Adaptive Interactive Narrative Model to Teach Ethics

2014 ◽  
pp. 234-248
Author(s):  
Rania Hodhod ◽  
Daniel Kudenko ◽  
Paul Cairns
Keyword(s):  
Computer Games ◽  
Learning Objectives ◽  
Educational Game ◽  
Pedagogical Agents ◽  
Interactive Narrative ◽  
Individualized Learning ◽  
Moral Virtues ◽  
Learning Platforms ◽  
Narrative Model ◽  
Game Environment

Promoting ethical, responsible, and caring young people is a perennial aim of education. Efforts have been made to find ways of teaching other than traditional ones like games and role play. Narrative-based computer games are engaging learning platforms that allow collaboration of humans and computers in the creation of innovative experiences. In this paper, the authors examine the design of an adaptive, interactive narrative model that uses a student model to provide an individualized story-path and an individualized learning process. In this regard, the authors comprise strong learning objectives underpinned by effective story telling. The adaptive narrative model has been deployed in the educational game environment, AEINS, along with the use of the Socratic Method and pedagogical agents to support teaching in the ethics domain. Evaluation results indicate the usefulness of the design and provide evidence on the development of moral reasoning and the transfer of moral virtues to its users.

Adaptive Interactive Narrative Model to Teach Ethics

2010 ◽  
Vol 2 (4) ◽  
pp. 1-15
Author(s):  
Rania Hodhod ◽  
Daniel Kudenko ◽  
Paul Cairns
Keyword(s):  
Computer Games ◽  
Educational Game ◽  
Pedagogical Agents ◽  
Interactive Narrative ◽  
Socratic Method ◽  
Individualized Learning ◽  
Moral Virtues ◽  
Learning Platforms ◽  
Narrative Model ◽  
Game Environment

Promoting ethical, responsible, and caring young people is a perennial aim of education. Efforts have been made to find ways of teaching other than traditional ones like games and role play. Narrative-based computer games are engaging learning platforms that allow collaboration of humans and computers in the creation of innovative experiences. In this paper, the authors examine the design of an adaptive, interactive narrative model that uses a student model to provide an individualized story-path and an individualized learning process. In this regard, the authors comprise strong learning objectives underpinned by effective story telling. The adaptive narrative model has been deployed in the educational game environment, AEINS, along with the use of the Socratic Method and pedagogical agents to support teaching in the ethics domain. Evaluation results indicate the usefulness of the design and provide evidence on the development of moral reasoning and the transfer of moral virtues to its users.

scholarly journals Course designs in Meebook’s course builder: analysis of 102 course designs

2018 ◽  
Vol 10 (18) ◽  
Author(s):  
Stefan Ting Graf ◽  
Stig Toke Gissel ◽  
Marie Falkesgaard Slot
Keyword(s):  
Systematic Study ◽  
Course Design ◽  
Learning Objectives ◽  
The Other ◽  
Digital Learning ◽  
Multimodal Learning ◽  
Local School ◽  
Descriptive Data ◽  
Learning Platform ◽  
Learning Platforms

In this article, we present the first systematic study of how teachers design courses in the newly implemented digital learning platforms in Denmark. The study is based on the collection and double coding of the 102 most downloaded course designs in the learning platform Meebook. The descriptive data is analysed in the light of Meebook’s affordances, previous research and didactical theory. Our analysis focusses on the three main intentions of the introduction of learning platforms for K9-schools. This concerns firstly the use of learning objectives and their assessment, secondly the use of the platform in relation to the intention of sharing teacher-created course designs and thirdly the question of how teachers deal with the integration of multimodal learning materials in the course design. On one hand, the course builder in Meebook seems to affect teachers’ course designs strongly, and on the other hand, the course builder does not facilitate didactical reasoning and coherence. The results of the study have potential implications for platform designers, local school authorities and headmasters who deal with the implementation of platforms as well as teachers that daily use such course builders for teaching and the students’ learning.

Factors That Enable or Hinder the Implementation of Game Development Activity in Learning Environments

2020 ◽  
pp. 267-288
Author(s):  
Kevser Hava ◽  
Tolga Guyer ◽  
Hasan Cakir
Keyword(s):  
Computer Games ◽  
Gifted Students ◽  
Implementation Process ◽  
Educational Game ◽  
Successful Implementation ◽  
Game Engine ◽  
Development Activity ◽  
Negative Attitudes ◽  
Game Development ◽  
Instructional Process

This study aims to investigate the factors that enable or hinder the implementation of game development activity in the instructional process. One instructor and 15 gifted students between the ages of 11 and 15 took part in the study. The students developed computer games related to science topics using MS Kodu game engine within the implementation process. According to the findings, it is seen that instructional practices have great importance, and the instructor plays a key role in the activity. Making and playing games have been the greatest motivation resource for students. In addition, the social environment can be an important tool in sustaining students' motivation levels. The students' negative attitudes toward educational game topics and non-computer activities hinder the successful implementation of the activity. The MS Kodu game engine might be appropriate for novice designers but not be enough for teaching programming concepts. Team-based game development activity is believed to be useful for developing advanced games and increasing the level of interaction between students.

