From the Games Industry

2012 ◽  
pp. 79-88
Author(s):  
Paul Hollins ◽  
Nicola Whitton
Keyword(s):  
Development Process ◽  
Educational Games ◽  
Lessons Learned ◽  
Game Based Learning ◽  
Game Development ◽  
Policy Makers ◽  
Key Points ◽  
Games For Learning ◽  
Development Processes ◽  
Games Development

This paper draws on lessons learned from the development process of the entertainment games industry and discusses how they can be applied to the field of game-based learning. This paper examines policy makers and those wishing to commission or develop games for learning and highlights potential opportunities as well as pitfalls. The paper focuses on ten key points in which the authors feel from experience in both commercial game development and education that parallels are drawn between the entertainment and educational games development processes.

From the Games Industry

2011 ◽  
Vol 2 (2) ◽  
pp. 73-82 ◽  
Author(s):  
Paul Hollins ◽  
Nicola Whitton
Keyword(s):  
Development Process ◽  
Educational Games ◽  
Lessons Learned ◽  
Game Based Learning ◽  
Game Development ◽  
Policy Makers ◽  
Key Points ◽  
Games For Learning ◽  
Development Processes ◽  
Games Development

This paper draws on lessons learned from the development process of the entertainment games industry and discusses how they can be applied to the field of game-based learning. This paper examines policy makers and those wishing to commission or develop games for learning and highlights potential opportunities as well as pitfalls. The paper focuses on ten key points in which the authors feel from experience in both commercial game development and education that parallels are drawn between the entertainment and educational games development processes.

scholarly journals Trends in Educational Games Development

2011 ◽  
Vol 1 (1) ◽  
Author(s):  
Miroslav Minović ◽  
Dušan Starčević
Keyword(s):  
Information Technologies ◽  
Development Process ◽  
Educational Games ◽  
Learning Effects ◽  
Game Based Learning ◽  
Game Development ◽  
Learning Platform ◽  
Analysis Phase ◽  
Develop Software ◽  
Games Development

In this paper we will give a literature review related to game-based education, in the first place at university, as well as the analysis of existing solutions which should enable this type of eLearning. The main topic of this research will be capacity for applying modern information technologies for developing game-based learning platform. When we chose this topic, we started form the fact that there are no applied game-based eLearning systems at universities. During analysis phase, we found that more research is needed in order to improve application of games in education. In the first place, these studies should cover listed problems: how to design educative games in order to achieve better learning effects; how to develop software tools to automate educative game development process; establish methods and techniques for knowledge and skills assessment utilizing educative games.

scholarly journals DASHBOARDS FOR INPUT-EVALUATION OF POLICY PROGRAMS: LESSONS LEARNED FROM AN ANTWERP DASHBOARD FOR GARDEN STREETS

2020 ◽  
Vol VI-4/W2-2020 ◽  
pp. 173-179
Author(s):  
J. Vannieuwenhuyze
Keyword(s):  
Performance Indicators ◽  
Development Process ◽  
Subjective Evaluation ◽  
Evaluation Research ◽  
Lessons Learned ◽  
Data Driven ◽  
Policy Makers ◽  
Different Types ◽  
Development Processes ◽  
The City

Abstract. There is an ever-growing trend to pursue policies based on evidence-based and data-driven program evaluation research. In order to facilitate such evaluation research, electronic dashboards are increasingly used for translating sources of big and unstructured data into low-level summary visualizations understandable by layman policy-makers. In this paper, we report on the dashboard development process for an input-evaluation of new garden streets in the city of Antwerp. During this process, different lessons were learned. First, developers should start from a clearly defined policy question and analysis units in order to optimize the development process. Second, different types of key performance indicators exist, which should also be well-defined in advance so that appropriate data can be collected. Third, a dashboard should not be restricted to purely objective data-analyses but may also include features that facilitate subjective evaluation guided by assumptions and believes of the dashboard-user. These lessons helped us to make the dashboard requirements of Antwerp more concrete. Likewise, they may help other policy supporting dashboard developers to optimize their development processes.

Educational Games and IT Professionals

2012 ◽  
Vol 3 (4) ◽  
pp. 25-38 ◽  
Author(s):  
Miroslav Minovic ◽  
Velimir Štavljanin ◽  
Miloš Milovanovic
Keyword(s):  
Information Technologies ◽  
Development Process ◽  
Educational Games ◽  
Skills Assessment ◽  
Learning Effects ◽  
It Professionals ◽  
Game Based Learning ◽  
Game Development ◽  
Learning Platform ◽  
Develop Software

In this paper the authors will give a perspective on educational games application in the field of IT. Main topic of this research will be capacity for applying modern information technologies for developing game-based learning platform. During analysis, they found that more research is needed in order to improve application of games in education of IT professionals. At first place, researches should cover listed problems: how to design educative games in order to achieve better learning effects; how to develop software tools to automate educative game development process; and establish methods and techniques for knowledge and skills assessment utilizing educative games.

scholarly journals Design and evaluation framework for relevant chemistry-related educational card and board games

2015 ◽  
Vol 3 (4) ◽  
pp. 429-438
Author(s):  
Maiju Tuomisto ◽  
Maija Aksela
Keyword(s):  
Chemistry Education ◽  
Educational Games ◽  
Digital Games ◽  
Evaluation Framework ◽  
Game Based Learning ◽  
Board Games ◽  
General Rules ◽  
Games For Learning ◽  
Classification Evaluation ◽  
Novel Design

During the 21st century, new generations of both commercial board games and digital games have appeared, and in their wake, game-based learning has been extensively studied in recent years. There has also been some research on and development of card and board games for learning chemistry. Most of this research has been conducted in the field of regular and educational digital games. Many different classification, evaluation and assessment frameworks and tools are available for digital games. Few have been developed for card or board games, but many general rules for good educational games have been offered in research articles. Based on a literature review, a novel design and evaluation framework for card and board games for chemistry education on the lower secondary level has been developed. The aim of this framework is to help designers and teachers to design new educational card and board games, to support them in evaluating the viability of already existing chemistry-related educational games and instructing them in supporting student learning with a game.

