scholarly journals Gamification based learning activities in elementary Brazilian public school

2020 ◽  
Vol 11 (6) ◽  
pp. 1830
Author(s):  
Wilton Moreira Ferraz Júnior ◽  
Suéllen Rodolfo Martinelli ◽  
Carlos Henrique da Silva Santos ◽  
Murillo Rodrigo Petrucelli Homem
Keyword(s):  
Public Schools ◽  
Game Design ◽  
Serious Games ◽  
Design Patterns ◽  
Extreme Programming ◽  
Agile Methods ◽  
Game Development ◽  
Teachers Experiences ◽  
Teachers And Students ◽  
Games Development

This work presents an iterative method which is based on the serious games development in elementary and high school classes, focusing on the students and teachers experiences from Brazilian scholar reality. Furthermore, it does not require strong background in game development and it is planned to be introduced any area of knowledge. It has been considered as a motivational method to engage the teachers and students’ in-depth discussions. It follows some Agile Methods practices, such as the Extreme Programming (XP) and Scrum Agile Methods to guide them along the continuous exploration of game design in classrooms. This method also considers the design patterns techniques to reuse (re-guise) some well-known digital games engines and educational concepts, as example a guided game design based on the spaceships battles to associate electric charges concepts. The results obtained in experiments occurred in public schools show successful acceptance and they contribute to improve the students’ academic performance. This method is now introduced in some undergraduate and graduate practices to analyze its impact in entrepreneurship courses.

Development of Serious Games for Behaviour Change: A Practical Methodology (Preprint)

2020 ◽  
Author(s):  
Carlos Alberto Catalina Ortega ◽  
Svjetlana Kolić-Vehovec ◽  
Barbara Rončević Zubković ◽  
Sanja Smojver-Ažić ◽  
Tamara Martinac Dorčić
Keyword(s):  
Behaviour Change ◽  
Game Design ◽  
Serious Games ◽  
Behavioural Change ◽  
Intervention Mapping ◽  
Psychological Perspective ◽  
Game Development ◽  
Development Methodology ◽  
Intervention Mapping Protocol ◽  
Post Test

UNSTRUCTURED Objectives: The main purpose of the paper is to define a new methodology that allows the design of Serious Games that promote a behavioural change. The methodology is based on the Intervention Mapping Protocol (IMP) to define all the information and interventions and Applied Behaviour Analysis (ABA) to promote the behaviour change. Materials and methods: The methodology is based on the experience of game designers and psychologies within the eConfidence H2020 research project in which a new methodology was designed and implemented in two serious games. The game development methodology is described in six steps to be followed, with the psychological perspective integrated with the game design. Both games were tested in 10 schools with a pre and post-test for the data analysis. Results: Both games developed within the methodology present relevant findings on the change of behaviour of the users. Additionally, the proposed metric integrated allows a database improvement of the games to get better results. Conclusion: New methodology for design and study effectiveness of Serious Games that promote behavioural changes, was designed and integrated into two serious games that demonstrate changes in the users. The methodology could help other teams in the work of design and assess the effectiveness of a Serious Game for behavioural change.

Measuring Student Perceptions

2014 ◽  
pp. 165-182
Author(s):  
Leonard A. Annetta ◽  
Shawn Holmes ◽  
Meng-Tzu Cheng
Keyword(s):  
Student Perceptions ◽  
Game Design ◽  
Educational Games ◽  
Game Development ◽  
Mixed Method Design ◽  
Teachers And Students ◽  
Serious Educational Games ◽  
Design Software ◽  
Further Development ◽  
And Training

As educational games become more pervasive, the evolution of game design software is inevitable. This study looked at student perceptions of teacher created Serious Educational Games as part of a project striving to create a game development software where teachers and students create games as part of educational activities. The objective was to use evidence from student perceptions to inform further development of the software. A mixed method design ascertained data from 181 male and 178 females from 33 teacher created games. Results indicate that the software is relatively effective by the supporting documentation and training lacked in several areas. This information led to the creation of a commercial game development software set for release in 2010.

scholarly journals Teaching Software Engineering Topics Through Pedagogical Game Design Patterns: An Empirical Study

Information ◽  
2020 ◽  
Vol 11 (3) ◽  
pp. 153
Author(s):  
Nuno Flores ◽  
Ana C. R. Paiva ◽  
Nuno Cruz
Keyword(s):  
Software Engineering ◽  
Game Design ◽  
Serious Games ◽  
Design Patterns ◽  
Educational Games ◽  
Traditional Teaching ◽  
Learning And Teaching ◽  
Software Engineering Education ◽  
Software Estimation ◽  
Game Design Patterns

Teaching software engineering in its many different forms using traditional teaching methods is difficult. Serious games can help overcome these challenges because they allow real situations to be simulated. However, the development of serious games is not easy and, although there are good practices for relating game design patterns to teaching techniques, there is no methodology to support its use in a specific context such as software engineering. This article presents a case study to validate a methodology that links the Learning and Teaching Functions (LTF) to the Game Design Patterns (PIB) in the context of Software Engineering Education. A serious game was developed from scratch using this methodology to teach software estimation (a specific topic of software engineering). An experiment was carried out to validate the effectiveness of the game by comparing the results of two different groups of students. The results indicate that the methodology can help to develop effective educational games on specific learning topics.

