scholarly journals Penerapan Game Design Document dalam Perancangan Game Edukasi yang Interaktif untuk Menarik Minat Siswa dalam Belajar Bahasa Inggris

2018 ◽  
Vol 5 (3) ◽  
pp. 341 ◽  
Author(s):  
Sri Lestari Rahayu ◽  
Fujiati Fujiati
Keyword(s):  
Game Design ◽  
English Language ◽  
Interactive Learning ◽  
Design Method ◽  
Educational Games ◽  
Educational Game ◽  
Design Document ◽  
International Language ◽  
Media Applications ◽  
To Receive

<p class="Abstrak">Pentingnya belajar bahasa inggris pada usia dini dikarenakan bahasa inggris merupakan bahasa internasional. Metode belajar pada anak usia dini adalah belajar sambil bermain, anak-anak juga akan lebih mudah untuk menerima informasi dalam bentuk multimedia. Media pembelajaran yang interaktif akan membantu anak dalam menguasai pelajaran bahasa inggris sejak dini. Pada penelitian ini penulis membuat Game edukasi sebagai media pembelajaran yang interaktif. Dalam pembuatan game edukasi yang interaktif dibutuhkan perancangan Game Desain Document. Pada saat anak belajar dengan metode konvensional maka anak akan susah memahami dan cepat bosan karena anak belajar dari buku dan mendengarkan guru menjelaskan tetapi dengan adanya game edukasi sebagai media pembelajaran yang interaktif maka diharapkan akan memudahkan anak dalam mempelajari, memahami dan menguasai bahasa asing khususnya bahasa inggris. Aplikasi game yang dibangun menggunakan metode Game Design Document (GDD) dan metode perancangannya menggunakan metode waterfall.  Adapun hasil dari penelitian ini berupa aplikasi media pembelajaran dan mendapatkan nilai presentase 80% dari kuesioner yang diisi oleh pengguna.</p><p class="Abstrak"> </p><p class="Abstrak">Abstract</p><p class="Abstrak">The importance of learning English at an early age because English is an international language. The method of learning in early childhood is learning while playing, children will also be easier to receive information in multimedia form. Interactive learning media will help children to master English language lessons early. In this study the author makes educational games as interactive learning media. In making interactive educational games, it is necessary to design a Document Design Game. When the child learns by conventional methods, the child will be difficult to understand and get bored quickly because the child learns from the book and listens to the teacher explaining but with the educational game as an interactive learning media it is expected to facilitate the child in learning, understanding and mastering foreign languages, especially English . Game applications are built using the Game Design Document (GDD) method and the design method uses the waterfall method. The results of this study are in the form of learning media applications and get a percentage value of 80% from the questionnaire filled in by the user.</p>

scholarly journals SGDDEdu: A Model of Short Game Design Document for Digital Educational Games

2019 ◽  
Vol 7 (2) ◽  
pp. 167-180
Author(s):  
Raiane Santos Martins ◽  
Filipe Raulino ◽  
Aquiles Burlamaqui ◽  
Akynara Burlamaqui
Keyword(s):  
Elementary School ◽  
Game Design ◽  
Teaching And Learning ◽  
Educational Games ◽  
Simple Game ◽  
Essential Elements ◽  
Educational Game ◽  
Design Document ◽  
Game Environment ◽  
Game Programming

