Interaction with MMOGs and Implications for E-Learning Design

2009 ◽  
pp. 1204-1217
Author(s):  
Panagiotis Zaharias ◽  
Anthony Papargyris
Keyword(s):  
Adult Learning ◽  
Game Design ◽  
Instructional Quality ◽  
Online Games ◽  
The Internet ◽  
Learning Design ◽  
Alternative Mode ◽  
Design Elements ◽  
E Learning

E-learning is emerging as one of the fastest organizational uses of the Internet as a supplementary or alternative mode for corporate training. However its effectiveness is questioned and most of e-learning courses and applications have been accused of being quite static, non-authentic and superficial, poorly designed, and thus non-motivating. Their philosophical assumption views learning as an isolated phenomenon, a static knowledge in a can that could be transmitted to the learners. In this chapter it is argued that many useful lessons for e-learning designers can be learned from game design and especially from the design of massive multi-player online games (MMOGs). A review on instructional quality of games and design elements of MMOGs is conducted under the perspective of adult learning, in order to identify, adapt, and propose design implications for e-learning design.

It’s All Fun and Games: The Role of Gamification in E-banking

2021 ◽  
Vol 65 (1) ◽  
pp. 1297-1301
Author(s):  
Meenu Sethu ◽  
Dan Nathan-Roberts
Keyword(s):  
Financial Institutions ◽  
Game Design ◽  
Customer Engagement ◽  
The Internet ◽  
Design Elements ◽  
Online Transactions ◽  
Game Mechanics ◽  
Factors Influencing ◽  
Novel Approach

Traditional banks and financial institutions have witnessed a profound transformation to electronic banking with the rise of the internet over the last two decades. However, most digital banking customers do not feel that the activity of managing their money and making online transactions is exciting or enjoyable. The gamification of e-banking systems is a novel approach for promoting customer engagement that is gaining popularity. This work reviews the factors influencing the adoption of e-banking and how gamification can be used to improve customer engagement, loyalty, and financial wellbeing. An exploration of the most extensively used game design elements in gamified e-banking applications suggests that the use of certain game mechanics and characteristics can be effective in creating enjoyable banking experiences. Based on this research, a set of guidelines is provided for designers and practitioners for introducing game principles in e-banking applications.

Emotional Design and Engagement With Multimedia Learning Materials in E-Learning

2021 ◽  
pp. 168-191
Author(s):  
Adem Özgür ◽  
Arif Altun
Keyword(s):  
Multimedia Learning ◽  
Emotional Design ◽  
Learning Materials ◽  
Design Elements ◽  
Emotional Process ◽  
Emotional Processes ◽  
Engagement Process ◽  
E Learning ◽  
The Relationship

Multimedia learning materials (MLM) play an important role in learning. Engagement is a state that contributes to care of and positive approach to MLM, to pay attention to and deep processing of it, to do activities in it while preventing learners from quitting MLM. The quality of MLMs and students' characteristics are important in the engagement process. Cognitive theories provide valuable principles when designing MLMs, whereas the emotional design of the MLMs and the affective responses they evoke in students remain in the background. The emotional design ensures students' engagement with MLMs, and their interpretation of the knowledge and their learning can be manipulated. In this chapter, student engagement has been elaborated within scope of MLMs. Secondly, the relationship between emotional processes and engagement was examined. It was focused on organizing students' emotional process using emotional design elements and their effects on learning outcomes. Finally, suggestions were made for maintaining interaction with MLM and engagement for learning.

Gamification in education – practical solutions for educational courses

2016 ◽  
Vol 14 (3) ◽  
pp. 73-92
Author(s):  
Katarzyna Skok
Keyword(s):  
Empirical Research ◽  
Game Design ◽  
Extrinsic Motivation ◽  
Online Games ◽  
World Of Warcraft ◽  
Classical Solutions ◽  
Design Elements ◽  
Schedule Of Reinforcement ◽  
Intrinsic And Extrinsic Motivation ◽  
Educational Course

Abstract Gamification can be defined as the use of game design elements in non-game contexts. The aim of this article is to present practical solutions for a gamified educational course. The solutions are based on mechanisms used in online games and on the results of empirical research on motivation. The first part of the article analyzes theories of intrinsic and extrinsic motivation. The second part discusses the motivational aspects of one of the most popular games (World of Warcraft). The final part presents a detailed sample project for a gamified educational course. It proposes that – among classical solutions – a monetary schedule of reinforcement as well as a number of features based on the natural needs to cooperate and compete be included.

scholarly journals A Generic, Adaptive and Systemic Methodology for the Collaborative Design of Serious Games: Development of the co.LAB Framework (Preprint)

2021 ◽  
Author(s):  
Dominique Jaccard ◽  
Laurent Suppan ◽  
Eric Sanchez ◽  
Audrey Hugenin ◽  
Maxence Laurent
Keyword(s):  
Game Design ◽  
Serious Games ◽  
Building Blocks ◽  
Serious Game ◽  
Learning Design ◽  
Design Framework ◽  
Design And Development ◽  
Design Elements ◽  
Generic Design ◽  
Web Platform

