scholarly journals EGV: A Methodology Proposal to Educational Games Virtualization

RENOTE ◽  
2018 ◽  
Vol 16 (1) ◽  
Author(s):  
Wilk Oliveira dos Santos
Keyword(s):  
Game Design ◽  
Educational Games ◽  
Educational Game ◽  
Design Elements ◽  
Traditional Game ◽  
Games Development ◽  
Psychological Concepts

Games Virtualization is a process of digital versions creation for traditional/ physical games. In education, this process aims to create digital versions for traditional/ physical educational games, keeping the psychological and pedagogical concepts from the traditional version, as well, to associate these concepts to the contemporary game design elements. One of the main challenges in this field is the lack of a specific methodology. In this sense, this study proposes a methodology to Educational Game Virtualization, starting in the traditional game chosen and ending in the evaluation, release, and maintenance of game. An experiment was conducted in order to evaluate the methodology, the results show that the methodology was effective in the games’ development, helping the professionals to develop the games, keeping the pedagogical and psychological concepts of traditional games version, associating these concepts to contemporary game design elements.

scholarly journals Challenges of Games Virtualization Applied to Educational

2020 ◽  
Author(s):  
Wilk Oliveira Dos Santos ◽  
Clovis Gomes Da Silva Junior
Keyword(s):  
Game Design ◽  
Professional Training ◽  
Educational Games ◽  
Educational Game ◽  
Design Elements

Game Virtualization is a process of digital versions creation for traditional/physical games. In education, this process aims to create digital versions for traditional/ physical educational games, keeping psychological and pedagogical concepts from traditional version, as well as associate these concepts to contemporary game design elements. In this sense, this paper presents five challenges for Game Virtualization Applied to Educational Games: (i) design of methodologies for educational games virtualization, (i.i) design of methodologies for educational game evaluation, (i.ii) recommendation of resources for Educational Games Virtualization, (ii) multidisciplinary of Educational Games Virtualization, and (iii) professional training to Educational Games Virtualization.

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 State of the Art in Educational Games Virtualization

RENOTE ◽  
2016 ◽  
Vol 14 (1) ◽  
Author(s):  
Wilk Oliveira dos Santos ◽  
Clovis Gomes da Silva Junior
Keyword(s):  
Game Design ◽  
State Of The Art ◽  
Educational Games ◽  
Educational Game ◽  
Design Elements

Game Virtualization is a process of digital versions creation for traditional/ physical games. In education, this process aims to create digital versions for traditional/ physical educational games, keeping psychological and pedagogical concepts from traditional version, as well as associate these concepts to contemporary game design elements. In the last years, a series of studies and efforts have been done in this field, making room to important discussions regarding the results obtained and perspectives to future works. In this sense, this paper presents a state of the art in Educational Game Virtualization, as well as some discussions, challenges and directions to new studies in this field.

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.

A Design of Educational Game to Prevent Cyber-Bullying among Teenagers and An Analysis of Its Effect (Preprint)

2019 ◽  
Author(s):  
Hyung Yoon
Keyword(s):  
Game Design ◽  
Quantitative Research ◽  
Educational Games ◽  
Educational Game ◽  
Quantitative Research Methods ◽  
Prevention Education ◽  
Future Design ◽  
Sensitive Topics ◽  
Mode Of Development

UNSTRUCTURED This paper is a case study on the design of an educational game for the prevention of cyberbullying and an analysis of its educational effect. I selected a game titled “Angry Daddy,” which was developed based on the request of Korean government authority and analyzed the mode of development of the game and its educational effect. For this research, both qualitative and quantitative research methods were used. Moreover, advice regarding the game design was obtained from many experts belonging to various fields. Based on the analysis of the game design and its educational effect, it was confirmed that the following factors are important to design an educational game meant for the prevention of cyberbullying and to enhance its educational effect: First, cooperation between content experts and game development experts is essential to develop an educational game. Second, it should be verified whether the contents and the format of the game are appropriate by analyzing the play test results of the target audience. Third, it is essential to prepare a manual to guide teachers to apply the game to the field. Fourth, it was confirmed that educating students on sensitive topics like cyberbullying is very effective when educational games that make them feel and experience the outcomes of bullying are utilized. This research is expected to be helpful for future design of educational games and the research and development of the format of cyberbullying prevention education.

Emotional Agents in Educational Game Design

2021 ◽  
Vol 11 (4) ◽  
pp. 72-89
Author(s):  
Mirela Gutica ◽  
Stephen Petrina
Keyword(s):  
Game Design ◽  
Educational Games ◽  
Learning Technologies ◽  
Educational Game ◽  
Emotional Engagement ◽  
Emotional States ◽  
Post Test ◽  
Quasi Experimental ◽  
Students Attitudes ◽  
Emotional Agents

Evaluating the subjective playing experience and engagement in learning is important in the design of advanced learning technologies (ALTs) that respond to the learners' cognitive and emotional states. This article addresses students' attitudes toward an educational game, Heroes of Math Island, and their responses to the emotional agent, an animated monkey. Fifteen students (seven boys and eight girls) from grades six and seven participated in this quasi-experimental study (pretest, intervention, post-test, followed by post-questionnaire and interview). This research presents a detailed analysis of students' subjective reactions with respect to Heroes of Math Island and to the underlying mathematics content, their learning gains and emotions triggered during gameplay, and design issues resulting from the evaluation of the game and of its emotional agent. The findings from this study inform how ALTs and educational games can be designed in order to be effective and provide emotional engagement, enjoyment, and learning.

