scholarly journals Using Formal Game Design Methods to Embed Learning Outcomes into Game Mechanics and Avoid Emergent Behaviour

2017 ◽  
Vol 7 (3) ◽  
pp. 63-73 ◽  
Author(s):  
Simon Grey ◽  
David Grey ◽  
Neil Gordon ◽  
Jon Purdy
Keyword(s):  
Computer Science ◽  
Learning Outcomes ◽  
Game Design ◽  
Learning Experience ◽  
Careful Consideration ◽  
Science Students ◽  
Game Based Learning ◽  
Game Mechanics ◽  
Negative Effect ◽  
The Impact

This paper offers an approach to designing game-based learning experiences inspired by the Mechanics-Dynamics-Aesthetics (MDA) model (Hunicke et al., 2004) and the elemental tetrad model (Schell, 2008) for game design. A case for game based learning as an active and social learning experience is presented including arguments from both teachers and game designers concerning the value of games as learning tools. The MDA model is introduced with a classic game- based example and a non-game based observation of human behaviour demonstrating a negative effect of extrinsic motivators (Pink, 2011) and the need to closely align or embed learning outcomes into game mechanics in order to deliver an effective learning experience. The MDA model will then be applied to create a game based learning experience with the goal of teaching some of the aspects of using source code control to groups of Computer Science students. First, clear aims in terms of learning outcomes for the game are set out. Following the learning outcomes, the iterative design process is explained with careful consideration and reflection on the impact of specific design decisions on the potential learning experience. The reasons those decisions have been made and where there may be conflict between mechanics contributing to learning and mechanics for reasons of gameplay are also discussed. The paper will conclude with an evaluation of results from a trial of computer science students and staff, and the perceived effectiveness of the game at delivering specific learning outcomes, and the approach for game design will be assessed.

scholarly journals Using Formal Game Design Methods to Embed Learning Outcomes into Game Mechanics and Avoid Emergent Behaviour

2020 ◽  
pp. 224-235
Author(s):  
Simon Grey ◽  
David Grey ◽  
Neil Andrew Gordon ◽  
Jon Purdy
Keyword(s):  
Computer Science ◽  
Learning Outcomes ◽  
Game Design ◽  
Learning Experience ◽  
Careful Consideration ◽  
Learning Tools ◽  
Science Students ◽  
Game Based Learning ◽  
Game Mechanics ◽  
Students First

This paper offers an approach to designing game-based learning experiences inspired by the Mechanics-Dynamics-Aesthetics (MDA) model (Hunicke et al., 2004) and the elemental tetrad model (Schell, 2008) for game design. A case for game based learning as an active and social learning experience is presented including arguments from both teachers and game designers concerning the value of games as learning tools. The MDA model is introduced with a classic game- based example and a non-game based observation of human behaviour demonstrating a negative effect of extrinsic motivators (Pink, 2011) and the need to closely align or embed learning outcomes into game mechanics in order to deliver an effective learning experience. The MDA model will then be applied to create a game based learning experience with the goal of teaching some of the aspects of using source code control to groups of Computer Science students. First, clear aims in terms of learning outcomes for the game are set out. Following the learning outcomes, the iterative design process is explained with careful consideration and reflection on the impact of specific design decisions on the potential learning experience. The reasons those decisions have been made and where there may be conflict between mechanics contributing to learning and mechanics for reasons of gameplay are also discussed. The paper will conclude with an evaluation of results from a trial of computer science students and staff, and the perceived effectiveness of the game at delivering specific learning outcomes, and the approach for game design will be assessed.

scholarly journals An Overview Of Learning Support Factors On Mathematic Games

2019 ◽  
pp. 169-178
Author(s):  
Ahmad Fairuzabadi ◽  
Ahmad Afif Supianto
Keyword(s):  
Mathematics Education ◽  
Learning Outcomes ◽  
Empirical Evidence ◽  
Game Design ◽  
Mathematics Learning ◽  
Learning Support ◽  
Game Based Learning ◽  
The Impact ◽  
Design Factors

 In this study, we examined the factors in game design that were used by developers to support the interests of mathematics learning. The aim is to overcome the lack of empirical evidence about the impact of factors in the game on learning outcomes, identify how the design of in-game activities affects learning, and develop an overview of general recommendations for designing mathematics education games. This study tries to illustrate the impact of game design factors in mathematics education games on the objectives and results of game-based learning.

