scholarly journals Design and Implementation of A Collaborative Educational Gamification Authoring System

2021 ◽  
Vol 16 (17) ◽  
pp. 277
Author(s):  
Feng-Jung Liu ◽  
Chia-Mei Lu
Keyword(s):  
Game Design ◽  
Learning Strategy ◽  
Learning Cycle ◽  
Educational Game ◽  
Educational Activity ◽  
Learning Theories ◽  
Authoring System ◽  
Experienced Teacher ◽  
Game Based Learning ◽  
Activity Planning

Gamification has been widely applied on modern education. Most of them are applied to stimulate learning motivation and improve learning efficiency for stu-dents. A successful game-based learning content development depends on both an adaptive educational activity planning and a high-quality game design. In edu-cational activity planning, the 5E learning cycle model presents a framework for constructive learning theories and is effectively used in education sciences. Thus, in this study, a proposed collaborative educational gamification authoring system, CeGAS, is recommended to teachers to realize their game-based learning/teaching planning activities based on the 5E learning cycle strategy. Using the CeGAS, rich experienced teachers could easily plan and conduct their educational activities without considering the complexity and difficulty of game implementation. As each experienced teacher follows the steps of the 5E learning cycle in the pro-posed script editing system, including engagement, exploration, explanation, elaboration, and evaluation, an available and exclusive game-based learning con-tent with the 5E learning strategy will be developed. We are looking forward to achieving the goals of educational gamification with the educational game author-ing system.

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 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.

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.

Do Skills and Challenge Affect Perceived Learning? Mediating Role of Engagement

2020 ◽  
Vol 18 (2) ◽  
pp. 64-79
Author(s):  
Anitha Acharya ◽  
Manish Gupta
Keyword(s):  
Learning Environments ◽  
Game Design ◽  
Effective Means ◽  
Educational Game ◽  
Educational Video ◽  
Perceived Learning ◽  
Game Based Learning ◽  
Mediating Role ◽  
The Relationship

Gamification, the usage of elements relating to game design to non-game activities, has gained considerable attention from academia and industry. It is uncertain as to whether students require skills and challenges to engage them in the game for enhancing their learning. Thus, the objective of this article is to examine the mediating role of engagement in the relationship between skill and perceived learning as well as between challenge and perceived learning in game-based learning environments. Data was gathered using a survey of Player Unknown's Battlegrounds (PUBG) players. A total of 233 young Indian players participated in the study. The results showed that engagement fully mediates the relationship between skill and perceived learning as well as between challenge and perceived learning. This study contributes to the literature on game-based learning by providing evidence for the educational video games to be one of the effective means of learning. Results of the present study imply that the educational game designers can design challenging games to engage the students.

Designing Educational Games

2010 ◽  
pp. 108-125 ◽  
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.

How do Professionals’ Attitudes Differ between what Game-Based Learning could Ideally Achieve and what is Usually Achieved

2013 ◽  
pp. 1738-1752
Author(s):  
Wee Hoe Tan ◽  
Sean Neill ◽  
Sue Johnston-Wilder
Keyword(s):  
Learning Outcomes ◽  
Subject Matter ◽  
Game Design ◽  
Teaching And Learning ◽  
Educational Games ◽  
Educational Game ◽  
Subject Matter Experts ◽  
Game Based Learning ◽  
Usual Practice ◽  
The Uk

This paper compares the results of two surveys conducted between July 2009 and January 2010 with 45 subject matter experts (SMEs) and 41 game experts in the UK. The surveys examine the attitudes and attitude differences of the participants towards teachers who use games in the classroom and studios that produced educational games. The findings revealed respondents’ attitudes were statistically significantly less positive—comparing ideal conditions to usual practice—for the issues studied. The SMEs were unaware of the problems faced by educational game studios, which could lead to a scenario where games are made fun at the expense of learning outcomes or vice versa. In issues related to educational games, the SMEs were found to be certain only about aspects of related directly to teaching and learning while the games experts were confident only for game design and development. This revealed a need for collaboration between SMEs and game experts rather than independent production when designing and developing GBL solutions.

scholarly journals Making Sense of Digital Game-Based Learning: A Learning Theory-Based Typology Useful for Teachers

2018 ◽  
Vol 8 (4) ◽  
pp. 1
Author(s):  
Min Lun Wu
Keyword(s):  
Game Design ◽  
Digital Games ◽  
Role Playing ◽  
Subject Area ◽  
Educational Game ◽  
Digital Game ◽  
Game Based Learning ◽  
Role Playing Games ◽  
Making Sense ◽  
Commercial Off The Shelf

Digital game-based learning (DGBL) has gained traction on various educational levels in recent years as educators continue to seek best practices and researchers keep conducting studies to investigate the affordances and constraints of such technology-mediated instruction. This paper discusses the intersections between the historical development of educational digital games and contemporary theories of learning. Resultant from the review, a typology of educational digital games consisting of four genres -- edutainment and educational game applications, serious games, commercial off the shelf and massive multiplayer online role-playing games, and educational game design tools--is devised to help teachers interested in digital games better understand the pedagogical processes and cope with challenges involved in implementing DGBL. The paper concludes with the importance that the implementation of different genres of educational digital games in instruction entails teachers’ usage of different pedagogical strategies in accordance with the chosen game genre and opportunities to teach subject area content.

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