A Psycho-Pedagogical Framework for Multi-Adaptive Educational Games

2011 ◽  
Vol 1 (1) ◽  
pp. 45-58 ◽  
Author(s):  
Michael D. Kickmeier-Rust ◽  
Elke Mattheiss ◽  
Christina Steiner ◽  
Dietrich Albert
Keyword(s):  
Game Design ◽  
Educational Games ◽  
Educational Game ◽  
Key Factors ◽  
Embedded Assessment ◽  
Non Invasive ◽  
Motivational States ◽  
Individual Support ◽  
Learning Game ◽  
The Individual

One of the trump cards of digital educational games is their enormous intrinsic motivational potential. Although learning game design is often understood on a one-fits-all level, the actual motivational strength of an educational game strongly depends on the individual learners, their very specific goals, preferences, abilities, strength and weakness, personality, and experiences with gaming. Considering motivation being a fragile and constantly changing state, it is important to continuously assess learning and gaming processes and the oscillations of motivation and immersion within a game. With this premise in mind, the authors developed a psycho-pedagogical approach to a non-invasive embedded assessment of motivational states and learning progress, feeding into a dynamic, ontology-driven learner (and gamer) model. To evaluate the approach, the demonstrator games were subject to intensive quantitative and qualitative experimental research. Results show that a meaningful personalization and an individual support are key factors of the success of learning games.

scholarly journals Realizing a Mobile Multimodal Platform for Serious Games Analytics

2019 ◽  
Vol 6 (4) ◽  
pp. 19-48
Author(s):  
Laila Shoukry ◽  
Stefan Göbel
Keyword(s):  
Game Design ◽  
Serious Games ◽  
Sensor Data ◽  
Educational Game ◽  
Evaluation Procedure ◽  
Multimodal Data ◽  
Design Elements ◽  
Implementation Challenges ◽  
Cognitive States ◽  
Game Developers

This paper presents the design and development of "StoryPlay Multimodal", a mobile multimodal analytics platform for the evaluation of Serious Games. It is intended to serve researchers, teachers and educational game developers as a means to assess their Serious Game Design. This is done by capturing, pre-processing, synchronizing and visualizing multimodal serious games analytics and mobile sensor data from playtesting sessions. By linking log data with multimodal data, it is possible to uncover relations between design elements, gameplay interactions, context parameters and affective and cognitive states. This is crucial for gaining full insight into the session, even if not present with the player at the same location. After discussing design requirements, the architecture of the software, the different modules, additional features, implementation challenges and solutions are presented. The testing settings, participants and results are also discussed to demonstrate how the evaluation procedure can be applied to deliver valuable outcomes for Serious Games Research.

Designing Educational Games

2014 ◽  
pp. 181-198 ◽  
Author(s):  
Stephen Tang ◽  
Martin Hanneghan
Keyword(s):  
Game Design ◽  
Teaching And Learning ◽  
Educational Games ◽  
Educational Game ◽  
Game Based Learning ◽  
Computing Technology ◽  
Learning Tool ◽  
Educational Content ◽  
Constructive Learning ◽  
Informal Approach

Play has been an informal approach to teach young ones the skills of survival for centuries. With advancements in computing technology, many researchers believe that computer games1 can be used as a viable teaching and learning tool to enhance a student’s learning. It is important that the educational content of these games is well designed with meaningful game-play based on pedagogically sound theories to ensure constructive learning. This chapter features theoretical aspects of game design from a pedagogical perspective. It serves as a useful guide for educational game designers to design better educational games for use in game-based learning. The chapter provides a brief overview of educational games and game-based learning before highlighting theories of learning that are relevant to educational games. Selected theories of learning are then integrated into conventional game design practices to produce a set of guidelines for educational games design.

An Overview of Accessibility and Usability of Educational Games

2013 ◽  
pp. 63-101
Author(s):  
Marion A. Hersh ◽  
Barbara Leporini
Keyword(s):  
Learning Environments ◽  
Game Design ◽  
Educational Games ◽  
Virtual Learning Environments ◽  
Educational Game ◽  
Mobile Games ◽  
Games Studies ◽  
Educational Computer ◽  
Computer Based ◽  
Guidelines And Recommendations

This chapter presents an overview of accessibility and usability for educational computer-based games and the first survey of the accessibility and usability of digital educational games. The overview includes a discussion of accessibility and usability, both in general and in the specific context of educational games, as well as a brief presentation of issues relating to game design, including of mobile games. Since there are no previous studies of the accessibility and usability of educational computer-based games, studies of the accessibility and usability of the related areas of virtual learning environments, digital games for entertainment and PDF documents, are also presented. The overview of accessibility and usability and the results of the survey are used to draw up a structured list of 62 guidelines and recommendations, organised into three categories at the first level and ten at the second level. These guidelines and recommendations are illustrated by an example of their application to a fictitious new educational game.

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