Group items tagged

Abstract: "It has been well-noted that contemporary digital games tend to design for a relatively high skill threshold engineered to appease a well-entrenched and digitally literate audience (Hayes, 2005). Such design practices, however, serve to disenfranchise new and novice players wanting to learn to play. This novice-expert divide is a significant barrier to entry for individuals wanting to play digital games, and given that digital games are seeing increased use in pedagogical contexts (Akilli, 2007; Becker, 2007; Nieborg, 2011; Shelton, Satwicz, & Caswell, 2011; Ulicsak, 2010), such skill-based barriers further complicate the seamless incorporation of digital games into the classroom. In an effort to explore how we might bridge the gap between new and weathered players, I created three tutorials for World of Warcraft (2004) in an attempt to improve the existing tutorials for newer entrants to the game. These new tutorials offered different modalities of instruction, as well as instructional strategies in assisting newer players. Tutorials were designed using the Structured Sound Functions (SSF) model of instructional design, following the Attentional Control Theory of Multimedia Learning (ACTML). The tutorials were then analyzed for their effects on play outcomes, player engagement, and player motivations using the Dick and Carey (2011) three-stage model of formative evaluation. This work thus makes two important contributions. First, this research conducts a much-needed in-depth study of game tutorials, which is an area yet to be well-charted in the disciplines of either education or games studies. Secondly, by analyzing the results of the formative evaluation, I conclude that players react favorably to a faded or "just-in-time" instructional strategy-an approach to player scaffolding which showed significantly increased motivation for play, engagement, and play mastery among novice participants. Implications for game design and future research are disc

from the abstract: "recent studies show that in spite of this potential games are often misused and are hard to integrate in the instructional environment. Often it is not clear what a game contributes to a students learning or how it should be used because of a lack of learning objectives and outcomes. (Young et al, 2012, Marino et al, 2011). In this thesis I propose a method that provides and clearly states these learn ing objectives allowing for a better assessment of the contribution it can offer to the existing instructional environment. To do this I combine the widely used design model ADDIE with the instructional design method 10 steps to complex learning by Merriën boer (Merriënboer, 2007). This method is then applied in creating the educational game Moth as a proof - of - concept."

Compares transmitting information to students by three different instructional methods including video games

From the abstract: "This poster describes instructional strategies that match the information processing needs of adults with ASD. The poster is based on findings from a qualitative pilot study designed to identify best practices for teaching adults with ASD video game design. Data from semi-structured interviews with adult learners revealed direct, interactive, and experiential learning as instructional preferences along with the elimination of stressors (competition with others, limited time, and test taking)."

Abstract: "Serious games have proven to be a useful instrument to engage learners and increase motivation. Nevertheless, a broadly accepted, practical instructional design approach to serious games does not exist. In this paper, we introduce the use of an instructional design model that has not been applied to serious games yet, and has some advantages compared to other design approaches. We present the case of mechanics mechatronics education to illustrate the close match with timing and role of knowledge and information that the instructional design model prescribes and how this has been translated to a rigidly structured game design. The structured approach answers the learning needs of applicable knowledge within the target group. It combines advantages of simulations with strengths of entertainment games to foster learner's motivation in the best possible way. A prototype of the game will be evaluated along a well-respected evaluation method within an advanced test setting including test and control group."

Abstract: "This paper propose an educational computer game design model for Malaysian Science and Technology classroom. The model consist of three aspects of game design which are divided into two core component: Learn and Play. The two core components represent the elements of learning and playing in the educational computer game. Balance integration of both components is essential in developing a good educational computer game. The first aspect of game design is the game elements. Game elements referred to elements that form the base of the educational computer game which are the National Curriculum and also computer as the game design platform. The second aspect of game design is the game environments which comprises of teacher and students. Integration of both instructional (teacher's role) and playing (student's role) elements in the game will form the base of the game environments. The third aspect is the factors that need to be considered by the game designer and education expert in designing effective educational computer game. The model aim to guide educational computer game designer and educational expert in developing educational computer game for Malaysian classroom."

Abstract: "This article examines the need for public school educators to adapt a game design mentality when designing secondary level curriculum and instruction . Game design is presented as a tool for improving student learning and suggestions are offered for how educators can incorporate game dynamics such as narrative context, explicit interconnectedness, well - ordered problems, control, choice, customization, and co - design."

