DGBL

AcronymDefinition
DGBLDigital Game-Based Learning
DGBLDutch Gambian Business Link (Gambian professional association)
DGBLDavid Gaillard et Bruno Léonard (French renovation company)
DGBLDelmont Gardens Branch Library (Baton Rouge, LA)
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References in periodicals archive ?
According to the Panoutsopoulos and Sampson (2012) there are multiphase educational benefits in the instructional technology of DGBL. These digital games are helpful in improving the knowledge and have the capacity to teach the desire learning skills.
The purpose of this study was to examine the effectiveness of the implementation of such specially designed digital games in (1) improving academic performance/learning outcomes, as measured by examination test scores, and (2) examining student satisfaction and perceptions of DGBL.
In Prensky's view, DGBL will eventually be taken for granted as the way people learn, because it meets the needs and learning styles of today's and future generations of students.
In addition, different from the conventional mobile learning and DGBL approaches, the aim of this study is to develop a mobile digital game using the SoLoMo principle to engage students in game scenarios and motivate them to actively interact with real-world and digital-world learning resources in mobile learning processes.
The purpose of this study was to compare the effectiveness of the traditional, lecture and discussion method to a digital game-based learning (DGBL) approach on student achievement in agriculture and mathematics regarding a unit on swine diseases in animal science courses offered through secondary agricultural education programs in Oklahoma.
Figure 10 reveals that none of the students in the control groups (traditional instruction) attained the value of "Very Good" compared to students in the experimental group (digital game-based learning or DGBL approach), which had 40 percent falling in the "Very Good" category.
There have been an increasing number of studies on digital game-based learning (DGBL).
The application of, and studies on, digital game-based learning (DGBL) have highlighted the great value of digital games for education, such as improving learning motivation (Chen, 2017), fostering creativity (Hsiao, Chang, Lin, & Hu, 2014), increasing engagement (Jabbar & Felicia, 2015), facilitating flow experience (Yang & Quadir, 2018), and enhancing learning performance (Yang, Quadir, & Chen, 2016).
Among these new forms of learning or teaching methods, Digital Game-based Learning (DGBL) has been gaining popularity and attention (Rondon, Sassi & Andrade, 2013).
Digital game-based learning (DGBL) is an effective educational approach which is comprised of some enjoyable elements for engaging students in challenging activities (Prensky, 2007).
Therefore, in recent decades, since Prensky (2001) began to advocate the use of digital game-based learning (DGBL), more and more researchers have studied educational MOGs; they integrate instructional contents and the features of MOGs, to promote student learning motivation and performance with numerous positive outcomes (Cheng, Kuo, Lou, & Shih, 2012; Tsai, Tsai, & Lin, 2015; Tsai, Yu, & Hsiao, 2012).