Building Artificially Intelligent Learning Games

2011 ◽  
pp. 793-825 ◽  
Author(s):  
Richard Van Eck
Keyword(s):  
Artificial Intelligence ◽  
Cognitive Psychology ◽  
Instructional Design ◽  
Educational Games ◽  
Digital Games ◽  
Educational Goals ◽  
Digital Game ◽  
Next Generation ◽  
Game Based Learning ◽  
Learning Games

The idea of digital game-based learning (DGBL) is gaining acceptance among researchers, game designers, educators, parents, and students alike. Building new educational games that meet educational goals without sacrificing what makes games engaging remains largely unrealized, however. If we are to build the next generation of learning games, we must recognize that while digital games might be new, the theory and technologies we need to create DGBL has been evolving in multiple disciplines for the last 30 years. This chapter will describe an approach, based on theories and technologies in education, instructional design, artificial intelligence, and cognitive psychology, that will help us build intelligent learning games (ILGs).

Building Artificially Intelligent Learning Games

2011 ◽  
pp. 271-307 ◽  
Author(s):  
Richard Van Eck
Keyword(s):  
Artificial Intelligence ◽  
Cognitive Psychology ◽  
Instructional Design ◽  
Educational Games ◽  
Digital Games ◽  
Educational Goals ◽  
Digital Game ◽  
Next Generation ◽  
Game Based Learning ◽  
Learning Games

The idea of digital game-based learning (DGBL) is gaining acceptance among researchers, game designers, educators, parents, and students alike. Building new educational games that meet educational goals without sacrificing what makes games engaging remains largely unrealized, however. If we are to build the next generation of learning games, we must recognize that while digital games might be new, the theory and technologies we need to create DGBL has been evolving in multiple disciplines for the last 30 years. This chapter will describe an approach, based on theories and technologies in education, instructional design, artificial intelligence, and cognitive psychology, that will help us build intelligent learning games (ILGs).

Digital Games

2012 ◽  
pp. 166-178 ◽  
Author(s):  
Betül Özkan-Czerkawski
Keyword(s):  
Higher Education ◽  
Instructional Design ◽  
Learning Environments ◽  
Educational Games ◽  
Digital Games ◽  
Important Case ◽  
Current Status ◽  
Game Based Learning ◽  
E Learning ◽  
Games And Simulations

Digital games and simulations are playing an important role in younger generations’ lives. Their adoption to e-Learning environments, however, is rather slow because educators are reluctant to change the way they teach. This chapter starts with a brief discussion of game and simulation terminology, including serious games, game-based learning, and game genres. It continues with a review of the current status of educational games and simulations being used in higher education institutions. Important case studies are provided to present examples to the higher education faculty. Finally, a discussion of teaching strategies, instructional design processes, and assessment issues for effective digital game incorporation in e-Learning is included.

scholarly journals Domesticating Digital Game-based Learning

2016 ◽  
Vol 4 (1) ◽  
pp. 5 ◽  
Author(s):  
Helga Dís Ísfold Sigurðardóttir
Keyword(s):  
Educational Games ◽  
Social Stigma ◽  
Digital Games ◽  
Actor Network Theory ◽  
School Level ◽  
Digital Game ◽  
Game Based Learning ◽  
Norwegian Education ◽  
Group Interviews ◽  
Domestication Theory

<p>This paper analyses the use of digital game-based learning in schools in Norway. It investigates the types of games used in Norwegian schools and how pupils experience this practice. As a result of the increased focus on digital skills in Norwegian education digital game-based learning is widely employed throughout Norway. This paper analyses this usage by way of focus group interviews with a total of sixty-four pupils in four different schools. It draws upon <em>domestication theory</em>, <em>actor-network theory</em>, and the concept of <em>script</em>, and makes use of Latour's <em>assemblage </em>approach.</p><p>Norwegian schools employ a variety of digital games for learning. Games used at the primary school level seem somewhat simpler in structure than those used a secondary school level. The domestication of digital game-based learning occurs through the construction of complex game-based learning assemblages. Games are applied in school and at home, as group work and as individual assignments, played on PCs and iPads. Pupils generally appreciate this practice, although they point out that digital games may have some shortcomings as teaching tools, and at the same time acknowledge a social stigma. Digital games play several different roles as non-human agents and, while educational games are played by the script, commercial games undergo certain script changes when employed in school settings. The domestication of digital game-based learning is a collective kind of domestication whereby both teachers and pupils engage in a two-way process.  </p>

scholarly journals Affect and willingness to communicate in digital game-based learning

ReCALL ◽  
2014 ◽  
Vol 27 (1) ◽  
pp. 38-57 ◽  
Author(s):  
Hayo Reinders ◽  
Sorada Wattana
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Classroom Practice ◽  
Digital Games ◽  
Willingness To Communicate ◽  
Digital Game ◽  
Game Based Learning ◽  
Learning Program ◽  
Barriers To Learning ◽  
Learning And Teaching

AbstractThe possible benefits of digital games for language learning and teaching have received increasing interest in recent years. Games are said, amongst others, to be motivating, to lower affective barriers in learning, and to encourage foreign or second language (L2) interaction. But how do learners actually experience the use of games? What impact does gameplay have on students’ perceptions of themselves as learners, and how does this affect their learning practice? These questions are important as they are likely to influence the success of digital game-based language learning, and as a result the way teachers might integrate games into the curriculum. In this study we investigated the experiences of five students who had participated in a fifteen-week game-based learning program at a university in Thailand. We conducted six interviews with each of them (for a total of 30 interviews) to identify what impact gameplay had in particular on their willingness to communicate in English (MacIntyre, Dörnyei, Clément & Noels, 1998). The results showed that gameplay had a number of benefits for the participants in this study, in particular in terms of lowering their affective barriers to learning and increasing their willingness to communicate. We discuss the implications of these results in terms of further research and classroom practice.