From the abstract: "This paper focuses on adaptive approaches in educational games and discusses various player and gameplay characteristics that can be integrated in a framework that conceptualizes player-centered adaptivity in educational games."

Excerpts available on Google Books, published in May 2012. Praise for The Gamification of Learning and Instruction"Kapp argues convincingly that gamification is not just about adding points, levels and badges to an eLearning program, but about fundamentally rethinking learning design. He has put together a brilliant primer for learning professionals on how to gamify learning, packed with useful advice and examples."

"Game-based simulation systems are increasingly being used to train users in several applications across government, in- dustry, and academia. Designing game-based training sys- tems that can measurably improve learning while providing an engaging training experience is a challenging problem. In this paper, we describe a novel framework that tightly inte- grates game-based training systems with instructional com- ponents using data analysis to address this problem. Intelli- gent training systems based on this framework dynamically adapt both the training and the instructional components to measurably improve learning in play sessions. We propose a three phase approach to automatically identify points in a play session to predict high-value future scenarios, validate predictions, and prescribe actions. A case study using the KDD Cup 2010 educational data set is described illustrating the e®ectiveness of the proposed approach."

Abstract: "In this paper, the researchers use an educational technology and instructional design framework to explore key aspects of game design used by educators and university students to teach road safety rules in general. The use of a framework is inspired by the game design literature and graduate students' prior domain experience in their respective fields of teaching. The study also looks at whether student-collaborated game design can lead to more effective learning and/or teaching constructs. Finally, the study explores the steps involved in game design and development, and through student interviews the researchers explain how collaboration plays a major role. To evaluate the proposed framework, a study was conducted with the participation of 6 graduate students using four phases: brainstorming, design, prototyping, and implementation. The students were then interviewed on their goal setting and design methodologies and shared their perspectives on whether these games provided a more creative setting for road safety learning. The study indicated that the proposed framework may simplify the game design process with effective and efficient collaborative design sessions in an educational setting."

Abstract :"Immigrants entering the European Community face a range of challenges in adapting to and understanding the culture of their host nation. Failure to address these challenges can lead to isolation and difficulties integrating into the society of the host country, leading to fragmented communities and a range of social issues . As part of a comprehensive suit e of services for immigrants , the European - funded M obile Assistance for Social Inclusion and Empowerment of Immigrants with Persuasive Learning Technologies and Social Network Services (MASELTOV) project seeks to provide both practical tools and le arning services via mobile devices, providing a readily usable resource for immigrants . In this workshop paper, the game - based learning aspect of the MASELTOV project is introduced, with the rationale behind its design presented. In doing so, the b enefits and implications of mobile platforms and emergent dat a capture techniques for game - based learning are discussed, as are methods for putting engaging gameplay at the forefront of the experience whilst relying on rich data capture and analysis to pro vide an effective learning solution. Through comparison to several other projects, a number of recommendations are put forward for games deployed in contexts similar to that of MASELTOV: a focus on establishing a significant audience with which to conduct ethical research into efficacy, the need for robust pedagogical frameworks suited to the learning context, and the evolution of methods for data capture and analysis of player activity."

From the abstract: "this study investigated how the perspectives of the non-computer science educators changed after learning game-programming and how it could be fitted into the K-12 curriculum. Fourteen non-computer science educators and/or administrators in the K - 16 educational systems who made up a cohort at Sam Houston State University, Master of Education/Instructional Technology Program participated in this study. The participants were required to learn two free Web 2.0 game-programming applications and reflect on an article related to reviving interest in math and science as part of their program. Qualitative data consisted of online reflections, and peer-review processes through Facebook. A quantitative component was added to the analysis. The findings indicated that: (a) the perspectives of the participants changed from negative to positive as they reflected on their own game-programming learning experiences; (b) participants came to understand how game programming could build up students' logical concepts and critical thinking skills improving performances in math, science, and other subjects; and (c) due to the benefits of logical concepts and critical thinking skills game programming could have immense benefits if built into the K-12 curriculum."

