Meningkatkan Rasa Nasionalisme Siswa Melalui Game Base Learning

The birth of Game Based Learning take a new prespective to learing method while using a Game for learning proccess. This is a good opportunity for lecturer and theacher to increas and update their learning instrument that can be used. Some studies about game founded the approach of through the medium of games of the match learning in a significant way capable of effecting the improve achievement , the motivation to study , and the level of satisfaction in the style of of students to study. This study focused on increasing students nationalism through the game base learning in learning procces for Senior high students where players trained to make a deccision, analyze, and decide own attitude in the games. This game based learning research apply for learning nationalism lessons consists of four phases, design phase, data collection stage, the analysis and discussion stage phase, the documentation and research results phase. To stage of game design base learning with learning and analysis mapping game mechanics for serious games analysis (LM-GM) as the mapping of learning in the game. The purpose through this game is learning from the game play can be shown that the approach proposed effectively gives understanding of learning that given. In addition, also found that game is can help students studies learning the history.

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Towards a Development Approach to Serious Games

Games-Based Learning Advancements for Multi-Sensory Human Computer Interfaces ◽

10.4018/978-1-60566-360-9.ch013 ◽

2009 ◽

pp. 215-231 ◽

Cited By ~ 9

Author(s):

Sara de Freitas ◽

Steve Jarvis

Keyword(s):

Game Design ◽

Serious Games ◽

Development Process ◽

Development Project ◽

Game Based Learning ◽

Data Collection And Analysis ◽

User Groups ◽

Development Approach ◽

Tools And Techniques ◽

Future Work

This chapter reviews some of the key research supporting the use of serious games for training in work contexts. The review indicates why serious games should be used to support training requirements, and in particular identifies “attitudinal change” in training as a key objective for deployment of serious games demonstrators. The chapter outlines a development approach for serious games and how it is being evaluated. Demonstrating this, the chapter proposes a game-based learning approach that integrates the use of a “four-dimensional framework”, outlines some key games principles, presents tools and techniques for supporting data collection and analysis, and considers a six-stage development process. The approach is then outlined in relation to a serious game for clinical staff concerned with infection control in hospitals and ambulances, which is being developed in a current research and development project. Survey findings from the target user group are presented and the use of tools and techniques explained in the context of the development process. The chapter proposes areas for future work and concludes that it is essential to use a specific development approach for supporting consistent game design, evaluation and efficacy for particular user groups.

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Using Formal Game Design Methods to Embed Learning Outcomes into Game Mechanics and Avoid Emergent Behaviour

International Journal of Game-Based Learning ◽

10.4018/ijgbl.2017070106 ◽

2017 ◽

Vol 7 (3) ◽

pp. 63-73 ◽

Cited By ~ 1

Author(s):

Simon Grey ◽

David Grey ◽

Neil Gordon ◽

Jon Purdy

Keyword(s):

Computer Science ◽

Learning Outcomes ◽

Game Design ◽

Learning Experience ◽

Careful Consideration ◽

Science Students ◽

Game Based Learning ◽

Game Mechanics ◽

Negative Effect ◽

The Impact

This paper offers an approach to designing game-based learning experiences inspired by the Mechanics-Dynamics-Aesthetics (MDA) model (Hunicke et al., 2004) and the elemental tetrad model (Schell, 2008) for game design. A case for game based learning as an active and social learning experience is presented including arguments from both teachers and game designers concerning the value of games as learning tools. The MDA model is introduced with a classic game- based example and a non-game based observation of human behaviour demonstrating a negative effect of extrinsic motivators (Pink, 2011) and the need to closely align or embed learning outcomes into game mechanics in order to deliver an effective learning experience. The MDA model will then be applied to create a game based learning experience with the goal of teaching some of the aspects of using source code control to groups of Computer Science students. First, clear aims in terms of learning outcomes for the game are set out. Following the learning outcomes, the iterative design process is explained with careful consideration and reflection on the impact of specific design decisions on the potential learning experience. The reasons those decisions have been made and where there may be conflict between mechanics contributing to learning and mechanics for reasons of gameplay are also discussed. The paper will conclude with an evaluation of results from a trial of computer science students and staff, and the perceived effectiveness of the game at delivering specific learning outcomes, and the approach for game design will be assessed.

