Measuring Student Perceptions

As educational games become more pervasive, the evolution of game design software is inevitable. This study looked at student perceptions of teacher created Serious Educational Games as part of a project striving to create a game development software where teachers and students create games as part of educational activities. The objective was to use evidence from student perceptions to inform further development of the software. A mixed method design ascertained data from 181 male and 178 females from 33 teacher created games. Results indicate that the software is relatively effective by the supporting documentation and training lacked in several areas. This information led to the creation of a commercial game development software set for release in 2010.

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Bridging Research and Game Development

Educational Technology Use and Design for Improved Learning Opportunities - Advances in Educational Technologies and Instructional Design ◽

10.4018/978-1-4666-6102-8.ch008 ◽

2014 ◽

pp. 151-171 ◽

Cited By ~ 5

Author(s):

Barbara Chamberlin ◽

Jesús Trespalacios ◽

Rachel Gallagher

Keyword(s):

Game Design ◽

Educational Games ◽

Educational Goals ◽

Instructional Designers ◽

State University ◽

Game Development ◽

Learning Games ◽

New Mexico State University ◽

Development Cycle ◽

Game Developers

Over the past 20 years, instructional designers in the Learning Games Lab at New Mexico State University have developed a design model for game development that brings researchers, educators, and game developers together throughout the design process. Using this approach, game developers and content experts (a) work collaboratively to ensure educational goals and outcomes are appropriate for the learner and the learning environment, (b) immerse themselves in both content and game design, and (c) test extensively throughout development with members of the target audience. In this chapter, the authors describe the model as it was used in development of several math games during a four-year development cycle for the Math Snacks project. They discuss the implications of this approach for the creation of other educational games or suites of games and share recommendations for expansion of the model to other developers.

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Serious Educational Games (SEGs) and Student Learning and Engagement With Scientific Concepts

K-12 STEM Education ◽

10.4018/978-1-5225-3832-5.ch031 ◽

2018 ◽

pp. 629-646

Author(s):

Shawn Y. Holmes ◽

Brandi Thurmond ◽

Leonard A. Annetta ◽

Matthew Sears

Keyword(s):

Learning Environments ◽

Video Game ◽

Game Design ◽

Educational Games ◽

Theoretical Research ◽

Learning Condition ◽

Design For Sustainability ◽

Video Game Design ◽

Serious Educational Games ◽

Insight Into

Situated in the video game design literature to foster problem-based learning, this chapter illustrates the application of educational theories to create Serious Educational Games (SEGs). SEGs present a learning condition where students can be engaged in standard-based STEM concepts and incorporate these concepts into a fun, interactive challenge where the goal is to solve a problem. This chapter explores a theoretical research investigation of such a learning environment. Students researched standard-based STEM concepts then used design techniques (i.e., story creation, flow chart, decision trees, and storyboarding techniques) and proprietary software to develop their own SEGs. This work sheds light on the process and encourages others to partake in creating similar learning environments, while providing insight into how to design for sustainability.

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Mini-Games with Major Impacts

Advances in Multimedia and Interactive Technologies - Serious Game Design and Development ◽

10.4018/978-1-61520-739-8.ch001 ◽

2010 ◽

pp. 1-12 ◽

Cited By ~ 8

Author(s):

Peter A Smith ◽

Alicia Sanchez

Keyword(s):

Game Design ◽

Effective Means ◽

Defense Acquisition ◽

Game Development ◽

Computer Based Training ◽

Computer Based ◽

Matching Games ◽

Mini Games ◽

Learning Event ◽

And Training

The concept of mini-games has long been associated with small uninspired games found in conventional Computer Based Training (CBT). They have traditionally been made up of simple quizzes or matching games that have done little to engage the players in the learning event. This, however, is no longer the case. With advances in mini-game design paradigms, mini-games have become an effective means to engage learners with a specific learning objective both standalone and in the context of a greater training application. This work will explore educational and training mini-game development within Defense Acquisition University (DAU), National Science Foundation (NSF), and others.

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Studying Thracian Civilization Through Serious Games and Storytelling

10.4018/978-1-7998-9223-6.ch021 ◽

2022 ◽

pp. 445-466

Author(s):

Desislava Paneva-Marinova ◽

Maxim Goynov ◽

Detelin Luchev ◽

Lilia Pavlova ◽

Zsolt László Márkus ◽

...

