Acceptance of Serious Games to Develop Digital Competencies in Higher Education Professors [Scholarly Article - EJEL, April 2022]

Title:

Acceptance of Serious Games to Develop Digital Competencies in Higher Education Professors

 

Authors:

Dr. Juan Carlos Sandí-Delgado

Professor and Researcher at School of Computer Science, Recinto de Guápiles - Sede del Atlántico, University of Costa Rica, Limón, Costa Rica

 

Dra. Cecilia Sanz

Professor and Researcher at Institute of Research at Computer Science III-LIDI, School of Computer Science, National University of La Plata, Associate Researcher of CIC, La Plata, Argentina

&

Mag. Edith Lovos 

Professor and Researcher at School of Computer Science, Sede Atlántica - National University of Río Negro, Río Negro, Argentina

 

Published:

The Electronic Journal of e-Learning (EJEL), 21 April 2022

https://academic-publishing.org/index.php/ejel/article/view/2181

 

Abstract:

Serious games are the focus of the current research agenda. They show promise for allowing students to learn and practice skills. In fewer studies, they are used for the development of academic competencies. Therefore, it is of interest to deepen the research on the benefits of serious games in academic education and training. This article presents a study using serious games aimed at higher education academics’ training for the development of digital competencies. The study was carried out with 56 academics, using the serious game called AstroCódigo. The study analyzed the level of acceptance of serious games using the TAM model and what factors the academics believe affect this acceptance. It is important to know possible barriers that affect the development of actions oriented to the formation of academic competencies through serious games, which can also affect the adoption of games as a resource for teaching situations. None of prior studies have focused on analyzing the technological acceptance of serious games used for the development of academic competencies. The results of this research indicate that participants believe that using serious games can be beneficial to drive digital competencies. However, there are aspects such as the highest academic qualification, work experience, professional development, perceived usefulness, ease of use, and fear of change associated with age rank which can play a negative role in the use and acceptance of digital technologies by academics, particularly serious games. These results may be a clue to the barriers linked to the fact that most of the participants in this study do not use serious games in their classes or for their digital skills training. Additionally, the possibility to try and fail and the increased level of challenges proposed in the serious games, related to enjoyment, were valued by academics, during the sessions with AstroCódigo. These findings open the door to organize strategies for academic training in digital competencies within higher education institutions. They can also impact the design decisions of new serious games.

A Survey of Serious Games for cybersecurity Education and Training

Title:

A Survey of Serious Games for cybersecurity Education and Training

 

Authors:

Winston Anthony Hill Jr., Mesafint Fanuel, Xiaohong Yuan, Jinghua Zhang & Sajad Sajad

[All from the North Carolina Agriculture and Technical State University]

 

Published:

Proceedings of the KSU Conference on Cybersecurity Education, Research & Practice, 23 October 2020

https://digitalcommons.kennesaw.edu/ccerp/2020/Research/7/

Abstract:

Serious games can challenge users in competitive and entertaining ways. Educators have used serious games to increase student engagement in cybersecurity education. Serious games have been developed to teach students various cybersecurity topics such as safe online behavior, threats and attacks, malware, and more. They have been used in cybersecurity training and education at different levels. Serious games have targeted different audiences such as K-12 students, undergraduate and graduate students in academic institutions, and professionals in the cybersecurity workforce. In this paper, we provide a survey of serious games used in cybersecurity education and training. We categorize these games into four types based on the topics they cover and the purposes of the games: security awareness, network and web security, cryptography, and secure software development. We provide a catalog of games available online. This survey informs educators of available resources for cybersecurity education and training using interactive games.

Scholarly Article (March 2020) - Student-centred digital game-based learning: a conceptual framework and survey of the state of the art

Title:
Student-centred digital game–based learning: a conceptual framework and survey of the state of the art

Authors:
Thomas E. Coleman & Arthur G. Money

Published:
Higher Education, Volume 79, Issue 3, March 2020
Available: https://link.springer.com/article/10.1007/s10734-019-00417-0

From the abstract:
"This study presents a conceptual framework based upon a systematic literature review of developments in student-centred digital game–based learning, and seeks to establish the extent to which all tenets of student-centred learning and principles of digital game–based learning are embraced within such applications. A thematic analysis identifies the common themes of game and intervention design while integrating and conceptually linking the key concepts of student-centred learning and digital game–based learning. This leads to the development of a conceptual framework allowing classification of the literature according to common themes."