scholarly journals Art games: medios digitales artísticos interactivos para la educación

1970 ◽  
Vol 01 (019) ◽  
pp. 47-69
Author(s):  
Ana Marqués Ibáñez
Keyword(s):  
Game Design ◽  
Serious Games ◽  
Game Based Learning

Esta comunicación incide en la utilización de los art games en educación y como propuesta para el desarrollo de la creatividad. En la introducción se conceptualiza sobre la idea de art games dentro del arte y como éstos pueden ser de interés en ámbitos educativos.Seguidamente se expondrán una serie de videojuegos que tienen relación con este campo artístico.Sobre la idea de Aprendizaje Basado en el Juego (Game Based Learning) y de estrategias como la Gamificación (Gamification) se definen ambos conceptos, se citan ideas para establecer sus diferencias sobre esta temática en relación a los videojuegos.Para la propuesta educativa se utilizarán las plataformas Kodu y Scratch para la creación de videojuegos y el estudio o aprendizaje de nuevos sistemas de programación por bloques y cómo se pueden vincular con otras ramas artísticascomo: la música, interactividad y nuevos diseños en otras plataformas como dispositivos móviles, ordenadores y consolas. Estudio de las diversas plataformas que proporcionan de forma más amplia y plural el desarrollo de videojuegos artísticos.Se analizará lo que es el Diseño del videojuego (Game Design) en el que tiene que existir un grupo colaborativo de profesionales tales como diseñador y programador, así como las destrezas que éstos necesitan para el desarrollo y creación de un videojuego que puede ser aplicable para videojuegos artísticos o educativos.Los objetivos serán los de evaluar que videojuegos son útiles para el ámbito educativo y pueden ser de interés tanto si son de tipo Videojuego Artístico (Game Art) o Videojuegos educativos (Serious Games). El objetivo de la propuesta será experimentar un medio innovador para facilitar la atención, fomentar la psicomotricidad y la creatividad.Las conclusiones serán un extracto del estudio comparativo entre los diversos videojuegos.

scholarly journals Towards a Development Approach to Serious Games

2009 ◽  
pp. 215-231 ◽  
Author(s):  
Sara de Freitas ◽  
Steve Jarvis
Keyword(s):  
Game Design ◽  
Serious Games ◽  
Development Process ◽  
Development Project ◽  
Game Based Learning ◽  
Data Collection And Analysis ◽  
User Groups ◽  
Development Approach ◽  
Tools And Techniques ◽  
Future Work

This chapter reviews some of the key research supporting the use of serious games for training in work contexts. The review indicates why serious games should be used to support training requirements, and in particular identifies “attitudinal change” in training as a key objective for deployment of serious games demonstrators. The chapter outlines a development approach for serious games and how it is being evaluated. Demonstrating this, the chapter proposes a game-based learning approach that integrates the use of a “four-dimensional framework”, outlines some key games principles, presents tools and techniques for supporting data collection and analysis, and considers a six-stage development process. The approach is then outlined in relation to a serious game for clinical staff concerned with infection control in hospitals and ambulances, which is being developed in a current research and development project. Survey findings from the target user group are presented and the use of tools and techniques explained in the context of the development process. The chapter proposes areas for future work and concludes that it is essential to use a specific development approach for supporting consistent game design, evaluation and efficacy for particular user groups.

scholarly journals Flow experience in game based learning – a systematic literature review

2017 ◽  
Vol 4 (1) ◽  
Author(s):  
Arttu Perttula ◽  
Kristian Kiili ◽  
Antero Lindstedt ◽  
Pauliina Tuomi
Keyword(s):  
Game Design ◽  
Serious Games ◽  
Performance Enhancement ◽  
Positive Influence ◽  
Serious Game ◽  
Game Based Learning ◽  
Key Factors ◽  
Learning Factors ◽  
The Relationship

The entertaining elements implemented in a serious game are key factors in determining whether a player will be engaged in a play-learn process and able to achieve the desired learning outcomes. Thus, optimization of subjective playing experience is a crucial part of a game design process. Flow theory can be adopted for measuring user experience and analyzing the quality of serious game designs. In addition, flow seems to have a positive influence on performance enhancement, learning and engagement. The focus of this review is especially on examining the meaning of flow in the context of serious games as well as exploring the relationship between flow and learning, factors that influence occurrence of flow and how flow is operationalized. The review revealed that there are mainly conceptual considerations about flow in serious games, but no robust empirical evidence about the meaning of flow. This is in line with other studies. We argue that research on flow should focus on the specific aspects related to the very nature of serious games that combine enjoyment and learning. Furthermore, new methods to measure flow and analyse the data need to be developed and studied.

scholarly journals Meningkatkan Rasa Nasionalisme Siswa Melalui Game Base Learning

2019 ◽  
Vol 19 (1) ◽  
pp. 196-204
Author(s):  
Anugerah Bagus Wijaya ◽  
Suliswaningsih Suliswaningsih ◽  
Argiyan Dwi Pritama
Keyword(s):  
Data Collection ◽  
Game Design ◽  
Serious Games ◽  
Design Phase ◽  
Game Based Learning ◽  
Good Opportunity ◽  
Game Mechanics ◽  
Level Of Satisfaction ◽  
Phase Data ◽  
Learning Research