Keyword(s):

Cultural Heritage ◽

Student Learning ◽

Serious Games ◽

Educational Games ◽

Serious Game ◽

Learning Approach ◽

Ancient History ◽

Game Development ◽

Development Tools ◽

Serious Educational Games

This chapter presents a novel learning approach for studying ancient Bulgarian history, civilization, and their cultural heritage, namely the Thracian civilization, through storytelling and serious game combinations. The chapter also provides an overview of serious educational games, digital storytelling, and game development tools that can be used to present ancient history and their cultural heritage. The combination of storytelling and serious games successfully helps instructors to motivate student learning, stimulate their curiosity, and make them interested. The authors developed a game editor and a game portal that facilitated the game's development by applying game templates, layout styles, and question pools.

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Gamification based learning activities in elementary Brazilian public school

Independent Journal of Management & Production ◽

10.14807/ijmp.v11i6.1119 ◽

2020 ◽

Vol 11 (6) ◽

pp. 1830

Author(s):

Wilton Moreira Ferraz Júnior ◽

Suéllen Rodolfo Martinelli ◽

Carlos Henrique da Silva Santos ◽

Murillo Rodrigo Petrucelli Homem

Keyword(s):

Public Schools ◽

Game Design ◽

Serious Games ◽

Design Patterns ◽

Extreme Programming ◽

Agile Methods ◽

Game Development ◽

Teachers Experiences ◽

Teachers And Students ◽

Games Development

This work presents an iterative method which is based on the serious games development in elementary and high school classes, focusing on the students and teachers experiences from Brazilian scholar reality. Furthermore, it does not require strong background in game development and it is planned to be introduced any area of knowledge. It has been considered as a motivational method to engage the teachers and students’ in-depth discussions. It follows some Agile Methods practices, such as the Extreme Programming (XP) and Scrum Agile Methods to guide them along the continuous exploration of game design in classrooms. This method also considers the design patterns techniques to reuse (re-guise) some well-known digital games engines and educational concepts, as example a guided game design based on the spaceships battles to associate electric charges concepts. The results obtained in experiments occurred in public schools show successful acceptance and they contribute to improve the students’ academic performance. This method is now introduced in some undergraduate and graduate practices to analyze its impact in entrepreneurship courses.

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GAME DEVELOPMENT SOFTWARE TOOLS IN HIGHER EDUCATIONAL INSTITUTIONS: EXPERIENCE OF UKRAINE, TURKEY AND BULGARIA

Information Technologies and Learning Tools ◽

10.33407/itlt.v78i4.3370 ◽

2020 ◽

Vol 78 (4) ◽

pp. 90-104

Author(s):

Ірина Доброскок ◽

Наталія Ржевська ◽

Хамді Айїлдиз ◽

Дарина Заімова ◽

Георгій Желязков

Keyword(s):

Computer Games ◽

Educational Games ◽

Software Tools ◽

Educational Institutions ◽

Higher Educational Institutions ◽

Game Development ◽

Teachers And Students ◽

Educational Computer ◽

Higher Educational ◽

The Individual

The article features the analysis of game development software tools in higher educational institutions of Ukraine (Pereiaslav-Khmelnytskyi Hryhorii Skovoroda State Pedagogical University), Turkey (Kahramanmaras Sutcu Imam University) and Bulgaria (Trakia University). The article highlights the results of the research conducted by teachers and students of these universities. In this research, teachers with no previous experience in this field or specialized IT skills created educational games. Free software tools that can be used to create educational games were selected for this research (Construct 3, GameMaker Studio 2, Unity, Godot Engine, Unreal Engine 4). The study included two data arrays: the first was the opinion expressed by teachers who developed educational games, and the second – that of students who tested the final game product. We analyzed free tools for creating educational games according to such criteria: the need for programming language knowledge, availability of support forums and reference materials, ability to export data to multiple platforms and in many formats, add in-app purchases or various components to each object, whether both 2D and 3D games are supported, development speed. In the Ukrainian teachers’ opinion, GameMaker Studio 2 was the most effective, while teachers in Turkey and Bulgaria preferred the Unreal Engine 4. According to research results, it is worth noting a high interest of both teachers and students in the creation and use of educational computer games. It should also be noted that these results are relevant only for specific groups under study since they are based on the individual experience of a limited number of students. However, they are significant for shaping ideas about pedagogical strategies and allow teachers to learn new information, try new types of activities and interaction.