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Game Experience and Learning Effects of a Scoring-Based Mechanic for Logistical Aspects of Pediatric Emergency Medicine: Development and Feasibility Study (Preprint)

10.2196/preprints.21988 ◽

2020 ◽

Author(s):

Cevin Zhang ◽

Jannicke Baalsrud Hauge ◽

Karin Pukk Härenstam ◽

Sebastiaan Meijer

Keyword(s):

Health Care ◽

Regression Analysis ◽

Social Presence ◽

Serious Games ◽

Serious Game ◽

Game Based Learning ◽

Learning Engagement ◽

Game Mechanics ◽

Learning Practices ◽

Negative Feelings

BACKGROUND Using serious games for learning in operations management is well established. However, especially for logistics skills in health care operations, there is little work on the design of game mechanics for learning engagement and the achievement of the desired learning goals. OBJECTIVE This contribution presents a serious game design representing patient flow characteristics, systemic resource configurations, and the roles of the players based on a real Swedish emergency ward. The game was tested in a set of game-based learning practices in the modalities of a physical board game and an online multiplayer serious game that implemented the same game structure. METHODS First, survey scores were collected using the Game Experience Questionnaire Core and Social Presence Modules to evaluate the experience and acceptance of the proposed design to gamify real processes in emergency care. Second, lag sequential analysis was applied to analyze the impact of the game mechanics on learning behavior transitions. Lastly, regression analysis was used to understand whether learning engagement attributes could potentially serve as significant predicting variables for logistical performance in a simulated learning environment. RESULTS A total of 36 students from courses in engineering and management at KTH Royal Institute of Technology participated in both game-based learning practices during the autumn and spring semesters of 2019 and 2020. For the Core Module, significant differences were found for the scores for negative affect and tension compared with the rest of the module. For the Social Presence Module, significant differences were found in the scores for the psychological involvement – negative feelings dimension compared with the rest of the module. During the process of content generation, the participant had access to circulating management resources and could edit profiles. The standard regression analysis output yielded a ΔR2 of 0.796 (F14,31=2725.49, P<.001) for the board version and 0.702 (F24,31=2635.31, P<.001) for the multiplayer online version after the learning engagement attributes. CONCLUSIONS The high scores of positive affect and immersion compared to the low scores of negative feelings demonstrated the motivating and cognitive involvement impact of the game. The proposed game mechanics have visible effects on significant correlation parameters between the majority of scoring features and changes in learning engagement attributes. Therefore, we conclude that for enhancing learning in logistical aspects of health care, serious games that are steered by well-designed scoring mechanisms can be used.

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Evaluating the usefulness of Eye Tracking in Game-based Learning

International Journal of Serious Games ◽

10.17083/ijsg.v1i2.15 ◽

2014 ◽

Vol 1 (2) ◽

Cited By ~ 11

Author(s):

Kristian Kiili ◽

Harri Ketamo ◽

Michael D. Kickmeier-Rust

Keyword(s):

Eye Tracking ◽

Game Design ◽

Educational Games ◽

Relevant Information ◽

Learning Activities ◽

Educational Game ◽

Game Based Learning ◽

Tracking Method ◽

Cognitive Feedback ◽

Learning Research

The challenge of educational game design is to develop solutions that please as many players as possible, but are still educationally effective. How learning happens in games is methodologically very challenging to point out and thus it is usually avoided. In this paper we tackle this challenge with eye tracking method. The aim of this research is to study the meaning of cognitive feedback in educational games and evaluate the usefulness of eye tracking method in game based learning research and game design. Based on perceptual data we evaluated the playing behavior of 43 Finnish and Austrian children aged from 7 to 16. Four different games were used as test-beds. The results indicated that players’ perception patterns varied a lot and some players even missed relevant information during playing. The results showed that extraneous elements should be eliminated from the game world in order to avoid incidental processing in crucial moments. Animated content easily grasps player’s attention, which may disturb learning activities. Especially low performers and inattentive players have difficulties in distinguishing important and irrelevant content and tend to stick to salient elements no matter of their importance for a task. However, it is not reasonable to exclude all extraneous elements because it decreases engagement and immersion. Thus, balancing of extraneous and crucial elements is essential. Overall, the results showed that eye tracking can provide important information from game based learning process and game designs. However, we have to be careful when interpreting the perceptual data, because we cannot be sure if the player understands everything that he or she is paying attention to. Thus, eye tracking should be complemented with offline methods like retrospective interview that was successfully used in this research.

