Beyond Fun

2018 ◽  
pp. 32-65
Author(s):  
Mario M. Martinez-Garza ◽  
Douglas B. Clark ◽  
Stephen S Killingsworth ◽  
Deanne M. Adams
Keyword(s):  
Game Design ◽  
Digital Games ◽  
Learning Goals ◽  
Motivation To Learn ◽  
The Future ◽  
Complex Models ◽  
Motivation And Learning

A central goal of education involves helping students develop deep understandings of complex models at the heart of core learning goals. Interestingly, an analogous goal of commercial recreational digital games involves helping players develop deep understandings of the models at the heart of those games. Given that games can motivate players to engage voluntarily over extended periods of time in developing understandings of complex game models, one may ask whether and how one might foster similar engagement with educational concepts and models. Much fanfare has accompanied claims about games' potential for engagement and motivation, but many of those claims have focused on a shallow idea of “fun”. This chapter takes a deeper view of motivation and learning by employing Pintrich's synthesis of research on motivation to learn as a lens for examining (a) how popular game design conventions currently scaffold motivation to learn and (b) how game design conventions might be augmented to more effectively scaffold motivation to learn in the future.

Beyond Fun

2016 ◽  
pp. 1-32
Author(s):  
Mario M. Martinez-Garza ◽  
Douglas B. Clark ◽  
Stephen S Killingsworth ◽  
Deanne M. Adams
Keyword(s):  
Game Design ◽  
Digital Games ◽  
Learning Goals ◽  
Motivation To Learn ◽  
The Future ◽  
Complex Models ◽  
Motivation And Learning

A central goal of education involves helping students develop deep understandings of complex models at the heart of core learning goals. Interestingly, an analogous goal of commercial recreational digital games involves helping players develop deep understandings of the models at the heart of those games. Given that games can motivate players to engage voluntarily over extended periods of time in developing understandings of complex game models, one may ask whether and how one might foster similar engagement with educational concepts and models. Much fanfare has accompanied claims about games' potential for engagement and motivation, but many of those claims have focused on a shallow idea of “fun”. This chapter takes a deeper view of motivation and learning by employing Pintrich's synthesis of research on motivation to learn as a lens for examining (a) how popular game design conventions currently scaffold motivation to learn and (b) how game design conventions might be augmented to more effectively scaffold motivation to learn in the future.

Finding and Evaluating Great Educational Games

2014 ◽  
pp. 83-97 ◽  
Author(s):  
Elisa Gopin
Keyword(s):  
Learning Environment ◽  
Game Design ◽  
Educational Games ◽  
Digital Games ◽  
Learning Goals ◽  
Classroom Teachers ◽  
Analysis Framework ◽  
Feedback Form ◽  
Educational Tools ◽  
Effective Learning

Digital games are increasingly being used as educational tools. They are intrinsically motivating for many students and offer a natural learning environment. However, not all games are equally effective in the classroom and there is thus a need for frameworks to guide teachers so that learning goals are aligned with a game’s goals and to determine whether or not the game design supports effective learning. This chapter offers an analysis framework that can be used by classroom teachers to understand the different ways that games can support learning and to critique specific games to determine whether or not they meet the learning requirements. The chapter includes a checklist for teachers, as well as a feedback form for students who playtest games for use in the classroom.

Finding and Evaluating Great Educational Games

2018 ◽  
pp. 323-337 ◽  
Author(s):  
Elisa Gopin
Keyword(s):  
Learning Environment ◽  
Game Design ◽  
Educational Games ◽  
Digital Games ◽  
Learning Goals ◽  
Classroom Teachers ◽  
Analysis Framework ◽  
Feedback Form ◽  
Educational Tools ◽  
Effective Learning

Digital games are increasingly being used as educational tools. They are intrinsically motivating for many students and offer a natural learning environment. However, not all games are equally effective in the classroom and there is thus a need for frameworks to guide teachers so that learning goals are aligned with a game's goals and to determine whether or not the game design supports effective learning. This chapter offers an analysis framework that can be used by classroom teachers to understand the different ways that games can support learning and to critique specific games to determine whether or not they meet the learning requirements. The chapter includes a checklist for teachers, as well as a feedback form for students who playtest games for use in the classroom.

