scholarly journals Transforming a Theoretical Framework to Design Cards: LEAGUE Ideation Toolkit for Game-Based Learning Design

2020 ◽  
Vol 12 (20) ◽  
pp. 8487
Author(s):  
Rabail Tahir ◽  
Alf Inge Wang
Keyword(s):  
Design Process ◽  
Collaborative Design ◽  
Game Design ◽  
Idea Generation ◽  
Educational Game ◽  
Design Practice ◽  
Game Based Learning ◽  
Complex Process ◽  
Integrate Research ◽  
Early Design Phase

Educational game design is a complex process demanding multi-dimensional focus in a heterogeneous team to balance multiple aspects. The existing Game-based learning (GBL) frameworks detail the required knowledge but are hard to use in design practice. Conversely, card-based design tools are a lightweight approach used to assist the early design phase. While several game design cards exist, none is specific for informing GBL knowledge. There is a lack of operationalizable approaches for designing learning games that integrate research based GBL knowledge into the actual ideation process. This paper presents a card-based GBL ideation toolkit to reduce the complexity of framework application and introduction of key GBL concepts in the design process as a tangible reference point to facilitate multi-dimensional focus, supporting idea generation, critical reflection, and creation of a shared understanding in the collaborative design process. The paper describes a ten-step process of transforming the LEAGUE framework into the LEAGUE toolkit (GBL ideation cards), an evaluation of the toolkit with design workshop participants, and design lessons detailing strengths and limitations to support GBL design practices.

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.

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.

scholarly journals 2515 Cure Quest: Teaching the complexities of drug discovery and development through an adventure game

2018 ◽  
Vol 2 (S1) ◽  
pp. 53-53
Author(s):  
Benjamin Chang ◽  
Shawn Lawson ◽  
Kathleen Ruiz ◽  
Mei Si ◽  
Jeremy Stewart ◽  
...  
Keyword(s):  
Drug Discovery ◽  
Design Process ◽  
Game Design ◽  
Rensselaer Polytechnic Institute ◽  
Target Audience ◽  
Game Based Learning ◽  
Scientific Training ◽  
Adventure Game ◽  
Core Concepts ◽  
Study Population

OBJECTIVES/SPECIFIC AIMS: “Cure Quest” is an adventure quest game for mobile tablets that aims to teach the player about the complexities of discovery and development of new medicines. The game instills a sense of wonderment into the learning process, taking the player to a world of magic where a mysterious condition has affected the land and they must follow the steps of the discovery and development process to find a treatment. METHODS/STUDY POPULATION: The game is being developed through a collaboration between faculty and students at ISMMS and the Games and Simulation Arts and Science Program at Rensselaer Polytechnic Institute. The first target audience is 2nd–3rd year medical students, with the future goal of adapting the game to a broader population. RESULTS/ANTICIPATED RESULTS: The game is currently in development, but the project has yielded insight into the design process for serious games in medicine. We found that for a game of this type it is essential not just to have both designers and subject matter experts, but to enable cross-pollination of modes of thinking. Through multiple design iterations and focus groups, we found that a game design approach rooted in narrative and allegorical abstraction would have a better ability to engage the target audience than one focused only on realistic simulation. When complete, we anticipate that the game will improve understanding of the core concepts in drug discovery. DISCUSSION/SIGNIFICANCE OF IMPACT: If successful, the game-based learning approach can help fill key gaps in current formal medical and scientific training, as well as gaps in understanding among the general public. The design process serves as an informative model of evolving collaborative team science.

scholarly journals Game Factors and Game-Based Learning Design Model

2015 ◽  
Vol 2015 ◽  
pp. 1-11 ◽  
Author(s):  
Yen-Ru Shi ◽  
Ju-Ling Shih
Keyword(s):  
Game Design ◽  
Past Research ◽  
Design Model ◽  
Educational Game ◽  
Learning Design ◽  
Digital Game ◽  
Game Based Learning ◽  
Game Value ◽  
Design Factors

How to design useful digital game-based learning is a topic worthy of discussion. Past research focused on specific game genres design, but it is difficult to use when the target game genre differs from the default genres used in the research. This study presents macrodesign concepts that elucidates 11 crucial game-design factors, including game goals, game mechanism, game fantasy, game value, interaction, freedom, narrative, sensation, challenges, sociality, and mystery. We clearly define each factor and analyze the relationships among the 11 factors to construct a game-based learning design model. Two application examples are analyzed to verify the usability of the model and the performance of these factors. It can assist educational game designers in developing interesting games.

scholarly journals Evaluating the usefulness of Eye Tracking in Game-based Learning

2014 ◽  
Vol 1 (2) ◽  
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.

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

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.

Citizen Science

2010 ◽  
pp. 289-305
Author(s):  
Matt Gaydos ◽  
Kurt Squire
Keyword(s):  
Citizen Science ◽  
Design Process ◽  
21St Century ◽  
Game Design ◽  
Educational Game ◽  
Educational Systems ◽  
Potential Models ◽  
Civic Science ◽  
The Relationship ◽  
Insight Into

In order to adapt to the educational demands of an increasingly digitized and globalized society, reformers have pointed toward games and their communities as potential models for what 21st-century educational systems might look like. As educational game research develops as a field, the need for design frameworks that leverage contemporary perspectives on education, learning, and established commercial game design techniques grows. In this chapter, the authors briefly describe current educational demands that highlight a shift away from content-focused curriculum and outline the design process used to make the game Citizen Science, a game to teach civic science literacy. By providing insight into the process of design, the authors hope to illuminate the relationship between theory and its enactment.

Examining the Characteristics of Digital Learning Games Designed by In-service Teachers

2017 ◽  
Vol 7 (4) ◽  
pp. 73-85 ◽  
Author(s):  
Yun-Jo An ◽  
Li Cao
Keyword(s):  
Learning Environments ◽  
Game Design ◽  
Educational Game ◽  
Digital Learning ◽  
Digital Game ◽  
Game Based Learning ◽  
Learning Games ◽  
Teacher Professional ◽  
Design Documents ◽  
Teachers Perspectives

In order to better understand teachers' perspectives on the design and development of digital game-based learning environments, this study examined the characteristics of digital learning games designed by teachers. In addition, this study explored how game design and peer critique activities influenced their perceptions of digital game-based learning environments and learning through game design. Qualitative data were collected from fifty game design documents and participant responses to reflection questions. The analysis of game design documents showed that the majority of the participants designed immersive game-based learning environments where players are required to use higher order thinking and real-world skills as well as academic content to complete missions or solve problems. The results of this study provide important implications for teacher professional development as well as for educational game development.

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