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A forum from HASTAC (Humanities, Arts, Science, and Technology Advanced Collaboratory) inviting commentary on questions including games for digital humanities, video game pedagogy and gamification

Abstract: "This study develops a way to use the technology of video games to help teach people the violin. The unique characteristics of this research are to create a visual representation for music for violinists, to utilize pedagogy for violin education within a video game, and to use the Fast Fourier Transform to process input from an actual acoustic instrument and use the data to track user progress. Music games like JamGuru [9], Rocksmith [19], LittleBigStar [13], and Rock Band [18] have made strides in these areas of research; however, most of these technologies have not been applied to the violin. Expected results are that students' progress rate will increase as a result of playing the game. The input processing used in this research could be applied to areas where sound recognition is important. Furthermore, the concept of an adaptable game can be applied to other academic subjects."

"In this paper we will discuss how positive psychology can contribute to the design of digital games and in particular training applications like Serious Games. While digital games have been known for their ability to deeply immerse users, stimulate the senses and tap into a broad range of emotions, it has proven rather challenging to use them as a vehicle for pedagogy. Relevant research is still at its infancy and many of the mechanisms that foster knowledge creation and enhance learning need to be mapped out before scripted in the game. The theory of psychological flow and the role of positive emotions in broadening people's thought-action repertoires bring some practical insights and pave the path for tackling some important de-sign questions. Yet there are still major challenges and uncharted waters to be explored in order for the technology to deliver what has been promised."

"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)."

"Problem-based learning is a pedagogical approach which started in early 1970s. It is well developed and established until now. Aalborg University in Denmark is one of pioneering world universities in PBL and has accumulated a huge experience in PBL for many different study lines. One of them is Medialogy education, which was established in 2002. This paper presents transfer of experiences from Medialogy education in Denmark to Game development education in Serbia - a new (2 years old) study line successfully developed in the country where game development companies hardly exist, but a need for newly educated programmers is evident."