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Serious Educational Games (SEGs) and Student Learning and Engagement with Scientific Concepts

Cases on Inquiry through Instructional Technology in Math and Science - Advances in Educational Technologies and Instructional Design ◽

10.4018/978-1-4666-0068-3.ch017 ◽

2012 ◽

pp. 464-486

Author(s):

Shawn Holmes ◽

Brandi Thurmond ◽

Leonard A. Annetta ◽

Matthew Sears

Keyword(s):

Learning Environments ◽

Video Game ◽

Game Design ◽

Educational Games ◽

Theoretical Research ◽

Learning Condition ◽

Design For Sustainability ◽

Video Game Design ◽

Serious Educational Games ◽

Insight Into

Situated in the video game design literature to foster problem-based learning, this chapter illustrates the application of educational theories to create Serious Educational Games (SEGs). SEGs present a learning condition where students can be engaged in standard-based STEM concepts and incorporate these concepts into a fun, interactive challenge where the goal is to solve a problem. This chapter explores a theoretical research investigation of such a learning environment. Students researched standard-based STEM concepts then used design techniques (i.e., story creation, flow chart, decision trees, and storyboarding techniques) and proprietary software to develop their own SEGs. This work sheds light on the process and encourages others to partake in creating similar learning environments, while providing insight into how to design for sustainability.

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Bridging Research and Game Development

Gamification in Education ◽

10.4018/978-1-5225-5198-0.ch004 ◽

2018 ◽

pp. 66-88 ◽

Cited By ~ 2

Author(s):

Barbara Chamberlin ◽

Jesús Trespalacios ◽

Rachel Gallagher

Keyword(s):

Game Design ◽

Educational Games ◽

Educational Goals ◽

Instructional Designers ◽

State University ◽

Game Development ◽

Learning Games ◽

New Mexico State University ◽

Development Cycle ◽

Game Developers

Over the past 20 years, instructional designers in the Learning Games Lab at New Mexico State University have developed a design model for game development that brings researchers, educators, and game developers together throughout the design process. Using this approach, game developers and content experts (a) work collaboratively to ensure educational goals and outcomes are appropriate for the learner and the learning environment, (b) immerse themselves in both content and game design, and (c) test extensively throughout development with members of the target audience. In this chapter, the authors describe the model as it was used in development of several math games during a four-year development cycle for the Math Snacks project. They discuss the implications of this approach for the creation of other educational games or suites of games and share recommendations for expansion of the model to other developers.

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Game Edukasi Tembung Aran Menggunakan Tools Engine Game Unity

BINA INSANI ICT JOURNAL ◽

10.51211/biict.v7i2.1406 ◽

2020 ◽

Vol 7 (2) ◽

pp. 135

Author(s):

Amira Mar’atu Nabila ◽

Aidil Primasetya Armin ◽

Elvianto Dwi Hartono

Keyword(s):

Game Design ◽

Educational Games ◽

Educational Game ◽

Game Development ◽

Testing Method ◽

A Value ◽

System Usability Scale ◽

System Usability ◽

Grade Scale ◽

The Media

Abstrak: Bahasa jawa meruapakan bahasa yang berasal dari daerah yang terdapat di negara Indonesia. Salah satu unsur bahasa adalah kata. Ketika mempelajari bahasa indonesia salah satu yang di pelajari adalah kata benda. Dalam bahasa jawa terdapat pula kata benda yaitu tembung aran. Permainan yang bersifat mendidik merupakan bagian dari genre dalam permainan. Genre ini merupakan salah satu media yang bersifat mendidik. Upaya pengembangan game adalah desain game. Desain ini membantu dalam merancang isi permainan. Pada penelitian ini dirancang game edukasi dengan model tebak gambar dan mencocokanya dengan kata benda bahasa daerah jawa yaitu tembung aran. Benda yang akan dicocokan adalah benda yang pada umumnya di temukan di dalam dan sekitar rumah. Untuk mengetahui kelayakan game ini digunakan metode pengujian System Usability Scale (SUS). Hasil yang didapatkan termasuk dalam kategori Acceptability pada skor acceptable dengan nilai 84, adjective rating nya mendapat nilai Excellent, dan Grade Scale termasuk dalam kategori B. Kata kunci: game edukasi, kata benda, tembung aran. Abstract: The javanese language is a language that comes from the regions in Indonesia. One of the elements of language is the word. When learning Indonesian, one that is learned is a noun. In Javanese, there is also a noun, namely Tembung aran. Educational games are part of the game genre. This genre is one of the media that is educational. Game development endeavors are game design. This design helps in designing the game content. In this study, an educational game was designed with a guess the image model and matching it with a Javanese noun, namely Tembung aran. The objects to be matched are objects that are generally found in and around the house. To determine the feasibility of this game, the System Usability Scale (SUS) testing method is used. The results obtained were included in the Acceptability category in an acceptable score with a value of 84, the adjective rating received an Excellent value, and the Grade Scale was included in category B. Keywords: educational games, nouns, tembung aran.

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