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Constructive alignment of learning mechanics and game mechanics in Serious Game design in Higher Education

International Journal of Serious Games ◽

10.17083/ijsg.v7i4.361 ◽

2020 ◽

Vol 7 (4) ◽

pp. 75-88

Author(s):

George Kalmpourtzis ◽

Margarida Romero

Keyword(s):

Game Design ◽

Positive Impact ◽

Learning Objectives ◽

Game Based Learning ◽

Constructive Alignment ◽

Game Mechanics ◽

Complex Process ◽

Training Activities ◽

Design Documents ◽

Intended Learning Outcomes

Game design is a complex process based on balance between educational and gameplay experience in a coherent way. In the context of instructional design, Constructive Alignment aims to develop an outcome-based approach for designing learning activities during which the learners’ engagement through the activity is aligned with learning objectives and outcomes. Constructive Alignment focuses on the proposal of constructively aligned learning experiences, where assessment is the result of specially selected training activities, which are proposed based on intended learning outcomes. In this study, we analyze the game design process in an online master course on Game Design from a Constructive Alignment approach. We operationalize the Constructive Alignment in game design as the coherence between Learning Objectives, Game Mechanics, Learning Mechanics and the Assessment in the educational DGBL. The results analysis shows that the Game Based Learning course had a positive impact on students regarding the proposal of game design documents with coherence between Game Mechanics and Learning Mechanics as well as Learning Mechanics and Learning Objectives, while little focus on integrating Assessment mechanisms was observed. Based on the results of this study we propose to increase the focus on assessment in the process of game design.

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Mapping Game Mechanics for Learning in a Serious Game for the Energy Transition

International Journal of E-Planning Research ◽

10.4018/ijepr.2019040101 ◽

2019 ◽

Vol 8 (2) ◽

pp. 1-23 ◽

Cited By ~ 4

Author(s):

Cristina Ampatzidou ◽

Katharina Gugerell

Keyword(s):

Game Design ◽

Serious Games ◽

Energy Transition ◽

Serious Game ◽

Learning Performance ◽

Learning Goals ◽

Learning Needs ◽

Game Mechanics ◽

Planning Processes ◽

Integration Of Learning

The integration of learning goals with game mechanics in serious games used in urban and spatial planning processes has the potential to enable game designers and planners to create games with narratives tightly aligned to particular processes and lead to increased learning outcomes. This study presents the results from testing Energy Safari, a serious game for the energy transition in the province of Groningen, and empirically associates specific game mechanics with learning events, derived from players' reports. The research is based on the analysis of post-play questionnaires. Play-testing Energy Safari illustrates that different learning events can be triggered by the same game mechanics, an observation which can be applied in serious game design to facilitate players with different learning needs and styles. In addition, play testing to evaluate the learning performance of serious games should be integrated in the game design process. However, to achieve lasting learning and actionable knowledge, serious games should be used complementarily with other civic participation methods.

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Art games: medios digitales artísticos interactivos para la educación

Redmarka Revista de Marketing Aplicado ◽

10.17979/redma.2017.01.019.4850 ◽

1970 ◽

Vol 01 (019) ◽

pp. 47-69

Author(s):

Ana Marqués Ibáñez

Keyword(s):

Game Design ◽

Serious Games ◽

Game Based Learning

Esta comunicación incide en la utilización de los art games en educación y como propuesta para el desarrollo de la creatividad. En la introducción se conceptualiza sobre la idea de art games dentro del arte y como éstos pueden ser de interés en ámbitos educativos.Seguidamente se expondrán una serie de videojuegos que tienen relación con este campo artístico.Sobre la idea de Aprendizaje Basado en el Juego (Game Based Learning) y de estrategias como la Gamificación (Gamification) se definen ambos conceptos, se citan ideas para establecer sus diferencias sobre esta temática en relación a los videojuegos.Para la propuesta educativa se utilizarán las plataformas Kodu y Scratch para la creación de videojuegos y el estudio o aprendizaje de nuevos sistemas de programación por bloques y cómo se pueden vincular con otras ramas artísticascomo: la música, interactividad y nuevos diseños en otras plataformas como dispositivos móviles, ordenadores y consolas. Estudio de las diversas plataformas que proporcionan de forma más amplia y plural el desarrollo de videojuegos artísticos.Se analizará lo que es el Diseño del videojuego (Game Design) en el que tiene que existir un grupo colaborativo de profesionales tales como diseñador y programador, así como las destrezas que éstos necesitan para el desarrollo y creación de un videojuego que puede ser aplicable para videojuegos artísticos o educativos.Los objetivos serán los de evaluar que videojuegos son útiles para el ámbito educativo y pueden ser de interés tanto si son de tipo Videojuego Artístico (Game Art) o Videojuegos educativos (Serious Games). El objetivo de la propuesta será experimentar un medio innovador para facilitar la atención, fomentar la psicomotricidad y la creatividad.Las conclusiones serán un extracto del estudio comparativo entre los diversos videojuegos.

