Game Design as Part of Disciplinary Curriculum on Pedagogy

2021 ◽  
pp. 1-21
Author(s):  
Guaracy Silveira
Keyword(s):  
Problem Solving ◽  
Game Design ◽  
Structural Changes ◽  
Real Life ◽  
Digital Games ◽  
Abstract Model ◽  
Digital Game ◽  
Graduate Courses ◽  
Interdisciplinary Project ◽  
And Training

Guided by the principles of digital game design, the author proposes a reformulation of the pedagogical objectives and focuses of the pedagogical graduate courses, especially in relation to internship and training stages, in a problem-solving model based on digital games intending to shift the formation of future teachers from an abstract model to a real-life-based problem, thus proposing guidelines for an interdisciplinary project. The chapter summaries this proposal enlisting the necessary structural changes needed to achieve this goal to guide those wishing to adjust their pedagogical projects in a way to insert the digital games as educational devices in their courses without having to remodel the entire existing course. An introduction to the problem is made, its theorical background presented, followed by a contextualization of the Brazilian educational area with the proposition delineated and a conclusion.

Executive Functions in Digital Games

2013 ◽  
pp. 19-46 ◽  
Author(s):  
Elizabeth Boyle ◽  
Melody M. Terras ◽  
Judith Ramsay ◽  
James M. E. Boyle
Keyword(s):  
Information Processing ◽  
Problem Solving ◽  
Executive Functions ◽  
Game Design ◽  
Digital Games ◽  
Perceptual Processing ◽  
Cognitive Systems ◽  
Higher Level Thinking ◽  
Information Processing Perspective ◽  
Learning Research

Despite enhanced appreciation of the nature and scope of the cognitive advantages of playing games, our understanding of the actual mechanisms responsible for generating and maintaining these remains limited. In this chapter, the authors propose that viewing these changes from the information processing perspective of executive functions will help to elucidate the psychological infrastructure that underpins these gains. They apply Anderson’s model of executive functions to understanding how games support visual-perceptual processing and higher-level thinking and problem solving. As well as extending our appreciation of how digital games can support learning, research on executive functions highlights the implications of the limitations of our cognitive systems for game design.

Executive Functions in Digital Games

2016 ◽  
pp. 542-569
Author(s):  
Elizabeth Boyle ◽  
Melody M. Terras ◽  
Judith Ramsay ◽  
James M. E. Boyle
Keyword(s):  
Information Processing ◽  
Problem Solving ◽  
Executive Functions ◽  
Game Design ◽  
Digital Games ◽  
Perceptual Processing ◽  
Cognitive Systems ◽  
Higher Level Thinking ◽  
Information Processing Perspective ◽  
Learning Research

Despite enhanced appreciation of the nature and scope of the cognitive advantages of playing games, our understanding of the actual mechanisms responsible for generating and maintaining these remains limited. In this chapter, the authors propose that viewing these changes from the information processing perspective of executive functions will help to elucidate the psychological infrastructure that underpins these gains. They apply Anderson's model of executive functions to understanding how games support visual-perceptual processing and higher-level thinking and problem solving. As well as extending our appreciation of how digital games can support learning, research on executive functions highlights the implications of the limitations of our cognitive systems for game design.

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.

The Development Of Visual Aspects In Video Games Over The Years

2016 ◽  
Vol 7 (2) ◽  
pp. 18-22
Author(s):  
Christian Aditya
Keyword(s):  
Video Games ◽  
Game Design ◽  
Visual Quality ◽  
Digital Games ◽  
Digital Game ◽  
Game Engine ◽  
Game Development ◽  
History Of ◽  
Game Console

This report investigates the importance of creating a realistic environment in order to create an immersive world in digital games. The discussion will start from the history of Digital game development until now, discussing on the limitations of gaming consoles from time to time, and how game designers nowadays keep pushing the boundaries of the visual aspects of their game. Then focusing the discussion on the technical and art aspect of digital game design. By doing the analysis in this report, we can conclude that there are several reason that affects the visual quality of video games, such as the technology of the game console, the limitation of game engine, and also the skill of the game artist itself. Key words : Video Games, Digital Games, Game Console, Environment, Game Engine.

