Design of Fantasy and Their Effect on Learning and Engagement in a Serious Game

2017 ◽  
pp. 197-216 ◽  
Author(s):  
Jaejin Lee ◽  
Min Liu
Keyword(s):  
Content Knowledge ◽  
Educational Games ◽  
Serious Game ◽  
Future Research ◽  
Research Directions ◽  
Multiple Regressions ◽  
Visualization Analysis ◽  
Future Research Directions ◽  
Game Engagement ◽  
Creative Group

Researchers are interested in exploring the use of fantasy design in educational games to promote learning. This chapter first reviewed the literature on fantasy designs and relevant principles along with the studies examining the use of fantasy designs to enhance learning. An experiment was then conducted, in which two sets of fantasy designs were implemented in a serious game, to examine the effect of different types of fantasy (portrayal fantasy vs creative fantasy designs) on learning and game engagement. The results using multiple regressions showed that portrayal fantasy design was more effective both for enhancing learning and engagement. Students who used portrayal fantasy models showed better improvement in their content knowledge and scored better on game engagement. Visualization analysis showed the portrayal fantasy group spent more time in using the tool containing all fantasy designs than the creative group. Findings and future research directions are discussed.

Games Improving Disorders of Attention Deficit and Hyperactivity

2012 ◽  
pp. 1160-1174 ◽  
Author(s):  
Andreia Espírito Santo ◽  
Rui Rijo ◽  
João Monteiro ◽  
Inês Henriques ◽  
Ana Matos ◽  
...  
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Working Memory ◽  
Attention Deficit ◽  
Health Professionals ◽  
Educational Games ◽  
Future Research ◽  
Research Directions ◽  
Hyperactivity Disorder ◽  
Future Research Directions ◽  
The Creation

In Portugal, there are between 35 000 to 75 000 children suffering from Attention Deficit Hyperactivity Disorder. The need to act prominently in children with these disorders suggests the creation of various serious games that can be executed with a computer, aiding affected children and assisting health professionals. This chapter presents two games that intend to help children to improve their capacity to speed information processing, enhance executive functions, and enhance use of working memory by performing a set of exercises presented in the form of educational games. It also enables the assisting physician to monitor the execution of these exercises. With the completion of the tasks of the games, children may, in an appealing way, improve their skills and thereby overcome their difficulties. This chapter presents the research methodology followed to the creation of the games, and the preliminary promising tests. Future research directions are also discussed.

Teachers Using Disruptive Methodologies in Teaching and Learning to Foster Learner Skills

2022 ◽  
pp. 1-24
Author(s):  
Abueng R. Molotsi ◽  
Leila Goosen
Keyword(s):  
South Africa ◽  
Teacher Knowledge ◽  
Content Knowledge ◽  
Teaching And Learning ◽  
Final Section ◽  
Future Research ◽  
Research Directions ◽  
North West ◽  
Future Research Directions ◽  
Made In

The purpose of the project introduced in this chapter is stated as investigating in what ways teachers are using disruptive methodologies in teaching and learning to foster learners' transversal skills in the Dinaledi cluster of Bojanala District, North West Province, South Africa. To summarize, the content of this chapter will provide readers with an overview in terms of background built on technological, pedagogical, and content knowledge (TPACK) as a framework for teachers. Contemporary issues in terms of tracing the development of teacher knowledge with regard to integrating technology, pedagogy, and content are also discussed, as well as solutions and recommendations to be made in this regard. Future research directions within the domain of the topic will also be suggested. The final section of the chapter will provide a discussion of the overall coverage of the chapter and concluding remarks.

Assessment through Achievement Systems

2011 ◽  
Vol 1 (3) ◽  
pp. 16-29 ◽  
Author(s):  
Monica Evans ◽  
Erin Jennings ◽  
Michael Andreen
Keyword(s):  
Problem Solving ◽  
Educational Games ◽  
Learning Assessment ◽  
Future Research ◽  
Additional Measure ◽  
Research Directions ◽  
Good Design ◽  
Learning Content ◽  
Future Research Directions ◽  
Teaching Learning

Educational games have great potential as tools for motivating and engaging students, in addition to teaching learning content and objectives, but have had difficulty proving their potential through traditional means. This article proposes that recent advances in the achievement systems of entertainment games can be used to measure motivation and engagement in educational games, and can serve as a self-assessing tool for both students and teachers. Achievements may also be utilized as a way to measure things that have been traditionally difficult to measure, such as creativity, curiosity, and the nuances of problem-solving ability. This article proposes a structure for categorizing achievements in relation to assessment, and discusses future research directions for achievements as measures of assessment for educational games. The article covers both traditional and non-traditional measures of assessment as they relate to gaming achievement systems, as well as the psychological aspects of achievements and player behavior, good design principles for learning assessment achievements, and potential for achievements as an additional measure of motivational engagement by students.

Assessment through Achievement Systems

2013 ◽  
pp. 302-315
Author(s):  
Monica Evans ◽  
Erin Jennings ◽  
Michael Andreen
Keyword(s):  
Problem Solving ◽  
Educational Games ◽  
Learning Assessment ◽  
Future Research ◽  
Additional Measure ◽  
Research Directions ◽  
Good Design ◽  
Learning Content ◽  
Future Research Directions ◽  
Teaching Learning

Educational games have great potential as tools for motivating and engaging students, in addition to teaching learning content and objectives, but have had difficulty proving their potential through traditional means. This article proposes that recent advances in the achievement systems of entertainment games can be used to measure motivation and engagement in educational games, and can serve as a self-assessing tool for both students and teachers. Achievements may also be utilized as a way to measure things that have been traditionally difficult to measure, such as creativity, curiosity, and the nuances of problem-solving ability. This article proposes a structure for categorizing achievements in relation to assessment, and discusses future research directions for achievements as measures of assessment for educational games. The article covers both traditional and non-traditional measures of assessment as they relate to gaming achievement systems, as well as the psychological aspects of achievements and player behavior, good design principles for learning assessment achievements, and potential for achievements as an additional measure of motivational engagement by students.

Games Improving Disorders of Attention Deficit and Hyperactivity

2013 ◽  
pp. 563-577
Author(s):  
Andreia Espírito Santo ◽  
Rui Rijo ◽  
João Monteiro ◽  
Inês Henriques ◽  
Ana Matos ◽  
...  
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Working Memory ◽  
Attention Deficit ◽  
Health Professionals ◽  
Educational Games ◽  
Future Research ◽  
Research Directions ◽  
Hyperactivity Disorder ◽  
Future Research Directions ◽  
The Creation

In Portugal, there are between 35 000 to 75 000 children suffering from Attention Deficit Hyperactivity Disorder. The need to act prominently in children with these disorders suggests the creation of various serious games that can be executed with a computer, aiding affected children and assisting health professionals. This chapter presents two games that intend to help children to improve their capacity to speed information processing, enhance executive functions, and enhance use of working memory by performing a set of exercises presented in the form of educational games. It also enables the assisting physician to monitor the execution of these exercises. With the completion of the tasks of the games, children may, in an appealing way, improve their skills and thereby overcome their difficulties. This chapter presents the research methodology followed to the creation of the games, and the preliminary promising tests. Future research directions are also discussed.

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