scholarly journals Educational Escape Rooms: Challenges in Aligning Game and Education

2020 ◽  
Author(s):  
Alice Veldkamp ◽  
Sigrid Merx ◽  
Jasper van Winden
Keyword(s):  
Design Process ◽  
Real World ◽  
Game Design ◽  
Integrated Approach ◽  
Learning Goals ◽  
Popular Entertainment ◽  
The Real ◽  
Game World ◽  
Model Combining ◽  
Design Challenges

This article analyzes the design of MasterMind, an escape room that served as a means of professional development in the use and implementation of online educational tools in academic teaching. Escape rooms have inspired educators all over the world to adapt the popular entertainment activity for education. The time-constrained and problem-based games require active and collaborative participants, which makes an escape room an interesting setting for educators. As there are differences in the settings and goals of educational and recreational escape rooms, there is a need for description of the design process, taking into account game design and educational aspects. MasterMind was developed by a multidisciplinary team of educators, educational researchers and game researchers. The design analysis of MasterMind focuses on three related challenges that have informed the design process: 1) the participants' transition from the real world to the game world; 2) the alignment of game design aspects and educational aspects in the game world; and 3) the transfer from experiences and knowledge obtained within the game world back into the real world. The description and analysis is guided by frameworks on persuasive games and the alignment of game goals and learning goals. The analysis gives insights in how to balance game and educational aspects in the design, in order for players to reach both persuasive and learning goals. We recommend an integrated approach of the different design challenges. Therefore, we propose a design model combining and aligning the used frameworks, leading to an integrated approach in tackling design challenges in persuasive, serious games.

Involvement shield or social catalyst: Thoughts on sociospatial practice of Pokémon GO

2016 ◽  
Vol 5 (1) ◽  
pp. 15-19 ◽  
Author(s):  
Lee Humphreys
Keyword(s):  
New Media ◽  
Social Interactions ◽  
Real World ◽  
Mobile Technologies ◽  
Popular Press ◽  
Media Technology ◽  
The Real ◽  
Game World ◽  
Pokémon Go

Around every new media technology debates circle about whether the technology is bringing people socially closer or pushing us further apart. According to popular press accounts, Pokémon GO players are absorbed into a game world on their phone with no attention or interest in the “real” world around them. But coupled with these accounts are stories of people exploring their neighborhoods and of marriage proposals in the midst of Pokémon hunting. This article puts Pokémon GO into a longer context of mobile technologies and sociospatial practice to explore the kinds of social interactions that can emerge around and through the use of Pokémon GO. In particular, the article explores how people can use the platform as both an involvement shield and social catalyst.

scholarly journals ExerAdventure: A Mobile 2D Platformer Game to Encourage Fitness

2020 ◽  
Author(s):  
Navdeep Singh ◽  
Sabah Mohammed
Keyword(s):  
Physical Activity ◽  
Real World ◽  
Healthy Lifestyle ◽  
The Real ◽  
Game World

In this paper, we design a mobile 2D platformer game named 'ExerAdventure' where progress inside the game world is dependent on physical activity in the real world. The game has two modes, namely adventure and story mode. This design can motivate people to lead an active and healthy lifestyle.

scholarly journals My VRchive. Developing a Methodology for creating Immersive Gaming Content and Interaction for Virtual Reality

2021 ◽  
Author(s):  
◽  
Gerrit Jacobus van Rooyen
Keyword(s):  
Virtual Reality ◽  
Real World ◽  
Interaction Design ◽  
Game Design ◽  
Entire Body ◽  
The Real ◽  
Fast Pace ◽  
Content Generation