BACKGROUND Serious games offer teachers the opportunity to create meaningful learning scenarios and are increasingly used at all levels of education. Designing efficient and engaging serious games is a difficult process which requires a collaborative approach. Many design frameworks have been described, most of which are dedicated to the development of specific types of serious games. OBJECTIVE Our aim was to create a general serious game design framework which could be adapted to all kinds of serious games and implemented in a collaborative web platform. METHODS We combined the results of a literature review with our experience in serious game development to determine the basic building blocks of a design framework. We then organized these building blocks into categories and determined the features that a generic design framework should include. Finally, based on the paradigm of complex systems and systemic modelling, we created the co.LAB generic design framework and specifications to allow its implementation in a collaborative web platform. RESULTS Based on a total of 10 existing design methodologies or frameworks, 23 building blocks were identified and represent the foundation of the co.LAB framework. These blocks were organized into five categories: "context and objectives", "game design", "mechanics", "learning design" and "assessment". The arrangement by categories provides a structure which can be visualized in multiple and complementary ways. The classical view links game and learning design while other views offer project, systemic and process visualizations. For the implementation of the co.LAB framework in a web platform, we propose to convert the building blocks into “cards”. Each card would constitute a collaborative working space for the design of the corresponding block. To make the framework adaptive, cards could be added, adapted or removed according to the kind of serious game intended. Enhancing the visualization of relationships between cards should support a systemic implementation of the framework. CONCLUSIONS By offering a structured view of the fundamental design elements required to create serious games, the co.LAB framework can facilitate the design and development of such games by virtue of a collaborative, adaptive and systemic approach. The different visualizations of the building blocks should allow for a shared understanding and a consistent approach throughout the design and development process. The implementation of the co.LAB framework in a collaborative web platform should now be performed and its actual usability and effectiveness tested.

scholarly journals SYSTEM OF DIGITAL CRITERIA FOR EDUCATIONAL WEB RESOURCE ASSESSMENT

2017 ◽  
Vol 5 ◽  
pp. 820-826
Author(s):  
Valentina Aleksandrovna Solovyova
Keyword(s):  
Resource Assessment ◽  
Educational Resources ◽  
The Internet ◽  
Suggested Model ◽  
Scientific Content ◽  
Basic Principles ◽  
New Model ◽  
Web Resource ◽  
E Learning

An educational web resource is a tool that can help discern useful data on the Internet. A system of criteria, however, is needed to assess the quality of this resource. Existing assessment models use various principles for this purpose. Ten such models are considered in this paper, though none of these use the basic principles of education. This paper suggests a unique new model that considers the major pedagogical principles of scientific content, visualization, the availability and feasibility of education, humanization of education, and students’ consciousness and participation. These principles are modified for the requirements of e-learning. The main focus of creating the model is the learner. Some assessment-related points in the suggested model are described in a more detailed manner than in previous models. The new model provides criteria that can ensure the quality of an educational Web resource. Thus, the model can form the foundation for creating educational resources.

scholarly journals Evidence-based mental health and e-learning: a guide for clinicians

2016 ◽  
Vol 22 (1) ◽  
pp. 55-63 ◽  
Author(s):  
Katharine A. Smith ◽  
André Tomlin ◽  
Andrea Cipriani ◽  
John R. Geddes
Keyword(s):  
Mental Health ◽  
Medical Knowledge ◽  
The Internet ◽  
Evidence Based ◽  
Quality Of Information ◽  
E Learning ◽  
Types Of Information

SummaryThe internet provides access to what is often a bewildering array of medical knowledge on mental health, some (but not all) of which is evidence based. As well as information for clinicians, there has been a dramatic increase in the variety and quality of information available for patients and carers. In this article we discuss the advantages and limitations of the types of information available, with suggested sites and strategies for assessing their relative merits.

Student Perceptions of E-Learning Service Quality, E-Satisfaction, and E-Loyalty

2021 ◽  
pp. 806-830
Author(s):  
Long Pham ◽  
Stan Williamson ◽  
Ronald Berry
Keyword(s):  
Quality Of Service ◽  
Customer Satisfaction ◽  
Service Quality ◽  
Support Service ◽  
The Internet ◽  
Course Materials ◽  
E Learning ◽  
Quality Dimensions ◽  
Service Quality Dimensions

With the growing ubiquity of the Internet and the continued evolution of the Internet of Things, universities are focusing more on web-based strategies to deliver higher education (i.e., e-learning). In spite of this, few studies on e-learning service quality have been conducted to examine the effectiveness of these efforts. This study seeks to identify primary e-learning service quality dimensions and to examine the relationships among e-learning service quality dimensions, overall e-learning service quality, e-learning satisfaction and e-learning loyalty as perceived by e-students in the college setting. Results identified five main factors that measure e-learning service quality: e-learning administrative and support service quality; e-learning instructor quality; e-learning accuracy; e-learning course materials quality; and e-learning security and privacy. The quality of e-learning administrative and support service, instructor performance, and course materials were positively related to overall e-learning service quality, with e-learning instructor quality the most influential. There was a positive association between overall e-learning service quality and e-learning loyalty, and between e-learning satisfaction and e-learning loyalty. Results are consistent with most studies of traditional and online services and other e-learning studies that customer loyalty is strongly influenced by customer satisfaction and quality of service and that customer satisfaction is strongly influenced by quality of service.