scholarly journals Student, parent, and teacher perceptions towards digital educational games: How they differ and influence each other

2021 ◽  
pp. 142-160
Keyword(s):  
Teacher Perceptions ◽  
Educational Games ◽  
Digital Game ◽  
Traditional Values ◽  
Game Based Learning ◽  
Education Students ◽  
Perceptions And Attitudes ◽  
Key Stakeholders ◽  
Perceptions Of Students ◽  
Teachers And Parents

Digital game-based learning has received increased attention in education. As the key stakeholders in education, students, parents, and teachers may have different perceptions and attitudes towards game-based learning, which have a great impact on its adoption and dissemination. However, there is a lack of research examining how the perceptions of different stakeholders towards digital educational games may differ and influence each other. This study aimed to address the gap by investigating the perceptions of students, parents and teachers towards digital educational games, the differences and relationships between their perceptions, and possible sources of their perceptions. The study was conducted with 415 participants in China, a country that has tension between play and learning in its traditional values. The results reveal that most students, parents and teachers have certain experience playing mobile games, but with limited knowledge about educational digital games. Students have more positive perceptions towards digital educational games than teachers and parents, and the perceptions of teachers and parents are correlated with each other. After an introduction to an educational digital game, students’ and parents’ intention to recommend game-based learning increased, which, however, was not the case for teachers. Implications of the findings were discussed.

scholarly journals Design and evaluation framework for relevant chemistry-related educational card and board games

2015 ◽  
Vol 3 (4) ◽  
pp. 429-438
Author(s):  
Maiju Tuomisto ◽  
Maija Aksela
Keyword(s):  
Chemistry Education ◽  
Educational Games ◽  
Digital Games ◽  
Evaluation Framework ◽  
Game Based Learning ◽  
Board Games ◽  
General Rules ◽  
Games For Learning ◽  
Classification Evaluation ◽  
Novel Design

During the 21st century, new generations of both commercial board games and digital games have appeared, and in their wake, game-based learning has been extensively studied in recent years. There has also been some research on and development of card and board games for learning chemistry. Most of this research has been conducted in the field of regular and educational digital games. Many different classification, evaluation and assessment frameworks and tools are available for digital games. Few have been developed for card or board games, but many general rules for good educational games have been offered in research articles. Based on a literature review, a novel design and evaluation framework for card and board games for chemistry education on the lower secondary level has been developed. The aim of this framework is to help designers and teachers to design new educational card and board games, to support them in evaluating the viability of already existing chemistry-related educational games and instructing them in supporting student learning with a game.

Bridging Research and Game Development

2014 ◽  
pp. 151-171 ◽  
Author(s):  
Barbara Chamberlin ◽  
Jesús Trespalacios ◽  
Rachel Gallagher
Keyword(s):  
Game Design ◽  
Educational Games ◽  
Educational Goals ◽  
Instructional Designers ◽  
State University ◽  
Game Development ◽  
Learning Games ◽  
New Mexico State University ◽  
Development Cycle ◽  
Game Developers

Over the past 20 years, instructional designers in the Learning Games Lab at New Mexico State University have developed a design model for game development that brings researchers, educators, and game developers together throughout the design process. Using this approach, game developers and content experts (a) work collaboratively to ensure educational goals and outcomes are appropriate for the learner and the learning environment, (b) immerse themselves in both content and game design, and (c) test extensively throughout development with members of the target audience. In this chapter, the authors describe the model as it was used in development of several math games during a four-year development cycle for the Math Snacks project. They discuss the implications of this approach for the creation of other educational games or suites of games and share recommendations for expansion of the model to other developers.

The Future of Digital Game-Based Learning

2011 ◽  
pp. 1999-2012
Author(s):  
Brian Magerko
Keyword(s):  
Real World ◽  
Educational Games ◽  
Individual Student ◽  
Digital Game ◽  
Educational Media ◽  
Game Based Learning ◽  
Teaching Techniques ◽  
Rigorous Evaluation ◽  
Games For Learning ◽  
Near Future

This chapter discusses the potential future of games for learning through the lens of current advantages of real-world education that are thus far lacking in educational games. It focuses on four main facets of the real-world educational experience: adapting content to an individual student, the rigorous evaluation of educational media, the ease of modification of educational games, and the application of games to new domains and teaching techniques. The chapter then suggests how we as designers and developers can make strides towards incorporating these lacking elements into how we build and use educational games. The author hopes that this discussion can be used to foster discussion about where the field could be and should be going in the near future.

A Taxonomy of Educational Games

2010 ◽  
pp. 1-23 ◽  
Author(s):  
Dan O’Brien ◽  
Kimberly A. Lawless ◽  
P. G. Schrader
Keyword(s):  
Instructional Design ◽  
Problem Solving ◽  
Learning Outcomes ◽  
Educational Research ◽  
Cognitive Functions ◽  
Theoretical Basis ◽  
Educational Games ◽  
Digital Games ◽  
Educational Objectives ◽  
Different Types

Digital games are a relatively new tool for educators, who often misunderstand their value for education. This is partly since they perceive many very different types of games in the same way. The authors propose a taxonomy of digital games in education based on the features that are relevant to instructional design and educational research. The taxonomy outlines four genres into which games fall, depending on the cognitive functions and skills they engage. The theoretical basis for the taxonomy the authors develop draws from R. M. Gagne’s Five Categories of Learning Outcomes, Bloom’s Taxonomy of Educational Objectives, and D. H. Jonassen’s Typology of Problem Solving. The links between these theories and the educational games taxonomy will allow educators and researchers to understand games in the light of their educational affordances. Instructional design based on these theories can more effectively integrate games into the classroom.

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