A First Step towards Integrating Educational Theory and Game Design

2011 ◽  
pp. 98-117 ◽  
Author(s):  
Jan-Paul van Staalduinen
Keyword(s):  
Deep Learning ◽  
Literature Review ◽  
Game Design ◽  
Design Research ◽  
Interactive Systems ◽  
Game Based Learning ◽  
Educational Impact ◽  
Core Elements ◽  
Game Elements

As of yet, there is no clear relationship between game elements and deep learning. This chapter used a literature review to create an overview of 25 game elements that contribute to learning. The TOPSIM game, by TATA Interactive Systems, was used in a case study to delve into the educational impact of 16 of these game elements. Using pre-game and post-game tests, it was concluded that the students learned from the game, and that they considered the following elements to contribute to their learning: ‘action-domain-link’, ‘adaptation’, ‘debriefing’, ‘conflict’, ‘control’, ‘fantasy’, ‘goals/objectives’, ‘mystery’, and ‘safety’. These results will be used in the construction of a game-based learning model that also incorporates theory on education game design, research on educational elements and principles in games, and theory on core elements that make up all games, whether educational or entertaining.

Players’ Experience in a Sport Geocaching Game

2014 ◽  
pp. 127-143 ◽  
Author(s):  
Pirita Ihamäki ◽  
Mika Luimula
Keyword(s):  
Game Design ◽  
Design Research ◽  
Academic Research ◽  
Internet Survey ◽  
Complex Environments ◽  
Outdoor Sports ◽  
Adventure Game ◽  
Player Experiences ◽  
Prevalent Form

Geocaching is a multiplayer outdoor sports game. There is a lack of extensive research on this game, and there is a need for more academic research on this game and its application to other contexts worldwide. There are about 5 million people participating in the geocaching game in 220 different countries worldwide. The geocaching game is interesting because the players create it. The players’ role in game design increases its value in human-centred design research. Digital games are a prevalent form of entertainment in which the purpose of the design is to engage the players. This case study was carried out with 52 Finnish geocachers as an Internet survey. The purpose of this conceptual analysis is to investigate how the geocaching sports game might inform game design by looking at player experiences, devices, and techniques that support problem solving within complex environments. Specifically, this analysis presents a brief overview of the geocaching sports game, its role in popular adventure game design, and an analysis of the underlying players’ experiences and enjoyment as a structure to be used in game design.

Revisiting design guidelines for pervasive games

2017 ◽  
Vol 13 (4) ◽  
pp. 386-407
Author(s):  
Vlasios Kasapakis ◽  
Damianos Gavalas
Keyword(s):  
Game Design ◽  
Design Guidelines ◽  
Game Play ◽  
Pervasive Games ◽  
Content Type ◽  
Limited Applicability ◽  
Core Elements ◽  
Pervasive Game ◽  
Game Elements ◽  
And Control

Purpose Existing guidelines are typically extracted from a few empirical evaluations of pervasive game prototypes featuring incompatible scenarios, game play design and technical characteristics. Hence, the applicability of those design guidelines across the increasingly diverse landscape of pervasive games is questionable and should be investigated. Design/methodology/approach This paper presents Barbarossa, a scenario-driven pervasive game that encompasses different game modes, purposely adopting opposing principles in addressing the core elements of challenge and control. Using Barbarossa as a testbed, this study aims at validating the applicability of existing design guidelines across diverse game design approaches. Findings The compilation of Barbarossa user evaluation results confirmed the limited applicability of existing guidelines and provided evidence that developers should handle core game elements, taking into account the game play characteristics derived from their scenario. Originality/value Stepping upon those findings, the authors propose a revision of design guidelines relevant to control and challenge based on elaborate classification criteria for pervasive game prototypes.

