Group items tagged

Abstract: "In recent years, there has been a dramatic proliferation of research concerned with game based learning and intelligent system s . Although the intelligent agent bas ed system has existed for many years, only recently its surge of mainstream popularity motivated researchers to acknowledge its educational value. With the increasing usage of game based learning, reliability requirements for intelligent system s or multi - a gent system s have become more critical. Quiz game is one of the game types which is easy to develop and not restrict ed by any specific subject and any people . And the m ulti - agent based system is flexible and saving resource . Hence we integrate the quiz gam e into multi - agent system s , we called it m ulti - agent based quiz game and also d evelop a framework to build personalized assessment game . For the instructor, they can understand student's playing situation and experience . For the students, they have p ersona lized assessment game . In this paper, we proposed a framewor k of multi - agent based Quiz - MASter , and describe each service from each agent briefly."

"This paper explores the distinction between operative and resultant actions in games, and proposes that the learning space created by a serious game is a function of these actions. Further, it suggests a possible relationship between these actions and the forms of cognitive load imposed upon the game player. Association of specific types of cognitive load with respective forms of actions in game mechanics also presents some heuristics for integrating learning content into serious games. Research indicates that different balances of these types of actions are more suitable for novice or experienced learners. By examining these relationships, we can develop a few basic principles of game design which have an increased potential to promote positive learning outcomes."

"This paper investigates aspects of learning in museums through mobile games, i.e games that are played usually by groups of players, using mobile devices that allow interaction with the space and the exhibits and physical mobility of the players. It is argued that playing these games (which usually follow the pattern of scavenger hunt or role playing narratives), results in visitor engagement, motivation and knowledge about museum exhibits. Despite of these positive aspects, it has been observed that learning remains at the level of transfer of factual information about the exhibits. It is argued that in order to enrich the learning experience of game play we need to also involve the visitors in the process of designing mobile games for the museum."

Abstract: "This paper presents a review of practical research papers on augmented reality games for learning. The study evaluates how these games may impact motivation (affective learning outcomes) and knowledge gain (cognitive learning outcomes). For the analysis, we use game design patterns for mobile games and Bloom's taxonomy of educational objectives. Our study results substantiate the generally assumed motivational potential of augmented reality games. Also, they indicate that augmented reality games may have the potential to bring about cognitive learning outcomes."

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."

Abstract: "In 2010, the authors (Jacobs, a game design professor, Sugarman, a pediatrician, and Rice, a psychotherapist ) started meeting to brainstorm design and play concepts for a therapeutic, physiologically-controlled videogame intended for use by people diagnosed with anxiety and/or autism spectrum disorder (ASD). The goal was to combine cognitive behavioral therapy (CBT), narrative therapy (NT) and biofeedback supported psychophysiological selfregulation (PSR) into a game that would engage adolescents and provide hard data on a player's physical and emotional states during a therapy session. The game concept that emerged is "MindGamersTM in School" (MG), a therapeutic game prototype being developed and tested across two 6-month sessions by the authors and two teams of undergraduate game design and development students at the Rochester Institute of Technology. Pursuing the design required half the team to learn principles, terms and methods of strength-based, client-centered psychotherapy and their application to psychophysiological selfregulation and biofeedback theory and practice. The other half of the team needed to engage in understanding the current state of role-playing videogames, avatar creation systems and game design/development processes. This paper will describe the current game prototype and then focus on MG's design and development process by looking at how the initial design period brought the game design to its current state and how it has continued to influence the production process."

"The article will illustrate and explain how we worked with research and our own and secondary literature to create a game that had the potential to create social change. The game Junomi was designed to address the problem of loneliness among Danish teenagers and create opportunities for the families to play and experiment with the ways in which they communicate together. The game is a location based smart-phone game that takes place in players' everyday environments around the city. Players invite close family members to play for an agreed period of time (for example a week or a couple of months). Throughout the game period, players create questions, each with three possible multiple choice answers, and place them on a map to be found by other players. When other players pass by the question locations on their everyday routes around the city, the questions pop up on the phones."

Abstract: "The software engineering process for games has enough special structure that it can be formulated as a kind of game itself. This, in turn, p ermits the teaching of game construction in a unique way with new potential to motivate students. We present a new game design client program for an existing collaborative problem-solving website known as CoSolve. The client was built with an emphasis on increased interaction and fine control over a problem's state. With this comes the opportunity to more easily design and test games in the CoSolve space. It is our hope that this will teach and inspire student users to learn more about game design, problem posing, and programming in general."

Abstract: "We define data games as games where gameplay and/or game content is based on real-world data external to the game, and where gameplay supports the exploration of and learning from this data. This concept is discussed in rela- tion to open data, procedural content generation and serious games, and research challenges are outlined. To illustrate the concept, we present six prototype games and content generators of our own making. We also present a tentative taxonomy of actual and potential data games, and situate the described games within this taxonomy."

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."

Abstract: "The rich interaction space of man y educational games presents a challenge for designers and researchers who strive to help players achieve specific learning outcomes. Giving players a large amount of freedom over how they perform a complex game task makes it difficult to anticipate what t hey will do. In order to ad dress this issue designers must ask : what are students do ing in my game? And does it embody what I intended them to learn? To answer these questions, designers need methods to expose the details of student play. We describe our a pproach for automatic extract ion of conceptu al features from logs of student play sessions within an open educational game utilizing a two - dimensional context - free grammar. We demonstrate how these features can be used to clu s- ter student solutions in the e ducational game RumbleBlocks . U s- ing these clusters , we explore the range of solutions and measure how many students use the designers' envisioned solution . Equipped with this information, designers and researchers can focus redesign efforts to areas in the game where discrepancies exist between the designer s' intention s and player experience s."

