Educational Games Design

2022 ◽  
pp. 289-320
Author(s):  
Nabila Hamdaoui ◽  
Mohammed Khalidi Idrissi ◽  
Samir Bennani
Keyword(s):  
Middle School Students ◽  
Educational Games ◽  
Educational Game ◽  
First Year ◽  
Adaptive Mechanism ◽  
School Students ◽  
Learning Content ◽  
Mathematical Operations ◽  
Content Design ◽  
Educational Field

Video games are widely and increasingly adopted in the educational field thanks to their inherent engaging, immersive, and adaptive capacities. Yet, one of the greatest problematic in educational games design remains how to create ludic and adaptive experiences without going astray from the targeted learning objectives. In creating adaptive educational games, modeling the learner/player is a prerequisite. This chapter highlights the importance of educational standards in learning content design and proposes an adaptive mechanism “AMEG” based on IMS learning design and artificial intelligence that model learners using game metrics and adapt the gameplay as well as the learning content. As a practical experimentation of the mechanism, MathQuests, an educational game that helps in teaching mathematical operations for first year middle school students was created.

Educational Games Design

2019 ◽  
pp. 312-343
Author(s):  
Nabila Hamdaoui ◽  
Mohammed Khalidi Idrissi ◽  
Samir Bennani
Keyword(s):  
Middle School Students ◽  
Educational Games ◽  
Educational Game ◽  
First Year ◽  
Adaptive Mechanism ◽  
School Students ◽  
Learning Content ◽  
Mathematical Operations ◽  
Content Design ◽  
Educational Field

Video games are widely and increasingly adopted in the educational field thanks to their inherent engaging, immersive, and adaptive capacities. Yet, one of the greatest problematic in educational games design remains how to create ludic and adaptive experiences without going astray from the targeted learning objectives. In creating adaptive educational games, modeling the learner/player is a prerequisite. This chapter highlights the importance of educational standards in learning content design and proposes an adaptive mechanism “AMEG” based on IMS learning design and artificial intelligence that model learners using game metrics and adapt the gameplay as well as the learning content. As a practical experimentation of the mechanism, MathQuests, an educational game that helps in teaching mathematical operations for first year middle school students was created.

Effects of Playing an Educational Math Game That Incorporates Learning by Teaching

2018 ◽  
Vol 57 (6) ◽  
pp. 1495-1512
Author(s):  
Logan Fiorella ◽  
Shelbi Kuhlmann ◽  
Jennifer J. Vogel-Walcutt
Keyword(s):  
Middle School ◽  
Educational Games ◽  
Educational Game ◽  
Control Group ◽  
Math Instruction ◽  
School Students ◽  
Teaching Activities ◽  
Middle School Math ◽  
Learning By Teaching ◽  
Math Class

This study tested the effects of implementing a narrative computer-based educational game within a middle-school math class. Gameplay consisted of navigating through a virtual spaceship and completing missions by periodically engaging in learning-by-teaching activities that involved helping an avatar solve math problems. In a pretest/posttest matched-groups design, 58 middle-school students either played the game for 10 hours over 4 days in place of their typical math instruction (game group), or they received conventional math instruction that consisted of a matched set of practice problems (control group). Contrary to our hypotheses, results from posttest measures indicated no significant differences in learning outcomes or motivation between the two groups. Importantly, supplementary observational data indicated that students in the game group spent much of their time during gameplay engaging in activities unrelated to the educational content of the game (e.g., navigating the virtual world) and only 20% of their time engaging in learning-by-teaching activities. These results highlight the importance of designing educational games that effectively balance features intended to entertain learners and features intended to promote learning. Implications for implementing educational games into classroom instruction are discussed.

MYTH TROUBLES: An Open-Source Educational Game in Scratch for Greek Mythology

2017 ◽  
Vol 49 (1) ◽  
pp. 71-91 ◽  
Author(s):  
Olympia Evangelopoulou ◽  
Stelios Xinogalos
Keyword(s):  
Teaching And Learning ◽  
Educational Games ◽  
Educational Game ◽  
Greek Mythology ◽  
Primary School Students ◽  
School Students ◽  
Educational Value ◽  
The Subject ◽  
Willingness To Use ◽  
Game Developers

Background. Educational games are nowadays used for facilitating the teaching and learning process of various subjects. History is one of the subjects that simulations and games are used for promoting active learning and supporting students in comprehending various history-related subjects. Aim. This article reports on a new educational game on Greek mythology, called MYTH TROUBLES, designed and developed from scratch with the aim of supporting primary school students in studying Greek mythology and raising their interest on the subject of history. Method. The article presents the educational rationale and design of MYTH TROUBLES in the context of an educational games design model proposed in the literature. Since the game was implemented with the platform of Scratch and it is available online both for students (or anyone interested in Greek Mythology) and game developers, some information for its implementation is also provided. The results of a pilot evaluation of MYTH TROUBLES with the help of 21 experienced school teachers are presented, along with proposals for improvement and extension of the game. Results. Teachers evaluated positively MYTH TROUBLES in terms of acceptability, usability, utility as an educational tool, as well as its interface and game play and expressed their willingness to use it in the classroom. Conclusions. MYTH TROUBLES is considered appropriate by teachers for supporting the teaching and learning of Greek mythology and assessing its educational value in class is the next step. Scratch is appropriate for implementing such educational games and sharing them with interested players and game developers.

scholarly journals GAME EDUKASI DUA DIMENSI PENGENALAN HEWAN BERDASARKAN CARA BERKEMBANGBIAKNYA