Game-Based Learning with a Dialogic Teaching Approach

2011 ◽  
pp. 860-875 ◽  
Author(s):  
Wee Hoe Tan ◽  
Sue Johnston-Wilder ◽  
Sean Neill
Keyword(s):  
Deep Learning ◽  
Teaching Approach ◽  
Game Based Learning ◽  
Retrospective Case ◽  
Dialogic Teaching ◽  
Technology In Teaching ◽  
Upper Secondary ◽  
The Uk ◽  
Retrospective Case Study

This chapter is an instance of the deployment of game-based learning (GBL) in an upper secondary school in the UK. A retrospective case study was conducted with sixth-form students (aged 17) and their teacher. The study examines their perceptions after the use of Spore™ in their biology lessons. The teacher integrated GBL with a dialogic teaching approach to promote deep learning among the students. A surface–deep learning matrix was created to extract the students’ attributes as deep learners and to identify the teacher’s characteristics. A comparison is presented between the perceived advantages of GBL, the normal learning approach, and how the students see teachers who use technology in teaching. The chapter focuses on the discussion of issues associated with the choice of focus group as a research method and the practice of GBL in the 14–19 context.

How Game-Based Learning Works and What It Means for Pupils, Teachers, and Classroom Learning

2022 ◽  
pp. 1780-1802
Author(s):  
Azita Iliya Abdul Jabbar ◽  
Patrick Felicia
Keyword(s):  
Literature Review ◽  
Primary Education ◽  
Best Practice ◽  
The Body ◽  
Needs Analysis ◽  
Classroom Observations ◽  
Game Based Learning ◽  
Classroom Learning ◽  
Body Of Knowledge

This chapter discusses the results of a systematic literature review, a needs analysis through a pupil survey, and a case study of classroom observations in the context of primary education. The results of the overall findings, limitations, underlying issues, and emerging concepts are associated to how game-based learning (GBL) works and what it means for pupils, teachers, and classroom learning. This chapter presents the main contributions to the body of knowledge in GBL study, while offering best practice recommendations for designing engagement in GBL. This in turn outlines a framework of how GBL may work in the classroom. The framework identifies elements, features, and factors that shape how engagement occurs and how learning progresses in gameplay within GBL environments.

scholarly journals Re: βRΔND!NG™→

2021 ◽  
Author(s):  
◽  
Zane Melsom
Keyword(s):  
New Zealand ◽  
Literature Review ◽  
Social Development ◽  
Design Research ◽  
Study Analysis ◽  
Case Study Analysis ◽  
Analysis And Design ◽  
Social Report

<p>This thesis investigates how to advance the theory of Anna Klingmann, an architectural brand theorist and the author of Brandscapes (2007). In Brandscapes Klingmann writes that people use brands to represent who they are and that brands simultaneously represent and shape people according to the values associated with them. Klingmann applies this concept of branding to architecture, proposing that all buildings have brands which represent and shape society. Klingmann argues these brands can be strategically used to shape society in the direction of enhanced wellbeing.  This thesis argues however that Klingmann’s notion of wellbeing emphasises the economic dimensions of the concept, and therefore only addresses how the brands of architecture can enhance economic wellbeing in society. This thesis proposes that Klingmann’s theory can be advanced by investigating non-economic elements of wellbeing and how these can be conveyed through the brands of architecture. This investigation focuses on the context of Wellington, New Zealand, and uses the framework provided by the New Zealand Ministry of Social Development in its 2010 Social Report to define non-economic elements of wellbeing. The thesis uses the methods of literature review, case study analysis and design research to advance the theory of architectural branding. Overall, the thesis argues that advancing Klingmann’s theory beyond its economic focus can contribute to a better understanding of how the brands of buildings can be used to enhance the non-economic wellbeing of society.</p>

scholarly journals Re: βRΔND!NG™→

2021 ◽  
Author(s):  
◽  
Zane Melsom
Keyword(s):  
New Zealand ◽  
Literature Review ◽  
Social Development ◽  
Design Research ◽  
Study Analysis ◽  
Case Study Analysis ◽  
Analysis And Design ◽  
Social Report