Promoting Wine on the Internet

2011 ◽  
Vol 1 (4) ◽  
pp. 48-63
Author(s):  
J. Freitas Santos
Keyword(s):  
Performance Measures ◽  
The Other ◽  
The Internet ◽  
Strong Correlations ◽  
Initial Attempt ◽  
Design Quality ◽  
Design Elements ◽  
Other Hand ◽  
Rss Feeds

This study examines the content of Portuguese wine blogs and addresses two main questions: (i) which content and design elements of Portuguese wine blogs have more impact on the promotion of wine, and (ii) how can the content and design quality of wine blogs be assessed and improved. To answer these questions, a number of features of wine blogs are examined, and an initial attempt is made to describe the profile, uses and practices of Portuguese wine bloggers. Strong correlations were found between performance measures (posts, comments and traffic). In addition, it was found that one of the main marketing features that bloggers can offer was in rating wines. On the other hand, presentation features were found to account for very little regarding the performance of the blog. Finally, accessibility features, such as cross-references and RSS/Feeds that tend to increase blog traffic, are only used by a minority of Portuguese bloggers.

scholarly journals PRELIMINARY STUDY ON PRE-UNIVERSITY STUDENTS’ READINESS FOR ONLINE TEACHING AND LEARNING AT HOME (PdR): AN ASSESSMENT IN INTERNET ACCESSIBILITY

2021 ◽  
Vol 6 (23) ◽  
pp. 136-146
Author(s):  
Mohd Azrul Abdul Rajak ◽  
Ayu Afiqah Nasrullah ◽  
Suriana Lasaraiya ◽  
Sitty Nur Syafa Bakri
Keyword(s):  
Learning Environment ◽  
University Students ◽  
Online Teaching ◽  
Internet Access ◽  
The Internet ◽  
Learning Platform ◽  
E Learning ◽  
Preliminary Study ◽  
At Home

During the COVID-19 pandemic in Malaysia, learning and teaching at home (PdR) was implemented to replace face-to-face learning sessions. The readiness of pre-university students in the implementation of PdR helps in delivering a high quality of education. It can be studied through the internet accessibility, learning environment, student economics, suitability of online course content, type of e-learning platform used, and the locality of students. Hence, this preliminary study aims to identify the relationship between internet accessibility toward students’ readiness in PdR. A set of questionnaires was distributed to 344 students to obtain responses related to the type of internet access used, the level of internet speed, and the type of device used for PdR. The results showed that most students access the internet through home WiFi internet (34.3%) and cellular data (33.1%). All students have devices whereas 61.0% of students use a combination of laptops and smartphones for e-learning purposes. The findings for the speed level of the internet to access PdR shows (M = 3.22, SP = 1.269), which is a moderate speed for internet access. Meanwhile, the findings of the study in the level of online connectivity and student availability in PdR show (Mean = 3.74, SP = 1.2006), where it is above the level of low internet bandwidth and high immediacy, and below high bandwidth and low immediacy levels. This preliminary study proves that the quality of internet access affects the readiness of pre-university students in PdR. Factors such as the learning environment, family economy, and weather could also affect the quality of students’ internet access.

scholarly journals An approach for e-learning courses evaluation based on the EDAS method

Ekonomika ◽  
2020 ◽  
Vol 66 (4) ◽  
pp. 47-59
Author(s):  
Kristina Jauković-Jocić ◽  
Darjan Karabašević ◽  
Gabrijela Popović
Keyword(s):  
Information And Communication Technology ◽  
Communication Technology ◽  
Group Decision ◽  
Evaluation Criteria ◽  
Evaluation Process ◽  
The Internet ◽  
Educational Materials ◽  
Information And Communication ◽  
E Learning

The development and increasing use of information and communication technology and the Internet as well, have facilitated access to educational materials and increased the popularity of e-learning courses. The increase in the number of e-learning courses imposes the need for evaluating their quality. As a result, the criteria and procedures for evaluating the quality of e-courses are becoming increasingly important. Therefore, the use of the EDAS method for evaluating the quality of e-courses is discussed in this paper. The four e-courses are assessed against the seven evaluation criteria obtained on the basis of the literature review. The evaluation process is performed in the group decision-making environment with the aim of obtaining more reliable results.

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