Uncovering young children’s transformative digital game play through the exploration of three-year-old children’s cases

2017 ◽  
Vol 18 (2) ◽  
pp. 179-195 ◽  
Author(s):  
Youn Jung Huh
Keyword(s):  
Young Children ◽  
Real Life ◽  
Physical Space ◽  
Digital Games ◽  
Virtual Space ◽  
Learning Tools ◽  
Digital Game ◽  
Game Play ◽  
Everyday Lives ◽  
Digital World

In contrast to studies focusing on digital games as learning tools, this study shows how young children use digital games as a means of facilitating spontaneous play in their everyday lives. This article highlights how 4 three-year-old children’s play with digital games revealed their ability to create new forms of play by mixing their digital game play and other play in real life. In addition, this study shows various examples of young children breaking game boundaries (e.g. rule-breaking; using virtual space as a source for their spontaneous play; navigating between virtual and physical space for their play) in their digital game playing. This finding suggests that digital games do not entirely change or displace other practices in early childhood, but young children’s digital game play is very closely related to their spontaneous play as it occurs in their everyday lives. Young children are agentic and capable users of digital technologies, incorporating the digital world for their own purposes.

scholarly journals Making Sense of Digital Game-Based Learning: A Learning Theory-Based Typology Useful for Teachers

2018 ◽  
Vol 8 (4) ◽  
pp. 1
Author(s):  
Min Lun Wu
Keyword(s):  
Game Design ◽  
Digital Games ◽  
Role Playing ◽  
Subject Area ◽  
Educational Game ◽  
Digital Game ◽  
Game Based Learning ◽  
Role Playing Games ◽  
Making Sense ◽  
Commercial Off The Shelf

Digital game-based learning (DGBL) has gained traction on various educational levels in recent years as educators continue to seek best practices and researchers keep conducting studies to investigate the affordances and constraints of such technology-mediated instruction. This paper discusses the intersections between the historical development of educational digital games and contemporary theories of learning. Resultant from the review, a typology of educational digital games consisting of four genres -- edutainment and educational game applications, serious games, commercial off the shelf and massive multiplayer online role-playing games, and educational game design tools--is devised to help teachers interested in digital games better understand the pedagogical processes and cope with challenges involved in implementing DGBL. The paper concludes with the importance that the implementation of different genres of educational digital games in instruction entails teachers’ usage of different pedagogical strategies in accordance with the chosen game genre and opportunities to teach subject area content.

scholarly journals An Analysis of Game Design Elements Used in Digital Game-Based Language Learning

2021 ◽  
Vol 13 (12) ◽  
pp. 6679
Author(s):  
Terence Govender ◽  
Joan Arnedo-Moreno
Keyword(s):  
Language Learning ◽  
Game Design ◽  
Design Patterns ◽  
Language Education ◽  
Digital Games ◽  
Target Language ◽  
Digital Game ◽  
Element Analysis ◽  
Design Elements ◽  
Game Elements

Considerable changes have occurred in language learning with the introduction of gameful approaches in the classroom and the increase in the popularity of language applications like Duolingo. A review of existing studies on such approaches to language learning shows that gamification tends to be the most popular approach. However, this popularity has been achieved at the expense of other gameful approaches, such as the use of digital games. To gain a clearer picture of the developments and gaps in the digital game-based learning research, this paper examines and categorizes observations about game elements used in published papers (n = 114) where serious and digital games were tested in language education settings. Game element analysis reveals that (1) the most frequently occurring elements in digital game-based language learning (DGBLL) are feedback, theme, points, narrative, and levels; (2) even though there was significant variance in the number of elements observed in DGBLL, both the bespoke and off-the-shelf games show similar high-frequency elements; (3) DGBLL has been applied to vocabulary acquisition and retention in many cases, but lacks implementation and testing in input and output language skills; (4) although there is some consensus on the most frequent elements, the design patterns of common elements according to age group and target language skill show considerable variance; (5) more research is needed on less common design elements that have shown promise in encouraging language acquisition. The synthesis of information from the collected papers contributes to knowledge regarding DGBLL application design and will help formulate guidelines and detect efficacy patterns as the field continues to grow.

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