Using Gamification and Serious Games to Design a New Curriculum

2022 ◽  
pp. 365-384
Author(s):  
Kutay Tinç ◽  
Meltem Gülçin Karadayı
Keyword(s):  
Serious Games ◽  
Serious Game ◽  
The Other ◽  
Educational Purpose ◽  
Other Hand ◽  
New Curriculum ◽  
Game Elements

Using game elements in class to support the participation of students in learning or designing games that can help educators teach certain subjects more efficiently has been a popular topic in recent years. The former is a matter of gamification, which refers to the application of game elements to other activities so that the activity becomes more engaging or interesting. On the other hand, the latter is about designing a serious game, which can be defined as a game with an explicit and carefully thought out educational purpose. In this study, focused on merging the use of gamification and serious games for a specific engineering course, the authors discuss how the curriculum for this course should be designed so that both sides of the spectrum are facilitated. An application of this union is given with a survey showing the reaction of students to the gamified curricula integrated with a serious game.

Using Gamification and Serious Games to Design a New Curriculum

2020 ◽  
pp. 217-241
Author(s):  
Kutay Tinç ◽  
Meltem Gülçin Karadayı
Keyword(s):  
Serious Games ◽  
Serious Game ◽  
The Other ◽  
Educational Purpose ◽  
Other Hand ◽  
New Curriculum ◽  
Game Elements

Using game elements in class to support the participation of students in learning or designing games that can help educators teach certain subjects more efficiently has been a popular topic in recent years. The former is a matter of gamification, which refers to the application of game elements to other activities so that the activity becomes more engaging or interesting. On the other hand, the latter is about designing a serious game, which can be defined as a game with an explicit and carefully thought out educational purpose. In this study, focused on merging the use of gamification and serious games for a specific engineering course, the authors discuss how the curriculum for this course should be designed so that both sides of the spectrum are facilitated. An application of this union is given with a survey showing the reaction of students to the gamified curricula integrated with a serious game.

scholarly journals Natural Language Processing in Serious Games: A state of the art.

2015 ◽  
Vol 2 (3) ◽  
Author(s):  
Davide Picca ◽  
Dominique Jaccard ◽  
Gérald Eberlé
Keyword(s):  
Natural Language Processing ◽  
Natural Language ◽  
Language Processing ◽  
Serious Games ◽  
State Of The Art ◽  
Serious Game ◽  
The Other ◽  
Other Hand ◽  
The One ◽  
High Level

In the last decades, Natural Language Processing (NLP) has obtained a high level of success. Interactions between NLP and Serious Games have started and some of them already include NLP techniques. The objectives of this paper are twofold: on the one hand, providing a simple framework to enable analysis of potential uses of NLP in Serious Games and, on the other hand, applying the NLP framework to existing Serious Games and giving an overview of the use of NLP in pedagogical Serious Games. In this paper we present 11 serious games exploiting NLP techniques. We present them systematically, according to the following structure:  first, we highlight possible uses of NLP techniques in Serious Games, second, we describe the type of NLP implemented in the each specific Serious Game and, third, we provide a link to possible purposes of use for the different actors interacting in the Serious Game.

scholarly journals A Method to Develop Accessible Online Serious Games for People with Disabilities: A Case Study

2020 ◽  
Vol 12 (22) ◽  
pp. 9584
Author(s):  
Angel Jaramillo-Alcázar ◽  
Paz Cortez-Silva ◽  
Marco Galarza-Castillo ◽  
Sergio Luján-Mora
Keyword(s):  
Video Games ◽  
Learning Process ◽  
Serious Games ◽  
People With Disabilities ◽  
Serious Game ◽  
The Other ◽  
Smart Devices ◽  
Learning Tools ◽  
Teaching Tools

Video games that are used as teaching tools are called serious games. However, there is an important factor that is not usually considered in the design of serious games— the inclusion of people with disabilities. Inclusion can be reached only if accessibility takes on an important role for all. On the other hand, new trends have resulted in different smart devices being used in classrooms. These devices also allow for applications, such as serious games, to be used to support people’s learning process. Despite this, these applications are generally not multi-platform and do not usually consider accessibility features for people with disabilities. This paper proposes a method to develop accessible online serious games that consider people with disabilities as potential users. The method is applied in the case study of an online serious game that teaches about the architecture of a computer in a fun and entertaining way. The method also presents and describes several guidelines to improve online serious game accessibility for people with disabilities. Finally, tests are conducted with some users to gather information about the online serious game and the accessibility features included. This study has important implications for the development of learning tools that consider people with disabilities.

