Group items tagged

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"

"This article concerns the design of self-contained digital games for the life-long learning context. Although the potential of games for teaching and learning is undisputed, two main barriers hamper its wide introduction. First, the design of such games tends to be complex, laborious and costly. Second, the requirements for a sensible game do not necessarily coincide with the requirements for effective learning. To solve this problem, we propose a methodology to the design of learning games by using game design patterns and matching these with corresponding learning functions, which is expected to reduce design effort and help determining the right balance between game elements and learning. First empirical results indicate that such a methodology actually can work."

"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: "The purpose of this study aimed to construct an online competitive game-based learning system by using freeware for junior high school students and to assess its effectiveness. From the learning standpoints, game mechanisms including learning points, competition mechanism, training room mechanism, questioning & answering mechanism, tips, and feedback mechanism are taken into consideration while constructing the system. The system contains screens of Log-in, Game lobby, Waiting room, Player's room, Question & Answer, and Scoring. After the system was established, it was implemented in a 10 week teaching experiment. A total of 35 junior high school students participated in this teaching experiment. Both pre-test and post-test were administered and analyzed. A 5-point Likert scale questionnaire, containing domains of system operation, learning effectiveness, competition and incentive, and training room learning was also included to assess user's satisfaction. Descriptive analysis and independent t test were used to analyze the collected data. The findings of the study show that most students are satisfied with the four domains of the freeware constructed online competitive game-based learning system. Meanwhile, the online competitive game-based learning system is effective for junior high school students' learning."

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: Joseph Campbell's Monomyth not only provides a well-proven pattern for successful storytelling, it may also help to guide teams and team leaders through the challenges of change and innovation processes. In project "HELD: Innovationsdramaturgie nach dem Heldenprinzip" researchers of the University of the Arts Berlin and the Berlin Gameslab, part of the University of Applied Sciences HTW-Berlin, team up to examine the applicability of the Hero's Journey to change management using an adaptation of Campbell's pattern called „Heldenprinzip®". The project's goal is not to teach the stages of the Monomyth as mere facts but to enable participants of training courses and interventions to actually experience its concepts using a portfolio of creative and aesthetic methods. While a pool of aesthetic methods - like drawing, performing or role-playing - is already being used, the Gameslab subproject qualitatively researches the potentials for enriching and complementing these methods with interactive digital media and games. This paper discusses three types of game based learning treatments to be used in training and intervention sessions as well as teaching the Monomyth in a game based learning university course. The first option is providing participants with a game that follows the Hero's Journey and inducing them to reflect on the experience and its relation to the learning goal. An alternative strategy is to make participants go through a game sequence broaching issues that are relevant for a stage or the journey of change in general. Last but not least, digital equivalents of the non-digital aesthetic methods can be constructed using digital games or digitally enhanced set-ups for playful interactions. All three treatments have their merits and pitfalls, which are discussed in relation to the identified game-based learning scenarios: self-study, blended game-based learning and face-to-face sessions"

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: "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: "This paper discusses the theoretical choices underpinning the creation of a video game called Medicina. This game is designed to broadly foster better language skills among international nursing students with English as a Second Language (ESL) and more specifically to teach confusable medication names and improve reaction time to verbal orders. Research shows that the intentional learning of vocabulary is important to language learning. Without adequate vocabulary knowledge, it is difficult for an international student to interact in professional and university settings. This situation is compounded by the expectation that students will learn key vocabulary incidentally through academic pre-readings, despite the research demonstrating this to be an inefficient and inadequate method of learning. Moreover, medication names are low-frequency vocabulary. Thus, the international student who seeks to enter the health profession encounters the task of learning an entire subset of language but without the amount of exposure theorised as being necessary to it. Repeated exposure to these words is needed, leading to automaticity. The paper will outline how the language-learning video game is designed to encourage discrimination between word forms, allowing for multiple exposures to both written and spoken vocabulary, and promoting automaticity in pharmacological terminology."