<p>This thesis investigates how to advance the theory of Anna Klingmann, an architectural brand theorist and the author of Brandscapes (2007). In Brandscapes Klingmann writes that people use brands to represent who they are and that brands simultaneously represent and shape people according to the values associated with them. Klingmann applies this concept of branding to architecture, proposing that all buildings have brands which represent and shape society. Klingmann argues these brands can be strategically used to shape society in the direction of enhanced wellbeing.  This thesis argues however that Klingmann’s notion of wellbeing emphasises the economic dimensions of the concept, and therefore only addresses how the brands of architecture can enhance economic wellbeing in society. This thesis proposes that Klingmann’s theory can be advanced by investigating non-economic elements of wellbeing and how these can be conveyed through the brands of architecture. This investigation focuses on the context of Wellington, New Zealand, and uses the framework provided by the New Zealand Ministry of Social Development in its 2010 Social Report to define non-economic elements of wellbeing. The thesis uses the methods of literature review, case study analysis and design research to advance the theory of architectural branding. Overall, the thesis argues that advancing Klingmann’s theory beyond its economic focus can contribute to a better understanding of how the brands of buildings can be used to enhance the non-economic wellbeing of society.</p>

Setting Rules of Play for Collaborative Modeling

2009 ◽  
Vol 5 (4) ◽  
pp. 37-52 ◽  
Author(s):  
Stijn Hoppenbrouwers ◽  
Hans Weigand ◽  
Etiënne Rouwette
Keyword(s):  
Game Design ◽  
Design Theory ◽  
Interactive Systems ◽  
Modeling Languages ◽  
Method Engineering ◽  
Collaborative Modeling ◽  
Modeling Process ◽  
The Creation ◽  
Game Elements ◽  
Score Systems

A gaming approach to methods and tooling for operational modeling is proposed, emphasizing the interactive and creative collaborative modeling process rather than modeling languages or model representations. The approach builds on existing work in method engineering, but focuses on the creation of model-oriented interactive systems. Various game elements as defined in game design theory are discussed in relation to games-for-modeling. In addition, a number of possible game concepts (like competition, score systems, etc.) are considered and illustrated by means of two design sketches of multi-player games for collaborative modeling.

Project-Oriented Game-Based Learning

2022 ◽  
pp. 927-945
Author(s):  
Pavlo Brin ◽  
Mariia Shypilova
Keyword(s):  
Higher Education ◽  
Literature Review ◽  
Empirical Data ◽  
Main Idea ◽  
Deep Understanding ◽  
Game Based Learning ◽  
Curriculum Content ◽  
E Learning ◽  
Additional Value

In this chapter, the authors investigate the potential of project-oriented game-based learning in making students of educational institutes more engaged and gain a deep understanding of the curriculum content. The literature review presents the main definitions and benefits of project-oriented game-based learning, followed by its contribution to improving the performance of students' training. The results of the research are based on testing the main statements of project-oriented game-based learning empirically – if it really can provide additional value for learners in higher education. The empirical data have been collected based on Ukrainian case study and allow the authors to prove the influence of project-oriented game-based learning on increasing students' engagement, satisfaction, performance, and improving learning outcomes. The main idea of the teaching project was to take as an object of the research a character from a fairytale and analyze its managerial activities. The chapter also analyzes the e-learning instruments which can be used in remote teaching.

Game Design in Mental Healthcare: A Case Study based Framework for Integrating Game Design in Therapeutic Content (Preprint)

2021 ◽  
Author(s):  
Panote Siriaraya ◽  
Valentijn Visch ◽  
Marilisa Boffo ◽  
Renske Spijkerman ◽  
Reinout Wiers ◽  
...  
Keyword(s):  
Game Design ◽  
Mental Healthcare ◽  
Self Esteem ◽  
User Engagement ◽  
Loop Model ◽  
The Core ◽  
Process Framework ◽  
Core Elements ◽  
Therapeutic Protocols

UNSTRUCTURED While there has been increasing interest in the use of gamification in mental healthcare, there is a lack of design knowledge on how elements from games could be integrated into existing therapeutic treatment activities in a manner which is balanced and effective. To help address this issue, we propose a design process framework to support the development of mental health gamification. Based on the concept of experienced game versus therapy worlds, we highlight four different therapeutic components that could be gamified to increase user engagement. By means of a dual-loop model, designers can balance the therapeutic and game-design components and design the core elements of a mental healthcare gamification. To support the proposed framework, four cases of game design in mental healthcare (e.g., therapeutic protocols for addiction, anxiety, and low-self-esteem) are presented.

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