Factors That Enable or Hinder the Implementation of Game Development Activity in Learning Environments

2022 ◽  
pp. 344-364
Author(s):  
Kevser Hava ◽  
Tolga Guyer ◽  
Hasan Cakir
Keyword(s):  
Computer Games ◽  
Gifted Students ◽  
Implementation Process ◽  
Educational Game ◽  
Successful Implementation ◽  
Game Engine ◽  
Development Activity ◽  
Negative Attitudes ◽  
Game Development ◽  
Instructional Process

This study aims to investigate the factors that enable or hinder the implementation of game development activity in the instructional process. One instructor and 15 gifted students between the ages of 11 and 15 took part in the study. The students developed computer games related to science topics using MS Kodu game engine within the implementation process. According to the findings, it is seen that instructional practices have great importance, and the instructor plays a key role in the activity. Making and playing games have been the greatest motivation resource for students. In addition, the social environment can be an important tool in sustaining students' motivation levels. The students' negative attitudes toward educational game topics and non-computer activities hinder the successful implementation of the activity. The MS Kodu game engine might be appropriate for novice designers but not be enough for teaching programming concepts. Team-based game development activity is believed to be useful for developing advanced games and increasing the level of interaction between students.

Pedagogical Agents and the Efficiency of Instructional Conditions in Educational Applications

2012 ◽  
pp. 121-133 ◽  
Author(s):  
Eliseo Reategui ◽  
Leila Maria Araújo dos Santos ◽  
Liane Tarouco
Keyword(s):  
Social Interaction ◽  
Task Performance ◽  
Relative Efficiency ◽  
Educational Software ◽  
Pedagogical Agents ◽  
Learning Material ◽  
Conversational Agent ◽  
Individualized Learning ◽  
Learning Research ◽  
Educational Applications

This chapter discusses how the use of pedagogical agents in educational applications may influence the relative efficiency of instructional conditions, a concept proposed by Paas & Merriënboer (1993), which combines the measures of mental effort and task performance to determine, for example, how efficient certain settings are regarding their potential to promote learning. The authors describe an experiment carried out with 179 students who were enrolled in a distance learning course about educational software. The results of the study demonstrated that the conversational agent contributed to the improvement of the efficiency of instructional conditions. Such results make a relevant contribution to interactive learning research as they demonstrate that the use of pedagogical agents may improve the efficiency of learning material. Furthermore, by simulating social interaction, these agents may expand the boundaries of educational applications, which have been often designed mainly for individualized learning.

scholarly journals Reconfiguring Interactivity, Agency and Pleasure in the Education and Computer Games Debate — Using Žižek's Concept of Interpassivity to Analyse Educational Play

2005 ◽  
Vol 2 (4) ◽  
pp. 317-326 ◽  
Author(s):  
Caroline Pelletier
Keyword(s):  
Computer Games ◽  
Educational Game ◽  
Educational Technologies ◽  
Policy Makers ◽  
Educational Value ◽  
The Social ◽  
Social Interests ◽  
Sense Of Reality ◽  
The Relationship ◽  
Digital Or

Digital or computer games have recently attracted the interest of education researchers and policy-makers for two main reasons: their interactivity, which is said to allow greater agency, and their inherent pleasures, which are linked to increased motivation to learn. However, the relationship between pleasure, agency and motivation in educational technologies is undertheorised. This article aims to situate these concepts within a framework that might identify more precisely how games can be considered to be educational. The framework is based on Žižek's theory of subjectivity in cyberspace, and in particular on his notion of interpassivity, which is defined in relation to interactivity. The usefulness of this concept is explored first by examining three approaches to theorising cyberspace and their respective manifestations in key texts on educational game play. Žižek's analysis of cyberspace in terms of socio-symbolic relations is then outlined to suggest how games might be considered educational in so far as they provide opportunities to manipulate and experiment with the rules underpinning our sense of reality and identity. This resembles Brecht's notion of the educational value of theatre. The conclusion emphasises that the terms on which games are understood to be educational relate to the social interests which education is understood to serve.

scholarly journals PENERAPAN DECISION TREE DALAM AGEN CERDAS "UNDA ANAK PINTAR" PERMAINAN EDUKASI MUATAN LOKAL BAHASA BANJAR

