Collaborative Game Design for Learning: The Challenges of Adaptive Game-Based Learning for the Flipped Classroom

2021 ◽  
pp. 228-242
Author(s):  
Muriel Algayres ◽  
Evangelia Triantafyllou ◽  
Lena Werthmann ◽  
Maria Zotou ◽  
Tambouris Efthimios ◽  
...  
Keyword(s):  
Game Design ◽  
Flipped Classroom ◽  
Game Based Learning ◽  
Design For Learning ◽  
Collaborative Game

scholarly journals Case Studies in Game-Based Complex Learning

2021 ◽  
Vol 5 (12) ◽  
pp. 72
Author(s):  
Josh Aaron Miller ◽  
Seth Cooper
Keyword(s):  
Case Studies ◽  
Game Design ◽  
Cognitive Skills ◽  
Formal Education ◽  
Computational Thinking ◽  
Game Based Learning ◽  
Complex Learning ◽  
Critical Success ◽  
Teaching Routine ◽  
Complex Cognitive Skills

Despite the prevalence of game-based learning (GBL), most applications of GBL focus on teaching routine skills that are easily teachable, drill-able, and testable. Much less work has examined complex cognitive skills such as computational thinking, and even fewer are projects that have demonstrated commercial or critical success with complex learning in game contexts. Yet, recent successes in the games industry have provided examples of success in game-based complex learning. This article represents a series of case studies on those successes. We interviewed game designers Zach Gage and Jack Schlesinger, creators of Good Sudoku, and Zach Barth, creator of Zachtronics games, using reflexive thematic analysis to thematize findings. We additionally conducted a close play of Duolingo following Bizzocchi and Tanenbaum’s adaptation of close reading. Several insights result from these case studies, including the practice of game design as instructional design, the use of constructionist environments, the tensions between formal education and informal learning, and the importance of entrepreneurialism. Specific recommendations for GBL designers are provided.

scholarly journals Towards a Development Approach to Serious Games

2009 ◽  
pp. 215-231 ◽  
Author(s):  
Sara de Freitas ◽  
Steve Jarvis
Keyword(s):  
Game Design ◽  
Serious Games ◽  
Development Process ◽  
Development Project ◽  
Game Based Learning ◽  
Data Collection And Analysis ◽  
User Groups ◽  
Development Approach ◽  
Tools And Techniques ◽  
Future Work

This chapter reviews some of the key research supporting the use of serious games for training in work contexts. The review indicates why serious games should be used to support training requirements, and in particular identifies “attitudinal change” in training as a key objective for deployment of serious games demonstrators. The chapter outlines a development approach for serious games and how it is being evaluated. Demonstrating this, the chapter proposes a game-based learning approach that integrates the use of a “four-dimensional framework”, outlines some key games principles, presents tools and techniques for supporting data collection and analysis, and considers a six-stage development process. The approach is then outlined in relation to a serious game for clinical staff concerned with infection control in hospitals and ambulances, which is being developed in a current research and development project. Survey findings from the target user group are presented and the use of tools and techniques explained in the context of the development process. The chapter proposes areas for future work and concludes that it is essential to use a specific development approach for supporting consistent game design, evaluation and efficacy for particular user groups.

Acquiring the History of the City with Collaborative Game Based Learning

2017 ◽  
pp. 106-115
Author(s):  
Dariusz Czerwinski ◽  
Marek Milosz ◽  
Patryk Karczmarczyk ◽  
Mateusz Kutera ◽  
Marcin Najda
Keyword(s):  
Game Based Learning ◽  
History Of ◽  
Collaborative Game ◽  
The City

Designing Educational Games

2014 ◽  
pp. 181-198 ◽  
Author(s):  
Stephen Tang ◽  
Martin Hanneghan
Keyword(s):  
Game Design ◽  
Teaching And Learning ◽  
Educational Games ◽  
Educational Game ◽  
Game Based Learning ◽  
Computing Technology ◽  
Learning Tool ◽  
Educational Content ◽  
Constructive Learning ◽  
Informal Approach

Play has been an informal approach to teach young ones the skills of survival for centuries. With advancements in computing technology, many researchers believe that computer games1 can be used as a viable teaching and learning tool to enhance a student’s learning. It is important that the educational content of these games is well designed with meaningful game-play based on pedagogically sound theories to ensure constructive learning. This chapter features theoretical aspects of game design from a pedagogical perspective. It serves as a useful guide for educational game designers to design better educational games for use in game-based learning. The chapter provides a brief overview of educational games and game-based learning before highlighting theories of learning that are relevant to educational games. Selected theories of learning are then integrated into conventional game design practices to produce a set of guidelines for educational games design.

