Celgis Game: Viral Learning Experience With a Radio Planning Serious Game

2019 ◽  
Author(s):  
Patricia Madrinan ◽  
Domiciano Rincon ◽  
Andres Navarro
Keyword(s):  
Learning Experience ◽  
Serious Game ◽  
Radio Planning

scholarly journals Combining Digital Archives Content with Serious Game Approach to Create a Gamified Learning Experience

2015 ◽  
Vol XL-5/W7 ◽  
pp. 387-394 ◽  
Author(s):  
D.-T. Shih ◽  
C. L. Lin ◽  
C.-Y. Tseng
Keyword(s):  
Imaging Techniques ◽  
Learning Experience ◽  
Digital Art ◽  
Serious Game ◽  
Digital Archives ◽  
History Museum ◽  
Historical Archives ◽  
Art And Culture ◽  
Gamified Learning ◽  
Materials Used

This paper presents an interdisciplinary to develop content-aware application that combines game with learning on specific categories of digital archives. The employment of content-oriented game enhances the gamification and efficacy of learning in culture education on architectures and history of Hsinchu County, Taiwan. The gamified form of the application is used as a backbone to support and provide a strong stimulation to engage users in learning art and culture, therefore this research is implementing under the goal of “The Digital ARt/ARchitecture Project”. <br><br> The purpose of the abovementioned project is to develop interactive serious game approaches and applications for Hsinchu County historical archives and architectures. Therefore, we present two applications, “3D AR for Hukou Old ” and “Hsinchu County History Museum AR Tour” which are in form of augmented reality (AR). By using AR imaging techniques to blend real object and virtual content, the users can immerse in virtual exhibitions of Hukou Old Street and Hsinchu County History Museum, and to learn in ubiquitous computing environment. <br><br> This paper proposes a content system that includes tools and materials used to create representations of digitized cultural archives including historical artifacts, documents, customs, religion, and architectures. The Digital ARt / ARchitecture Project is based on the concept of serious game and consists of three aspects: content creation, target management, and AR presentation. The project focuses on developing a proper approach to serve as an interactive game, and to offer a learning opportunity for appreciating historic architectures by playing AR cards. Furthermore, the card game aims to provide multi-faceted understanding and learning experience to help user learning through 3D objects, hyperlinked web data, and the manipulation of learning mode, and then effectively developing their learning levels on cultural and historical archives in Hsinchu County.

Perception of the learning experience of physiotherapy students when a falls prevention case study is presented as a serious game

Physiotherapy ◽  
2015 ◽  
Vol 101 ◽  
pp. e433-e434
Author(s):  
T. Petta ◽  
A. Furness ◽  
G. Mulvey ◽  
T. Redwood ◽  
L. Bainbridge
Keyword(s):  
Learning Experience ◽  
Serious Game ◽  
Falls Prevention ◽  
Physiotherapy Students

Erratum

2018 ◽  
Vol 58 (3) ◽  
pp. 708-709
Keyword(s):  
Game Design ◽  
Learning Experience ◽  
Serious Game ◽  
Educational Computing ◽  
Marketing Theory

Chung-Hsiang Wang, Ko-Chiu Wu and Saiau-Yue Tsau. Flow Learning Experience: Applying Marketing Theory to Serious Game Design. Journal of Educational Computing Research. doi: 10.1177/0735633117752454 This article appeared online first on January 24, 2018 in Journal of Educational Computing Research, was missing the contents of Tables 10 and 11 . The correct tables are shown below: [Table: see text] [Table: see text] SAGE regrets the error.

A Theoretical Framework for Serious Game Design

2012 ◽  
Vol 2 (4) ◽  
pp. 41-60 ◽  
Author(s):  
Pauline Rooney
Keyword(s):  
Student Learning ◽  
Game Design ◽  
Serious Games ◽  
Learning Experience ◽  
Digital Games ◽  
Theoretical Framework ◽  
Constructivist Learning ◽  
Serious Game ◽  
Immersive Technologies

It is widely acknowledged that digital games can provide an engaging, motivating and “fun” experience for students. However an entertaining game does not necessarily constitute a meaningful, valuable learning experience. For this reason, experts espouse the importance of underpinning serious games with a sound theoretical framework which integrates and balances theories from two fields of practice: pedagogy and game design (Kiili, 2005; Seeney & Routledge, 2009). Additionally, with the advent of sophisticated, immersive technologies, and increasing interest in the opportunities for constructivist learning offered by these technologies, concepts of fidelity and its impact on student learning and engagement, have emerged (Aldrich, 2005; Harteveld et al., 2007, 2010). This paper will explore a triadic theoretical framework for serious game design comprising play, pedagogy and fidelity. It will outline underpinning theories, review key literatures and identify challenges and issues involved in balancing these elements in the process of serious game design.