A Brief Review of Game Engines for Educational and Serious Games Development

2020 ◽  
pp. 447-469
Author(s):  
Humberto Marin-Vega ◽  
Giner Alor-Hernández ◽  
Ramon Zatarain-Cabada ◽  
Maria Lucia Barron-Estrada ◽  
Jorge Luis García-Alcaraz
Keyword(s):  
Learning Process ◽  
Game Design ◽  
Serious Games ◽  
Information Technologies ◽  
Educational Games ◽  
Design Elements ◽  
Game Activity ◽  
Game Engines ◽  
Teaching Learning ◽  
Games Development

Gamification is the use of game design elements to enhance the teaching-learning process and turn a regular, non-game activity into a fun, engaging game. Simultaneously, serious games are proposed as an efficient and enjoyable way of conducting cognitive assessment, as they combine a serious intention with game rules and targets. In this scenario, game engines have emerged as information technologies for serious games and educational games development; however, this development has usually been performed without a guide to identifying game attributes to be present in the game. To address this gap, we present an analysis of the most used game engines to identify game and learning attributes supported for serious and educational games development. Findings from this analysis provide a guide of the most popular game engines that offer the largest support for game attributes, which were also classified by game categories.

scholarly journals Patterns in Mainstream Programming Games

2020 ◽  
Vol 7 (1) ◽  
pp. 97-126
Author(s):  
Ander Areizaga Blanco ◽  
Henrik Engström
Keyword(s):  
Game Design ◽  
Serious Games ◽  
Design Patterns ◽  
Research Field ◽  
Good Representation ◽  
Programming Education ◽  
The Public ◽  
Science Curricula ◽  
Puzzle Games ◽  
Game Design Patterns

Studies have found serious games to be good tools for programming education. As an outcome from such research, several game solutions for learning computer programming have appeared. Most of these games are only used in the research field where only a few are published and made available for the public. There are however numerous examples of programming games in commercial stores that have reached a large audience.This article presents a systematic review of publicly available and popular programming games. It analyses which fundamental software development concepts, as defined by the ACM/IEEE Computer Science Curricula, are represented in these games and identifies game design patterns used to represent these concepts.This study shows that fundamental programming concepts and programming methods have a good representation in mainstream games. There is however a lack of games addressing data structures, algorithms and design. There is a strong domination of puzzle games. Only two of the 20 studied games belong to a different genre. The eleven game design patterns identified in this study have potential to contribute to future efforts in creating engaging serious games for programming education.

Measuring Student Perceptions

2010 ◽  
Vol 2 (3) ◽  
pp. 24-42 ◽  
Author(s):  
Leonard A. Annetta ◽  
Shawn Holmes ◽  
Meng-Tzu Cheng ◽  
Elizabeth Folta
Keyword(s):  
Student Perceptions ◽  
Game Design ◽  
Educational Games ◽  
Game Development ◽  
Mixed Method Design ◽  
Teachers And Students ◽  
Serious Educational Games ◽  
Design Software ◽  
Further Development ◽  
And Training

As educational games become more pervasive, the evolution of game design software is inevitable. This study looked at student perceptions of teacher created Serious Educational Games as part of a project striving to create a game development software where teachers and students create games as part of educational activities. The objective was to use evidence from student perceptions to inform further development of the software. A mixed method design ascertained data from 181 male and 178 females from 33 teacher created games. Results indicate that the software is relatively effective by the supporting documentation and training lacked in several areas. This information led to the creation of a commercial game development software set for release in 2010.

Being an Educator and Game Developer: The Role of Pedagogical Content Knowledge in Non-Commercial Serious Games Production

2019 ◽  
Vol 50 (6) ◽  
pp. 771-788
Author(s):  
Jonas Linderoth ◽  
Björn Sjöblom
Keyword(s):  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Game Design ◽  
Serious Games ◽  
Individual Development ◽  
Game Development ◽  
Pedagogical Content ◽  
University Course ◽  
The University