The Future of Digital Game-Based Learning

2011 ◽  
pp. 1999-2012
Author(s):  
Brian Magerko
Keyword(s):  
Real World ◽  
Educational Games ◽  
Individual Student ◽  
Digital Game ◽  
Educational Media ◽  
Game Based Learning ◽  
Teaching Techniques ◽  
Rigorous Evaluation ◽  
Games For Learning ◽  
Near Future

This chapter discusses the potential future of games for learning through the lens of current advantages of real-world education that are thus far lacking in educational games. It focuses on four main facets of the real-world educational experience: adapting content to an individual student, the rigorous evaluation of educational media, the ease of modification of educational games, and the application of games to new domains and teaching techniques. The chapter then suggests how we as designers and developers can make strides towards incorporating these lacking elements into how we build and use educational games. The author hopes that this discussion can be used to foster discussion about where the field could be and should be going in the near future.

Game-Based Learning

2012 ◽  
pp. 628-647 ◽  
Author(s):  
Sylke Vandercruysse ◽  
Mieke Vandewaetere ◽  
Geraldine Clarebout
Keyword(s):  
Instructional Technology ◽  
Video Games ◽  
Literature Search ◽  
Educational Games ◽  
Systematic Literature Search ◽  
Positive Outcomes ◽  
Game Based Learning ◽  
Games For Learning ◽  
Context Variables ◽  
Positive Effect

A new interest in the use of video games for learning has emerged, and a number of claims are made with respect to the effectiveness of games in education. These educational games are considered as new instructional technology with great potential. The suggested positive outcomes and effects have been mentioned repeatedly. In this review, the learning effects of educational games are studied in order to gain more insights into the conditions under which a game may be effective for learning. A systematic literature search in three databases was conducted. Some studies reported a positive effect on learning and motivation, but this is moderated by different learner variables and depends on different context variables. Next to this, the effectivity research on game-based learning is highly susceptible to a muddle of approaches, methodologies, and descriptions of gaming for educational purposes.

The Future of Digital Game-Based Learning

2009 ◽  
pp. 1274-1288 ◽  
Author(s):  
Brian Magerko
Keyword(s):  
Real World ◽  
Educational Games ◽  
Individual Student ◽  
Digital Game ◽  
Educational Media ◽  
Game Based Learning ◽  
Teaching Techniques ◽  
Rigorous Evaluation ◽  
Games For Learning ◽  
Near Future

This chapter discusses the potential future of games for learning through the lens of current advantages of real-world education that are thus far lacking in educational games. It focuses on four main facets of the real-world educational experience: adapting content to an individual student, the rigorous evaluation of educational media, the ease of modification of educational games, and the application of games to new domains and teaching techniques. The chapter then suggests how we as designers and developers can make strides towards incorporating these lacking elements into how we build and use educational games. The author hopes that this discussion can be used to foster discussion about where the field could be and should be going in the near future.

Developing Educational Games for Engineering Education

2011 ◽  
pp. 913-938
Author(s):  
Vinod Srinivasan ◽  
Karen Butler-Purry ◽  
Susan Pedersen
Keyword(s):  
Engineering Education ◽  
Engineering Students ◽  
Educational Games ◽  
Systems Design ◽  
Lessons Learned ◽  
Educational Game ◽  
Design Development ◽  
Game Based Learning ◽  
Actual Design ◽  
Ongoing Project

This chapter presents an experience with the development of an educational game focusing on digital systems design for undergraduate electrical engineering students. The project was motivated by the ineffectiveness of traditional instructional methods, particularly in engineering education and research, indicating that educational games have the potential to improve learning and motivation among players. The chapter presents an overview of the literature on engineering education and game-based learning, followed by a detailed look into the process by which this project was approached, starting from obtaining funding for the project to the actual design, development, implementation, and assessment of the game itself. The emphasis in this chapter will be on the challenges faced and the lessons learned during the course of this ongoing project. The challenges are common to other similar projects, and the lessons learned can provide valuable guidelines to other researchers and educators engaged in similar endeavors.

scholarly journals Co-designing Educational Games for Classrooms

2021 ◽  
Vol 12 (1) ◽  
pp. 54-63
Author(s):  
Matthew Gaydos
Keyword(s):  
School Environment ◽  
Development Process ◽  
Educational Games ◽  
Digital Games ◽  
Educational Game ◽  
Future Research ◽  
Game Development ◽  
The Past ◽  
The World ◽  
Research Tools

Over the past 15 years, various government agencies in Singapore have supported educational game development and research, producing multiple digital games (e.g., Legends of Alkhemia, Statecraft X), and non-digital games (e.g., Green City Blues, Money Matters). Although these games had been successful as research tools used to investigate gamebased learning, their impact in schools has been limited by contextual factors including the school environment and culture (Chee et al., 2014). Further, little is documented regarding the details of designing educational games for these contexts. This paper describes the challenges I faced as a new researcher in Singapore tasked with designing new educational games that could simultaneously be used as research tools while also serving as effective, sustainable learning experiences in classrooms in Singapore. Although research-based educational games in Singapore and around the world have been created to instantiate and test theories of learning, these games have often been created without much attention given to classroom practicality and longer-term sustainability. This paper recounts this process and describes the constraints that were faced. By describing the conditions and constraints from the development process, the author hopes to inform and improve the design of future research/educational games that can have lasting and significant impact on Singapore student learning.

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