A Macroeconomic Stabilization Game: Design, Development, and Testing

1983 ◽  
Vol 14 (3) ◽  
pp. 67-74 ◽  
Author(s):  
J. Nicholas Robinson
Keyword(s):  
Game Design ◽  
Design Development ◽  
Macroeconomic Stabilization

Design, Development, and Evaluation of a Cybersecurity, Privacy, and Digital Literacy Game for Tweens

2021 ◽  
Vol 24 (4) ◽  
pp. 1-37
Author(s):  
Sana Maqsood ◽  
Sonia Chiasson
Keyword(s):  
Digital Media ◽  
Digital Literacy ◽  
Game Design ◽  
Production Quality ◽  
Summative Evaluation ◽  
User Centered Design ◽  
Design Development ◽  
Simulated Environment ◽  
Literacy Knowledge ◽  
Positive Results

Tweens are avid users of digital media, which exposes them to various online threats. Teachers are primarily expected to teach children safe online behaviours, despite not necessarily having the required training or classroom tools to support this education. Using the theory of procedural rhetoric and established game design principles, we designed a classroom-based cybersecurity, privacy, and digital literacy game for tweens that has since been deployed to over 300 Canadian elementary schools. The game, A Day in the Life of the JOs , teaches children about 25 cybersecurity, privacy, and digital literacy topics and allows them to practice what they have learned in a simulated environment. We employed a user-centered design process to create the game, iteratively testing its design and effectiveness with children and teachers through five user studies (with a total of 63 child participants and 21 teachers). Our summative evaluation with children showed that the game improved their cybersecurity, privacy, and digital literacy knowledge and behavioural intent and was positively received by them. Our summative evaluation with teachers also showed positive results. Teachers liked that the game represented the authentic experiences of children on digital media and that it aligned with their curriculum requirements; they were interested in using it in their classrooms. In this article, we discuss our process and experience of designing a production quality game for children and provide evidence of its effectiveness with both children and teachers.

Combining Instructional Design and Game Design

2011 ◽  
pp. 359-372
Author(s):  
Celina Byers
Keyword(s):  
Memory Consolidation ◽  
Game Design ◽  
Working Memory Capacity ◽  
Instructional System ◽  
Instructional System Design ◽  
Design Development ◽  
Design Elements ◽  
Implementation Evaluation ◽  
Analysis Design ◽  
Goals And Objectives

The desired outcome of instructional game design is to combine the powerful attraction of games and the proven effectiveness of instructional system design (ISD). This combination would have the capacity to focus player concentration on game play and learning the planned content in order to successfully complete the game. Conjoining game design elements (e.g., rules, goals and objectives, outcomes and feedback, conflict and challenge, interaction, representation or story) with ISD elements (e.g., analysis, design, development, implementation, evaluation) may be the means of reaching the desired outcome. Applying recent findings (e.g., working memory capacity, mental models, memory consolidation) from cognitive psychology may provide further assistance.

Creating G-Class: A gamified learning environment for freshman students

2020 ◽  
Vol 17 (2) ◽  
pp. 94-110 ◽  
Author(s):  
John Aries I Malahito ◽  
Maria Ana T Quimbo
Keyword(s):  
Instructional Design ◽  
Learning Environment ◽  
Digital Media ◽  
Game Design ◽  
Teaching Strategy ◽  
Evaluation Model ◽  
Design Development ◽  
Instructional Task ◽  
Beneficial Effects ◽  
Gamified Learning

In this era of digital media, teachers are competing against technological advancements in gaining students’ engagement and attention. Incorporating game elements in the learning environment known as gamification is a new field of study that re-engages students in learning. This study was done primarily to create a gamified learning environment that will serve as another teaching strategy to engage students in learning. The learning environment was aligned with the principles of gamification and was called Gamified-Class or simply G-Class. Using data gathered from 27 freshman college students, G-Class was developed following the Analysis–Design–Development–Implementation–Evaluation model of instructional design and using the Mechanics–Dynamics–Aesthetics framework of game design. The material was implemented in a General Physics class through a quasi-experimental research design. A G-Class mobile and desktop application together with a user guide was created. G-Class was evaluated both as instructional design material and as instructional task. As an instructional design, it was assessed in terms of content and learning objectives; design, interactivity, and usability; and assessment aligned with learning outcomes. As an instructional task, G-Class was assessed using the Intrinsic Motivation Inventory which consisted of four subscales in a 7-point Likert scale, namely, interest/enjoyment, perceived competence, choice, and pressure/tension. Overall, G-Class was given positive rating both as instructional material and as instructional task. With an overall rating of 5.60, students were found to be more engaged with their subject. Applying gamification in the learning environment pointed to its beneficial effects in enhancing students’ engagement in learning.

