scholarly journals Why Story Matters: A Review of Narrative in Serious Games

2019 ◽  
Vol 58 (3) ◽  
pp. 687-707 ◽  
Author(s):  
Emily Naul ◽  
Min Liu
Keyword(s):  
Learning Environments ◽  
Serious Games ◽  
Educational Games ◽  
Design Strategy ◽  
Virtual Agents ◽  
Immersive Learning ◽  
Narrative Design ◽  
Learning Game ◽  
Games And Simulations ◽  
Motivation And Learning

Literature has shown that immersive learning environments such as digital educational games and simulations often incorporate storytelling elements in their designs as narrative can be an effective way of making learning more meaningful to students. The purpose of this study is to review the literature on the role narrative can play in the experience of a learner engaging in learning games and to synthesize research on features of story that have demonstrated success in these learning environments. The findings have shown that distributed narrative, intrinsically integrated fantasies, empathetic characters and virtual agents, and adaptiveness or responsivity are four characteristics of game narratives found to be effective. Several learning game analyses were performed to illustrate how these games used narrative to foster greater immersion, engagement, motivation, and learning. Finally, a narrative design strategy for serious games is suggested which integrates the effective narrative features as shown in the example games, along with two analysis frameworks, Game Discourse Analysis and Narrative Centered Informant Design. The findings of this study should provide much-needed insights to designers and researchers who are involved in creating immersive learning environments.

Revoicing, Bridging, and Stuttering Across Formal, Physical, and Virtual Spaces

2018 ◽  
Vol 10 (2) ◽  
pp. 21-46
Author(s):  
Grant Van Eaton ◽  
Douglas B Clark ◽  
Pratim Sengupta
Keyword(s):  
Learning Environments ◽  
Interaction Analysis ◽  
Digital Learning ◽  
Virtual Spaces ◽  
Learning Game ◽  
Games And Simulations ◽  
Abstract Spaces ◽  
Evidence Of Impact ◽  
Digital Learning Environments ◽  
Physics Curriculum

As digital games and simulations become more commonplace in educational settings, it is important to document and analyze the way such digital learning environments merge with the traditional discourses and spaces of classroom-based learning environments. The current study contributes toward this goal by analyzing a representative transcript from a veteran traditional teacher's discussion with her class about the Newtonian relationships at the heart of a digital learning game she has integrated into her physics curriculum. This article presents an interaction analysis of the material, virtual, and abstract spaces employed and navigated across by the teacher to clarify common challenges as well as opportunities. The authors then analyze subsequent transcripts of student-teacher interactions for evidence of impact on student learning and understanding.

The Simulation-Game Controversy

2013 ◽  
Vol 5 (1) ◽  
pp. 1-12 ◽  
Author(s):  
J. R. Parker ◽  
Katrin Becker
Keyword(s):  
Computer Simulation ◽  
Serious Games ◽  
Educational Games ◽  
Design Strategy ◽  
Educational Game ◽  
Simulation Game ◽  
Productive Work ◽  
Educational Literature ◽  
Technology And Design

Games use the same base technology and design strategy as do simulations, but add a few items to the mixture. Understanding this gives ‘new’ (read borrowed) tools for game creation and testing. The idea that simulations are implementations of a model, for instance, leads to a focus on the model rather than the code when designing a game. Similarly, the verification/validation pair used in simulations can be extended by adding playtesting for games, thus giving an educational game (for example) viable, demonstrable educational characteristics as well as playable (and thus engaging and motivating) characteristics. Productive work on improving games for specific purposes (serious games) can be advanced if the authors can agree on a common terminology and concept set (Shaw & Gaines, 1989), and if games can be seen as a valuable extension of a simulation that has specific characteristics that make them useful in specific circumstances. The idea of ‘fun’ is often thought of as the enemy of ‘learning’ in educational literature, and this needs to change if progress on serious and educational games is to be made. This paper will describe the hierarchy of computer simulation objects within which ludic simulations can be understood.

Digital Games

2012 ◽  
pp. 166-178 ◽  
Author(s):  
Betül Özkan-Czerkawski
Keyword(s):  
Higher Education ◽  
Instructional Design ◽  
Learning Environments ◽  
Educational Games ◽  
Digital Games ◽  
Important Case ◽  
Current Status ◽  
Game Based Learning ◽  
E Learning ◽  
Games And Simulations

Digital games and simulations are playing an important role in younger generations’ lives. Their adoption to e-Learning environments, however, is rather slow because educators are reluctant to change the way they teach. This chapter starts with a brief discussion of game and simulation terminology, including serious games, game-based learning, and game genres. It continues with a review of the current status of educational games and simulations being used in higher education institutions. Important case studies are provided to present examples to the higher education faculty. Finally, a discussion of teaching strategies, instructional design processes, and assessment issues for effective digital game incorporation in e-Learning is included.