The MORPG-based Learning System for Multiple Courses

Gamification ◽  
2015 ◽  
pp. 1076-1096
Author(s):  
Kuo-Yu Liu
Keyword(s):  
Game Design ◽  
Computer Network ◽  
Role Playing ◽  
Learning System ◽  
Design System ◽  
Game Based Learning ◽  
Web Based ◽  
Effective Learning ◽  
Learning Content ◽  
Role Playing Game

This study aimed at developing a Multiplayer Online Role Playing Game-based (MORPG) Learning system which enabled instructors to construct a game scenario and manage sharable and reusable learning content for multiple courses. It used the curriculum of “Introduction to Computer Science” as a study case to assess students' learning effectiveness on the subject of “computer network”. The sample was 56 freshman students, who were randomly assigned to two groups, one of which used the game-based learning and the other one the Web-based video lectures. Furthermore, this study also conducted the System Usability Scale (SUS) to measure satisfaction, usability and learnability of the developed management system for instructors. Five instructors were invited to participate in the practical use and evaluation. The results showed that game-based learning could be exploited as effective learning environments and game design system was usable and learnable for instructors to create learning games.

Designing Educational Games

Gamification ◽  
2015 ◽  
pp. 576-594 ◽  
Author(s):  
Stephen Tang ◽  
Martin Hanneghan
Keyword(s):  
Game Design ◽  
Teaching And Learning ◽  
Educational Games ◽  
Educational Game ◽  
Game Based Learning ◽  
Computing Technology ◽  
Learning Tool ◽  
Educational Content ◽  
Constructive Learning ◽  
Informal Approach

Play has been an informal approach to teach young ones the skills of survival for centuries. With advancements in computing technology, many researchers believe that computer games1 can be used as a viable teaching and learning tool to enhance a student's learning. It is important that the educational content of these games is well designed with meaningful game-play based on pedagogically sound theories to ensure constructive learning. This chapter features theoretical aspects of game design from a pedagogical perspective. It serves as a useful guide for educational game designers to design better educational games for use in game-based learning. The chapter provides a brief overview of educational games and game-based learning before highlighting theories of learning that are relevant to educational games. Selected theories of learning are then integrated into conventional game design practices to produce a set of guidelines for educational games design.

Mobile Game-Based Learning in STEM Subjects

2018 ◽  
pp. 6376-6387
Author(s):  
Marcelo Leandro Eichler ◽  
Gabriela Trindade Perry ◽  
Ivana Lima Lucchesi ◽  
Thiago Troina Melendez
Keyword(s):  
Stem Education ◽  
School Environment ◽  
Game Design ◽  
Technological Development ◽  
Social Contexts ◽  
Game Based Learning ◽  
Mobile Game ◽  
Games For Learning ◽  
Current Scenario ◽  
And Mathematics

The acronym STEM – Science, Technology, Engineering, and Mathematics has entered the agenda of educational policies. The development of mobile game-based learning has been seen as a new line of research and technological development in the field of educational technology, STEM education and game design. These fields are rather new and intrinsically multidisciplinary, making it even more exciting. There is a growing interest in Mobile Game related research, whether strictly technological or applied in social contexts. In this chapter, we thought a nice way to connect this data and depict the current scenario would be to break the subject into pieces: Game Design; Affection and Play; Mobile Learning; Games for Learning; Science and Mathematics Education; and lastly, summarizing it in the Games for STEM Education section. Our conclusions point to the fact that we are taking the first steps in a digital game development process for teaching mathematics in the school environment and the acceptance of Smartphones as tools that add value to education.

Linking the Elements of Learning, Assessment, and Play Experience in a Validation Framework

2019 ◽  
pp. 93-122
Author(s):  
Chin Ike Tan
Keyword(s):  
Subject Matter ◽  
Game Design ◽  
Educational Games ◽  
Knowledge Retention ◽  
Learning Assessment ◽  
Game Based Learning ◽  
Validation Framework ◽  
Teaching Learning ◽  
World Environment ◽  
Play Experience

Educational games are often described as a balancing act between the entertainment aspects of video games—be it the engagement, motivational, or immersive advantages of it—and the serious subject matter of teaching, learning, and assessment. Thus the key challenge of game-based learning is how the merging of these two aspects could assist in the knowledge retention and application of the subject matters within the real-world environment, especially in the realm of education. The chapter proposes a validation framework that can link elements of learning and assessment in a subject matter to play experience in educational games before those games are developed. The framework will allow game designers and developers to understand the cognitive processes of learning, not only in designing effective educational games, but also to comprehend the intricacies and connections between learning and principles of game design. This in turn enables game researchers to develop effective educational games which are pedagogically and ludologically sound.

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