scholarly journals Penerapan Kemampuan Problem solving pada Siswa SMP Menggunakan Pendekatan Computational Thinking (CT) Berbasis Role Playing Game (RPG)

2020 ◽  
Vol 8 (2) ◽  
pp. 158
Author(s):  
Moch Ridho Alfikri Limandika Putra ◽  
Galang Prihadi Mahardhika ◽  
Hanson Prihantoro Putro
Keyword(s):  
Problem Solving ◽  
Game Design ◽  
Computational Thinking ◽  
Role Playing ◽  
Design Development ◽  
Input Process ◽  
Design Document ◽  
Implementation Evaluation ◽  
Process Output ◽  
Role Playing Game

Problem solving adalah salah satu kemampuan untuk memecahkan sebuah masalah. Baik itu permasalahan komputasi maupun permasalahan sehari-hari. Kemampuan ini dapat memberikan penggunanya untuk menyelesaikan masalah dalam bentuk apapun. Karena pentingnya kemampuan tersebut, maka harus diterapkan sedari dini saat masih dalam usia sekolah. Kemampuan problem solving jika ditanamkan sejak dini, akan sangat membantu siswa-siswi dalam hal menyelesaikan tugas-tugas yang diberikan. Namun tidak semudah yang dibayangkan, masih banyak siswa-siswi yang kurang menaruh perhatian lebih kepada kemampuan problem solving ini. Penyebabnya tidak lain adalah teknik pengajaran yang masih dianggap membosankan, ini menyebabkan rasa malas untuk mempelajari apalagi mendalami tentang problem solving. Salah satu pendekatan yang bisa digunakan untuk melatih kemampuan ini adalah pendekatan Computational Thinking. Pada penelitian ini penulis membuat sebuah game edukasi Computational Thinking berbasis Role Playing Game. Game ini dibuat dengan menggunanakan beberapa rancangan yaitu Game Design Document dan Hierarchy plus Input Process Output. Serta metode yang digunakan adalah metode Analyze, Design, Development, Implementation, Evaluation. Dalam penelitian ini penulis mengujikan langsung kepada para murid dan mendapatkan hasil yang sangat memuaskan. Game yang dibuat dapat membuat para murid menjadi lebih termotivasi untuk belajar mengenai kemampuan problem solving. Ini berdasarkan data yang di dapat melalui pembuatan kuisioner. Metode yang digunakan dalam pembuatan kuisioner adalah skala likert. Game yang dibuat mendapatkan respon yang sangat positif dari para murid dalam berbagai aspek. Sehingga menghasilkan kesimpulan bahwa game Role Playing Game ini telah layak untuk dijadikan sebagai media untuk memotivasi para murid dalam hal mempelajari serta menanamkan kemampuan problem solving yang baik sejak dini.

Bridging Game Development and Instructional Design

2011 ◽  
pp. 464-479
Author(s):  
James Belanich ◽  
Karin B. Orvis ◽  
Daniel B. Horn ◽  
Jennifer L. Solberg
Keyword(s):  
Instructional Design ◽  
Video Game ◽  
Game Design ◽  
Development Project ◽  
Instructional Video ◽  
Design Development ◽  
Game Development ◽  
Video Game Development ◽  
Video Game Design ◽  
Development Processes

Instructional video game development is occurring in both the commercial game development and the instructional design/development communities, but regularly in isolation from one another. While many proclaim that game-based learning offers an instructional revolution, the empirical results on instructional effectiveness have been mixed. These mixed findings may be due to the contrasting approaches utilized within these two communities. These communities differ with respect to prioritizing goals and design/development processes. However, the creation of an effective instructional video game—one that both motivates and teaches—is dependent on the successful partnering of these communities. Accordingly, this chapter elucidates the commonalities and differences in the development goals and approaches of these communities and discusses how best practices of each community should be blended for optimal instructional video game design. This chapter also includes relevant experiences from an instructional PC-video game development project, illustrating challenges faced and new opportunities afforded via a collaborative development effort.

Bridging Game Development and Instructional Design

2009 ◽  
pp. 1088-1103 ◽  
Author(s):  
James Belanich ◽  
Karin B. Orvis ◽  
Daniel B. Horn ◽  
Jennifer L. Solberg
Keyword(s):  
Instructional Design ◽  
Video Game ◽  
Game Design ◽  
Development Project ◽  
Instructional Video ◽  
Design Development ◽  
Game Development ◽  
Video Game Development ◽  
Video Game Design ◽  
Development Processes

Instructional video game development is occurring in both the commercial game development and the instructional design/development communities, but regularly in isolation from one another. While many proclaim that game-based learning offers an instructional revolution, the empirical results on instructional effectiveness have been mixed. These mixed findings may be due to the contrasting approaches utilized within these two communities. These communities differ with respect to prioritizing goals and design/development processes. However, the creation of an effective instructional video game—one that both motivates and teaches—is dependent on the successful partnering of these communities. Accordingly, this chapter elucidates the commonalities and differences in the development goals and approaches of these communities and discusses how best practices of each community should be blended for optimal instructional video game design. This chapter also includes relevant experiences from an instructional PC-video game development project, illustrating challenges faced and new opportunities afforded via a collaborative development effort.