The Impact of Gamification on Learning Outcomes of Computer Science Majors

2020 ◽  
Vol 20 (2) ◽  
pp. 1-25 ◽  
Author(s):  
Adnan Ahmad ◽  
Furkh Zeshan ◽  
Muhammad Salman Khan ◽  
Rutab Marriam ◽  
Amjad Ali ◽  
...  
Keyword(s):  
Computer Science ◽  
Learning Outcomes ◽  
Science Majors ◽  
Computer Science Majors ◽  
The Impact

The Impact of Learning on Student Persistence in Higher Education

2020 ◽  
pp. 152102512091557
Author(s):  
Maureen Snow Andrade ◽  
Ronald Mellado Miller ◽  
David McArthur ◽  
Morgan Ogden
Keyword(s):  
Higher Education ◽  
Learning Outcomes ◽  
Student Persistence ◽  
Learning Experience ◽  
Economic Benefits ◽  
Professional Mobility ◽  
Employment Rates ◽  
The Impact ◽  
Graduating Students ◽  
Persistence In Higher Education

The private economic benefits of persistence in higher education include better salaries and benefits, higher employment rates, greater savings, superior working conditions, and increased personal and professional mobility. Democratizing higher education is a first step to extending these benefits to a range of individuals. However, universities must also help an increasingly diverse body of students be successful and persist to graduation. This study explores a new aspect of persistence research, specifically, the views of graduating students and alumni regarding factors that influence whether or not they would return to the same institution, go to another institution, or not attend university at all if they were to make the choice again. Findings indicate that those who would not pursue higher education at all scored significantly lower on ratings reflective of learning, specifically essential learning outcomes and various aspects of academic engagement, suggesting that the learning experience is key to higher education persistence.

scholarly journals Pengembangan Media Pembelajaran Mengunakan Aplikasi Construct 2 Pada Materi Aljabar Kelas VII

2018 ◽  
Vol 2 (1) ◽  
pp. 1
Author(s):  
Titon Agung Saputro ◽  
Kriswandani Kriswandani ◽  
Novisita Ratu
Keyword(s):  
Research And Development ◽  
Student Learning ◽  
Learning Outcomes ◽  
Student Learning Outcomes ◽  
Moderate Increase ◽  
Development Research ◽  
Game Based Learning ◽  
Before And After ◽  
The Media ◽  
The Impact

Abstrak: Jenis penelitian ini adalah penelitian dan pengembangan (Research and Development) dengan tujuan mengembangkan media pembelajaran game edukasi berbasis platform game untuk siswa kelas VII SMP. Penelitan ini menggunakan desain penelitian Borg & Gall yang terdiri dari sepuluh langkah. Teknik pengumpulan data terdiri dari observasi, kuesioner dan tes. Hasil dari penelitian pengembangan ini adalah aplikasi game platform dengan materi aljabar. Dampak dari media pembelajaran game edukasi platform game  adalah media pembelajaran berpengaruh terhadap hasil belajar siswa. Hal ini berdasarkan pada uji Mann-Whitney dengan nilai signifikan 0,000<0,05 yang berarti terdapat perbedaan rerata sebelum dan sesudah pemberian media pembelajaran game edukasi berbasis platform game atau terdapat pengaruh game edukasi platform game pada materi aljabar terhadap hasil belajar siswa.  Selain itu, nilai N-Gain yang diperoleh adalah 0,49 yang berarti terjadi peningkatan sedang terhadap hasil belajar siswa. Abstract: The type of this research is research and development with the aim of developing game-based learning media game of platform game for VII class student of SMP using application of Construt 2. This research use Borg & Gall research design which consist of ten stages. Data collection techniques consist of observations, questionnaires and tests. The results of this development research is a platform game application with algebraic material. The impact of instructional media game game education game is the media influence on student learning outcomes. This is based on the Mann-Whitney test with a significance value of 0.000 <0.05 which means there is an average difference before and after the delivery of learning media game-based platform learning or the influence of algebraic game education game. material in algebra on student learning outcomes. In addition, the N-Gain value obtained is 0.49 which means a moderate increase in student learning outcomes.

scholarly journals Constructive alignment of learning mechanics and game mechanics in Serious Game design in Higher Education

