Examining a Massive Multiplayer Online Role-Playing Game as a Digital Game-Based Learning Platform

2014 ◽  
Vol 31 (1-2) ◽  
pp. 65-83 ◽  
Author(s):  
Min Lun Wu ◽  
Kari Richards ◽  
Guan Kung Saw
Keyword(s):  
Role Playing ◽  
Digital Game ◽  
Game Based Learning ◽  
Learning Platform ◽  
Role Playing Game

scholarly journals Higher Sustainability of Mental Models Acquired from a Digital Game in Comparison with a Live Action Role-playing Game and a Traditional Lecture

2020 ◽  
Vol 14 (1) ◽  
pp. 29-52
Author(s):  
Michaela Slussareff ◽  
Vít Šisler
Keyword(s):  
High School Students ◽  
Mental Models ◽  
Concept Maps ◽  
Role Playing ◽  
Digital Game ◽  
Eu Law ◽  
Game Based Learning ◽  
School Students ◽  
Traditional Lecture ◽  
Role Playing Game

This article analyses the effectivity of teaching EU law using various educational media. It specifically explores the differences between, and sustainability of, mental models constructed within three various educational environments: (1) a digital game played on PCs, (2) a non-digital role-playing game, and (3) a traditional lecture with discussions. We conducted a laboratory experiment, in which participants (253 high school students, M = 112, F = 141, mean age 16.5) studied EU laws, institutions, and politics in the three above-mentioned environments. We evaluated and compared mental models participants constructed through content analysis of the concept maps they drew immediately after the experiment and others made one month later. Within the analysis, we studied content, architecture, and changes in mental models over time. The resulting data offer unique insight into the process of mental models creation and sustainability thereof within game-based learning; particularly, when using a digital game. Digital game-based learners’ concept maps differed in comparison with those of the educational role-playing and traditional lecture groups; the students tended to keep less altered mental models in their long-term memory: even after the one month period. The results suggest that a digital game-based learning environment could be more successful in mental model retention and for efficacy of future recall; particularly, when dealing with complex phenomena like EU law.

scholarly journals Rancang Bangun Role Playing Game Budaya dan Pariwisata Garut

2020 ◽  
Vol 17 (2) ◽  
pp. 525-531
Author(s):  
Dewi Tresnawati ◽  
◽  
Ary Akbar Sidiq
Keyword(s):  
Instructional Design ◽  
Role Playing ◽  
Black Box ◽  
Digital Game ◽  
Game Based Learning ◽  
Black Box Testing ◽  
Role Playing Game

Garut mempunyai budaya dan pariwisata yang menarik, namun tidak sepenuhnya diketahui oleh masyarakat luas. Budaya dan pariwisata Garut ini perlu diperkenalkan ke masyarakat luas, khususnya warga Garut umumnya seluruh Indonesia. Seiring dengan perkemabangan teknologi yang pesat, salah satunya adalah hiburan elekronik, yaitu game. Game merupakan sebuah hiburan elektronik yang dapat dimainkan oleh satu orang atau lebih. Selain untuk hiburan, game juga dapat menjadi sebuah media penyampaian informasi. Oleh karena itu peneliti membuat game sebagai media informasi tentang budaya dan pariwisata Garut. Game ini bertipe Role Playing Game yang bertujuan untuk memperkenalkan budaya dan pariwisata yang ada di Garut. Metodologi yang digunakan adalah Digital Game Based Learning-Instructional Design. Serta metode pengujiannya yaitu alpha dengan black box testing dan pengujian beta untuk kepuasan user. Penelitian ini menghasilkan game mengenai budaya dan pariwisata yang ada di Garut memiliki fitur, menu, latihan soal, battle system, dibuat dengan menggunakan engine RPG Maker VX Ace. Harapannya, informasi mengenai budaya dan pariwisata Kabupaten Garut menjadi lebih dikenal melalui media ini serta bermanfaat untuk masyarakat Garut khususnya dan umumnya Indonesia.

scholarly journals Generated PSM Web Model for E-learning Platform Respecting n-tiers Architecture

2017 ◽  
Vol 12 (10) ◽  
pp. 212 ◽  
Author(s):  
Aziz Srai ◽  
Fatima Guerouate ◽  
Naoual Berbiche ◽  
Hilal HilalDrissi
Keyword(s):  
Mobile Device ◽  
Professional Training ◽  
Role Playing ◽  
Transformation Language ◽  
Technological Diversity ◽  
Learning Platform ◽  
E Learning ◽  
Learning Platforms ◽  
Role Playing Game ◽  
View Transformation

E-learning, or learning via a computer or mobile device, is growing. It can take many forms, such as an annotated PowerPoint presentation, a tutorial, or an interactive role-playing game .The possibilities are endless. Today, 80% of companies and communities have done a number of interesting and effective e-learning solutions, and 30% of all professional training are e-learning courses. The development of these platforms is based mainly on different technologies. This technological diversity can make comparing or managing E-learning platforms difficult, and the choice of a given platform will be also complex. Therefore, to address this problem, this paper proposes a solution to generate a PSM model based on n-tier architecture from a PIM model. The language used is the QVT (Query View Transformation) transformation language.

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.