The birth of Game Based Learning take a new prespective to learing method while using a Game for learning proccess. This is a good opportunity for lecturer and theacher to increas and update their learning instrument that can be used. Some studies about game founded the approach of through the medium of games of the match learning in a significant way capable of effecting the improve achievement , the motivation to study , and the level of satisfaction in the style of of students to study. This study focused on increasing students nationalism through the game base learning in learning procces for Senior high students where players trained to make a deccision, analyze, and decide own attitude in the games. This game based learning research apply for learning nationalism lessons consists of four phases, design phase, data collection stage, the analysis and discussion stage phase, the documentation and research results phase. To stage of game design base learning with learning and analysis mapping game mechanics for serious games analysis (LM-GM) as the mapping of learning in the game. The purpose through this game is learning from the game play can be shown that the approach proposed effectively gives understanding of learning that given. In addition, also found that game is can help students studies learning the history.

Designing Games-Based Embedded Authentic Learning Experiences

2009 ◽  
pp. 1068-1087 ◽  
Author(s):  
Penny de Byl
Keyword(s):  
Game Design ◽  
Serious Games ◽  
Learning Experiences ◽  
Authentic Learning ◽  
Serious Game ◽  
Development Work ◽  
Game Based Learning ◽  
Game Development ◽  
Definition Of ◽  
Authentic Learning Experiences

This chapter presents the embedded authentic serious game-based learning experiences (EASLE) architecture which has been developed to assist in the definition of games-based applications. The motivation behind the design of EASLE is to keep game specifications as simple and focused as possible for educators attempting to create serious games as current available game design methodologies and templates are complex and extensive. Furthermore, it is argued that games created with EASLE reduce the amount of game development work to be done by the educator allowing for deeper collaboration between students. Toward the end of this chapter a game developed with EASLE which took two weeks to complete is presented.

scholarly journals Understanding students’ game experiences throughout the developmental process of the number navigation game

2020 ◽  
Vol 68 (5) ◽  
pp. 2395-2421 ◽  
Author(s):  
Phuong Bui ◽  
Gabriela Rodríguez-Aflecht ◽  
Boglárka Brezovszky ◽  
Minna M. Hannula-Sormunen ◽  
Samuli Laato ◽  
...  
Keyword(s):  
Game Design ◽  
Primary Schools ◽  
Serious Games ◽  
Developmental Process ◽  
Empirical Studies ◽  
Situational Interest ◽  
Game Based Learning ◽  
Structured Interviews ◽  
Quantitative And Qualitative Research ◽  
Whole Number Arithmetic

Abstract Serious games for learning have received increased attention in recent years. However, empirical studies on students’ gaming experiences throughout the developmental process of serious games and discussions regarding game design are missing. The aims of the present study were to analyze students’ gaming experiences while playing four consecutive versions of the Number Navigation Game (NNG)—a mathematical game-based learning environment focusing on flexibility and adaptivity with whole-number arithmetic; and to provide an extensive review of the NNG developmental and design process over 3 years with focus on how and why the design decisions were made, and how those choices affected students’ gaming experiences. The study employed a mixed-methods design of quantitative and qualitative research. The Game Experience Questionnaire about eight core game experience dimensions was answered by different groups of students at primary schools in Finland in three different experiments after students played four versions of the NNG from 2014 to 2016. Six semi structured interviews related to students’ game experiences, preferences and game features of the latest version of NNG were conducted. Overall, results indicate that improvement in game’s usability and clarity in the user interface has positive impacts on students’ game experiences. Furthermore, there seems to be a clear advantage in having better aesthetics and value in improving extrinsic elements that could contribute to maintain players’ enthusiasm and situational interest in serious games.

scholarly journals Gamification: motivating language learning with gameful elements

2021 ◽  
pp. 109-114
Author(s):  
Joan-Tomàs Pujolà
Keyword(s):  
Video Games ◽  
Language Learning ◽  
Game Design ◽  
Serious Games ◽  
Digital Video ◽  
Educational Games ◽  
Game Based Learning ◽  
Design Elements ◽  
Motivating Language ◽  
Methodological Strategy

What is it? Gamification is a methodological strategy that uses “game design elements in non-game contexts” (Deterding, Dixon, Khaled, & Nacke, 2011, p. 10). The purpose of gamification is to engage people, motivate action, promote learning, and solve problems (Kapp, 2012). There are other educational approaches that use playful components but are different from gamification, such as game-based learning or serious games. In those two cases, all kinds of games (digital video games, table games, outdoor games, etc.) or educational games are used to achieve a learning goal. Within the language learning area, Reinhardt (2019) opts for the global concept of ‘gamefulness’ which embraces all types of vernacular games, serious games, and gamification.

