scholarly journals Perancangan Board Game Kolaboratif. Studi Kasus: Legenda Gunung Tondoyan

2021 ◽  
Vol 14 (1) ◽  
pp. 43-55
Author(s):  
Nadia Mahatmi
Keyword(s):  
Qualitative Methods ◽  
21St Century ◽  
Soft Skills ◽  
Board Game ◽  
Board Games ◽  
Games For Learning ◽  
Design Documentation ◽  
Collaborative Skills

Collaboration is one of the soft skills needed in the 21st century. One way to advance collaborative skills is to use a board game. It is common today to find board games for learning purposes. The design of this collaborative board game uses qualitative methods, namely literature studies, brainstorming, physical prototypes, software prototypes, and design documentation. With this research, it is hoped that it will help understand how to design a collaborative board game. Keywords: board game; collaborative; prototype

scholarly journals Design Ideas for an Issue-Situation-Based Board Game Involving Multirole Scenarios

2020 ◽  
Vol 12 (5) ◽  
pp. 2139
Author(s):  
Ping-Han Cheng ◽  
Ting-Kuang Yeh ◽  
Yen-Kai Chao ◽  
Jing Lin ◽  
Chun-Yen Chang
Keyword(s):  
Learning Outcomes ◽  
Water Resource ◽  
Role Playing ◽  
Board Game ◽  
Board Games ◽  
Comprehensive Information ◽  
Games For Learning ◽  
Resource Adaptation ◽  
Situational Learning ◽  
Design Ideas

In learning based on socio-scientific issues, teachers primarily use role playing in situation learning to promote students’ knowledge and responsibility and to teach them how to reach a consensus in multirole scenarios. However, if participants only engage with the material from the perspective of having one role, they will ignore comprehensive information on said issue. Therefore, the roles students play during multirole situational learning lead to diversity biases in learning results. To help participants enhance their competencies related to issues and eliminate learning gaps, we developed an issue-based board game named Water Ark based on the following four design ideas: multirole simulation, reflective goal, systemic situation, and interactions of society. The results indicated that after playing the game, participants’ knowledge and responsibility regarding water resource adaptation improved significantly. Furthermore, the findings revealed that the gap between the learning outcomes of participants with different roles in the game was not statistically significant, except in terms of students’ personal willingness to act. Thus, these design ideas could improve the utility of board games for learning about socio-scientific issues with multirole scenarios.

scholarly journals Influencing Attitudes and Preferences Toward Climate Change using a Multi-Player, Transportation Themed Board Game

2021 ◽  
Author(s):  
Alexandra Xiaoyi Kjorven
Keyword(s):  
Climate Change ◽  
Collective Action ◽  
Real Life ◽  
Board Game ◽  
Life Choices ◽  
Board Games ◽  
Effective Combination ◽  
Collective Action Problems ◽  
Before And After ◽  
Game Board

Traditional tabletop board games have soared in popularity in recent years, and used often as tools for education and entertainment. Board games are an especially engaging format for studying themes of collective-action problem solving. This study looks at one of the most complex collective-action problems of this generation, climate change, and evaluates how individual attitudes and preferences may be altered by playing a board game specifically designed to influence how people relate to an issue. The board game Wheels was introduced and taught to 18 participants, who engaged in five separate playtesting sessions where observation, survey and interview data were collected. The study evaluates participants' attitudes and preferences toward certain transportation and climate change topics before and after playing the game. The game showed promise in changing players' preferences toward certain modes of transportation - increasing preferences toward electric vehicles and cycling, and decreasing preference towards gas powered cars. These findings indicate that the effective combination of select climate change game mechanics in a highly personalized theme may produce an engaging and entertaining experience that has the potential to transcend the game board and impact players' outlook upon real life choices.

scholarly journals Design and evaluation framework for relevant chemistry-related educational card and board games