Comparing Serious Games and Educational Simulations: Effects on Enjoyment, Deep Thinking, Interest and Cognitive Learning Gains

2018 ◽  
Vol 49 (4) ◽  
pp. 401-422 ◽  
Author(s):  
Nina Imlig-Iten ◽  
Dominik Petko
Keyword(s):  
Serious Games ◽  
Cognitive Learning ◽  
Serious Game ◽  
Group Differences ◽  
Learning Gains ◽  
Learner Engagement ◽  
Positive Effects ◽  
Post Test ◽  
Game Elements ◽  
Linear Regressions

Background and Aim. Serious games are generally considered to have positive effects on many aspects of learner engagement as well as on cognitive learning gains and subject-related interest. Yet few studies have examined which combination of game elements influence engagement and learning, and how these factors are related. For this reason, an experimental study was conducted to explore these aspects with regard to digital serious games. Method. Twelve primary school classes with 153 students from 9 to 12 years of age participated in this experimental field study using group comparisons. The students were randomly assigned to interact either with an educational simulation or a digital serious game. The results were analyzed using t-tests and hierarchical linear regressions. Results and Conclusion. Results show that there are no group differences in tested learning gains nor in self-reported cognitive learning gains or increase in interest. Although there are also no differences regarding enjoyment, self-reported levels of deep thinking are higher when learning with a serious game. While post-test knowledge is only influenced by prior knowledge, self-reported cognitive learning gains and increases in interest are both positively correlated with deep thinking and enjoyment. These results lead to the conclusion that learning with serious games does not always lead to the expected increases in all aspects of engagement and learning outcomes. Thus, research needs to address the interplay of game elements and their impact on engagement and learning in more detail.

Applying Serious Game Elements to Enhance the Flood Safety Training Apps (Preprint)

2020 ◽  
Author(s):  
Nursyahida Serious Game For Flood Safety Training ◽  
◽  
◽  
Keyword(s):  
Serious Games ◽  
Safety Training ◽  
Serious Game ◽  
Rater Reliability ◽  
Training Outcomes ◽  
Flood Preparedness ◽  
Cognitive Walkthrough ◽  
The Right ◽  
Game Elements ◽  
Productive Development

BACKGROUND Serious games are created for other than entertainment purposes. Training is one of the areas where serious games are used that must have a combination of elements which contribute to the training outcomes. The right combination of elements May lead to productive development of serious games. There are serious games that have been developed; however, there is a lack of elements in the game that can motivate players. In addition, Previous serious games used for training have less use element of scenario and feedback. Moreover, These fail to provide domain content to attain the game 's goals, as they focus more on entertainment. OBJECTIVE The objective of this paper is to describe a process to evaluate the model of a serious game for flood safety training based on the elements of serious games and psychology readiness which can motivate civilians to be aware of the importance of flood preparedness in terms of safety. METHODS These elements are then categorized and used to construct a model which are validated by a panel of eight experts using the Inter-Rater Reliability (IRR) method. RESULTS The result of IRR percentage for the game elements has achieved 100%, while the result of IRR percentage for psychology readiness has reached 83%, and the overall result of IRR percentage has gained 93%. CONCLUSIONS Thus, this model can be adapted to develop serious games for training in other fields and for other purposes. For future phases, verified models will be used to develop low fidelity prototype. Subsequently, the low fidelity prototype can be validated using the cognitive walkthrough method.

scholarly journals Gamified e-Commerce A New Paradigm on e-Media Business

2012 ◽  
Vol 4 (2) ◽  
pp. 28-31
Author(s):  
Seng Hansun
Keyword(s):  
Economic Development ◽  
Business Education ◽  
Business Strategy ◽  
Game Design ◽  
The Other ◽  
New Paradigm ◽  
Health Politics ◽  
Other Hand ◽  
Index Terms ◽  
Game Elements

Nowadays, e-commerce and e-business have increasingly become a necessary component of business strategy. It’s also become a strong catalyst for economic development. We can see it through the report given by various authors [1, 2, 3]. Gamification, on the other hand, is a new term used to describe the using of game elements and game design techniques in other non-game areas/activities, such as business, education, health, politics, etc [4]. Gamification studies and improvements also take place on the e-commerce fields, as we can see on some e-commerce sites, such as ebay, foursquare, amazon gold box, and salesforce.com which has implement the gamification concept on their sites. On this paper, we will explore this new paradigm on e-media business: the usage of gamification concept on e-commerce field. Is it possible? What are the advantages? And what are the disadvantages? All this questions lead us to the new term known as GE-commerce (Gamified E-commerce). Index Terms—e-commerce, gamification, business strategy, ge-commerce

Mathematical Objectives

1929 ◽  
Vol 22 (8) ◽  
pp. 462-466
Author(s):  
R. M. Winger
Keyword(s):  
School Board ◽  
The Other ◽  
The Novel ◽  
Other Hand ◽  
New Curriculum ◽  
The Way

The practical man, who frequently finds time between business and golf to lament the sins of the schools, is likely to insist that edueat ion be directed toward a definite goal. A considerable number of the students, on the other hand, still exemplify the refrain of the old song "I don't know where I'm going, but I'm on the way." Our pedagogical friends who, in the emergency, have accepted the weighty but voluntary task of rebuilding the curriculm, have adopted a catch-word made popular by the war. Before any course may be considered for the new curriculum, the expert must first ascertain its objectives-although his vague ideas of the objectives of education itself may defy formulation. "what are the objectives of your course in trigonometry?" one of these zealots will demand, in a manner that implies that the q naking victim is expected to "stand and deliver." On such occasions I am reminded of a colloquy that once occurred at a district school meeting when the school board was censured for squandering $32 of the sovereign taxpayers' money for a set of geometrical models, which, except for a physiological "chart," comprised the entire scholastic equipment of the school. " What do they use them fur?" demanded an irate father of a numerous progeny, none of whom it must be confesse ever profited by the novel luxury. "To teach the children mathematics" was the devastating reply of the director.

