scholarly journals A Systematic Review of Game Design Methods and Tools

Author(s):  
Marcos Silvano Orita Almeida ◽  
Flávio Soares Corrêa da Silva
2021 ◽  
Vol 13 (4) ◽  
pp. 2247 ◽  
Author(s):  
Ana Manzano-León ◽  
Pablo Camacho-Lazarraga ◽  
Miguel A. Guerrero ◽  
Laura Guerrero-Puerta ◽  
José M. Aguilar-Parra ◽  
...  

Educational gamification consists of the use of game elements and game design techniques in the educational context. The objective of this study is to examine the existing evidence on the impact of educational gamification on student motivation and academic performance in the last five years in order to analyze its distribution over time, educational level, variables, and most used game elements, and know the advantages of its implementation in the classroom. For this, a systematic review is proposed through the Preferred Reporting Items for Systematic Review and Meta-Analyses (PRISMA) methodology in three multidisciplinary databases, through an exhaustive search with inclusion and exclusion criteria on quantitative experimental studies that explore gamification in educational centers, which provide information about the most current lines of research. Fourteen studies were included in this review. These used experimental or quasi-experimental designs. Most of them report gamification as a valid learning strategy. The results support the conclusion that educational gamification has a potential impact on the academic performance, commitment, and motivation of students. Therefore, this study implies the need to expand research on the needs and challenges of students when learning with gamified techniques.


Author(s):  
Mirjam Palosaari Eladhari ◽  
Hartmut Koenitz

This paper describes an approach to facilitate innovation in game design by increasing the designers’ palette of playable and participatory computational expressions. The TOG model (Technology, Ontology, and Game Genre) can be used in teaching game design and related practices, but is also applicable to prototyping in professional settings. TOG is inspired by the processes of AI-based game design, and introduces the concept of the techno-artistic minimum. It was conceptualized when teaching a course on computational expression at Malta University. The main aim for teaching with the TOG model was to facilitate innovation by challenging aspiring game designers to think ‘outside the box’ and come up with unusual and innovate creative solutions. In addition, TOG can complement existing design methods such as MDA and DDT in the practice of professional game designers.


Author(s):  
Kingsley Ofosu-Ampong ◽  
Thomas Anning-Dorson

Despite advances in information technology, studies suggest that there is little knowledge of how developing countries are applying gamification in agriculture, education, business, health, and other domains. Thus, from a systematic review, this chapter examines the extent of gamification research in the developing country context. In this chapter, 56 articles were reviewed, and the search was done in the Scopus database. This chapter explains the idea of game design elements in information systems and provides real-world examples of gamified systems outcomes from developing countries. The authors conclude with directions for future research to extend our knowledge of gamification and advance the existing methodologies, domains, and theories.


2021 ◽  
Author(s):  
Conor Judge ◽  
Robert Murphy ◽  
Catriona Reddin ◽  
Sarah Cormican ◽  
Andrew Smyth ◽  
...  

Author(s):  
Florence Kristin Lehnert ◽  
Jasmin Niess ◽  
Carine Lallemand ◽  
Panos Markopoulos ◽  
Antoine Fischbach ◽  
...  

Author(s):  
Alice Veldkamp ◽  
Liesbeth van de Grint ◽  
Marie-Christine Knippels ◽  
Wouter van Joolingen

The global increase of recreational escape rooms has inspired teachers around the world to implement escape rooms in educational settings. As escape rooms are increasingly popular in education, there is a need to evaluate their use, and a need for guidelines in order to develop and implement escape rooms in the classroom. This systematic review synthesizes current practices and experiences, focussing on important educational and game design aspects. Subsequently, relations between the game design aspects and the educational aspects are studied. Finally, student outcomes are related to the intended goals. In different disciplines, educators appear to have different motives to use aspects such as time constraints or teamwork. These educators make different choices for related game aspects such as the structuring of the puzzles. Other educators base their choices on common practices in recreational escape rooms. However, in educational escape rooms players need to reach the game goal by achieving the educational goals. More alignment in game mechanics and pedagogical approaches are recommended. These and more results lead to recommendations for developing and implementing escape rooms in education, and will help educators creating these new learning environments, and eventually help students’ foster knowledge and skills more effectively.


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