Project System: totalitarian utopia as a role-playing game

2017 ◽  
Vol 14 (2/3) ◽  
pp. 218-227
Author(s):  
Lujza Kotryová
Keyword(s):  
Life Experience ◽  
Role Playing ◽  
Professional Organizations ◽  
Game Based Learning ◽  
Totalitarian Regime ◽  
Content Type ◽  
Human Interactions ◽  
Adult Participants ◽  
Role Playing Game ◽  
Methods Of Learning

Purpose The purpose of this paper is to determine how to educate people about complicated social topics or politics?; how to lead them to critical thinking?; and how to convey emotions or life experience they never lived through? Design/methodology/approach Project System is a three-day experience for adult participants concerning totalitarian regime, freedom and inequality. The Project System does not give fast and easy answers but leads participants to find them on their own. For 30 hours, participants find themselves within a larp, which is a very intense type of role-playing game based on human interactions. The author has chosen a larp as a medium as one of the most immersive and influential method of game-based learning which can facilitate topics that are normally hard to explain through conventional methods of learning. Participants learn firsthand through their roles, emotions, story and experience. Findings Project System was a really strong and important experience for many players that may have partially changed their lives. After more than 500 players walked through it, the author can say that this method is beneficial. Originality/value Larp as an educational tool is used all over the world; however, there are still only few professional organizations. Most of them are focused on using larp (or similar role-playing methods) as a tool at elementary or secondary schools. Using larp in andragogy is currently pioneering.

Principles of Educational Digital Game Structure for Classroom Settings

2011 ◽  
pp. 229-239 ◽  
Author(s):  
Youngkyun Baek
Keyword(s):  
Teaching And Learning ◽  
Traditional Instruction ◽  
Role Playing ◽  
Learning By Doing ◽  
Digital Game ◽  
Game Based Learning ◽  
Role Playing Games ◽  
Feedback Learning ◽  
Play Game ◽  
Learning By Discovery

The scope of learning with games is determined by their genre, characteristics and scenarios, or content. Therefore, the frame of a game containing its type and content somewhat confines the activities of players to learn and to play. Game-based learning adopts much of the same interactional techniques that have been used in traditional instruction. Learning with games includes activities such as ‘learning by practice and feedback’, ‘learning by doing’, ‘learning by making mistakes’, ‘learning by discovery’, and ‘learning by role playing’. Games are adopted for classroom based learning to motivate students, to support main curricular activities, to strengthen what is learned, and to summarize and evaluate what is learned. There is no straightforward guideline on how to use a game effectively in classroom settings. However, the instruction for teaching and learning with games needs to be designed before any other actions are taken.

Principles of Educational Digital Game Structure for Classroom Settings

2010 ◽  
pp. 281-292 ◽  
Author(s):  
Youngkyun Baek
Keyword(s):  
Teaching And Learning ◽  
Traditional Instruction ◽  
Role Playing ◽  
Learning By Doing ◽  
Digital Game ◽  
Game Based Learning ◽  
Role Playing Games ◽  
Feedback Learning ◽  
Play Game ◽  
Learning By Discovery

The scope of learning with games is determined by their genre, characteristics and scenarios, or content. Therefore, the frame of a game containing its type and content somewhat confines the activities of players to learn and to play. Game-based learning adopts much of the same interactional techniques that have been used in traditional instruction. Learning with games includes activities such as ‘learning by practice and feedback’, ‘learning by doing’, ‘learning by making mistakes’, ‘learning by discovery’, and ‘learning by role playing’. Games are adopted for classroom based learning to motivate students, to support main curricular activities, to strengthen what is learned, and to summarize and evaluate what is learned. There is no straightforward guideline on how to use a game effectively in classroom settings. However, the instruction for teaching and learning with games needs to be designed before any other actions are taken.

The MORPG-based Learning System for Multiple Courses

2015 ◽  
Vol 13 (1) ◽  
pp. 103-123 ◽  
Author(s):  
Kuo-Yu Liu
Keyword(s):  
Game Design ◽  
Computer Network ◽  
Role Playing ◽  
Learning System ◽  
Design System ◽  
Game Based Learning ◽  
Web Based ◽  
Learning Content ◽  
System Usability Scale ◽  
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.

scholarly journals Making Sense of Digital Game-Based Learning: A Learning Theory-Based Typology Useful for Teachers

2018 ◽  
Vol 8 (4) ◽  
pp. 1
Author(s):  
Min Lun Wu
Keyword(s):  
Game Design ◽  
Digital Games ◽  
Role Playing ◽  
Subject Area ◽  
Educational Game ◽  
Digital Game ◽  
Game Based Learning ◽  
Role Playing Games ◽  
Making Sense ◽  
Commercial Off The Shelf

Digital game-based learning (DGBL) has gained traction on various educational levels in recent years as educators continue to seek best practices and researchers keep conducting studies to investigate the affordances and constraints of such technology-mediated instruction. This paper discusses the intersections between the historical development of educational digital games and contemporary theories of learning. Resultant from the review, a typology of educational digital games consisting of four genres -- edutainment and educational game applications, serious games, commercial off the shelf and massive multiplayer online role-playing games, and educational game design tools--is devised to help teachers interested in digital games better understand the pedagogical processes and cope with challenges involved in implementing DGBL. The paper concludes with the importance that the implementation of different genres of educational digital games in instruction entails teachers’ usage of different pedagogical strategies in accordance with the chosen game genre and opportunities to teach subject area content.

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