<p>Writing for and designing a methodology for Virtual Reality (VR) can be difficult as the technology around this medium grows at a fast pace. Many game designers and directors of VR experiences still claim to make things up as they go along, with no definitive methodology for content and interaction design existing yet. So far, some guidelines have been set to help prevent discomfort, but clearly not enough has been done to look at how and why we should design for VR specifically. As VR is a very immersive medium that can allow the user to potentially use their entire body as they would in the real world to interact with an experience, we need to take precedents from real world interaction when designing VR experiences. This thesis focuses specifically on game design and content generation by looking at board and table top elements as the realworld precedent. To demonstrate my findings, I have created an experience named My VRchive. Much like a sketchbook an animator uses to save ideas for later use, My VRchive will house small experiences created from my research, into content and interaction design, in a format that can be added to and shared. At the finalisation of this thesis three experiences were created. My theory is that if more designers adopt this strategy, we can all add to this growing methodology of how to develop immersive content and interaction for VR gaming and experiences.</p>

scholarly journals The Role of Written Feedback in Numeracy in the Primary School Classroom

2019 ◽  
Vol 11 (2) ◽  
pp. 52 ◽  
Author(s):  
Miedzo Mutendi ◽  
Chipo Makamure
Keyword(s):  
Primary School ◽  
Learning Process ◽  
Real World ◽  
Learning Goals ◽  
Written Feedback ◽  
Classroom Performance ◽  
The Real ◽  
School Classroom ◽  
The Impact

This study seeks to establish the quality and type of feedback necessary and suitable for learners, understandable by learners and implementable in the learning process by the learners to improve progress in learning numeracy. However, although written feedback is believed to be instrumental in shaping the pupils’ classroom performance, there is less agreement on whether this is workable in the real world of the classroom or has remained an intended goal of feedback. There is limited work in literature on how pupils respond or use written feedback to improve their performance. A questionnaire was administered to a group of Year 5 students at a school in England to solicit the pupils’ perceptions of the usefulness of written feedback and the challenges that were likely to be faced in interpreting and implementing the feedback. In order to measure the impact of feedback on students’ performance, a pre-test was given, pupils’ recommendations from the questionnaire were incorporated, and a second test was given two days later. The two sets of marks were then compared. It was found that pupils find it difficult to understand written feedback at times, mainly because of unfamiliar vocabulary used in the feedback and when they do understand the language, they often find it unhelpful in achieving their learning goals. Teachers are recommended to simplify and add more detail to feedback, making it as informative as possible about what was done well and suggest improvements that could be made.

scholarly journals Taking a Breath of the Wild: Are geoscientists more effective than non-geoscientists in determining whether game-world landscapes are realistic?

2019 ◽  
Author(s):  
Rolf Hut ◽  
Casper Albers ◽  
Sam Illingworth ◽  
Chris Skinner
Keyword(s):  
Real World ◽  
Great Opportunity ◽  
Van Gogh ◽  
Landscape Features ◽  
The Real ◽  
Game World ◽  
Significant Difference ◽  
Missed Opportunity

Abstract. From the wilderness of Hyrule, the entire continent of Tamriel, to Middle Earth, players of videogames are exposed to wonderous, fantastic, but ultimately fake, landscapes. Given the time people may spend in these worlds, compared to the time they spend being trained in geoscience, we wondered if expert geoscientists would differ from non-geoscientists in whether they judge the landscapes in these games to be realistic. Since games have a great opportunity for tangential learning it would be a missed opportunity if it turns out that features obviously fake to geoscientists are perceived as plausible by non-geoscientists. To satisfy our curiosity and answer this question we conducted a survey where we asked people to judge both photos from real landscapes as well as screenshots from the recent The Legend of Zelda: Breath of the Wild videogame on how likely they thought the features in the picture were to exist in the real world. Since game-world screenshots are easily identified based on their rendered, pixaleted nature, we pre-processed all pictures with an artistic Van Gogh filter that removed the rendered nature, but retained the dominant landscape features. We found that there is a small but significant difference between geoscientists and non-geoscientists with geoscientists being slightly better at judging which pictures are from the real world versus from the game world. While significant the effect is small enough to conclude that fantastical worlds in games can be used for tangential learning on geoscientific subjects.

