaser is a kind of challenge that stimulates students' thought processes. By offering riddles or hints, it enables kids the strength to exercise their mind in unexpected ways (Zirawaga et al., 2017). However, Wong and Zin (2009) addressed the enhancement of analytical abilities, judgment, and other attributes desired in education that can be obtained through games such as online chess.

Online Chess

History

Chess is considered to have emerged in the Gupta Empire in northwest India. However, Laycock (2015) mentioned that its initial version was recognized as four units of the armed forces in the 6th century, such as infantry, troops, elephants, and chariotry portrayed by objects that would develop into current pawns, kings, bishops, and rooks. It has therefore expanded to the east and west throughout the Silk Road.

Moreover, Murray (2015) stated that the initial proof of chess can be identified in surrounding Sasanian Persia in around 600. The tournament began to be recognized by the word Chatrang. Chatrang was captured by the Muslim community following the Islamic invasion of Persia (Murray, 2015). Here, it was then renamed shatranj, with the bits mostly maintaining the Persian identities. Shatranj was pronounced as ajedrez in Spain, xadrez in Portuguese, and zatrikion in Greek but, it was substituted in the majority of Europe by variants of the Persian shah (king), that was popular as an interjection and become the term "chess" in English (Blake, 2016). However, the term checkmate originates from the Persian shah mat.

The world's earliest chess guide was in Arabic and published by al-Adli ar-Rumi, a famous Arab chess master. On at least three channels, the game entered Western Europe and Russia, the oldest being in the 19th century (Fadul, 2008). The tradition that White is heading first was also formulated in the 19th century. The total of Champion Tournaments and games conducted periodically has increased exponentially at the beginning of the 20th century.

Online Chess in Education

Chess is the most valuable in all online educational games. Online Chess is a digital platform that provides competition between two participants that, as per specific requirements, start moving the 16 pieces (Waters et al., 2002). The aim is to checkmate the opponent's king. A typical lookalike online chess game offering two side panels included in the application portal. The tournament can be played and can be stored for future purposes after completion.

However, Rello et al. (2016) found that running such knights and rooks across can potentially boost the skill threshold of children. The capacity to visualize movements can improve one's logical skills and calculation capability. It is a highly beneficial activity, as playing online chess contributes to enhanced mind playing ability, strengthened memories and intellectual capability, strategic thinking, and better concentration (Mukhopadhaya, 2015). Researchers also presume that playing online chess can improve the behavioral maturity level by up to 14 years. However, Rello et al. (2016) mentioned that online chess guidance served 92 French-speaking children to develop their communication skills.

Time Estimation

Task

Best time (OD)

Worst Time (PD)

Estimated time (ED)

Introduction

1 hour

30 minutes

20 minutes

Name of the game

20 minutes

15 minutes

10 minutes

Mind Map

90 minutes

40 minutes

50 minutes

Description of Games based learning

2 hour

1 hour

1 hour

Brief explanation

3 hour

1 hour

4 hour

       

Total

470 minutes

205 minutes

380 minutes

D= ((1*OD) + (4*ED) + (1*PD))/6

→ D= ((1*470) + (4*380) + (1*205))/6

→ D= 366 minutes = 6 hours 06 minutes

An essential task in managing any research work is maintaining accurate time estimation sheet. It helps in identifying how long the work would take without it, and also able to get a commitment from the individuals who want to acknowledge it off. In this report, it needs to improve the estimated timing on brief explanation.

Conclusion on Effect of Different Kinds of Educational Online Games

In the educational segment, there is a range of online games for children to develop their knowledge. It has been concluded that an online chess game is the best game to develop the academic skills of kids. However, it has been recommended that such education games should be played by kids, as it develops numerous aspects, but the adverse effects of such online games should not be disregard. Both educators and parents have to allow kids to play such games positively.

Recommendation on Effect of Different Kinds of Educational Online Games

This report makes long term recommendations like CenturyTech. It offers an individual with multi-lesson learning structure to overcome awareness gaps, classroom activities, and facilitate long-term strategy for memory development (UNESCO, 2020).

Reference for Effect of Different Kinds of Educational Online Games

Bausch, L., Beran, J., Cahanes, S., & Krug, L. (2008). Physiological responses while playing Nintendo Wii sports. Journal of Undergraduate Kinesiology Research, 3, 19–25.

