The MORPG-based Learning System for Multiple Courses

Gamification ◽  
2015 ◽  
pp. 1076-1096
Author(s):  
Kuo-Yu Liu
Keyword(s):  
Game Design ◽  
Computer Network ◽  
Role Playing ◽  
Learning System ◽  
Design System ◽  
Game Based Learning ◽  
Web Based ◽  
Effective Learning ◽  
Learning Content ◽  
Role Playing Game

This study aimed at developing a Multiplayer Online Role Playing Game-based (MORPG) Learning system which enabled instructors to construct a game scenario and manage sharable and reusable learning content for multiple courses. It used the curriculum of “Introduction to Computer Science” as a study case to assess students' learning effectiveness on the subject of “computer network”. The sample was 56 freshman students, who were randomly assigned to two groups, one of which used the game-based learning and the other one the Web-based video lectures. Furthermore, this study also conducted the System Usability Scale (SUS) to measure satisfaction, usability and learnability of the developed management system for instructors. Five instructors were invited to participate in the practical use and evaluation. The results showed that game-based learning could be exploited as effective learning environments and game design system was usable and learnable for instructors to create learning games.

The MORPG-based Learning System for Multiple Courses

2015 ◽  
Vol 13 (1) ◽  
pp. 103-123 ◽  
Author(s):  
Kuo-Yu Liu
Keyword(s):  
Game Design ◽  
Computer Network ◽  
Role Playing ◽  
Learning System ◽  
Design System ◽  
Game Based Learning ◽  
Web Based ◽  
Learning Content ◽  
System Usability Scale ◽  
Role Playing Game

This study aimed at developing a Multiplayer Online Role Playing Game-based (MORPG) Learning system which enabled instructors to construct a game scenario and manage sharable and reusable learning content for multiple courses. It used the curriculum of “Introduction to Computer Science” as a study case to assess students' learning effectiveness on the subject of “computer network”. The sample was 56 freshman students, who were randomly assigned to two groups, one of which used the game-based learning and the other one the Web-based video lectures. Furthermore, this study also conducted the System Usability Scale (SUS) to measure satisfaction, usability and learnability of the developed management system for instructors. Five instructors were invited to participate in the practical use and evaluation. The results showed that game-based learning could be exploited as effective learning environments and game design system was usable and learnable for instructors to create learning games.

AgiRPG: An Agile-Based Role-Playing Game Design System

2015 ◽  
Vol 21 (12) ◽  
pp. 3621-3626
Author(s):  
Wei-Chung Chang ◽  
Teng-Wen Chang ◽  
Chung-Wen Hung
Keyword(s):  
Game Design ◽  
Role Playing ◽  
Design System ◽  
Role Playing Game

Dungeons & Dragons & Drama

2020 ◽  
Author(s):  
Darby Huk
Keyword(s):  
Game Theory ◽  
Game Design ◽  
Role Playing ◽  
Theoretical Research ◽  
Audience Participation ◽  
Fictional Character ◽  
Voice Change ◽  
Dramatic Theory ◽  
Role Playing Game ◽  
Game Performance

Players sit around a table. A group of adventurers pause in their pursuit of escape. Stunned, they stare at the die that just rolled poorly, resulting in the loss of a dear friend, his throat ripped out because they could not save him. The players mourn the death of a fictional character who only ever existed within the game. Dungeons & Dragons (D&D) is a popular role-playing game illustrating the interconnectedness of drama, performance, and games. My presentation will examine this relationship, identifying factors from gameplay that suggest how performance fosters success in D&D for both actual players and fictional characters. Research into dramatic theory and game theory reveals how interdisciplinary concepts such as the “magic circle”, the “lusory attitude”, and uncertainty can apply to elements of D&D (Salen and Zimmerman, Suits, Costikyan). Data collected from in-person observation of D&D sessions, coding participants’ behaviour, and watching for instances of performance (e.g. voice change, pronoun switches, or mimetic gesture), has been combined with theoretical research to determine elements that better facilitate success in the game/campaign. These elements range from emotional situations that provoke players, to forms of invitations encouraging participation (Isbister, White). I have discovered that while in theatre performance acts as a vehicle for story, in D&D the story acts as a vehicle for performance. The in-game performance often facilitates fun between players, as well as leading them to success in the game, so a campaign that maximizes theatricality will not only result in more fun, but also more success. Works Cited Costikyan, Greg. Uncertainty in Games. MIT Press, 2013. Isbister, Katherine. How Games Move Us: Emotion by Design. MIT Press, 2016. Salen, Katie, and Eric Zimmerman. Rules of Play: Game Design Fundamentals. The MIT Press, 2004. Suits, Bernard Herbert. The Grasshopper: Games, Life, and Utopia. Broadview Press, 2014. White, Gareth. Audience Participation in Theatre: Aesthetics of the Invitation. Springer, 2013.

