scholarly journals Extending the Activity Theory Based Model for Serious Games Design in Engineering to Integrate Analytics

2018 ◽  
Vol 8 (1) ◽  
pp. 109 ◽  
Author(s):  
Michael Callaghan ◽  
Niall McShane ◽  
Augusto Gómez Eguíluz ◽  
Maggi Savin-Baden
Keyword(s):  
Activity Theory ◽  
Serious Games ◽  
Design Phase ◽  
Formal Models ◽  
Analysis And Design ◽  
Game Elements ◽  
Pedagogical Goals

Serious Games (SG) have been shown to have instructional potential and a number of formal models, frameworks and methodologies have emerged to support their design and analysis. The Activity Theory-based Model of Serious Games (ATMSG) facilitates a systematic and detailed representation of educational SG describing how game elements are connected together to contribute to pedagogical goals. This paper proposes and presents an extension to the ATMSG framework to facilitate the identification, selection and integration of analytics into serious games. A practical example of the approach in use in the analysis and design phase of a SG for engineering is demonstrated.

Using Gamification and Serious Games to Design a New Curriculum

2020 ◽  
pp. 217-241
Author(s):  
Kutay Tinç ◽  
Meltem Gülçin Karadayı
Keyword(s):  
Serious Games ◽  
Serious Game ◽  
The Other ◽  
Educational Purpose ◽  
Other Hand ◽  
New Curriculum ◽  
Game Elements

Using game elements in class to support the participation of students in learning or designing games that can help educators teach certain subjects more efficiently has been a popular topic in recent years. The former is a matter of gamification, which refers to the application of game elements to other activities so that the activity becomes more engaging or interesting. On the other hand, the latter is about designing a serious game, which can be defined as a game with an explicit and carefully thought out educational purpose. In this study, focused on merging the use of gamification and serious games for a specific engineering course, the authors discuss how the curriculum for this course should be designed so that both sides of the spectrum are facilitated. An application of this union is given with a survey showing the reaction of students to the gamified curricula integrated with a serious game.

The Application of FOOM Methodology to IFIP Conference Case Study

2003 ◽  
pp. 82-95
Author(s):  
Judith Kabeli ◽  
Peretz Shoval
Keyword(s):  
Functional Analysis ◽  
Information Systems ◽  
Object Oriented ◽  
Class Diagram ◽  
Design Phase ◽  
Complete Class ◽  
Analysis And Design ◽  
Systems Analysis And Design ◽  
Flow Diagrams

FOOM (Functional and Object-Oriented Methodology) is an integrated methodology for information systems’ analysis and design, which combines two essential software-engineering paradigms: the functional/data approach (or process-oriented) and the object-oriented (OO) approach. Having applied FOOM in a variety of domains, this chapter presents the application of the methodology to the specification of the IFIP Conference system. We focus on the analysis and design phases. FOOM-analysis phase includes data modeling and functional analysis activities and produces an initial Class Diagram and a hierarchy of OO data flow diagrams (OO-DFDs). The products of the design phase include: (a) a complete class diagram; (b) object classes for the menus, forms and reports and (c) a behavior schema, which consists of detailed descriptions of the methods and the application transactions, expressed in pseudocode and message diagrams.

Comparing Serious Games and Educational Simulations: Effects on Enjoyment, Deep Thinking, Interest and Cognitive Learning Gains

2018 ◽  
Vol 49 (4) ◽  
pp. 401-422 ◽  
Author(s):  
Nina Imlig-Iten ◽  
Dominik Petko
Keyword(s):  
Serious Games ◽  
Cognitive Learning ◽  
Serious Game ◽  
Group Differences ◽  
Learning Gains ◽  
Learner Engagement ◽  
Positive Effects ◽  
Post Test ◽  
Game Elements ◽  
Linear Regressions

Background and Aim. Serious games are generally considered to have positive effects on many aspects of learner engagement as well as on cognitive learning gains and subject-related interest. Yet few studies have examined which combination of game elements influence engagement and learning, and how these factors are related. For this reason, an experimental study was conducted to explore these aspects with regard to digital serious games. Method. Twelve primary school classes with 153 students from 9 to 12 years of age participated in this experimental field study using group comparisons. The students were randomly assigned to interact either with an educational simulation or a digital serious game. The results were analyzed using t-tests and hierarchical linear regressions. Results and Conclusion. Results show that there are no group differences in tested learning gains nor in self-reported cognitive learning gains or increase in interest. Although there are also no differences regarding enjoyment, self-reported levels of deep thinking are higher when learning with a serious game. While post-test knowledge is only influenced by prior knowledge, self-reported cognitive learning gains and increases in interest are both positively correlated with deep thinking and enjoyment. These results lead to the conclusion that learning with serious games does not always lead to the expected increases in all aspects of engagement and learning outcomes. Thus, research needs to address the interplay of game elements and their impact on engagement and learning in more detail.

An activity theory-based model for serious games analysis and conceptual design

2015 ◽  
Vol 87 ◽  
pp. 166-181 ◽  
Author(s):  
Maira B. Carvalho ◽  
Francesco Bellotti ◽  
Riccardo Berta ◽  
Alessandro De Gloria ◽  
Carolina Islas Sedano ◽  
...  
Keyword(s):  
Activity Theory ◽  
Conceptual Design ◽  
Serious Games

scholarly journals Introduction to the special section on Activity Theory for Work Analysis and Design

Production ◽  
2015 ◽  
Vol 25 (2) ◽  
pp. 255-256
Author(s):  
Pascal Béguin ◽  
Francisco Duarte ◽  
Laerte Idal Sznelwar
Keyword(s):  
Activity Theory ◽  
Special Section ◽  
Work Analysis ◽  
Analysis And Design

Applying Serious Game Elements to Enhance the Flood Safety Training Apps (Preprint)

2020 ◽  
Author(s):  
Nursyahida Serious Game For Flood Safety Training ◽  
◽  
◽  
Keyword(s):  
Serious Games ◽  
Safety Training ◽  
Serious Game ◽  
Rater Reliability ◽  
Training Outcomes ◽  
Flood Preparedness ◽  
Cognitive Walkthrough ◽  
The Right ◽  
Game Elements ◽  
Productive Development

BACKGROUND Serious games are created for other than entertainment purposes. Training is one of the areas where serious games are used that must have a combination of elements which contribute to the training outcomes. The right combination of elements May lead to productive development of serious games. There are serious games that have been developed; however, there is a lack of elements in the game that can motivate players. In addition, Previous serious games used for training have less use element of scenario and feedback. Moreover, These fail to provide domain content to attain the game 's goals, as they focus more on entertainment. OBJECTIVE The objective of this paper is to describe a process to evaluate the model of a serious game for flood safety training based on the elements of serious games and psychology readiness which can motivate civilians to be aware of the importance of flood preparedness in terms of safety. METHODS These elements are then categorized and used to construct a model which are validated by a panel of eight experts using the Inter-Rater Reliability (IRR) method. RESULTS The result of IRR percentage for the game elements has achieved 100%, while the result of IRR percentage for psychology readiness has reached 83%, and the overall result of IRR percentage has gained 93%. CONCLUSIONS Thus, this model can be adapted to develop serious games for training in other fields and for other purposes. For future phases, verified models will be used to develop low fidelity prototype. Subsequently, the low fidelity prototype can be validated using the cognitive walkthrough method.

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