2020 ◽  
Vol 22 (2) ◽  
pp. 147-152
Author(s):  
Asep Nurhuda ◽  
Reza Andrea
Keyword(s):  
Artificial Intelligence ◽  
Decision Tree ◽  
Research And Development ◽  
Educational Games ◽  
Educational Game ◽  
Is Research ◽  
Tree Game ◽  
Game Players ◽  
Game Environment

The educational game "Unda Anak Pintar" is research and development of a puzzle game, it was designed to sharpen memories. In this game, players must read random letters and make words in the Banjar language. Artificial intelligence is also applied in this research. Using the decision tree, game agents can accompany children to play like teachers. The game agent as a virtual teacher can provide sad and happiness emoticon according to the game environment. The results of this study, AI make educational games more interesting and interactive for children.

Exploring the Gender Differences of Student Teachers when using an Educational Game to Learn Programming Concepts

2011 ◽  
pp. 550-566
Author(s):  
Eugenia M. W. Ng
Keyword(s):  
Gender Differences ◽  
Student Teachers ◽  
Empirical Research ◽  
Computer Games ◽  
Exploratory Study ◽  
Male Student ◽  
Educational Game ◽  
Male Students ◽  
And Performance ◽  
Research Studies

The gender differences have long been an issue in computer games, but there is very little empirical research on the behavior and performance of females and males when playing computer games. This chapter discusses an exploratory study that aimed to examine the gender differences between female and male student teachers who played an educational game to learn programming concepts. This study we adopted a self-made educational game called “Game”. Fifteen males and eighteen females finished playing a level of the Game. Female participants spent more time in the Game but their scores were lower. Female and male students also employed different strategies when playing the Game. The findings call for larger and longer research studies and perhaps a re-design of the Game to make it more appealing to females, in order to have a thorough examination on the gender differences when using an educational game to learn.

Augmented Reality Gaming in Education for Engaged Learning

2009 ◽  
pp. 83-95 ◽  
Author(s):  
Cathy Cavanaugh
Keyword(s):  
Augmented Reality ◽  
Situated Learning ◽  
Social Contexts ◽  
Educational Game ◽  
Engaged Learning ◽  
Effective Learning ◽  
Game Environment ◽  
Game Developers ◽  
Play Elements ◽  
Actual Learning

In augmented reality games, game experiences combining electronic game content take the form of narrative materials and game-play elements exchanged through a wide range of communication media that are used in a related physical setting. Educational game developers design these games to maximize transfer of learning through close approximation of the game-scaffolded skills and the game environment to real skills and contexts. The games immerse players in electronic and actual learning situations using features that make them effective learning experiences for fostering meaningful learning. The situated learning experienced by augmented reality game players transfers to deep learning, often in social contexts. Research into the uses of these games as educational platforms has focused on developing the technologies for the games and on studies of games for learning. Results demonstrate the strengths and areas for continued development in the application of augmented reality games for childhood and adult learning in formal and informal settings.

WHY PEOPLE JOIN VIRTUAL WORLDS OF COMPUTER GAMES? QUALITATIVE RESEARCH AMONGST POLISH USERS

2019 ◽  
Vol 7 ◽  
Author(s):  
Magdalena Hofman-Kohlmeyer
Keyword(s):  
Virtual Worlds ◽  
Second Life ◽  
Computer Games ◽  
Virtual World ◽  
Real Life ◽  
Target Market ◽  
The World ◽  
Game Environment ◽  
Game Developers ◽  
Depth Interviews

Introduction: When virtual worlds (e.g. Second Life or World of Warcraft) became immensely popular, with millions of active users around the world, real life companies started to utilize them for business purposes, such as testing new products or organizing various events. However, the activities of companies can only be successful if a sufficient number of players are engaged in virtual worlds. Objectives: The present paper is aimed to investigate individual players’ motives for joining virtual worlds of computer games. Methods: The author carried out 22 in-depth interviews amongst polish players (20 were finally accepted) of three virtual worlds: The Sims, Second Life and Euro Track Simulator 2. Interviews were carried out from August 21, 2018 to December 5, 2018. Results: Respondents most frequently mentioned consecutively: curiosity (caused by TV series, TV programme, newspaper or advertisement), interact with others, interest in the topic of a game, enjoyment from playing, opportunity to see or do things unattainable in real life, exploring the virtual world, spending free time. With reference to the gratification paradigm, individual motivations were divided into: experiential (16 motives), functional (6 motives), social (3 motives). From the perspective of marketing managers, understanding the motivations of players allows them to describe the target market of their promotional activities inside the game environment. For game developers, it can help attract new and maintain current users.

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