Game Design Frameworks and Reality Guides

2016 ◽  
pp. 85-104
Author(s):  
Tomi “bgt” Suovuo ◽  
Ilmari Lahti ◽  
Jouni Smed
Keyword(s):  
Real World ◽  
Game Design ◽  
The Real

The gamification trend has cultivated a wide variety of game design frameworks. In this chapter, we use the concept of reality guides to analyse the characteristics of a few of these. Reality guides are applications that aim at assisting the user in the real world. As such they are not games, which is why we can use them to investigate the applicability of game design frameworks in a wider context than they are originally introduced for. Although these frameworks are for games, we find them at least partially applicable in the design of any kind of software and services. We also further refine the concept of reality guides as a type of application and consider the apparent usefulness of these frameworks on them.

Employing Co-Design in the Video Game Design Process

2012 ◽  
pp. 1048-1063 ◽  
Author(s):  
Greg Walsh
Keyword(s):  
Social Behavior ◽  
Video Games ◽  
Design Process ◽  
Video Game ◽  
Real World ◽  
Game Design ◽  
New Technologies ◽  
Intended Audience ◽  
Video Game Design ◽  
Design Techniques

Innovative and engaging video games can be created if the target audience is included in the design process. Co-design is the process of working with your intended audience as colleagues in the design of technology. Co-design requires techniques that bring together designers in a way to create new technologies. New design techniques are developed to be used in real-world situations, but they require refinement through their own use. Video games offer technique designers an abundant source of material to design and refine techniques in real-world scenarios. This chapter discusses co-design, and the use of co-design techniques in the design of a serious video game to explore history, to help children be more environmentally minded, and a virtual world that reinforces positive social behavior.

scholarly journals Subliminal Paradigmatic on Designing Character in Games

2021 ◽  
Vol 5 (1) ◽  
pp. 23-26
Author(s):  
Sulaiman Hakim Lubis ◽  
Tubagus Zufri
Keyword(s):  
Decision Making ◽  
Design Process ◽  
Real World ◽  
Design Consideration ◽  
The Real ◽  
Character Design

Not only rely on aesthetics alone, but character design also requires things that underlie decision making in the design process. The consideration may refer to the type of story, style and appearance that also refers to the form, which is part of the elements of design, but other than those designers must also be paid attention to other things that related with the problem that occurs when the game is played. Games will be played by players who in fact have experiences that will later be brought into the game and instead bring experience from within the game to the real world. This unconscious condition can also be used as a design consideration.

scholarly journals Designing and coding with BBC micro:bit to solve a real-world task – a challenging movement between contexts

2021 ◽  
Author(s):  
A-M. Cederqvist
Keyword(s):  
Design Process ◽  
Real World ◽  
Structure And Function ◽  
Educational Content ◽  
Dual Nature ◽  
The Real ◽  
And Function ◽  
Point Of Departure ◽  
Critical Aspects

AbstractDesigning programmed technological solutions (PTS) with programming materials has become a way to contextualise educational content related to PTS and programming. However, studies show that pupils have difficulties conceptualising central phenomena involved in the process, which affects their ability to design PTS. In order to understand these difficulties, this study investigates pupils’ ways of experiencing the process of solving a real-world task with a programming material. The study takes its point of departure from a previous study that identified two central phenomena, the dual nature (structure and function) of PTS and the BBC micro:bit material, when pupils, aged 10 and 14, were designing a burglar alarm with the BBC micro:bit. The data was revisited with the aim of analysing pupils’ sequential discernment of critical aspects of the phenomena (i.e. aspects necessary to discern in order to understand phenomena), and how this affects how the design process unfolds. The results show that the movement from the real-world context toward the BBC micro:bit context is challenging. Pupils need to be able to connect conditions in the real-world context both to aspects of the dual nature of their PTS, and to aspects of the BBC micro:bit material that represent the dual nature. This suggests the importance of appreciating the BBC micro:bit context and the real-world context in relation to the dual nature of PTS, and of addressing the sequential stages of the process in which aspects of phenomena and their interrelations are emphasised, to help pupils see the PTS in the changing contexts.

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