A Framework for Promoting Knowledge Transfer in SNS Game-Based Learning

2017 ◽  
pp. 66-91 ◽  
Author(s):  
Robert Z. Zheng ◽  
Thanh N. Truong
Keyword(s):  
Pilot Study ◽  
Knowledge Transfer ◽  
Learning Environment ◽  
Instructional Strategies ◽  
Game Design ◽  
Professional Training ◽  
Serious Game ◽  
Extensive Review ◽  
Review Of The Literature ◽  
Game Based Learning

This chapter focuses on an important issue in SNS game-based learning, that is, learners' knowledge transfer in the ill-structured domain. The chapter offers a discussion of instructional strategies in SNS game-based learning. The discussion presented here was framed around an extensive review of the literature pertinent to the strategies and approaches in serious games. Based on the discussion a framework was proposed for serious game design which revealed the interaction between and interrelationship among the variables in serious game learning. A pilot study was conducted to test the partial components of the framework. The results supported the framework showing students' progression in knowledge transfer in a game-based learning environment. Discussions were made regarding the implications of the framework and its application in k-16 education and professional training.

Improving the Serious Game design using Game Learning Analytics and Eye-tracking: A pilot study

2021 ◽  
Author(s):  
Diego Avila-Pesantez ◽  
Brandon Alexander Tubon Usca ◽  
Bryan Gagnay Angamarca ◽  
L. Miriam Avila
Keyword(s):  
Pilot Study ◽  
Eye Tracking ◽  
Game Design ◽  
Learning Analytics ◽  
Serious Game

Hints for Improving Motivation in Game-Based Learning Environments

2011 ◽  
pp. 530-549 ◽  
Author(s):  
Jean-Charles Marty ◽  
Thibault Carron
Keyword(s):  
Learning Environment ◽  
Learning Environments ◽  
Game Design ◽  
User Model ◽  
Point Of View ◽  
Game Based Learning ◽  
Game Play ◽  
Learning Session ◽  
Real Experiment ◽  
Learning Games

In this chapter, the authors propose to address two main items contributing to motivation in Game-Based Learning Environments: the flexibility of the system and the immersion of the users in the system. The chapter is split into three sections. The first one deals with the need for adaptation from both the teacher’s and the learners’ point of view. The authors need to collect traces about pedagogical activities in order to propose observation features for updating a user model adapted for learning games. This user model is seen as an explicit collaborative object displayed in the game. The second section concerns the necessity of keeping the users immersed in the game and gives some guidelines for immersion concerning game design, game play and metaphorical support. The last part illustrates these points through a game-based learning environment called “learning adventure”. The generation of a learning session in the environment is described and a real experiment is used as a support for explaining the concepts presented above.

scholarly journals Flow experience in game based learning – a systematic literature review

2017 ◽  
Vol 4 (1) ◽  
Author(s):  
Arttu Perttula ◽  
Kristian Kiili ◽  
Antero Lindstedt ◽  
Pauliina Tuomi
Keyword(s):  
Game Design ◽  
Serious Games ◽  
Performance Enhancement ◽  
Positive Influence ◽  
Serious Game ◽  
Game Based Learning ◽  
Key Factors ◽  
Learning Factors ◽  
The Relationship

The entertaining elements implemented in a serious game are key factors in determining whether a player will be engaged in a play-learn process and able to achieve the desired learning outcomes. Thus, optimization of subjective playing experience is a crucial part of a game design process. Flow theory can be adopted for measuring user experience and analyzing the quality of serious game designs. In addition, flow seems to have a positive influence on performance enhancement, learning and engagement. The focus of this review is especially on examining the meaning of flow in the context of serious games as well as exploring the relationship between flow and learning, factors that influence occurrence of flow and how flow is operationalized. The review revealed that there are mainly conceptual considerations about flow in serious games, but no robust empirical evidence about the meaning of flow. This is in line with other studies. We argue that research on flow should focus on the specific aspects related to the very nature of serious games that combine enjoyment and learning. Furthermore, new methods to measure flow and analyse the data need to be developed and studied.

Designing Games-Based Embedded Authentic Learning Experiences

2009 ◽  
pp. 1068-1087 ◽  
Author(s):  
Penny de Byl
Keyword(s):  
Game Design ◽  
Serious Games ◽  
Learning Experiences ◽  
Authentic Learning ◽  
Serious Game ◽  
Development Work ◽  
Game Based Learning ◽  
Game Development ◽  
Definition Of ◽  
Authentic Learning Experiences

This chapter presents the embedded authentic serious game-based learning experiences (EASLE) architecture which has been developed to assist in the definition of games-based applications. The motivation behind the design of EASLE is to keep game specifications as simple and focused as possible for educators attempting to create serious games as current available game design methodologies and templates are complex and extensive. Furthermore, it is argued that games created with EASLE reduce the amount of game development work to be done by the educator allowing for deeper collaboration between students. Toward the end of this chapter a game developed with EASLE which took two weeks to complete is presented.