Collaborative Learning and Game Mastering in Multiplayer Games

2013 ◽  
pp. 85-104 ◽  
Author(s):  
Johannes Konert ◽  
Viktor Wendel ◽  
Kristina Richter ◽  
Stefan Göbel
Keyword(s):  
Collaborative Learning ◽  
Learning Environments ◽  
Serious Games ◽  
Best Practice ◽  
Educational Games ◽  
Instructional Support ◽  
Individual Feedback ◽  
Learning Scenarios ◽  
Theoretical Foundations

The purpose of the chapter is to provide a state of the art survey addressing research and development aspects for the control of multiplayer Serious Games for collaborative learning scenarios. Hereby, several facets of multiplayer scenarios are addressed: synchronous and asynchronous gameplay and the role of an instructor as Game Master, supervisor, and provider of individual feedback as well as individual feedback among learners in the process of continuous adaptation of the on-going gameplay. Existing approaches and best-practice examples focus on digital educational games for pupils and collaborative learning environments for students. The theoretical foundations of instructional support as well as the implications and technical approaches are discussed. They include some aspects of authoring Serious Games (as already covered in chapter “Authoring Serious Games”).

scholarly journals GAME LEARNING FISIKA “ASAH OTAK” BERBASIS ANDROID DENGAN APP INVENTOR 2

e-NARODROID ◽  
2018 ◽  
Vol 4 (2) ◽  
pp. 25-34
Author(s):  
Rizky Parlika ◽  
Luthfiyatul ‘Azizah ◽  
Anggoro Cahyo Nugroho ◽  
Devi Anugrah Putri ◽  
Stevanus Frangky Handono
Keyword(s):  
High School Students ◽  
Serious Games ◽  
Educational Games ◽  
Educational Game ◽  
School Students ◽  
Or Education ◽  
Physics Learning ◽  
Learning Game ◽  
Thinking Ability ◽  
App Inventor

Abstract : Serious game is one of the kind that made not only for entertaiment but also has other functions such as learning or education, training, advertising, simulation, health and others. Nowadays many games are already used as a learning or education. Educational games are usually applied based on age stages or its genre. Educational games can  help to train The thinking ability and the logic skill for it players. The learning methods that using games are expected to be more interesting and understandable for it players. This paper is discussed about an educational game concept as a learning media for high school students specialized for physics subject. This game is an android-based game that expected to be directly implemented into their smartphones and can be played anywhere. This Physics Learning Game is made used App Inventor 2 (AI2). Keywords: Serious Games, android, educational Games, App Inventor 2, Physics

Gamification, serious games, simulations, and immersive learning environments in knowledge management initiatives

2017 ◽  
Vol 14 (2/3) ◽  
pp. 78-83 ◽  
Author(s):  
Allam Ahmed ◽  
Michael J.D. Sutton
Keyword(s):  
Knowledge Management ◽  
Learning Environments ◽  
Serious Games ◽  
Training And Development ◽  
Learning Goals ◽  
Game Based Learning ◽  
Immersive Learning ◽  
Content Type ◽  
Knowledge Based ◽  
Knowledge Based Economy

Purpose The purpose of this paper is to provide an in-depth and critical review of the literature and theories on knowledge, knowledge management (KM) as well as the concepts and approaches relating to organizational learning and the knowledge-based economy. The paper also provides more details and definitions of various issues around gamification. Design/methodology/approach Several sources have been reviewed and consulted including various mainstream referred journals focusing on KM and gamification as well as books, online databases, governmental reports, and statistics, etc. Findings Game-based learning (GBL) in business must align with the learning goals and outcomes of training and development, and clearly demonstrate that learning can be evaluated and achieved. Serious game experiences drive personal change and transformation by generating an attitude of acceptance of the challenge, motivation to achieve, and constant innovation through participant commitments. Simulations push the participant into experiencing an immersive environment. Finally, gamification, as a collection of techniques, may be applied to the educational and workplace activities, or used as a wrapper for GBL, serious games, and simulations. Research limitations/implications We are on a unique and unusual path to revitalizing and reinvigorating the educational experience. This new path is not about throwing a LMS at faculty and hoping it sticks. This new path is about creating faculty who are mentors, coaches, and life-long learners who understand the research implications of applying game-based learning in the classroom, as well as the workforce. Practical implications Higher educational teaching as well as corporate LTD (Learning, Training, and Development) are being significantly disrupted. The innovation taking place in teaching requires more experiential learning, the kind of learning stimulated with serious games, simulations, immersive learning environments, and gamification. This issue will help to outline disruptive approaches that work. Originality/value This paper provides a review of the emerging trends and cases where gamification, simulations, serious games, immersive learning environments, virtual reality, and augmented reality are applied to the deployment of knowledge-based initiatives.

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.

Immersive Learning Environments at Scale: Constraints and Opportunities

2020 ◽  
Vol 64 (1) ◽  
pp. 1165-1169
Author(s):  
Robert F. Siegle ◽  
Rod D. Roscoe ◽  
Noah L. Schroeder ◽  
Scotty D. Craig
Keyword(s):  
Online Education ◽  
Learning Environments ◽  
Online Courses ◽  
Learning Opportunities ◽  
Traditional Classroom ◽  
Educational Systems ◽  
Virtual Reality Technology ◽  
Immersive Learning ◽  
Potential Benefits ◽  
Theoretical Paper

The expansion of online education into massive open online courses (MOOCs) and equipment have created a unique opportunity for delivering immersive learning experiences at scale. However, although the inclusivity of the MOOC ecosystem can be commended, many online courses lack key benefits associated with traditional classroom environments: immersive, engaging, and team-driven learning opportunities. Immersive learning environments (ILEs) address these educational gaps but has not been able to operate at the broad scale that MOOCs offer. Importantly, ILEs address opportunities missing from MOOC systems, they add unique learning opportunities that would also be missing in a traditional classroom. The inclusion of this virtual reality technology is pivotal topic for educational research. This theoretical paper will briefly define immersive learning environments and the potential benefits of incorporating immersive learning environments into scalable educational systems. We will also consider developers constraints on creating these online ecosystem and suggested strategies for overcoming them.

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