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Game Experience and Learning Effects of a Scoring-Based Mechanic for Logistical Aspects of Pediatric Emergency Medicine: Development and Feasibility Study

JMIR Serious Games ◽

10.2196/21988 ◽

2021 ◽

Vol 9 (1) ◽

pp. e21988

Author(s):

Cevin Zhang ◽

Jannicke Baalsrud Hauge ◽

Karin Pukk Härenstam ◽

Sebastiaan Meijer

Keyword(s):

Health Care ◽

Regression Analysis ◽

Social Presence ◽

Serious Games ◽

Serious Game ◽

Game Based Learning ◽

Learning Engagement ◽

Game Mechanics ◽

Learning Practices ◽

Negative Feelings

Background Using serious games for learning in operations management is well established. However, especially for logistics skills in health care operations, there is little work on the design of game mechanics for learning engagement and the achievement of the desired learning goals. Objective This contribution presents a serious game design representing patient flow characteristics, systemic resource configurations, and the roles of the players based on a real Swedish emergency ward. The game was tested in a set of game-based learning practices in the modalities of a physical board game and an online multiplayer serious game that implemented the same game structure. Methods First, survey scores were collected using the Game Experience Questionnaire Core and Social Presence Modules to evaluate the experience and acceptance of the proposed design to gamify real processes in emergency care. Second, lag sequential analysis was applied to analyze the impact of the game mechanics on learning behavior transitions. Lastly, regression analysis was used to understand whether learning engagement attributes could potentially serve as significant predicting variables for logistical performance in a simulated learning environment. Results A total of 36 students from courses in engineering and management at KTH Royal Institute of Technology participated in both game-based learning practices during the autumn and spring semesters of 2019 and 2020. For the Core Module, significant differences were found for the scores for negative affect and tension compared with the rest of the module. For the Social Presence Module, significant differences were found in the scores for the psychological involvement – negative feelings dimension compared with the rest of the module. During the process of content generation, the participant had access to circulating management resources and could edit profiles. The standard regression analysis output yielded a ΔR2 of 0.796 (F14,31=2725.49, P<.001) for the board version and 0.702 (F24,31=2635.31, P<.001) for the multiplayer online version after the learning engagement attributes. Conclusions The high scores of positive affect and immersion compared to the low scores of negative feelings demonstrated the motivating and cognitive involvement impact of the game. The proposed game mechanics have visible effects on significant correlation parameters between the majority of scoring features and changes in learning engagement attributes. Therefore, we conclude that for enhancing learning in logistical aspects of health care, serious games that are steered by well-designed scoring mechanisms can be used.

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Flow experience in game based learning – a systematic literature review

International Journal of Serious Games ◽

10.17083/ijsg.v4i1.151 ◽

2017 ◽

Vol 4 (1) ◽

Cited By ~ 23

Author(s):

Arttu Perttula ◽

Kristian Kiili ◽

Antero Lindstedt ◽

Pauliina Tuomi

Keyword(s):

Game Design ◽

Serious Games ◽

Performance Enhancement ◽

Positive Influence ◽

Serious Game ◽

Game Based Learning ◽

Key Factors ◽

Learning Factors ◽

The Relationship

The entertaining elements implemented in a serious game are key factors in determining whether a player will be engaged in a play-learn process and able to achieve the desired learning outcomes. Thus, optimization of subjective playing experience is a crucial part of a game design process. Flow theory can be adopted for measuring user experience and analyzing the quality of serious game designs. In addition, flow seems to have a positive influence on performance enhancement, learning and engagement. The focus of this review is especially on examining the meaning of flow in the context of serious games as well as exploring the relationship between flow and learning, factors that influence occurrence of flow and how flow is operationalized. The review revealed that there are mainly conceptual considerations about flow in serious games, but no robust empirical evidence about the meaning of flow. This is in line with other studies. We argue that research on flow should focus on the specific aspects related to the very nature of serious games that combine enjoyment and learning. Furthermore, new methods to measure flow and analyse the data need to be developed and studied.

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