Combining Instructional Design and Game Design

2009 ◽  
pp. 87-100 ◽  
Author(s):  
Celina Byers
Keyword(s):  
Memory Consolidation ◽  
Game Design ◽  
Working Memory Capacity ◽  
Instructional System ◽  
Instructional System Design ◽  
Design Development ◽  
Design Elements ◽  
Implementation Evaluation ◽  
Analysis Design ◽  
Goals And Objectives

The desired outcome of instructional game design is to combine the powerful attraction of games and the proven effectiveness of instructional system design (ISD). This combination would have the capacity to focus player concentration on game play and learning the planned content in order to successfully complete the game. Conjoining game design elements (e.g., rules, goals and objectives, outcomes and feedback, conflict and challenge, interaction, representation or story) with ISD elements (e.g., analysis, design, development, implementation, evaluation) may be the means of reaching the desired outcome. Applying recent findings (e.g., working memory capacity, mental models, memory consolidation) from cognitive psychology may provide further assistance.

DESAIN GAME EDUKASI ‘ONET WAWASAN NUSANTARA’ (OWA)

2018 ◽  
Vol 2 (1) ◽  
Author(s):  
Eka Prasetya Adhy Sugara ◽  
Mustika Mustika
Keyword(s):  
National Culture ◽  
Game Design ◽  
Cultural Learning ◽  
Design Development ◽  
Long Run ◽  
National Heritage ◽  
Creative Solutions ◽  
Implementation Stages ◽  
The Media ◽  
The Government

National culture is a precious national heritage, so it must be preserved. The government continues to strive to preserve national culture, the introduction of national culture among students by implementing cultural learning curricula in schools. In addition, the government also holds events such as cultural festivals. However, the efforts made still have weaknesses such as Learning through textbooks is also considered boring and less attractive to students. The cultural festival program is only accessible for the surrounding community so creative solutions are needed as a medium for cultural learning in schools and a means to introduce a culture that can be reached by all people. One of the media that can be used is through games. Games that are currently very easy to play and very familiar in the community are onet games. The purpose of this study was to design the game Onet Wawasan Nusantara (OWA). One method that can be used to design a game is Digital Games Based Learning-Instructional Design (DGBL-ID) which consists of analysis, design, development, quality assurance and implementation stages. The method was chosen because it can integrate the cultural learning curriculum into the game, so that the game not only serves as an entertainment facility, but also has an educational element in it. The results of this study are game design that can be the basis for further game development. In the long run, if this game can be implemented and used by the community (Indonesia), it will be a creative solution that supports government efforts to maintain and preserve national culture.Keywords: edugame, national culture, DGBL-ID

scholarly journals “Let Us Save Venice”—An Educational Online Maze Game for Climate Resilience

2021 ◽  
Vol 14 (1) ◽  
pp. 7
Author(s):  
Boyan Bontchev ◽  
Albena Antonova ◽  
Valentina Terzieva ◽  
Yavor Dankov
Keyword(s):  
Game Design ◽  
Research Question ◽  
Design Development ◽  
Discussion Section ◽  
Main Research ◽  
Built Heritage ◽  
Climate Resilience ◽  
Raising Awareness ◽  
Mini Games ◽  
Future Work

Climate resilience competencies improve people’s capacity to recognize and adopt strategies for mitigating negative climate effects. Especially concerning the built cultural heritage protection in the coastal areas, both professionals and citizens have to be prepared for water-related extreme events, such as floods, sea-level rise, and altered precipitation. Considering these challenges, the authors explore the efficiency of serious video games and describe the process of design and validation of the pilot educational online maze game “Let us save Venice”. More specifically, the main research question motivating the study is to identify what the experience factors and the mini-games are that contribute mostly to raising awareness to climate resilience and built heritage sustainability. The question implies two main research objectives: first, to explore what role user-centered game design plays in creating immersive and enjoyable educational video maze games, and second, to investigate which factors influence user experience and game playability in the design phase, and how they contribute to learnability and raising awareness. The background section of the article focuses on a preliminary study of the educational potential of serious games and introduces the EU-funded project e-Creha. Then, it explores the process of game design, development, and validation, focusing on metrics such as game learnability and game experience. The results outline the main findings that immersion, positive affect, and competence appeared to be the main experience factors contributing to raising awareness to climate resilience and built heritage sustainability. Lastly, the discussion section provides further directions for game improvement and future work.

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