Hwang Chung-il|Sahoon H. Kim
How are Serious Games used in the Classroom setting? - Based on the Learning Theory
Korean Council for University Education|Hankuk University of Foreign Studies
backgroundobjectives purpose study identify serious games utilized educational purpose educational psychologists categorize learning theories three subjects behaviorism cognitivism constructivism methodsstatistical analysis study designed based methodology designbased research dbr analysis research coding technique grounded theory borrowed analyze practical educational use serious game researcher designed applied high school english class utilizes serious game findings aspect behaviorism advantages serious game discovered seeing fact students exposed environment could easily memorize getting achievements retaining memory repetition compensation easily implemented due strengthening element serious game students could easily immersed aspect cognitivism possibility cross subject learning designing game environment teachers discovered ease learning could utilized taskbased learning also teachers make use method connect students prior knowledge new information presenting appropriate amount work hand aspect constructivism researchers developed process meeting students maintaining anonymity effectively observe student problemsolving game multidimensional interaction resolving issues generated difference cultural literacy difference language present environment students also new task teachers applicationimprovements results significant study serious games presented connection function game learning typekeywords educational psychology efl game learning learning theory serious game