scholarly journals A 3D Multiuser Virtual Learning Environment for Online Training of Agriculture Surveyors

10.28945/4455 ◽  
2019 ◽  
Vol 18 ◽  
pp. 481-507 ◽  
Author(s):  
Yusep Rosmansyah ◽  
Mohamad Achiruzaman ◽  
Ariq Bani Hardi
Keyword(s):  
Game Design ◽  
Online Training ◽  
Virtual Learning Environment ◽  
Educational Game ◽  
Future Research ◽  
Knowledge Gain ◽  
Food Crops ◽  
Design Framework ◽  
Productivity Data

Aim/Purpose: This research proposed a 3D multiuser virtual learning environment (3DMUVLE) educational game design framework by combining ATMSG, ADDIE, E-Simulation, and 3D Open Simulator Technology Architecture. This paper focused on a case study of online training for food crops productivity data surveys. Background: The conventional online training still lacks engagement, immersion, and curiosity aspects, which decreases learners’ learning seriousness because the instructors and participants do not meet directly. Integration of 3DMUVLE and gamification in online training has a good potential to tackle the issue. Methodology: This research applied the Design Research Method (DRM) to propose a 3DMUVLE educational game design framework. The proposed framework was applied in training that involved 30 participants (first group), and the result was compared with that of 30 other participants (second group) who studied using the conventional method, which was an e-book and web-based learning. Authors compared the perceived usefulness and heightened enjoyment in using the proposed 3DMUVLE using linear regression analysis on HMSAM model. Contribution: Through statistical tests on the case study data, this research indicated that the 3DMUVLE resulted in better knowledge gain. Findings: Some important findings in this paper include (1) the development steps of a 3DMUVLE educational game design framework for online training of food crops productivity data survey; (2) statistical analysis result that the proposed 3DMUVLE lead to better knowledge gain, enjoyment, curiosity, immersion, and usefulness aspects; (3) the statistical analytic also showed that enjoyment and perceived of usefulness factors represented the strongest variables that influenced behavioral intention to use. Recommendations for Practitioners: The 3DMUVLE is suggested to produce better knowledge gain, yet it still has to be proven further through similar statistical analysis in real field survey scenarios. Recommendation for Researchers: The proposed 3DMUVLE can be adapted to other domains. Pleasing features in the game can be improved, such as quality of instruction in the simulation, in the hope that these will increase engagement and knowledge gain. Voice communication among users and instructors to improve interactivity may also be introduced. Impact on Society: 3DMUVLE potentially offers better knowledge gain that can be applied in various fields of online training. Future Research: An immediate future research includes a development targeted for smartphone platform, in Virtual Reality (VR) or non-VR mode. VR improves immersion aspect further but is more complicated to perform. Smartphone is relatively cheaper than a computer and more accessible by more people. Training using a smartphone-based 3DMUVLE can be carried out in wider scenarios.

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.

Case Study of an Epistemic Mathematics Computer Game

2020 ◽  
pp. 27-56
Author(s):  
Chantal Buteau ◽  
Eric Muller
Keyword(s):  
Gender Difference ◽  
Empirical Study ◽  
Data Management ◽  
Real World ◽  
Game Design ◽  
Computer Game ◽  
Design Principles ◽  
Design Approach ◽  
Educational Game

E-Brock Bugs is a serious educational game (SEG) about probability which was created based on Devlin's design principles for games whose players adopt identities of mathematically able persons. This kind of games in which “players think and act like real world professionals” has been called epistemic. This chapter presents an empirical study of 16-year-old students' (n=61) experience playing E-Brock Bugs as part of their mathematics data management course. Results suggest that most students engaged in the game's mathematics and experienced a mathematical in-game identity. No gender difference was observed, but the students' self-identified mathematical capability (which was not correlated with their mathematics grades) seems to differentiate the extent to which they experience a mathematical in-game identity. E-Brock Bugs contributes to validate Devlin's game design approach to epistemic mathematics SEGs.

Case Study of an Epistemic Mathematics Computer Game

2018 ◽  
Vol 8 (3) ◽  
pp. 34-55
Author(s):  
Chantal Buteau ◽  
Eric Muller
Keyword(s):  
Empirical Study ◽  
Data Management ◽  
Real World ◽  
Game Design ◽  
Computer Game ◽  
Design Principles ◽  
Design Approach ◽  
Educational Game

E-Brock Bugs is a serious educational game (SEG) about probability which was created based on Devlin's design principles for games whose players adopt identities of mathematically able persons. This kind of games in which “players think and act like real world professionals” has been called epistemic. This article presents an empirical study of 16-year-old students' (n=61) experience playing E-Brock Bugs as part of their mathematics data management course. Results suggest that most students engaged in the game's mathematics and experienced a mathematical in-game identity. E-Brock Bugs contributes to validate Devlin's game design approach to epistemic mathematics SEGs.