The use of games in education has become an increasingly present practice in contemporary society. For so-called "digital natives", learning through electronic games becomes more significant. Digital educational games are often seen as boring, non-motivational, that fail to bring in some essential elements that promote engagement, making the learning goal is not achieved either. Game Design is a game project. It describes how the game should be, defining its mechanics and interactions between player and the virtual world of the game and how they can affect the game environment. In order to document the design of a game, there is the Game Design Document (GDD), whose one of the main objectives, besides registration, is to help in communication between the different production teams of a game, allowing the game designer a broad view of that is being produced. However, because it is a large document that brings in detail all the main elements for the production of a game, it turns out to be little used, especially if the focus is the elaboration of small games, which are the majority of the digital educational games that exist. For these short games, which can often be worked out within a few hours, there are Short Game Design Document (SGDD). The SGDD, unlike GDD, will describe the elements of the game in a simplified way possible, whereas the game to be drawn from it is also a simple game. Thus, the proposal of this work is to elaborate a model of SGDD for educational games (the SGDDEdu), specifying elements of art, sound, mechanics and game programming, as well as educational elements in accordance with the new BNCC (National Curricular Common Base) of Elementary School, so that there is a standardization and better categorization of educational games aligned with the proposed pedagogical objectives and the skills and competences described in each level of education. This work will be developed from the study and analysis of some models of already existing SGDD and the BNCC of Elementary School in general, causing in SGDDEdu. The research will be applied with teachers and educators requesting that they specify an educational game in the SGDDEdu template. With this, we intend to verify if the SGDDEdu has relevance and if it facilitates in the production of digital educational games, providing the teaching and learning process through the games, as well as trying to identify how the NCCB can contribute in the development of educational games. Keywords: Educational games, Game Design, SGDD, BNCC

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.

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.

Designing Educational Games

Gamification ◽  
2015 ◽  
pp. 576-594 ◽  
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.

A Psycho-Pedagogical Framework for Multi-Adaptive Educational Games

2013 ◽  
pp. 103-117 ◽  
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.

Play Styles and Learning

2009 ◽  
pp. 826-846 ◽  
Author(s):  
Carrie Heeter
Keyword(s):  
Learning Styles ◽  
Game Design ◽  
Educational Games ◽  
Educational Game ◽  
Achievement Orientation ◽  
Applied Study ◽  
Individual Traits ◽  
Play Styles ◽  
The Impact ◽  
Classroom Use

This chapter reviews player types found in commercial MMOs and educational games and a palette of play styles and learning is proposed from which game designers and educators can more easily imagine (or perhaps “paint”) their target audience. Two studies show how the palette might be applied. Study 1 examines the impact of different in-game reward schemas on player types. Study 2 compares classroom play with one child per computer versus paired play of the same educational game. Educational game design and the way a teacher structures in-class educational game play both influence emergent play and learning. Player archetypes (more commonly called player types) help game designers imagine the needs and interests of potential players. Considering learner types would be similarly useful. Learning styles relevant to educational game design and classroom use are described, including intrinsic and extrinsic achievement orientation, motivation, individual traits, and competition and other social factors.

scholarly journals Designing a Programming Game to Improve Children’s Procedural Abstraction Skills in Scratch

2020 ◽  
Vol 58 (7) ◽  
pp. 1372-1411 ◽  
Author(s):  
Simon P. Rose ◽  
M. P. Jacob Habgood ◽  
Tim Jay
Keyword(s):  
Computer Science ◽  
Digital Literacy ◽  
Game Design ◽  
Educational Games ◽  
Compulsory Education ◽  
Educational Game ◽  
Code Smells ◽  
Programming Tools ◽  
Block Based ◽  
Procedural Abstraction

The recent shift in compulsory education from ICT-focused computing curricula to informatics, digital literacy and computer science, has resulted in children being taught computing using block-based programming tools such as Scratch, with teaching that is often limited by school resources and teacher expertise. Even without these limitations, Scratch users often produce code with ‘code smells’ such as duplicate blocks and long scripts which impact how they understand and debug projects. These code smells can be removed using procedural abstraction, an important concept in computer science rarely taught to this age group. This article describes the design of a novel educational block-based programming game, Pirate Plunder, which concentrates on how procedural abstraction is introduced and reinforced. The article then reports an extended evaluation to measure the game’s efficacy with children aged 10 and 11, finding that children who played the game were then able to use procedural abstraction in Scratch. The article then uses game analytics to explore why the game was effective and gives three recommendations for educational game design based on this research: using learning trajectories and restrictive success conditions to introduce complex content, increasing learner investment through customisable avatars and suggestions for improving the evaluations of educational games.

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