scholarly journals Serious Game Design as Research-Creation to Address Sexual and Gender-Based Violence

2021 ◽  
Vol 20 ◽  
pp. 160940692110461
Author(s):  
S. M. Hani Sadati ◽  
Claudia Mitchell
Keyword(s):  
Design Process ◽  
Game Design ◽  
Learning Experience ◽  
Serious Game ◽  
Gender Based Violence ◽  
Rural Ethiopia ◽  
Construction Methods ◽  
Gender Based ◽  
And Gender ◽  
Participatory Arts

Research-creation is a growing practice in humanities that tries to balance the pace of socio-cultural inquiries with modern media advancements and qualitative knowledge construction methods. It refers to various conjunctions of “research” and “creation” (i.e., research-for-creation; research-from-creation; creative presentations of research; and creation-as-research) around an artistic component. Drawing from fieldwork with instructors in four agricultural colleges in rural Ethiopia, this article explores how a participatory arts-based serious game design process is explicable within the context of research-creation. This work’s change-oriented agenda led to developing Mela, a serious game, to educate and empower instructors in agriculture colleges to tackle sexual and gender-based violence issues in their institutions. Here, we articulate Mela’s design process, its artistic composition, and how we understand it from different angles of research-creation practices. We also offer our introspective accounts during and after the design stages, referencing culture and gender as critical concepts. Serious games are pedagogical products that are designed for a meaningful learning experience. This work deepens the understanding of how research-creation practice can benefit the serious game design field by ensuring the attention to both process and production.

Flow Learning Experience: Applying Marketing Theory to Serious Game Design

2018 ◽  
Vol 57 (2) ◽  
pp. 417-447 ◽  
Author(s):  
Chung-Hsiang Wang ◽  
Ko-Chiu Wu ◽  
Saiau-Yue Tsau
Keyword(s):  
Environmental Sustainability ◽  
Game Design ◽  
Learning Experience ◽  
Serious Game ◽  
Marketing Theory ◽  
Heat Management ◽  
Urban Heat ◽  
Descriptive Knowledge ◽  
High Level ◽  
Message Involvement

The aim of this study was to design a digital game that imparts the concept of urban heat island effects to aid in environmental education. Within the play-time limits, gamers must be alert to signs of warning from the environment and keep the balance between economic growth and the temperature of the environment, so they can safely manage the development of a virtual city. We investigated gamers’ learning efficiency in terms of a city’s development scale, socioeconomics and the environment, environmental sustainability, increasing areas of green metropolitan space, and heat management of environmental knowledge and gaming experience through a survey of 209 sixth graders. Interestingly, results indicate that heavy gamers are less interested in serious games; they exhibit shorter periods of concentration and lower levels of immersion. If an individual exhibits a high level of fluency in the dimensions of challenge, player skills, control, and clear goals, then she or he is able to acquire knowledge through message involvement when gaming. This allows a serious game to appear less didactic and more fun. This study explored the means by which gamers acquire procedural and descriptive knowledge related to environmental protection through gameflow and immersion.

A Serious Game: Assessing Teaching and Learning in a Mechatronics Course

2014 ◽  
Author(s):  
Ali Gurcan Özkil
Keyword(s):  
Mobile Phone ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Serious Game ◽  
Learning Activities ◽  
Types Of Information

This paper presents a game that is developed to help the assessment of teaching and learning activities in a mechatronics course. The game is played with a mobile phone and it follows the dynamics of a ‘treasure hunt’ where participants follow a route and answer a series of questions that are encrypted in 2D barcodes. Participants interact with the game through a website; which allows to record various types of information related to the gameplay. In addition to gamifying the learning experience for students, the game allows the teacher to quantitatively assess the progression of the students and identify the topics that are challenging to comprehend.

Student Anticipations and Reactions to Hybrid Format Education

2008 ◽  
Vol 11 (2) ◽  
pp. 76-82 ◽  
Author(s):  
Sarah M. Ginsberg
Keyword(s):  
Qualitative Study ◽  
Learning Styles ◽  
Student Perceptions ◽  
Course Design ◽  
Learning Experience ◽  
Learning Experiences ◽  
Traditional Classroom ◽  
Traditional Learning ◽  
Online Platform ◽  
Hybrid Format

Abstract This qualitative study examined student perceptions regarding a hybrid classroom format in which part of their learning took place in a traditional classroom and part of their learning occurred in an online platform. Pre-course and post-course anonymous essays suggest that students may be open to learning in this context; however, they have specific concerns as well. Students raised issues regarding faculty communication patterns, learning styles, and the value of clear connections between online and traditional learning experiences. Student concerns and feedback need to be addressed through the course design and by the instructor in order for them to have a positive learning experience in a hybrid format course.

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