2015 ◽  
Vol 3 (4) ◽  
pp. 429-438
Author(s):  
Maiju Tuomisto ◽  
Maija Aksela
Keyword(s):  
Chemistry Education ◽  
Educational Games ◽  
Digital Games ◽  
Evaluation Framework ◽  
Game Based Learning ◽  
Board Games ◽  
General Rules ◽  
Games For Learning ◽  
Classification Evaluation ◽  
Novel Design

During the 21st century, new generations of both commercial board games and digital games have appeared, and in their wake, game-based learning has been extensively studied in recent years. There has also been some research on and development of card and board games for learning chemistry. Most of this research has been conducted in the field of regular and educational digital games. Many different classification, evaluation and assessment frameworks and tools are available for digital games. Few have been developed for card or board games, but many general rules for good educational games have been offered in research articles. Based on a literature review, a novel design and evaluation framework for card and board games for chemistry education on the lower secondary level has been developed. The aim of this framework is to help designers and teachers to design new educational card and board games, to support them in evaluating the viability of already existing chemistry-related educational games and instructing them in supporting student learning with a game.

Towards Modelling Effective Educational Games Using Multi-Domain Framework

2019 ◽  
pp. 165-177
Author(s):  
Mifrah Ahmad ◽  
Lukman Ab Rahim ◽  
Kamisah Osman ◽  
Noreen Izza Arshad
Keyword(s):  
Qualitative Methods ◽  
21St Century ◽  
Educational Games ◽  
Design Methods ◽  
Literature Survey ◽  
Game Based Learning ◽  
Literature Evidence ◽  
Effective Development ◽  
Game Developers

Game-based learning (GBL) has dominantly become an emerging teaching industry in 21st century. To provide an effective development of educational games (EG) with assurance of effectiveness, modelling and design methods are highlighted. To model EG, game developers must understand existing elements' interaction and relationships. The elements of EG have been documented in literature; however, the relationships are not well documented. Hence, this research has established these relationships by conducting a literature survey and identifying the relationships between different elements. Consequently, they are validated by eight game-based learning experts via qualitative methods and the validation results are interpreted using the hermeneutics method of the interpretivism paradigm. In this chapter, the authors present the relationships that they found most crucial to validate since they have the least literature evidence. With the relationships identified and documented, game developers will have better understanding of the interaction between each element and can produce better models of EG.

Towards Modelling Effective Educational Games Using Multi-Domain Framework

2018 ◽  
pp. 3337-3347 ◽  
Author(s):  
Mifrah Ahmad ◽  
Lukman Ab Rahim ◽  
Kamisah Osman ◽  
Noreen Izza Arshad
Keyword(s):  
Qualitative Methods ◽  
21St Century ◽  
Educational Games ◽  
Design Methods ◽  
Literature Survey ◽  
Game Based Learning ◽  
Literature Evidence ◽  
Effective Development ◽  
Game Developers

Game-based learning (GBL) has dominantly become an emerging teaching industry in 21st century. To provide an effective development of educational games (EG) with assurance of effectiveness; modelling and design methods are highlighted. To model EG, game developers must understand existing element's interaction and relationships. The elements of EG have been documented in many literature, however, the relationships are not well documented. Hence, this research has established these relationships by conducting a literature survey and identifying the relationships between different elements. Consequently, they are validated by eight game-based learning experts via qualitative methods and the validation results are interpreted using hermeneutics method of the interpretivism paradigm. In this chapter, we present the relationships that we found most crucial to validate since they have the least literature evidence. With the relationships identified and documented, game developers will have better understanding of the interaction between each elements and can produce better models of EG.

Librarian Skillsets in the 21st Century

2020 ◽  
pp. 41-58
Author(s):  
Josiline Phiri Chigwada
Keyword(s):  
Content Analysis ◽  
Literature Review ◽  
Capacity Building ◽  
21St Century ◽  
Formal Education ◽  
Soft Skills ◽  
Web Content ◽  
Digital Era ◽  
Structured Literature Review ◽  
The Way

The chapter showcases the 21st century skills that are required by librarians. The digital era brought about a lot of changes in the way that librarians interact with their clients. Due to the changing needs of clients, librarians should ensure that they are well equipped to deliver the needed services. The objectives of the chapter are to identify the skills that librarians should possess in the 21st century, examine how librarians acquire those skills, and discuss the challenges that are faced when acquiring those skills. Structured literature review and web content analysis were used to get the LIS skills. It was discovered that librarians should possess professional, technical, and soft skills in order to remain relevant in the 21st century. The findings revealed that librarians can acquire skills through on the job trainings or formal education. The major challenge that is faced by librarians is the issue of lack of funds to support their capacity building endeavours.