2021 ◽  
Vol 8 (1) ◽  
pp. 20
Author(s):  
Ngakan Putu Darma Yasa ◽  
Ni Kadek Nita Noviani Pande
Keyword(s):  
Game Design ◽  
Educational Games ◽  
Educational Game ◽  
Learning Content ◽  
New Learning ◽  
Post Production ◽  
Observation Method

This research aims to produce learning media in the form of educational games. This educational game can be filled with learning content needed by children so as to provide new learning alternatives. The stages in this research start from collecting data by observation method, interview, documentation and literature. Game design through several stages, namely pre-production, production and post-production. Educational games designed to contain animal recognition materials based on how to breed. Animals featured in the game are animals that are often found everyday such as chickens, rabbits and elephants. Desktop-based educational games mean they can only be played on a computer. 

scholarly journals Development of Educational Games for The Introduction of Fruits and Vitamins

2019 ◽  
Vol 5 (1) ◽  
Author(s):  
Andy Rachman ◽  
Mochamad Yuliadi Purwanto ◽  
Hendro Nugroho
Keyword(s):  
Elementary School Students ◽  
Food Source ◽  
Fruits And Vegetables ◽  
Educational Games ◽  
Educational Game ◽  
Vegetable Production ◽  
School Students ◽  
Five Factors ◽  
Post Test ◽  
Prior State

Indonesia is one of the developing countries with the world's most abundant fruit and vegetable production. Indonesia is supported by geographical conditions that have two seasons, namely summer and rainy season. This condition causes fruits and vegetables to flourish in Indonesia. Fruit is a healthy food source for humans. Fruit is very beneficial for humans and contains lots of vitamins. The introduction of fruit benefits must be started early on from children. From the results of the pre-test, it found that there were still 32% of elementary school students who knew of the vitamins contained in the fruit. To overcome this, researchers made an educational game application for the introduction of fruit and vitamins based on Android. From the results of the post-test, 72% of students understood the type of vitamin on the fruit. From the results of this post-test, the application developed can help improve children's abilities by 39% from the prior state. In terms of application usability, get an average rating of 82%. Appraisal of application the five factors: understandability, learnability, operability, attractiveness, and usability compliance with the percentage values of 81%, 77%, 76%, 84%, and 93% respectively.

scholarly journals Perception of middle school students on mathematics

2020 ◽  
Vol 13 (3) ◽  
pp. 67
Author(s):  
R. B. Bispo ◽  
L. C. Macarello
Keyword(s):  
High School ◽  
Middle School ◽  
High School Students ◽  
Middle School Students ◽  
School Context ◽  
Teaching Methodology ◽  
School Students ◽  
Learning Content ◽  
Teaching Learning ◽  
The City

This work aimed to evaluate the perception of high school students about the importance of mathematics as well as analyze the teaching methodology that they play to be more efficient in the process of teaching learning. The research was carried out in the month of March 2019, at the Escola Estadual João Paulo I - Escola Plena, in the city of Paranaíta, MT, through the application of a questionnaire with 1st, 2nd and 3rd year high school students. 111 interviewed. The questions were about taste for math discipline, ease of learning content, how differentiated classes help in learning, what resources aid most in learning, whether discipline is important, and how it can help students change their Living conditions. We can conclude that the high school students of E. E. João Paul I like math and recognize their importance both for day-to-day use and for the future. Although students have preferences for classes outside the school context, they are aware that the theory is also important for their learning.

scholarly journals Self-Regulation of Middle School Students With Learning Disabilities During a Complex Project-Based Science Activity

2019 ◽  
Vol 9 (2) ◽  
pp. 1
Author(s):  
Sheri Berkeley ◽  
Anna Larsen ◽  
Amanda Colburn ◽  
Robert Yin
Keyword(s):  
Middle School ◽  
Learning Disabilities ◽  
Middle School Students ◽  
Educational Games ◽  
Renewable Energy Sources ◽  
Self Regulation ◽  
Project Based Learning ◽  
Students With Learning Disabilities ◽  
School Students ◽  
Actual Performance

Self-regulation is widely considered important for the academic success of students. Yet, there is limited research about how students self-regulate during complex, long-term learning tasks, such as the project-based learning activities that commonly occur as part of science classroom instruction. There is also less known about how atypical learners, including students with learning disabilities (LD), self-regulate academic tasks. The current multiple case study explores these gaps in the research base through an investigation of how middle school students with language-based LDs self-regulated their learning during a complex, science-based project—creation of computerized serious educational games (SEG) about renewable energy sources. Findings from the current study suggest that there is a relationship between attributions that students with LD make for their performance and their self-efficacy for learning, but only under specific conditions. The role of this relationship seems to diminish when a student poorly calibrates perception of ability relative to actual performance and when a student perceives the cost of effort to outweigh the benefit.

Multi-User Virtual Learning Environments in Education

2011 ◽  
pp. 146-159
Author(s):  
Nancy Sardone ◽  
Roberta Devlin-Scherer
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Learning Environments ◽  
Teaching And Learning ◽  
Educational Games ◽  
Beginning Teacher ◽  
Virtual Learning ◽  
Virtual Learning Environments ◽  
Learning Tools ◽  
School Students

Today’s middle school students represent a generation growing up where digital tools abound and where using them for home and school is the norm. Virtual learning environments to include multi-user virtual environments (MUVEs) are fairly new to formal educational settings as teaching and learning tools but are growing in popularity. These learning environments have an ability to reach all levels of students in ways that are both familiar and appealing. This chapter reviews interest and trends in educational games and describes beginning teacher reactions to using one of these critical thinking tools designed for middle school students. Recommendations for future implementation in classrooms are made. Faculty perspectives about these newer forms of educational technology are explored.

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