Abstract: "Intelligent Tutoring Systems (ITSs) have begun to develop hybrid systems that balance the learning benefits of ITSs with the motivational benefits of games. iSTART-ME (Motivationally Enhanced) is a new game-based learning environment developed on top of an existing ITS for reading comprehension (iSTART). In an 11 session labbased study, 40 high school students interacted with the full iSTART-ME system and completed comprehension measures at multiple time points (pretest, posttest, retention, and transfer). The current work examined students' comprehension outcomes and how they were related to performance within three integrated practice methods: Coached Practice (non-game), Showdown (game-based), and Map Conquest (game-based). Results indicate that performance within the game-based practice environments was positively related to comprehension outcomes, whereas performance within the non-game environment had no relation to subsequent comprehension measures."

A white paper outlining "functions of games for learning, game design patterns, learning mechanics, assessment mechanics, and next steps."

Abstract: "This paper explores the possibilities of game-based learning within the context of a graphic design education. A global network now exists that puts all professionals in competition with one-another, and in order to stay competitive as educators, we must be able to produce professionals that can solve problems creatively. However, traditional teaching methods may in some contexts be unable to provide the kind of education students need, and initial research suggests that game-based learning may be a viable solution. This study establishes a framework of good game-based learning principles and a design for a video game to be used in a teaching environment. Primarily target audiences are teenage students, roughly ages 10 - 14, and college level undergraduate students, ages 18 - 25, of all genders. This video game is intended to teach players situated meanings for key visual communication concepts of grid and modularity, in a way that allows them to create high level relationships between these and their creative work."

"Games offer a compelling medium for learning. However, designing a successful learning game that features engagement alongside its educational objectives is a craft that is still underway. Our research adapts a user-centered approach toward designing a game that will teach children conflict resolution skills. By involving users of the game, namely teachers and students, in the design process we reveal new considerations for how to create convincing narratives of conflict, sustain children's engagement and gain teachers' support. At the same time, our work highlights the challenges facing researchers in this domain who must balance users' values, needs and expectations with the game's learning objectives."

"This action research study investigated whether the combination of the appreciative learning approach as a pedagogical strategy and computer game development as a technological tool enhances student creativity in terms of the products produced. The study consisted of three phases. Phase I used an experimental design with randomized subjects and a control group to investigate the effectiveness of the combination of appreciative learning and computer game development for creativity enhancement. Phases II and III used a one-group pretest-posttest experimental design for the treatment group only. Subjects of the study consisted of 13 and 14-year-old students. Product creativity was evaluated through the Computer Game Assessment Inventory (COMGAIN). Findings in Phase I indicated that the treatment group produced more creative products than the control group. Improvements in the implementation of the appreciative learning approach and computer game development increased product creativity levels in Phases II and III. Thus, this study provides evidence of the transformational possibilities of the appreciative learning approach when combined with computer game development with regards to student creativity."

Abstract: "The purpose of this research was to develop and test smartphone game application for physical activity promotion in adolescen ts. The first study included various user - centered approaches (e.g. qualitative data, idea sessions) to get feedback on what was desired from the adolescents in terms of game development and design. The second study examined the degree to which mobile heal th studies reported on internal and external validity indicators. The last study evaluated the smartphone game applications through a mixed - methods approach. The results of this research showed that ph ysical activity while playing smartphone game applica tions can yield moderate physical activity intensity. Moreover, adolescents had moderate perceptions of the games and recommended specific changes to the games. Likewise, t he data suggest that smartphone physical activity game applications can be enjoyable if they are aesthetically appealing, easy to use, and foster social peer interactions . Overall, t his research demonstrated that smartphone games that were developed and designed based on adolescents' preferences and persuasive technology design principles could increase physical activity in adolescents and provides a tool for further exploration."

From the abstract: "This chapter will make a case that games are not necessarily the exclusive domain of game professionals. Rather than enforcing teachers to get acquainted with and use complex, technically demanding games, we will discuss approaches that teachers themselves can use to build games, make use of existing games and even one step beyond use tools or games that can be used by learners to create their own designs, e.g. games or virtual worlds."

Abstract: "Persuasive games are an effective approach for motivating health behavior, and recent years have seen an increase in games designed for changing human behaviors or attitudes. However, these games are limited in two major ways: first, they are not based on theories of what motivates healthy behavior change. This makes it difficult to evaluate why a persuasive approach works. Second, most persuasive games treat players as a monolithic group. As an attempt to resolve these weaknesses, we conducted a large-scale survey of 642 gamers' eating habits and their associated determinants of healthy behavior to understand how health behavior relates to gamer type. We developed seven different models of healthy eating behavior for the gamer types identified by BrainHex. We then explored the differences between the models and created two approaches for effective persuasive game design based on our results. The first is a one-size-fits-all approach that will motivate the majority of the population, while not demotivating any players. The second is a personalized approach that will best motivate a particular type of gamer. Finally, to make our approaches actionable in persuasive game design, we map common game mechanics to the determinants of healthy behavior."

Forthcoming, excerpted in Google Books. "Digital Games: Literacy in actionis the result of a wide-ranging investigation into the educational possibilities involved in young people's games. From their creation in the classroom to analysing games and the world of games as text, academics and teachers are now taking seriously the serious play of young people."