"Game design and development programs often include a final project or capstone course as a means of assessing the cumulative theory, processes and techniques learned by students through the program or department's curriculum. While these courses are prevalent in programs around the world, there has yet to be a study of how, why, and to what end these courses are designed and run. We review the literature on capstone courses, discuss the findings of a long-form survey administered in early 2011, and propose a set of framing questions for the design and implementation of capstone courses. Survey findings include common goals of capstone courses, make-up of faculty teaching these courses, the support obtained and desired for the courses, the technologies used to create capstone projects, the methods of project management used in the courses and the expectations of faculty teaching the courses. These results can serve as a baseline for faculty and administrators looking to develop or improve their game design and development curricula."

using digital games to promote learning and literacy in the elementary classroom in Australia

Abstract: "When developing serious games the most complex task is the alignment of instructional teaching methods and the game itself. To address this issue, we propose a shared language modeling approach for educational instructors and game developers. The language is based on so called serious game bricks, composites and rules. Combining these pedagogical and story elements allows the domain experts to create serious game patterns. The use of those patterns supports the development of serious games that are both entertaining and present specific educational objectives"

Abstract: "There have been tremendous ways of developing creativity, yet instead of traditionally formal instruction, games are the best media to spur creativity, as creativity can easily and spontaneously be evoked through games. On the other hand, metacognition is a good way to promote creative thinking, as metacognition which contains the abilities such as self-planning, self-monitoring, and self-evaluation can foster creative-relevant cognitive processes. Games are exactly the ideal platform that provides a playful context for metacognitive awareness prompting creative processes. Based on the advantages of games and that design is a creativity-relevant cognitive and constructive process, this research adopts the means of digital game-based learning (DGBL) to propose a metacognitive approach to inspiring creativity through a creativity game of players as game story designers."

On educational games and learning outcomes and consideration of games as complements to teacher instruction and collaboration

From the abstract: "Objective: We report the design of a trial to assess the educational efficacy of InsuOnline, a game for education of primary care physicians (PCPs). The goal of InsuOnline was to improve appropriate initiation and adjustment of insulin for the treatment of DM. InsuOnline was designed to be educationally adequate, self-motivating, and attractive. Methods: A multidisciplinary team of endocrinologists, experts in medical education, and programmers, was assembled for the design and development of InsuOnline. Currently, we are conducting usability and playability tests, with PCPs and medical students playing the game on a desktop computer. Adjustments will be made based on these results. An unblinded randomized controlled trial with PCPs who work in the city of Londrina, Brazil, will be conducted to assess the educational validity of InsuOnline on the Web. In this trial, 64 PCPs will play InsuOnline, and 64 PCPs will undergo traditional instructional activities (lecture and group discussion). Knowledge on how to initiate and adjust insulin will be assessed by a Web-based multiple choice questionnaire, and attitudes regarding diabetes/insulin will be assessed by Diabetes Attitude Scale 3 at 3 time points-before, immediately after, and 6 months after the intervention. Subjects´ general impressions on the interventions will be assessed by a questionnaire. Software logs will be reviewed. Results: To our knowledge, this is the first research with the aim of assessing the educational efficacy of a computer game for teaching PCPs about insulin therapy in DM. We describe the development criteria used for creating InsuOnline. Evaluation of the game using a randomized controlled trial design will be done in future studies. Conclusions: We demonstrated that the design and development of a game for PCPs education on insulin is possible with a multidisciplinary team. InsuOnline can be an attractive option for large-scale continuous medical education to help imp

Abstract: "The advancement of game-based learning has encouraged many related studies, such that students could better learn curriculum by 3-dimension virtual reality. To enhance software engineering learning, this paper develops a 3D game-based learning system to assist teaching and assess the students' motivation, satisfaction and learning achievement. A quasi-experimental design is based on the ARCS Theory (Attention, Relevance, Confidence, and Satisfaction) to investigate the effectiveness of game-based learning strategy in 3-dimension virtual reality scenario. The students are randomly assigned into two groups for quasi-experimental design. In game-based learning, the curriculum content is mapped into the game to provide a scenario learning environment. After implementation of quasi-experimental design, the pre-test and post-test results shown that 3D game-based learning system with software engineering curriculum could achieve a better learning achievement and motivation than using traditional instruction. The statistical test displayed that learning motivations of students have significant impact on learning achievement, and learning achievements of students with game-based learning are better than those who use traditional face-to-face teaching. After re-checked the questionnaire, this paper finds that game-based learning challenging and attractiveness can lead to learners' curiosity and immersion in learning activity. And the results show that 80% students are satisfaction, and 83% students are confidence for the course learning after use the game-based learning system. Lastly, the research results could provide to related educators as references"