2020 ◽  
Vol 7 (4) ◽  
pp. 75-88
Author(s):  
George Kalmpourtzis ◽  
Margarida Romero
Keyword(s):  
Game Design ◽  
Positive Impact ◽  
Learning Objectives ◽  
Game Based Learning ◽  
Constructive Alignment ◽  
Game Mechanics ◽  
Complex Process ◽  
Training Activities ◽  
Design Documents ◽  
Intended Learning Outcomes

Game design is a complex process based on balance between educational and gameplay experience in a coherent way. In the context of instructional design, Constructive Alignment aims to develop an outcome-based approach for designing learning activities during which the learners’ engagement through the activity is aligned with learning objectives and outcomes. Constructive Alignment focuses on the proposal of constructively aligned learning experiences, where assessment is the result of specially selected training activities, which are proposed based on intended learning outcomes. In this study, we analyze the game design process in an online master course on Game Design from a Constructive Alignment approach. We operationalize the Constructive Alignment in game design as the coherence between Learning Objectives, Game Mechanics, Learning Mechanics and the Assessment in the educational DGBL. The results analysis shows that the Game Based Learning course had a positive impact on students regarding the proposal of game design documents with coherence between Game Mechanics and Learning Mechanics as well as Learning Mechanics and Learning Objectives, while little focus on integrating Assessment mechanisms was observed. Based on the results of this study we propose to increase the focus on assessment in the process of game design.

Student Engagement Practices for Computer Science Students in Online Learning Environments

2018 ◽  
pp. 83-99
Author(s):  
Stephanos Mavromoustakos ◽  
Areeba Kamal
Keyword(s):  
Online Learning ◽  
Student Engagement ◽  
Computer Science ◽  
Learning Environments ◽  
Interaction Design ◽  
Learning Experience ◽  
Science Students ◽  
Science Student ◽  
Online Platforms ◽  
New Learning

Online learning has many challenges, and student engagement is one of them. Computer science students differ from most other disciplines. As a consequence, students typically find it easier to adapt to the new learning environment, but at the same time, they are more demanding on the tools and services offered to enhance their learning experience and engagement. This chapter discusses the various student engagement practices used today and their applicability to computer science students in online learning. The investigation will refer to case studies published and their relation to the concepts presented in this chapter. Computer science student engagement in online platforms is directly associated with positive learning experience from the content and context to interface to the interaction design a course embodies. Finally, a framework of best practices for student engagement for computer science students will be provided.

Introducing Java to the IT Master's Curriculum

2005 ◽  
pp. 1663-1668
Author(s):  
Wendy Lucas
Keyword(s):  
Programming Language ◽  
Learning Experience ◽  
Object Oriented ◽  
Careful Consideration ◽  
Object Oriented Programming ◽  
Successful Implementation ◽  
Master's Program ◽  
Development Environment ◽  
First Programming Language ◽  
The Impact

The object-oriented programming paradigm has gained popularity in both industry and academia, and Java is becoming the language of choice. Yet, it can be a difficult language to learn, with many hurdles for novice programmers. This overview describes how Java was successfully introduced as the first programming language in an information technology master’s program at Bentley College. Careful consideration was given to a variety of factors, including when to introduce object-oriented concepts, which integrated development environment to use, and how to support students with minimal prior programming experience. The impact of these choices on the learning experience and the factors that led to the successful implementation of Java as a first programming language are described.

Game Mechanics Supporting a Learning and Playful Experience in Educational Escape Games

2022 ◽  
pp. 884-902
Author(s):  
Divya Menon ◽  
Margarida Romero
Keyword(s):  
Literature Review ◽  
Learning Outcomes ◽  
Teaching And Learning ◽  
Learning Approaches ◽  
Game Based Learning ◽  
Learning Methods ◽  
Learning Contexts ◽  
Game Mechanics

Globally, educators are striving to find innovative ways of engaging their learners and ensuring that they accomplish the desired learning outcomes. Among the various game-based learning approaches that have come up in recent years, escape games are being widely used in a variety of learning contexts. As an entertainment activity, these games seem to be popular among players of all ages and backgrounds. This chapter introduces escape games and provides a literature review on their possible benefits and limitations. The game mechanics and learning mechanics that enable these games to be a potentially playful activity for teaching and learning will be discussed. This chapter provides educators and researchers with the required information backed by various studies to consider the integration of educational escape games with their current learning methods.

Sign in / Sign up

Export Citation Format

Share Document