Virtual Learning Environments. The oLTECx

2011 ◽  
Vol 3 (1) ◽  
pp. 33-50 ◽  
Author(s):  
Adriana D’Alba ◽  
Anjum Najmi ◽  
Jonathan Gratch ◽  
Chris Bigenho
Keyword(s):  
Doctoral Students ◽  
Learning Environments ◽  
Game Design ◽  
New Technologies ◽  
Rapid Development ◽  
Virtual Learning ◽  
Virtual Learning Environment ◽  
Future Research ◽  
University Departments ◽  
Widespread Access

The rapid development in new technologies and media and widespread access to the Internet is changing how people teach and learn. Recognizing the potential of technology, schools and universities are placing more content online from fully deliverable courses to course catalogs, course registration, and college admissions. People are able to gain access to a multitude of information with one click. Online learning environments range from authentic, real-time environments to simulations, as well as 2D and 3D virtual environments. This paper explores the use of a 2-dimensional, narrative-based, virtual learning environment (VLE) created by doctoral students to orient potential students to their university departments’ degree programs, faculty, and course offerings. After exploring the environment, participants were surveyed about their experiences. Findings include validation of the instrument, possible correlations relating to learning through games, engagement, and game design. Emerging themes and suggestions for future research are presented in this paper.

Virtual Learning Environments. The oLTECx

2013 ◽  
pp. 35-50
Author(s):  
Adriana D’Alba ◽  
Anjum Najmi ◽  
Jonathan Gratch ◽  
Chris Bigenho
Keyword(s):  
Doctoral Students ◽  
Learning Environments ◽  
Game Design ◽  
New Technologies ◽  
Rapid Development ◽  
Virtual Learning ◽  
Virtual Learning Environment ◽  
Future Research ◽  
University Departments ◽  
Widespread Access

The rapid development in new technologies and media and widespread access to the Internet is changing how people teach and learn. Recognizing the potential of technology, schools and universities are placing more content online from fully deliverable courses to course catalogs, course registration, and college admissions. People are able to gain access to a multitude of information with one click. Online learning environments range from authentic, real-time environments to simulations, as well as 2D and 3D virtual environments. This paper explores the use of a 2-dimensional, narrative-based, virtual learning environment (VLE) created by doctoral students to orient potential students to their university departments’ degree programs, faculty, and course offerings. After exploring the environment, participants were surveyed about their experiences. Findings include validation of the instrument, possible correlations relating to learning through games, engagement, and game design. Emerging themes and suggestions for future research are presented in this paper.

scholarly journals A case study of educational game design by kids and for kids

2010 ◽  
Vol 2 (2) ◽  
pp. 5242-5246 ◽  
Author(s):  
Ahmet Baytak ◽  
Susan M. Land
Keyword(s):  
Game Design ◽  
Educational Game

scholarly journals Outcomes assessment pitfalls: challenges to quantifying knowledge gain in a sex education game

2020 ◽  
Vol 4 ◽  
pp. 73
Author(s):  
Elena Bertozzi ◽  
Amelia Bertozzi-Villa ◽  
Swathi Padankatti ◽  
Aparna Sridhar
Keyword(s):  
Sex Education ◽  
Game Design ◽  
Outcomes Assessment ◽  
Human Anatomy ◽  
Human Reproduction ◽  
Educational Game ◽  
Knowledge Gain ◽  
Post Process ◽  
Before And After ◽  
Post Test

Background: We describe challenges associated with incorporating knowledge assessment into an educational game on a sensitive topic and discuss possible motivations for, and solutions to, these challenges. Methods: The My Future Family Game (MFF) is a tool for collecting data about family planning intentions. The game was expanded to include information about human anatomy and sexual reproduction. To assess the efficacy of the game as a tool for teaching sexual education, we designed a pre-post study with assessments before and after the game which was deployed in three schools in and around Chennai, India in summer of 2018. Results: The pre-post process did not effectively assess knowledge gain and made the game less enjoyable. Although all participants completed the pre-test because it was required to access the main game, many did not complete the post test. As a result, the post-test scores are of limited use in assessing the efficacy of the intervention as an educational tool. This deployment demonstrated that pre-post testing has to be integrated in a way that motivates players to improve their scores in the post-test. The pre-test results did provide useful information about players’ knowledge of human anatomy and mechanisms of human reproduction prior to gameplay and validated the tool as a means of data collection. Conclusion: Adding outcomes assessment required asking players questions about sexual anatomy and function with little or no introduction. This process undermined elements of the initial game design and made the process less enjoyable for participants. Understanding these failures has been a vital step in the process of iterative game design. Modifications were made to the pre-post test process for future deployments so that the process of assessment does not diminish enthusiasm for game play or enjoyment and motivates completion of the post-test as part of gameplay.

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