Group items tagged

"Abstract: Digital games have the potential to create active and engaging environments for learning, supporting problem-solving, communication and group activities, as well as providing a forum for practice and learning through failure. The use of game techniques such as gradually increasing levels of difficulty and contextual feedback support learning, and they can motivate users, using challenges and rewards, competition and mystery. Above all, computer games provide safe spaces in which learners can play, explore, experiment, and have fun. However, finding appropriate games for specific educational contexts is often problematic. Commercial entertainment games are designed for enjoyment, and may not map closely to desired learning outcomes, and the majority of educators do not have the time or specialist expertise to create their own games. Computer games are expensive to purchase or produce, and learners, particularly busy adult learners, need to be convinced of their effectiveness. So while there are many theoretical benefits to the use of computer games for learning, it given the increasing economic constraints in education, their use may simply not be practical. This paper presents three alternative ways in which the theory and practice of computer games can be applied to education, without the expense. First, the option of developing simple and cost-effective games with low technical specifications, such as alternate reality games, or using virtual worlds or one of the growing number of accessible game-builder toolkits to create educational games, will be explored. Second, learning from games rather than with them is discussed, examining game techniques that naturally enhance learning, and embedding those elements in traditional teaching practices. Third, the paper presents the option of giving learners agency as game creators rather than simply players, so that it becomes the process, not the product, which facilitates learning. The advantages and drawbacks

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: "following paper presents an experimental study. In the study a course for Basic Life Support training has been evaluated and two game design patterns have been applied to the course. The hypotheses evaluated in this paper relate to game design patterns that have been used for learning functions, expected to enhance the learning outcome and user experience. An experimental design has been carried out in order to get insight about effects of individual and combined game patterns in a Basic Life Support course. Based on the according educational objectives, the effects of two different game design patterns relevant for learning (a timer pattern and a score pattern) have been evaluated. This game was prototypically developed targeting the application on the healthcare domain (basic life support). The results show a significant interaction effect of the two patterns on the learning gain, as well as a strong covariate influence of the learners' age."

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."

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."

From the abstract: "Research methods and statistics are core competences across various disciplines but pose significant challenges for many students. The CHERMUG project aims to develop a digital game to support students in acquiring methodological and statistical expertise. A key issue that has to be addressed in developing a game is to identify the desired learning outcomes for students. This deliverable describes the user requirements analysis. The aim of the user requirements analysis was to establish the general attitudes to and acceptance of higher education nursing students and staff in the collaborating countries towards the use of digital games as a component of a blended learning approach to teaching methods and statistics to nurses. "

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: "This symposium bri ngs together a range of gameful assessment designs at different levels of formal education to explore how gameful design might lead to greater student engagement and improved learning outcomes. We use the term "gameful assessment" to describe assessment fr ameworks or approaches that employ game design principles to foster student motivation and learning. The symposium examines systems in both K - 12 and higher education, and considers both the conceptual underpinnings of these systems and the design space of current tools developed to make it easier for instructors to implement gameful grading systems. Data related to the success (and struggles) of each system will be discussed."

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

"Abstract The use of simulations and digital games in learning and assessment is expected to increase over the next several years. Although there is much theoretical support for the benefits of digital games in learning and education, there is mixed empirical support. This research report provides an overview of the theoretical and empirical evidence behind five key claims about the use of digital games in education. The claims are that digital games (1) are built on sound learning principles, (2) provide more engagement for the learner, (3) provide personalized learning opportunities, (4) teach 21st century skills, and (5) provide an environment for authentic and relevant assessment. The evidence for each claim is presented and directions for future research are discussed."

