scholarly journals Mobile Game “Color in Life” Development for Dichromatism Color Blind

2021 ◽  
Vol 4 (2) ◽  
pp. 57-61
Author(s):  
Ivan Reinaldo ◽  
Boy Nurttjahyo Moch
Keyword(s):  
Research Methods ◽  
Video Game ◽  
Game Design ◽  
Questionnaire Development ◽  
Color Blindness ◽  
T Test ◽  
Educational Video ◽  
Mobile Game ◽  
Educational Video Game ◽  
Color Blind

The purpose of this research was to escalate players’ knowledge on color blindness by designing an educational video game which design was oriented to dichromatism color blind. The topic selection was based on the lack of players’ deeper knowledge on color blindness. The graphic and gameplay selection on this research was adjusted to the chosen color blind category. Research methods were conducted by analysis, development, and evaluation. Analysis was done by questionnaire. Development was done by game design document, UML, storyboard, and was implemented using Unity. Evaluation on 35 players, which are 32 with normal eyes and 3 with color blindness, was done by two approaches, which are t-test and questionnaire. The result of t-test was t(34) = -7.704, p < 0.05 and Enjoyment score on CEGE is 0.763 for normal eyes and 0.651 for colorblind. To conclude, there was an improvement on knowledge from the video game and the design was enjoyable.

Exploring Educational Video Game Design

2011 ◽  
pp. 1004-1018 ◽  
Author(s):  
Anna Åkerfeldt ◽  
Staffan Selander
Keyword(s):  
Video Game ◽  
Game Design ◽  
Meaning Making ◽  
Information Value ◽  
Learning Goals ◽  
Educational Video ◽  
Video Game Design ◽  
Educational Video Game ◽  
The Individual ◽  
Principles Of Learning

The aim of this chapter is to explore two educational video games as a repository for action and meaning-making. Rixdax and El Patron feature two different game genres and designs. Through a comparative analysis, it will be shown how these two games actually address very different learning goals and also seem to miss a crucial aspect of learning: reflective action. This chapter will investigate how the layout on the screen is composed and how knowledge is represented. To do so, six structuring factors introduced by Prensky (2001), some of the organizing principles of learning design developed by Selander (Selander, 2008a-b; 2009, Selander & Åkerfeldt, 2008) and the multimodal framework developed by Kress and van Leeuween (Kress & van Leeuween, 2006; Kress, 2010; van Leeuween, 2005) are used. The chapter analyses the individual elements as semiotic resources in the educational video game and show how these elements are represented, especially from the points of view of information value, salience and framing, but also how the information is sequenced, the tempo of the games and how they accommodate meta-reflection by the users.

Playability Design Patterns

2013 ◽  
pp. 118-136 ◽  
Author(s):  
Amer Ibrahim ◽  
Francisco L. Gutiérrez Vela ◽  
Natalia Padilla Zea ◽  
José Luis González Sánchez
Keyword(s):  
Video Games ◽  
Video Game ◽  
Game Design ◽  
Design Patterns ◽  
Educational Video ◽  
Educational Video Games ◽  
Video Game Design ◽  
Player Experience ◽  
Educational Video Game ◽  
Learning Through Play

Learning through play is currently an effective and attractive educational strategy. Recently, many educational video games have failed because methods of analysis have not been used to discuss playability level in a structured way. Ensuring a good player experience characterized by playability requires cooperation and collaboration between game designers and educators. To this end, the authors have proposed a new set of patterns to support educational video game design and analysis. These patterns aim to facilitate the development of educational video games, summarize the essential information and requirements needed to understand a particular problem and the proposed solution, and present the interrelationships between educational video game components and playability attributes.

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.

The effects of an educational video game on mathematical engagement

2015 ◽  
Vol 21 (5) ◽  
pp. 1283-1297 ◽  
Author(s):  
Mido Chang ◽  
Michael A. Evans ◽  
Sunha Kim ◽  
Anderson Norton ◽  
Kirby Deater-Deckard ◽  
...  
Keyword(s):  
Video Game ◽  
Educational Video ◽  
Educational Video Game

Development of an Educational Video Game That Can Be Modified by End-Users

2018 ◽  
pp. 184-204
Author(s):  
Noah L. Schroeder ◽  
Alexandrea Oliver ◽  
Kenneth Deffet ◽  
James Morgan
Keyword(s):  
User Interfaces ◽  
Video Game ◽  
End Users ◽  
Graphical User Interfaces ◽  
Educational Game ◽  
Educational Video ◽  
Specific Content ◽  
Sound Effects ◽  
Educational Video Game ◽  
Beta Testing

The development of educational video games can be a challenging process. Typically, games are created for one content area and are designed to specifically facilitate learning in regards to that content. However, this approach inherently limits the utility of the game to specific content. In this chapter, the authors describe the development and systematic iterative playtesting of an educational game designed to be modified by end-users (e.g., teachers, researchers, students). Quantitative and qualitative data were collected through three phases of beta-testing, and the results from each test informed the subsequent version of the software. Overall, the results indicated that, aside from fixing software glitches, the addition of aesthetically pleasing graphical user interfaces and the integration of sound effects appear to have made the biggest contributions to players' perceptions of the game.

scholarly journals Validation and Psychometric Properties of the Gameplay-Scale for Educative Video Games in Spanish Children

2020 ◽  
Vol 12 (6) ◽  
pp. 2283
Author(s):  
Félix Zurita Ortega ◽  
Nuria Medina Medina ◽  
Francisco Luis Gutiérrez Vela ◽  
Ramón Chacón Cuberos
Keyword(s):  
Psychometric Properties ◽  
Video Game ◽  
Educational Game ◽  
Educational Video ◽  
Reliable Measure ◽  
Valid Instrument ◽  
Educational Video Game ◽  
Study Support ◽  
Correlation Strength ◽  
Game Session

The knowledge of evaluation instruments to determine the level of gameplay of schoolchildren is very important at this time. A systematic review has been carried out in this study. The aim of this paper is to investigate the psychometric properties of a study of a sample of Spanish gamers. Two hundred and thirty-seven children (mean age: 11.2± 1.17 years, range: 10-12 years, 59.5% female) completed the Gameplay-Scale to discover their opinions after a game session with a serious educational game. The final scale consisted of three factors. The fit for factor 1 (usability) was 0.712, the fit for factor 2 was 0.702 (satisfaction), the fit for factor 3 was 0.886 (empathy) and the overall fit was 0.868. A positive and direct relationship could be observed between all the dimensions of the developed scale. The greatest correlation strength is shown between satisfaction and empathy (r = 0.800; p < 0.005), followed by satisfaction and usability (r = 0.180; p < 0.05) and the association between empathy and usability (r = 0.140; p < 0.05). In summary, the results of the present study support the use of the Gameplay-Scale as a valid and reliable measure of the game experience of youth populations. These results demonstrate strong psychometric properties so that the Gameplay-Scale appears to be a valid instrument for children in different contexts where an educational video game is used, analyzing its usability/“playability” in terms of learning to use it, game satisfaction, and empathy.

scholarly journals An Evaluation of an Educational Video Game on Mathematics Achievement in First Grade Students

Technologies ◽  
2017 ◽  
Vol 5 (2) ◽  
pp. 30 ◽  
Author(s):  
Kimberly Hieftje ◽  
Tyra Pendergrass ◽  
Tassos Kyriakides ◽  
Walter Gilliam ◽  
Lynn Fiellin
Keyword(s):  
Mathematics Achievement ◽  
Video Game ◽  
First Grade ◽  
Educational Video ◽  
Educational Video Game
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