A course on serious game design and development using an online problem-based learning approach

2015 ◽  
Vol 12 (2) ◽  
pp. 116-136 ◽  
Author(s):  
Bill Kapralos ◽  
Stephanie Fisher ◽  
Jessica Clarkson ◽  
Roland van Oostveen
Keyword(s):  
Instructional Design ◽  
Detailed Analysis ◽  
Game Design ◽  
Serious Games ◽  
Problem Based Learning ◽  
Serious Game ◽  
Game Based Learning ◽  
Design And Development ◽  
Content Type ◽  
Active Research

Purpose – The purpose of this paper is to describe a novel undergraduate course on serious game design and development that integrates both game and instructional design, thus providing an effective approach to teaching serious game design and development. Very little effort has been dedicated to the teaching of proper serious game design and development leading to many examples of serious games that provide little, if any, educational value. Design/methodology/approach – Organized around a collection of video clips (that provided a brief contextualized overview of the topic and questions for further exploration), readings, interdisciplinary research projects and games, the course introduced the principles of game and instructional design, educational theories used to support game-based learning and methods for evaluating serious games. Discussions and activities supported the problems that students worked on throughout the course to develop a critical stance and approach toward implementing game-based learning. Students designed serious games and examined potential issues and complexities involved in developing serious games and incorporating them within a teaching curriculum. Findings – Results of student course evaluations reveal that the course was fun and engaging. Students found the course fun and engaging, and through the successful completion of the final course project, all students met all of the course objectives. A discussion regarding the techniques and approaches used in the course that were successful (or unsuccessful) is provided. Research limitations/implications – It should be noted that a more detailed analysis has not been presented to fully demonstrate the effectiveness of the course. A more detailed analysis may have included a comparison with, for example, past versions of the course that was not based on an online problem-based learning (PBL) approach, to better quantify the effectiveness of the course. However, such a comparison could not be carried out here, given there was no measure of prior knowledge of students taken before they took course (e.g. no “pre-test data”). Originality/value – Unlike the few existing courses dedicated to serious game design, the course was designed specifically to facilitate a fully online PBL approach and provided students the opportunity to take control of their own learning through active research, exploration and problem-solving alone, in groups and through facilitated class discussions.

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.

Adapting game’s evaluation metrics to virtual reality serious games and its validation on “Hellblade: Senu’s Sacrifice” (Preprint)

2021 ◽  
Author(s):  
Kim Martinez ◽  
Maria Isabel Menéndez-Menéndez ◽  
David Checa ◽  
Andres Bustillo
Keyword(s):  
Virtual Reality ◽  
Video Game ◽  
Game Design ◽  
Serious Games ◽  
Research Field ◽  
Raising Awareness ◽  
Quantitative Rating ◽  
Study Case ◽  
Definition Of

BACKGROUND The design of Virtual Reality Serious Games (VR-SG) is a subject still developing. One of its open developments is the definition of metrics to evaluate the fun and learning result. In this way, weaknesses and strengths in the design of serious games can be found for future works in this research field. OBJECTIVE This paper aims to create a metric that can be used to rate the gameplay of VR-SG. This metric’s novelty allows to evaluate the different fun and learning features and give them a quantitative rating. A study case shows the capability of implementing this evaluation to identify strengths and weaknesses of VR-SGs. METHODS The new VR-SG metric is developed on the basis of the Mechanics, Dynamics and Aesthetic (MDA) framework but including User Experience (UX) elements and adapting them to VR-SG. This metric includes 1) UX aspects: VR-headsets, training tutorials and interactive adaptions to avoid VR inconveniences; and 2) MDA aspects: exclusive VR audiovisual elements and its aesthetics interactions. RESULTS The selected indie serious game is Hellblade, developed to raise awareness about the difficulties of people suffering from psychosis with two versions: one for 2D-screens and the other for VR devices. The comparison of metric´s scores for both versions shows: 1) some VR dynamics increase the gameplay impact and therefore, the educational capacity; and 2) flaws in game design where the scores drop down. Some of these flaws are: reduced number of levels, missions and items, lack of a tutorial to enhance usability and lack of strategies and rewards in the long-term to increase motivation. CONCLUSIONS This metric allows to identify the elements of the gameplay and UX that are necessary to learn in VR experiences. The study case shows this research is useful to evaluate the educational utility of VR-SG. Further works will analyze VR applications to synthetize every game element influencing its intrinsic sensations. CLINICALTRIAL The trials have not been registered, as testing for this metric has not involved people with mental conditions or addressed other medical applications. Hellblade is a commercial video game that anyone can purchase and play. The trials have been carried out to obtain results on the gaming experience of different people in relation to the educational purpose of raising awareness of psychosis.

FrameIT: Detangling Knowledge Management from Game Design in Serious Games

2020 ◽  
pp. 173-189
Author(s):  
Michael Kohlhase ◽  
Benjamin Bösl ◽  
Richard Marcus ◽  
Dennis Müller ◽  
Denis Rochau ◽  
...  
Keyword(s):  
Knowledge Management ◽  
Game Design ◽  
Serious Games
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