Formative Research for STEM Educational Games

2013 ◽  
Vol 221 (2) ◽  
pp. 90-97 ◽  
Author(s):  
John L. Sherry
Keyword(s):  
Video Game ◽  
Serious Games ◽  
Educational Games ◽  
Sesame Street ◽  
Children's Television ◽  
Educational Video ◽  
Educational Media ◽  
Television Shows ◽  
Educational Video Game ◽  
Games For Health

Millions in taxpayer and foundation euros and dollars have been spent building and testing educational video games, games for health, and serious games. What have been the fruits of this frenzy of activity? What educational video game has had the reach and impact of Sesame Street or Blues Clues television shows? By comparison, the Children’s Television Workshop (CTW) managed to get Sesame Street off the ground within a couple of years, writing the basic scientific literature on educational media design in the process. Not only is Sesame Street well known and proven, it laid the basis for every effective educational show to follow. This article explores the differences between the CTW scientific approach to educational media production and the mostly nonscientific approach consuming so many resources in the educational games, games for health, and serious games movements. Fundamental scientific questions that remain unanswered are outlined.

The effects of an educational video game on mathematical engagement

2015 ◽  
Vol 21 (5) ◽  
pp. 1283-1297 ◽  
Author(s):  
Mido Chang ◽  
Michael A. Evans ◽  
Sunha Kim ◽  
Anderson Norton ◽  
Kirby Deater-Deckard ◽  
...  
Keyword(s):  
Video Game ◽  
Educational Video ◽  
Educational Video Game

Development of an Educational Video Game That Can Be Modified by End-Users

2018 ◽  
pp. 184-204
Author(s):  
Noah L. Schroeder ◽  
Alexandrea Oliver ◽  
Kenneth Deffet ◽  
James Morgan
Keyword(s):  
User Interfaces ◽  
Video Game ◽  
End Users ◽  
Graphical User Interfaces ◽  
Educational Game ◽  
Educational Video ◽  
Specific Content ◽  
Sound Effects ◽  
Educational Video Game ◽  
Beta Testing

The development of educational video games can be a challenging process. Typically, games are created for one content area and are designed to specifically facilitate learning in regards to that content. However, this approach inherently limits the utility of the game to specific content. In this chapter, the authors describe the development and systematic iterative playtesting of an educational game designed to be modified by end-users (e.g., teachers, researchers, students). Quantitative and qualitative data were collected through three phases of beta-testing, and the results from each test informed the subsequent version of the software. Overall, the results indicated that, aside from fixing software glitches, the addition of aesthetically pleasing graphical user interfaces and the integration of sound effects appear to have made the biggest contributions to players' perceptions of the game.

scholarly journals Validation and Psychometric Properties of the Gameplay-Scale for Educative Video Games in Spanish Children

2020 ◽  
Vol 12 (6) ◽  
pp. 2283
Author(s):  
Félix Zurita Ortega ◽  
Nuria Medina Medina ◽  
Francisco Luis Gutiérrez Vela ◽  
Ramón Chacón Cuberos
Keyword(s):  
Psychometric Properties ◽  
Video Game ◽  
Educational Game ◽  
Educational Video ◽  
Reliable Measure ◽  
Valid Instrument ◽  
Educational Video Game ◽  
Study Support ◽  
Correlation Strength ◽  
Game Session

The knowledge of evaluation instruments to determine the level of gameplay of schoolchildren is very important at this time. A systematic review has been carried out in this study. The aim of this paper is to investigate the psychometric properties of a study of a sample of Spanish gamers. Two hundred and thirty-seven children (mean age: 11.2± 1.17 years, range: 10-12 years, 59.5% female) completed the Gameplay-Scale to discover their opinions after a game session with a serious educational game. The final scale consisted of three factors. The fit for factor 1 (usability) was 0.712, the fit for factor 2 was 0.702 (satisfaction), the fit for factor 3 was 0.886 (empathy) and the overall fit was 0.868. A positive and direct relationship could be observed between all the dimensions of the developed scale. The greatest correlation strength is shown between satisfaction and empathy (r = 0.800; p < 0.005), followed by satisfaction and usability (r = 0.180; p < 0.05) and the association between empathy and usability (r = 0.140; p < 0.05). In summary, the results of the present study support the use of the Gameplay-Scale as a valid and reliable measure of the game experience of youth populations. These results demonstrate strong psychometric properties so that the Gameplay-Scale appears to be a valid instrument for children in different contexts where an educational video game is used, analyzing its usability/“playability” in terms of learning to use it, game satisfaction, and empathy.

scholarly journals An Evaluation of an Educational Video Game on Mathematics Achievement in First Grade Students

Technologies ◽  
2017 ◽  
Vol 5 (2) ◽  
pp. 30 ◽  
Author(s):  
Kimberly Hieftje ◽  
Tyra Pendergrass ◽  
Tassos Kyriakides ◽  
Walter Gilliam ◽  
Lynn Fiellin
Keyword(s):  
Mathematics Achievement ◽  
Video Game ◽  
First Grade ◽  
Educational Video ◽  
Educational Video Game

scholarly journals Compu Castel: An Instructional Tool for Teaching Firewall Concepts

2020 ◽  
Vol 9 (1) ◽  
Author(s):  
Mahmoud Mostafa
Keyword(s):  
Knowledge Acquisition ◽  
Video Game ◽  
Computer Network ◽  
Educational Games ◽  
Knowledge Retention ◽  
Educational Game ◽  
Short Term ◽  
Educational Video Game ◽  
The Impact

Firewall is an essential device in every computer network. It needs skillful professionals to accurately configure its rules for proper functioning. To help prepare these professionals, university level students need more engaging and attractive interactive tools to develop their skills.  For this regard, this paper presents the design, implementation and evaluation of "Compu Castel" educational video game that teaches firewall concepts. In addition to evaluating the impact of educational game on short-term knowledge acquisition, both, mid-term (after 2 months) and long-term (after 5 months) knowledge retention is analyzed. The results confirm that educational games affect positively short-term knowledge acquisition compared with traditional text based methods. Moreover, educational games enhance knowledge retention for mid-term and long-term periods.

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