scholarly journals Proposal of quantitative and qualitative metrics to assess affective user-centered design of video games

2018 ◽  
Author(s):  
Elison Ribeiro ◽  
Marcos Seruffo
Keyword(s):  
Video Games ◽  
User Experience ◽  
Game Design ◽  
Subjective Experience ◽  
Digital Games ◽  
User Centered Design ◽  
Actual Experiment ◽  
The Future ◽  
Emotional Aspects ◽  
User Centered

The experience which emerges from digital games has, above all, an emotional nature, so evaluating the user experience only through objective factors does not seem to be sufficient for the analysis of a game as it is an entertainment product. This article intends to propose a set of metrics that allow evaluating affective, or roughly speaking, emotional aspects of the user experience from digital games. The metrics are applied to a list, found in a related work, of relevant game design components that affect the subjective experience of gaming. The intended experiment in the future is a gameplay session of a game especially designed to include a system that measures in background, through the proposed metrics, players’ actions in the gaming experience. The result in this paper is a set of quantitative and qualitative metrics that will assess players’ choices in the actual experiment and that yield numerical outcomes, even though the analyzed factors are subjective.

scholarly journals New generation console game technologies; Console game application supported with projection mapping

2017 ◽  
Vol 6 (4) ◽  
pp. 120-125
Author(s):  
Seza Soylucicek
Keyword(s):  
Interface Design ◽  
Game Design ◽  
Digital Games ◽  
Microsoft Kinect ◽  
Mapping Technique ◽  
Projection Mapping ◽  
The Future ◽  
New Generation ◽  
The Relationship ◽  
Console Game

AbstractUp to now the relationship between console games and gamers has been restricted by limitations in screen size. The gradual enlargement of these sizes has accommodated for a technological boom in the development of game software programs, some of which have been hugely successful and had broad repercussions across both the gaming and technological landscape. In 2010, Microsoft and their Kinect team released an advertisement using projection mapping technique, which gave users an exciting preview of the future of game technology and provided inspiration for aspiring young game developers. With the help of new techniques, developers had the chance to produce artistically unique projects by creating a variety of different game experiences. Additionally, the enhancement of digital games, their interactive features, and the enlargement of the screens enabled users to experience a completely new level of immersion in their games. Each new development within the industry allows for new avenues of exploration and provides the potential to further refine and enhance successful techniques. Two creative examples of application adaptations are Microsoft’s Illumiroom and RoomAlive projects, which include a game experience which incorporates a large part of the user’s physical environment using reflective techniques. The world of gaming entertainment and the technological advancements which propel it, are constantly improving the experience of its users, and this study, which starts out with aforesaid improvements, further examines the relationship between new generation interactive console games, aesthetic aspects of game interface designs, Microsoft Kinect and Projection Mapping. In light of these, this study discusses the future opportunities of console development, the current industry innovators, and the potential immersive qualities of digital games. Keywords: console game, game design, graphic design, game experience, game user interface design, projection mapping.

Will Love Tear Us Apart: Adapting the Lyrical to the Ludic

CounterText ◽  
2016 ◽  
Vol 2 (2) ◽  
pp. 217-235
Author(s):  
Gordon Calleja
Keyword(s):  
Design Process ◽  
Game Design ◽  
Digital Games ◽  
Design Decisions ◽  
The Core ◽  
Lyrical Poetry ◽  
Insight Into ◽  
Made In

This paper gives an insight into the design process of a game adaptation of Joy Division's Love Will Tear Us Apart (1980). It outlines the challenges faced in attempting to reconcile the diverging qualities of lyrical poetry and digital games. In so doing, the paper examines the design decisions made in every segment of the game with a particular focus on the tension between the core concerns of the lyrical work being adapted and established tenets of game design.