scholarly journals Reward And Punishment In Islamic Education

2019 ◽  
Vol 4 (1) ◽  
Author(s):  
Ali Mustofa ◽  
Rohmah Istikomah ◽  
Muhammad Aman Ma’mun
Keyword(s):  
Child Protection ◽  
Point Of View ◽  
The Other ◽  
Islamic Education ◽  
Educational Purpose ◽  
Know How ◽  
Other Hand ◽  
The One ◽  
Violence In Education ◽  
Reward And Punishment

Nowadays, there are a lot of many things in society that leads to pro and contra issues. For example, violence in education. This is against to child protection laws in Indonesia. In Islamic education, hitting a child is allowed.  It based on the hadith of our Prophet Muhammad SAW. Of course, this action has to follow the rule, and it has an educational purpose. This study aims to know how reward and punishment applied based on the Islamic educational's point of view.  Another aim is to know the revelation of reward and punishment in education mistake is allowed, but it has to pay attention to the way how to hit the child appropriately. A child is allowed to be running only with a light hit, and it aims to give him/her a reminder about his/her mistake. This action against to the child protection laws in Indonesia since no violence in education. In the other hand, a teacher has a right and an obligation to be obeyed. In the rules,  it mentioned that a teacher has a right to give the student sanctions only in the one condition: it based on the code of educators' ethics.Pendidikan sekarang ini banyak sekali hal yang dapat menimbulkan pro dan kontra. Sebagai contoh, kekerasan yang terjadi dalam pendidikan nyatanya bertentangan dengan Undang-undang perlindungan anak di Indonesia saat ini. Namun dalam pendidikan Islam, tindakan memukul diperbolehkan sesuai dengan hadits nabi Muhammad dan dengan beberapa ketentuan yang mengaturnya. Tulisan ini bertujuan untuk mengetahui bagaimana reward dan punishment dalam perspektif pendidikan Islam. Dan juga untuk mengetahui bagaimana relevansinya dalam pendidikan sekarang ini. Dalam pendidikan Islam sebenarnya menghukum seorang anak yang melakukan kesalahan diperbolehkan namun dengan memperhatikan hal-hal seperti cara memukul anak yang diperbolehkan dan yang tidak diperbolehkan. Memukul yang diperbolehkan adalah pukulan yang tidak menyakitkan atau pukulan ringan untuk mengingatkan anak akan kesalahanya. Berbeda dengan pendidikan Islam yang memperbolehkan memberi hukuman memukul anak, pendidikan di Indonesia tidak diperkenankan melakukan kekerasan terhadap anak, karena akan bertentangan dengan undang-undang perlindungan anak. Sementara itu guru ataupun pendidik juga memiliki hak dan kewajiban yang harus dipatuhi. Dalam undang-undang hak dan kewajiban guru dan dosen juga disinggung bahwasannya seorang guru diberi kuasa untuk memberikan sanksi kepada peserta didik namun dengan catatan tidak boleh bertentangan dengan kode etik pendidik.

scholarly journals Promotion of the idea of biodiversity protection through the celebration of animal days

2020 ◽  
pp. 199-205
Author(s):  
Sergiy Kharchuk
Keyword(s):  
Public Involvement ◽  
Negative Impact ◽  
The Other ◽  
Nature Protection ◽  
Educational Purpose ◽  
Protection Measures ◽  
Biodiversity Protection ◽  
Animal Protection ◽  
Other Hand

Humanity has a huge, mostly negative impact on nature. On the other hand, nature protection measures are being taken also. In recent years, public involvement in nature protection has become increasingly important. Celebrating animal days is aimed at just that. Animal Days have an educational purpose, they acquaint people with the life of certain animals and inform them about the importance of animal protection. The list of 48 dates given below, mostly dedicated to specific animals and a few more general dates.

Serious Game Framework for Design of Medical Applications

2012 ◽  
pp. 337-351
Author(s):  
Yingxiao Xu ◽  
Jay Ramanathan ◽  
Rajiv Ramnath
Keyword(s):  
Continuous Improvement ◽  
Learning Process ◽  
Serious Games ◽  
User Preferences ◽  
Serious Game ◽  
The Other ◽  
Medical Applications ◽  
Interaction Data ◽  
Design Alternatives ◽  
Knowledge Content

Serious games have potential for achieving a variety of effectiveness goals for different stakeholders in complex domains like healthcare. The authors propose a Serious Game Framework (SGF) that provides a conceptual architecture that considers the design alternatives, support for multiple game types on the same architecture, and the ability to assess, research, and improve the learning process. The authors show with examples how with this, on one hand, the same knowledge content can be used in different serious games to achieve different learning outcomes and goals. On the other hand, the same goal can be achieved by different serious games, and user preferences might determine what games are used. The game interaction data also becomes shareable and useful for analysis and continuous improvement.

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