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.

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.

Creating Computer Games for Class Instruction

2011 ◽  
pp. 151-166
Author(s):  
Chien Yu ◽  
Anthony Olinzock
Keyword(s):  
Learning Environment ◽  
Computer Games ◽  
Teaching And Learning ◽  
Educational Games ◽  
Effective Instruction ◽  
Classroom Teachers ◽  
Instructional Games ◽  
Instructional Objectives ◽  
Teaching And Learning Environment ◽  
Class Instruction

The purpose of this chapter is to provide the classroom teachers with the basic tools and fundamentals necessary to create instructional games targeted to specific courses and/or instructional objectives. By discussing the trends and issues related to today’s teaching and learning environment, the authors review the benefits of using educational games in classrooms, and provide some strategies and guidelines for creating computer games for classroom instruction. Along with discussing the fundamental issues and considerations, the authors discuss some of the challenges and impact of computer games in classrooms. Additional examples drawn from literature are also included to illustrate the use of games in education and the strategies of effective instruction.

Digital Game Design Tutorial for Use in the Basic School

2019 ◽  
pp. 63-88 ◽  
Author(s):  
Míria Santanna dos Santos ◽  
Camila Peres ◽  
Marcelo A. R. Schmitt ◽  
Andre Peres
Keyword(s):  
Digital Literacy ◽  
Game Design ◽  
Educational Games ◽  
Digital Games ◽  
Digital Natives ◽  
First Century ◽  
The Other ◽  
Digital Game ◽  
The Creation ◽  
Theoretical Foundations

The students of the twenty-first century are digital natives, presenting a nonlinear way of learning. The school, on the other hand, still keeps a sequential teaching structure. In order to approach the school of the students' reality, digital games can be an important educational tool. This can be done not only using educational games, but also by the creation of games. There are applications and software available online that allow the creation of games in a simple and accessible way. This process of building games enables students to mobilize various fields of knowledge and provide digital literacy, with the development of critical capacity. This chapter presents the theoretical foundations that justify the use of games in education, and a pedagogical proposal based on the construction of games, as well as tools that can be used to build digital games.

scholarly journals UI/UX Design for Metora: A Gamification of Learning Journalism Interviewing Method

2020 ◽  
Vol 188 ◽  
pp. 00008
Author(s):  
Friskila Enggar Pamudyaningrum ◽  
Hestiasari Rante ◽  
Muhammad Agus Zainuddin ◽  
Michael Lund
Keyword(s):  
User Interface ◽  
User Experience ◽  
Interface Design ◽  
Game Design ◽  
Educational Games ◽  
Visual Media ◽  
Effective Learning ◽  
Effective Media ◽  
Feedback Content ◽  
Modern Era

In learning, effective media is needed to deliver the material. Visual media can be more acceptable and facilitate understanding and strengthen memory. In this modern era, digital-based visual media is more effectively captured by students. Educational games in the form of gamification can provide the same effect as effective learning media. To support educational games, interface design and user experience are the first aspects seen by users. This study explored the user interface and user experience in the process of developing a gamification of a non-game subject, Journalism Interviewing Method. User interface includes colour, shape and layout the interface. User experience in game design process includes the tangible user interface, constructive and helpful feedback, content and storytelling, how to appreciate user. This study explored the user interface and user experience in the process of developing a gamification of a non-game subject, Journalism Interviewing Method.

Digital Game Design Tutorial for Use in the Basic School

2022 ◽  
pp. 733-758
Author(s):  
Míria Santanna dos Santos ◽  
Camila Peres ◽  
Marcelo A. R. Schmitt ◽  
Andre Peres
Keyword(s):  
Digital Literacy ◽  
Game Design ◽  
Educational Games ◽  
Digital Games ◽  
Digital Natives ◽  
First Century ◽  
The Other ◽  
Digital Game ◽  
The Creation ◽  
Theoretical Foundations

The students of the twenty-first century are digital natives, presenting a nonlinear way of learning. The school, on the other hand, still keeps a sequential teaching structure. In order to approach the school of the students' reality, digital games can be an important educational tool. This can be done not only using educational games, but also by the creation of games. There are applications and software available online that allow the creation of games in a simple and accessible way. This process of building games enables students to mobilize various fields of knowledge and provide digital literacy, with the development of critical capacity. This chapter presents the theoretical foundations that justify the use of games in education, and a pedagogical proposal based on the construction of games, as well as tools that can be used to build digital games.

Designing Engaging Educational Games and Assessing Engagement in Game-Based Learning

2018 ◽  
pp. 1-19 ◽  
Author(s):  
Xun Ge ◽  
Dirk Ifenthaler
Keyword(s):  
Game Design ◽  
Educational Games ◽  
Digital Games ◽  
Theoretical Framework ◽  
Three Dimensions ◽  
Design Issues ◽  
Game Based Learning ◽  
Factors Influencing ◽  
Motivation And Engagement

The focus of this chapter is on designing engaging educational games for cognitive, motivational, and emotional benefits. The concept of engagement is defined and its relationship with motivation and cognition are discussed. Design issues with many educational games are examined in terms of factors influencing sustained motivation and engagement. A theoretical framework to design engaging digital games is presented, including three dimensions of engagement (i.e., behavioral, cognitive, and emotional). Later, the chapter considers how to harness the appealing power of engaging games for designing engaging educational games. Various motivational features of game design and learner experiences are considered. In conclusion, the chapter also discusses various methods to assess engagement in order to inform the design of educational games that motivate learners.

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.

Designing Engaging Educational Games and Assessing Engagement in Game-Based Learning

2017 ◽  
pp. 253-270 ◽  
Author(s):  
Xun Ge ◽  
Dirk Ifenthaler
Keyword(s):  
Game Design ◽  
Educational Games ◽  
Digital Games ◽  
Theoretical Framework ◽  
Three Dimensions ◽  
Design Issues ◽  
Game Based Learning ◽  
Factors Influencing ◽  
Motivation And Engagement

The focus of this chapter is on designing engaging educational games for cognitive, motivational, and emotional benefits. The concept of engagement is defined and its relationship with motivation and cognition are discussed. Design issues with many educational games are examined in terms of factors influencing sustained motivation and engagement. A theoretical framework to design engaging digital games is presented, including three dimensions of engagement (i.e., behavioral, cognitive, and emotional). Later, the chapter considers how to harness the appealing power of engaging games for designing engaging educational games. Various motivational features of game design and learner experiences are considered. In conclusion, the chapter also discusses various methods to assess engagement in order to inform the design of educational games that motivate learners.

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.

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