Decoupling Aspects in Board Game Modeling

2010 ◽  
Vol 2 (2) ◽  
pp. 18-35 ◽  
Author(s):  
Fulvio Frapolli ◽  
Amos Brocco ◽  
Apostolos Malatras ◽  
Béat Hirsbrunner
Keyword(s):  
Graphical Representation ◽  
User Interaction ◽  
Design Stage ◽  
Board Game ◽  
Model Driven ◽  
Board Games ◽  
Digital World ◽  
Game Session ◽  
Game Rule ◽  
Rules Of The Game

Existing research on computer enhanced board games is mainly focused on user interaction issues and look-and-feel, however, this overlooks the flexibility of traditional board games when it comes to game rule handling. In this respect, the authors argue that successful game designs need to exploit the advantages of the digital world as well as retaining such flexibility. To achieve this goal, both the rules of the game and the graphical representation should be simple to define at the design stage, and easy to change before or even during a game session. For that reason, the authors propose a framework allowing the implementation of all aspects of a board game in a fully flexible and decoupled way. This paper will describe the Flexiblerules approach, which combines both a model driven and an aspect oriented design of computer enhanced board games. The benefits of this approach are discussed and illustrated in the case of three different board games.

scholarly journals P061: Post-market surveillance of a serious board game: the GridlockED experience

CJEM ◽  
2019 ◽  
Vol 21 (S1) ◽  
pp. S85
Author(s):  
S. Hale ◽  
T. Chan
Keyword(s):  
Online Survey ◽  
Qualitative Data ◽  
Patient Flow ◽  
Board Game ◽  
Board Games ◽  
Institutional Review ◽  
Wide Range ◽  
Post Market ◽  
Disaster Scenario ◽  
Main Barrier

Introduction: In 2016, a team at McMaster began developing GridlockED, an educational (or “serious”) board game designed to teach medical learners about patient flow in the emergency department. As serious board games are a relatively new phenomenon in medical education, there is little data on how marketed games are actually used once received by end-users. In this study our goal was to better understand the demographics and game usage for purchasers of the GridlockED board game, which will inform the further improvement or expansion of the game. Methods: Individuals who expressed interest in purchasing gridlockED via our online storefront were sent an anonymous online survey via Google Form. The survey collected demographic and qualitative data with a focus on the respondent's role in medicine, how they have used GridlockED, who they have played GridlockED with, and what changes or additions to GridlockED they would like to see. We also asked about changes for a potential mass-market version of the game targeted towards non-medical individuals. Individuals who did not purchase the game were asked about their barriers to purchase. We received an exemption for this study from our institutional review board. Results: 42 responses (out of 300 individuals on our mailing list, 14% response rate) were collected. Responding purchasers were from 16 different roles in healthcare and 11 different countries. The top 5 roles were: EM trainee, Community EM MD, Academic EM MD, Physicians from other specialties, and EM program director. The majority of respondents were Canadian (38%), with America (21%), New Zealand (10%), and Turkey (7%) the only other countries to have more than 2 respondents. 50% reported having played the game, with the most common use cases being for fun (76%), for teaching trainees (33%) or training with colleagues (19%). For those who did not purchase, price was the largest barrier (81%). 50% of respondents expressed interest in a disaster scenario expansion pack, with 33% interested in set lesson plans. Conclusion: GridlockED attracted interest from a wide range of medical professionals, both in terms or role and location. Users mainly reported using the game for fun, with fewer users using the game for teaching/training purposes. The main barrier to purchase was the game's price.

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