Abstract: "Design techniques can have an important effect on how video games teach and players learn. The ability to harness these techniques in the design of educational video game can impact the motivation and engagement of playing and learning by creating more options for players to connect with game content as well as to other players. This article focuses on the design phase of the game development process and highlights the role of some techniques that can be used to design a successful educational video game (guidelines and design patterns). These techniques provide information on good practice and form a basis for evaluating the educational video game quality, acting as useful tools for developers to enhance video game playability. To this end, we have presented a set of guidelines and design patterns in order to provide an acceptable level of playability and, in this way, a better player experiences and learning achievement."

"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."

Published March 2013 and excerpted in Google Books

June 28, 2012 - A new video game design lab will research and develop compelling video games that engage students in innovative ways and validate student learning of the core skills deemed critical by states for college and the 21st century workplace.

"On May 29th, 11am-1pm PDT (2-4pm EDT), you'll have the chance to join leading experts in health and health care games-including game designer Jane McGonigal, Lygeia Ricciardi of Health and Human Services, and researchers from IFTF-in a live Webinar discussion to explore opportunities for using games to improve health outcomes."

Abstract: "Twenty three interviews and four surveys were conducted as case studies investigating the perceptions of expertise, expertise acquisition, and gaps in employment readiness for novice game developers. Participants were primarily game development production staff and educators involved in game related programs. Research results were compared to employability skills research. The findings indicated that there is a great deal of alignment between them, but employability skills may be insufficient on their own to be a reliable standalone source for curriculum development in the game development field because of the industry's unique characteristics. Implications from the research results, and insights from the in-depth interviews, that may be relevant to curriculum developers include evidence for a mismatch of the values, needs, and expectations of stakeholders; and a delineation of key characteristics of expertise and long-term success that may be valuable for inclusion in curriculum outcomes and measures. Two of the key characteristics identified were goal-focused passion, and holistic perspectives. Holistic perspectives included an awareness of heuristic use of tacit knowledge. The model of an expert learner was supported as a potential curriculum outcome focus that encapsulated the main characteristics of expertise that novices or advanced beginners could acquire. Another implication is that there may be a relation between expert characteristics and characteristics of functional behaviours that are related to positive psychology and cognitive behavioural therapy."

"Hosted by University College Cork and Waterford Institute of Technology, Ireland, 4-5 October 2012"

"Without achieving a clear understanding of the learning domain, it is difficult to develop a successful serious game that enables users to achieve the desired learning outcomes. Thus, the first step in serious game design is to establish an understanding of the particular learning domain, usually through consultation with domain experts. Whilst game design is inherently a creative process, we believe the capturing of the knowledge domain can be systematised and we present a structured approach to knowledge elicitation and representation as a basis for serious game design. We have adapted and extended the applied cognitive task analysis (ACTA) method and have combined it with additional knowledge representation frameworks. We explain how the outputs of this approach can inform the game mechanic and the development of non-player characters, and apply it to the design of a serious game aimed at reducing time-tocompetence in soft project management skills for professionals working in corporate environments. A total of 26 domain experts from five different countries were involved in a two-stage interview process. The interviews yielded more than 300 task elements, and information about the cognition underlying the more challenging tasks. This data was incorporated into several representation frameworks and used to indicate features to be implemented in the game and the game mechanics of the supported features."

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"

From the abstract: "As educators struggle to motivate the learners in their classroom, games provide a great opportunity to enrich the education curriculum. The use of games for this purpose is the primary goal of the growing s erious g ames field. ParabolaX is a s erious g ame designed to teach principles of quadratic functions [1] . ParabolaX was developed with two gameplay versions: full and basic. The basic version eliminated many game features. Leaners played ParabolaX during a single classroom session and took surveys before and after they played. Lea r ner scores on quadratic problems before playing were not significantly different than scores after playing ParabolaX , t (65) = - 0.486, p = 0.629 . Lea r ners that played the full version that included all game like features did not show significantly different engagement indicators than those who played the basic version. Learner engagement did not d iffer based on gender or prior experience playing digital games. 76.1% of learners playing the full version agreed that ParabolaX helped them understand quadratic functions compared to only 50% of those who played the basic version."