Blake, J. H. (2016). Chess Endings for Beginners. (n.p.): Read Books Limited.

Buckless, F. A., Krawczyk, K., & Showalter, D. S. (2014). Using virtual worlds to simulate real-world audit procedures. Issues in Accounting Education, 29(3), 389–417. 10.2308/iace-50785

Cankaya, S., & Karamete, A. (2009). The effects of educational computer games on students’ attitudes towards mathematics course and educational computer games. Procedia-Social and Behavioral Sciences, 1(1), 145–149. https://doi.org/10.1016/j.sbspro.2009.01.027

Chiang, Y. T., Lin, S. S. J., Cheng, C. Y., & Liu, E. Z. F. (2011). Exploring online game players’ flow experiences and positive affect. The Turkish Online Journal of Educational Technology, 10(1), 106–114.

Fadul, J. A. (2008). Lessons in Chess, Lessons in Life. United Kingdom.

Gros, B. (2014). Digital games in education: The design of games based learning environments. Journal of Research on Technology in Education, 40(1), 23–38. https://doi.org/10.1080/15391523.2007.10782494

Klabbers, J. H. G. (2009). Terminological ambiguity game and simulation. Simulation & Gaming, 40(4), 446–463. 10.1177/1046878108325500

Laycock, J. (2015). Dangerous Games: What the Moral Panic Over Role-Playing Games Says about Play, Religion, and Imagined Worlds. United States: University of California Press.

Maragos, K., & Grigoriadou, M. (2020). Towards the design of intelligent educational gaming systems. Educational Games as Intelligent Learning Environments, 35-38.

Mueller, F., Agamanolis, S., & Picard, R. (2003). Exertion interfaces: Sports over a distance for social bonding and fun. Proceedings of the SIGCHI conference on Human factors in computing systems, 561–568. 10.1145/642611.642709

Murray, H. J. R. (2015). A History of Chess: The Original 1913 Edition. United States: Skyhorse Publishing.

Perrotta, C., Featherstone, G., Aston, H., & Houghton, E. (2013). Game-Based Learning: Latest Evidence and Future Directions. National Foundation for Educational Research. https://www.nfer.ac.uk/media/1863/game01.pdf

Rieber, L. P., Smith, L., & Noah, D. (1998). The value of serious play. Educational Technology, 38(6), 29-37.

Rossiou, E., & Papadakis, S. (2007). Educational games in higher education: A case study in teaching recursive algorithms. Proceedings of the Fourth International Conference on Education in a Changing Environment.

Tsai, F.H., Kuang-Chao, Y., & Hsiao, H.S. (2012). Exploring the factors influencing learning effectiveness in digital game-based learning. Journal of Educational Technology & Society, 15(3), 240-250.

UNESCO. (2020). Distance-learning Solutions. https://en.unesco.org/covid19/educationresponse/solutions

Van Roessel, L., & Van Mastrigt-Ide J. (2011). Collaboration and team composition in applied game creation processes. Proceedings of the 2011 DiGRA International Conference, Think Design Play, 1-14. 10.13140/2.1.1454.4009

Willoughby, T. (2008). A short-term longitudinal study of internet and computer game use by adolescent boys and girls: Prevalence, frequency of use, and psychosocial predictors. Developmental Psychology, 44(1), 195–204. 10.1037/0012-1649.44.1.195

Yang, J. C., Chen, C. H., & Jeng, M. C. (2010). Integrating video-capture virtual reality technology into a physically interactive learning environment for English learning. Computers & Education, 55(3), 1346–1356. https://doi.org/10.1016/j.compedu.2010.06.005

Yang, J. C., Chien, K. H., & Liu, T. C. (2012). A digital game-based learning system energy for energy education: An energy conservation pet. The Turkish Online Journal of Educational Technology, 11(2), 27–37.

Zin, N. A. M., & Wong, S. Y. (2009). History educational games design. InternationalConference on Electrical Engineering and Informatics, 1, 269-275. 10.1109/ICEEI.2009.5254775

Zirawaga, S., Olusanya, A. I., & Maduku, T. (2017). Gaming in education: using games as a support tool to teach history. Journal of Education and Practice, 8(15), 55-64.

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