Benefits and Challenges of Using Educational Games

2022 ◽  
pp. 1560-1570
Author(s):  
Rupanada Misra ◽  
Leo Eyombo ◽  
Floyd T. Phillips
Keyword(s):  
Learning Styles ◽  
Educational Games ◽  
Role Playing ◽  
Generation Gap ◽  
Game Based Learning ◽  
Effective Learning ◽  
Left Behind ◽  
Use Of Technology ◽  
Strategy Game ◽  
Silver Bullet

In the 21st century, games can potentially be used as serious educational tools. Today's learners are distracted easily, and game-based learning is the silver bullet because it can potentially immerse the students in content and curricula. Not only does game-based learning with its power to engage and motivate users make the course come alive, but it can also provide a platform in critical thinking, creativity, instant feedback, and collaboration. One of the biggest challenges in education is the different learning styles of the students; game-based learning can easily overcome that. Games can be categorized into different genres such as action, adventure, fighting, puzzle, role-playing, simulation, sports, or strategy. Game designers can potentially select the appropriate genre best suited for effective learning. Even with all the advantages of game-based learning, some challenges, such as unwillingness of teachers to change or improper design of educational games, still exist. With students sometimes far ahead in the use of technology, some teachers who are left behind can be intimidated. The conceptual generation gap in this regard is quite wide, and designing, developing, and implementing games in curricula can be expensive. Though some games can be repurposed for education many cannot be repurposed to meet the expectations of the students.

Project System: totalitarian utopia as a role-playing game

2017 ◽  
Vol 14 (2/3) ◽  
pp. 218-227
Author(s):  
Lujza Kotryová
Keyword(s):  
Life Experience ◽  
Role Playing ◽  
Professional Organizations ◽  
Game Based Learning ◽  
Totalitarian Regime ◽  
Content Type ◽  
Human Interactions ◽  
Adult Participants ◽  
Role Playing Game ◽  
Methods Of Learning

Purpose The purpose of this paper is to determine how to educate people about complicated social topics or politics?; how to lead them to critical thinking?; and how to convey emotions or life experience they never lived through? Design/methodology/approach Project System is a three-day experience for adult participants concerning totalitarian regime, freedom and inequality. The Project System does not give fast and easy answers but leads participants to find them on their own. For 30 hours, participants find themselves within a larp, which is a very intense type of role-playing game based on human interactions. The author has chosen a larp as a medium as one of the most immersive and influential method of game-based learning which can facilitate topics that are normally hard to explain through conventional methods of learning. Participants learn firsthand through their roles, emotions, story and experience. Findings Project System was a really strong and important experience for many players that may have partially changed their lives. After more than 500 players walked through it, the author can say that this method is beneficial. Originality/value Larp as an educational tool is used all over the world; however, there are still only few professional organizations. Most of them are focused on using larp (or similar role-playing methods) as a tool at elementary or secondary schools. Using larp in andragogy is currently pioneering.

Gamification and Game-Based Learning

2017 ◽  
Vol 45 (4) ◽  
pp. 499-519 ◽  
Author(s):  
Dimitrios N. Karagiorgas ◽  
Shari Niemann
Keyword(s):  
Serious Games ◽  
Role Playing ◽  
Educational Community ◽  
Game Based Learning ◽  
Learning Tool ◽  
Effective Learning ◽  
Role Playing Games ◽  
Behavioral Requirements ◽  
Massively Multiplayer

In the last 10 years, gaming has evolved to the point that it is now being used as a learning medium to educate students in many different disciplines. The educational community has begun to explore the effectiveness of gaming as a learning tool and as a result two different ways of utilizing games for education have been created: Gamification and serious games. While both methods are used to educate, serious games are meant to provide training and practice without entertaining. Whereas, gamification uses game-like features such as points and similar to serious games are not meant to entertain. This review will provide an overview of gamification and serious games as well as the learning possibilities of noneducational games such as massively multiplayer online role-playing games. Finally, massively multiplayer online role-playing games will be discussed in detail as to whether they can meet the general behavioral requirements of effective learning.

scholarly journals Practical experiences in Moodle LMS

2008 ◽  
pp. 129-133
Author(s):  
Péter Lengyel
Keyword(s):  
Educational Process ◽  
Learning System ◽  
Individual Student ◽  
Learning Program ◽  
Web Based ◽  
Student Progress ◽  
Learning Content ◽  
Learning Management ◽  
Practical Experiences ◽  
The University

We use Moodle at the University of Debrecen, Business- and Agricultural Department since January 2007. Moodle is an open source Learning Management System.Learning Management System (or LMS) is a software package that enables the management and delivery of learning content and resources to students. Most LMS systems are web-based to facilitate "anytime, anywhere" access to learning content and administration. LMS tracks student progress in a course and indicates completions. At the least, learning management systems track individual student progress, record scores of quizzes and tests within an online learning program, and track course completions.Moodle has more and more function at our Department in education. At present, we work to introduce Moodle in our Faculty. Therefore, we took lessons for the tutors about the usage of the Moodle. Our aim to develop such a learning system, which is an integral part of educational process.

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