"This article is about the learning that occurs from making games, rather than from playing games. In this paper, we describe the use of Rapid Digital Game Creation (RDGC) for learning and teaching Object-Oriented (O-O) concepts. RDGC involves the rapid building of digital games with high-level software that requires little or no programming knowledge. We examine how RDGC supports the understanding of various O-O concepts. Using a theoretical framework of constructionism, we discuss pedagogical guidelines for RDGC-based learning. We suggest that RDGC is a useful pedagogic tool that complements formal programming languages and can help flatten the steep learning curve needed to learn O-O computer programming (or OOP)."

Abstract: "The rising acceptance of Virtual Learning Environments (VLE) in the e- Learning field poses new challenges such as producing student-centered courses which can be automatically tailored to each student's needs. For this purpose digital games can be used, taking advantage of their flexibility (good video games always try to adapt to different players) and capabilities to stealthily track players' activity, either for producing an accurate user model or enhancing the overall assessment capabilities of the system. In this chapter we discuss the integration of digital games in Virtual Learning Environments and the need of standards that allow the interoperable communication of games and VLE. We also present a middle-ware architecture to integrate video games in VLEs that addresses the technical barriers posed by the integration. We present a case study with the implementation of the architecture in the game authoring platform, along with three examples of video game integration in educational settings"

The Zeitgeist that Teaches Geography Challenges of Learning Game Design Introducing the Story Engineand Learning Engine The FourStage Approach to JustinTime Personalization Meeting the Challenges of Gamebased Learning A Possibility to Reduce Costs of DEGs Learning Effectiveness Validation LEV Interactive Digital Storytelling Narrative GameBased Learning Objects Challenges in Realizing Personalized Digital Gamebased Learning Realtime Interaction Trajectory for Adaptivity Evaluation RITAE

"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."

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."

Abstract: "In this study, we device a digital game, which possessed scientific and fun, base on the conception of insects (DGBI), then can use it to test elementary school student's conception about insect. The DGBI materials creating pattern use as the ADDIE model. First step is to analyze the DGBI materials. We analyze student's alternative conceptions of insect and what the teaching staff needs to teach in the section of insect, and then we develop three teaching units, namely the ―Bugs Adventure‖, ―Legs and Wings "and" Mouthparts and feeding habits‖. Second, design the DGBI. Making DGBI has a clear teaching aim, multi-learning strategy like conception puzzle, computer simulation and conception mapping etc, an artistic and convenient operating media interface and a learning content that is easy to understand by the words and video in the DGBI materials. Third, develop the DGBI. Developing DGBI includes making animation component and composing animation component, these animation components makes 94.4% of students prefer to use DGBI materials to learn the conceptions of insect, especially the constructional detail magnify function and interactive game design in the teaching materials increase the student's learning interest. Forth, implement DGBI. We invite Two national college professors and four senior science teachers to use DGBI, and then we interview them to collect the testing amendments, and corrected it.Fifth, evaluate DGBI. We use quasi-experiment design and questionnaire survey to evaluate DGBI. In the quasi-experiment design, we select 111 students for four classes in an elementary school in New Taipei City and ask them to use DGBI, and then we tested them by the ―Insects Conceptions test‖. We found that after using the DGBI materials, the student's post-test scores (13.64) is higher than the pre-test scores (7.55), and there are significant differences (t = 16.47,p = .00)and helps the student to establish the correct concept of insect

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."

The Learning Games Network, a non-profit spin-off of the MIT Education Arcade that bridges the gap between research and practice in game-based education, today announced a $1.99 million grant from the Bill & Melinda Gates Foundation to expand Xenos, its flagship integrated social learning environment gaming platform, for Hispanic adults learning English (ESL) in libraries and workplaces. The goal of the Play Games-Learn English Project is to provide self-directed ESL instructional resources to adults in informal learning and vocational training settings. Pilot sites include the Boston and San Francisco Public Libraries and BJ's Wholesale Clubs."

"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."

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."

"Driven by an initiative of the Adult & Paediatric Diabetes Psychology Service of New Zealand, research has been performed to develop new mechanisms, in the form of computer games, to educate children and teenagers about living with diabetes. Aimed at achieving maximum education effectiveness, the ultimate goal of our research is to develop innovative machine learning algorithms that can be used in games to improve their ability to learn about the changing needs of children and to incorporate this intelligence into the game interface. We also plan to collect and report on the information collected from testing our computer games within a small group of children who have been diagnosed with type I diabetics. "