Mitigation of Cognitive Bias with a Serious Game

2017 ◽  
Vol 7 (4) ◽  
pp. 86-100 ◽  
Author(s):  
Norah E. Dunbar ◽  
Matthew L. Jensen ◽  
Claude H. Miller ◽  
Elena Bessarabova ◽  
Yu-Hao Lee ◽  
...  
Keyword(s):  
Professional Training ◽  
Cognitive Biases ◽  
Serious Game ◽  
Just In Time ◽  
Digital Game ◽  
Game Based Learning ◽  
Learning Condition ◽  
Training Video ◽  
Significant Difference ◽  
Video Condition

One of the benefits of using digital games for education is that games can provide feedback for learners to assess their situation and correct their mistakes. We conducted two studies to examine the effectiveness of different feedback design (timing, duration, repeats, and feedback source) in a serious game designed to teach learners about cognitive biases. We also compared the digital game-based learning condition to a professional training video. Overall, the digital game was significantly more effective than the video condition. Longer durations and repeats improve the effects on bias-mitigation. Surprisingly, there was no significant difference between just-in-time feedback and delayed feedback, and computer-generated feedback was more effective than feedback from other players.

A course on serious game design and development using an online problem-based learning approach

2015 ◽  
Vol 12 (2) ◽  
pp. 116-136 ◽  
Author(s):  
Bill Kapralos ◽  
Stephanie Fisher ◽  
Jessica Clarkson ◽  
Roland van Oostveen
Keyword(s):  
Instructional Design ◽  
Detailed Analysis ◽  
Game Design ◽  
Serious Games ◽  
Problem Based Learning ◽  
Serious Game ◽  
Game Based Learning ◽  
Design And Development ◽  
Content Type ◽  
Active Research

Purpose – The purpose of this paper is to describe a novel undergraduate course on serious game design and development that integrates both game and instructional design, thus providing an effective approach to teaching serious game design and development. Very little effort has been dedicated to the teaching of proper serious game design and development leading to many examples of serious games that provide little, if any, educational value. Design/methodology/approach – Organized around a collection of video clips (that provided a brief contextualized overview of the topic and questions for further exploration), readings, interdisciplinary research projects and games, the course introduced the principles of game and instructional design, educational theories used to support game-based learning and methods for evaluating serious games. Discussions and activities supported the problems that students worked on throughout the course to develop a critical stance and approach toward implementing game-based learning. Students designed serious games and examined potential issues and complexities involved in developing serious games and incorporating them within a teaching curriculum. Findings – Results of student course evaluations reveal that the course was fun and engaging. Students found the course fun and engaging, and through the successful completion of the final course project, all students met all of the course objectives. A discussion regarding the techniques and approaches used in the course that were successful (or unsuccessful) is provided. Research limitations/implications – It should be noted that a more detailed analysis has not been presented to fully demonstrate the effectiveness of the course. A more detailed analysis may have included a comparison with, for example, past versions of the course that was not based on an online problem-based learning (PBL) approach, to better quantify the effectiveness of the course. However, such a comparison could not be carried out here, given there was no measure of prior knowledge of students taken before they took course (e.g. no “pre-test data”). Originality/value – Unlike the few existing courses dedicated to serious game design, the course was designed specifically to facilitate a fully online PBL approach and provided students the opportunity to take control of their own learning through active research, exploration and problem-solving alone, in groups and through facilitated class discussions.

scholarly journals 3D Interactive Learning Environment as a Tool for Knowledge Transfer and Retention

2021 ◽  
Vol 13 (14) ◽  
pp. 7916
Author(s):  
Martin Krajčovič ◽  
Gabriela Gabajová ◽  
Marián Matys ◽  
Patrik Grznár ◽  
Ľuboslav Dulina ◽  
...  
Keyword(s):  
Knowledge Transfer ◽  
Learning Environment ◽  
Conventional Method ◽  
Teaching Method ◽  
Training Design ◽  
Interactive Learning Environment ◽  
Teaching Process ◽  
Interactive Training ◽  
Transfer And Retention

The article deals with the design of virtual reality (VR) interactive training as a teaching method and its effect on knowledge transfer and retention of students. The first part presents the methodology of the VR interactive training design. The second part utilizes the created interactive training for a case study to evaluate its effect on the teaching process and to examine the potential of VR interactive training as a sustainable teaching method. The study took place at the Department of Industrial Engineering, Faculty of Mechanical Engineering, University of Žilina. Volunteers were divided into two groups. The first group used VR interactive training as a teaching method, while the second group used the conventional method. Both groups then underwent tests. The main goal was to evaluate the effect of the VR interactive training on the teaching process in comparison to the conventional method while trying to identify the key elements of the VR interactive training design and its influence on knowledge transfer and retention in a sustainable learning environment. At the start of the case study, four hypotheses were formed, questioning the effect of interactive training on knowledge transfer and retention in the long and short term, and its overall influence on the teaching process. Obtained data were then used to evaluate these hypotheses.

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