Background and aim. Previous literature has discussed tensions between the field of game design and the field of education. It has been emphasized that it is important to address this tension when developing game based learning (GBL). In order to find potential ways of approaching this problem, we investigate the development of GBL when performed by those who have both pedagogical content knowledge (PCK) and experience in game development. Method. Two case studies about serious games production were conducted, a game section at a national defense college and a university course in educational game design. The cases, as well as individual development projects within the settings, were analyzed with a focus on the role of PCK during serious games development. Results. While the developers and instructors at the defence college, who designed games for their in-house needs, had both PCK and knowledge about game development, these competencies varied a lot among the participants at the university course. The results show that educational goals added complexity to the design process. By comparison, some studied game projects at the university course avoided this complexity. These projects legitimized their games as educational by suggesting unproven far transfer. In other cases, where the developers did have PCK, the instructional goals where taken as a starting point that guided the whole development process. This lead to games that were designed to match highly specific educational contexts. The developers, instructors and teachers in both of the settings who used their PCK tended to break a number of established game design heuristics that would have been counter productive in relation to the learning objectives of the games. Conclusions. The paper suggests that there is a need for people with pedagogical content knowledge AND knowledge about game development. Enhancing these dual competencies in game workers could forward the field of GBL.

A Brief Review of Game Engines for Educational and Serious Games Development

2017 ◽  
Vol 10 (4) ◽  
pp. 1-22 ◽  
Author(s):  
Humberto Marin-Vega ◽  
Giner Alor-Hernández ◽  
Ramon Zatarain-Cabada ◽  
Maria Lucia Barron-Estrada ◽  
Jorge Luis García-Alcaraz
Keyword(s):  
Cognitive Assessment ◽  
Game Design ◽  
Serious Games ◽  
Information Technologies ◽  
Educational Games ◽  
Design Elements ◽  
Game Activity ◽  
Game Engines ◽  
Teaching Learning ◽  
Games Development

Gamification is the use of game design elements to enhance the teaching-learning process and turn a regular, non-game activity into a fun, engaging game. Simultaneously, serious games are proposed as an efficient and enjoyable way of conducting cognitive assessment, as they combine a serious intention with game rules and targets. In this scenario, game engines have emerged as information technologies for serious games and educational games development; however, this development has usually been performed without a guide to identifying game attributes to be present in the game. To address this gap, we present an analysis of the most used game engines to identify game and learning attributes supported for serious and educational games development. Findings from this analysis provide a guide of the most popular game engines that offer the largest support for game attributes, which were also classified by game categories.

scholarly journals Game Design as an Autonomous Research Subject

Information ◽  
2021 ◽  
Vol 12 (9) ◽  
pp. 367
Author(s):  
Pedro Pinto Neves ◽  
Nelson Zagalo
Keyword(s):  
Game Design ◽  
Design Patterns ◽  
Design Methodology ◽  
Design Knowledge ◽  
Research Subject ◽  
Game Development ◽  
Game Analysis ◽  
Common Basis ◽  
Complementary Approach ◽  
Pattern Approach

This paper examines the methods and systems of game design from the standpoint of existing method proposals failing to establish a common basis for systematizing design knowledge, which this paper aims to help resolve. Game design has often been subsumed by game development and associated disciplines, and game design methodology has often been subsumed by game analysis. This paper reviews related work in defining game design as an autonomous research subject and then divides the methods and systems of game design into complementary methods and core methods, with only the latter, consisting chiefly of design patterns, attempting to systematize how game design knowledge is generated. Seminal game patterns have been descriptive rather than -prescriptive and so have failed to find the requisite practitioner adoption to fulfill their role as a living method. One recent pattern approach has sought to resolve this issue by promoting pattern usage generally over the adoption of a particular language. This paper outlines an alternate and possibly complementary approach of a novel, practical basis for game design literacy for helping core methods work as a basis for systematizing game design knowledge. The proposed basis sacrifices descriptiveness to prescriptiveness to shape methods in that direction.

scholarly journals Pedagogical Experience of Classroom Teachers in English as a Medium of Instruction

2021 ◽  
Vol 1 (1) ◽  
pp. 127-139
Author(s):  
Suresh Kumar Shrestha
Keyword(s):  
Public Schools ◽  
Local Context ◽  
Medium Of Instruction ◽  
Classroom Teachers ◽  
Policy And Practice ◽  
Policy Makers ◽  
Proper Understanding ◽  
Teachers Experiences ◽  
Teachers And Students ◽  
Private And Public

English as a medium of instruction (EMI), especially at public schools, is a matter of curiosity and exploration among Nepalese academicians and researchers, as it is already in policy and practice with the growing number of public schools implementing it. Therefore, it is essential to explore the perceptions and experiences of all the stakeholders in Nepal to address the issues of EMI in the local context. The article outlines teachers’ experiences of EMI in classes in the Nepalese multilingual context. It builds upon the experiences of three teachers teaching several subjects including English at private and public EMI schools. The semi-structured written interviews were employed to collect required data. The teachers’ experiences have been presented in four aspects: teaching techniques, achievements, challenges and strategies disclose the hopes and challenges both the teachers and students including parents and school administration experience. The findings hint the imperativeness of discussions at different levels from locals to policy makers for the proper understanding and management of EMI at schools.

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