Player Types, Play Styles, and Play Complexity

2012 ◽  
Vol 2 (2) ◽  
pp. 75-89 ◽  
Author(s):  
Ricardo Javier Rademacher Mena
Keyword(s):  
Design Process ◽  
Game Design ◽  
Digital Games ◽  
Main Work ◽  
Play Styles

In a previous work the author created the Education and Entertainment Grid by combining various taxonomies from the fields of play and learning. In this paper, a section of this grid known as the Entertainment Grid will be extended by including previously unused elements of Richard Bartle’s online player types and Robert Caillois’ play complexity. This Extended Entertainment Grid is then analyzed, revealing an interesting synergy between both men’s ideas. The main work of this paper, the Updated Entertainment Grid, is then created as a result of this analysis. This grid can be used by teachers as an interesting introduction and application of these taxonomies, by researchers interested in better understanding digital games and their players, and by designers interested in using the grid as part of their game design process.

Ruins of Excess: Computer Game Images and the Rendering of Technological Obsolescence

2021 ◽  
pp. 155541202110053
Author(s):  
Eduardo H Luersen ◽  
Mathias Fuchs
Keyword(s):  
Surface Layer ◽  
Game Design ◽  
Industrial Design ◽  
Electronic Waste ◽  
Computer Game ◽  
Digital Games ◽  
Design Model ◽  
Design Tools ◽  
Design Models ◽  
Technological Obsolescence

In this article, we describe three layers of ruins related to computer game technology: in a surface layer, we examine the imagery of ruins in digital games, highlighting game design tools for developing in-game ruination. Secondly, we approach the industrial design model of technological obsolescence as an infrastructural layer that intrinsically demands the production of new provisional spaces for material decay. Lastly, through a waste layer, we unfold the geopolitical dimension of technological obsolescence, calling attention to the transcontinental flows of electronic waste, which also underscores a geological stage of ruination. While exploring these different layers of ruins, we wish to perceive how game design models might relate to different forms of contemporary ruination, inquiring what such material traces have to say as strata of the complex deterioration processes of present-day media.

Gerontoludic Design

2017 ◽  
Vol 9 (1) ◽  
pp. 45-60 ◽  
Author(s):  
Bob De Schutter
Keyword(s):  
Older Adults ◽  
Game Design ◽  
Intrinsic Value ◽  
Digital Games ◽  
Later Life ◽  
Population Ageing ◽  
Design Approach ◽  
Design Framework ◽  
Physical Decline

Considering the popularity of digital games among older adults and the challenge of population ageing, this article identified a need for an integrated game design framework aimed at older audiences. An analysis of the literature on play in later life demonstrated how the literature is dominated by two themes, i.e., the benefits of playing digital games and the issue of accessibility. While this underlying model has been demonstrated to contribute to successful designs, it also risks reducing games to its motivational characteristics and ageing to cognitive and physical decline. The author therefore reviewed the literature on game design and later life to develop a design approach that considers the multi-faceted nature of ageing as well as the intrinsic value of digital games. The resulting “Gerontoludic Design Framework” sets meaningful play as the intended outcome of game design for older adults, identifies iterative player-centered design as its preferred design approach, and extends the MDA framework by suggesting age-specific aesthetics and mechanics.

scholarly journals Digital games, cognitive skills, and motivation:

2020 ◽  
Vol 8 (5) ◽  
pp. 123-135
Author(s):  
Daniela Ramos ◽  
Bruna Santana Anastácio ◽  
Gleice Assunção da Silva ◽  
Clarissa Venturieri ◽  
Naomi Stange ◽  
...  
Keyword(s):  
Game Design ◽  
Cognitive Skills ◽  
Digital Games ◽  
Learning Context ◽  
Individual Interviews ◽  
School Year ◽  
Active Player ◽  
School Learning ◽  
Second Year ◽  
Level Of Motivation

In addition to entertainment, games have been recognized as enhancers of cognition and associated with increased motivation in the school learning context. The possibility of immersion and active player participation is considered a distinguished aspects of game design. Therefore, this study proposed the application of Brain School’s digital games using tablets during a school year, with weekly interventions of 50 minutes in a class of the second year of elementary school. Twenty-five students were analyzed with an average of eight years old. At the end of the interventions, the evaluation was carried out through individual interviews. The results revealed that most of children felt motivated to participate in the games activities. However, there was no association between level of motivation and cognitive skills investigated (attention and problem solving), nor between preferred games and cognitive skills trained. However, qualitative data showed that children liked using games and acknowledged that the activity contributed with the exercise of their abilities. In general, this research contributed to reinforcing the importance of the diversification of methodological strategies which include the use of digital games in education.

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