Codebook Co-Development to Understand Fidelity and Initiate Artificial Intelligence in Serious Games

2020 ◽  
Vol 10 (1) ◽  
pp. 37-53
Author(s):  
Werner Siegfried Ravyse ◽  
A. Seugnet Blignaut ◽  
Chrisna R. Botha-Ravyse
Keyword(s):  
Artificial Intelligence ◽  
Serious Games ◽  
Comic Book ◽  
Comparison Method ◽  
Serious Game ◽  
Data Driven ◽  
Game Based Learning ◽  
Learning Potential ◽  
Market Growth ◽  
User Interface Evaluation

This study aimed to identify and rank the serious game fidelity themes that should be considered for retaining both the learning potential and predicted market growth of serious games. The authors also investigated existing links between fidelity and AI. The methodology unraveled serious game fidelity through the co-development of a theory- and data-driven codebook, applying the constant comparison method for data analysis. The theory-driven codes stemmed from literature while the data-driven codes emerged from a heuristic user interface evaluation of a comic book style game, named ExMan. This article identifies five fidelity themes, with functional fidelity as most important, and postulates that functional fidelity is most suited to AI integration. This study delivers a fidelity-for-serious-games codebook and concludes that observing the suggested fidelity hierarchy could safeguard that neither digital game-based learning is watered down, nor the lustre of digital gameplay dulled. Furthermore, the authors hold that AI for serious games should be given a high design priority.

GAME-BASED LEARNING IN INTEGRATED DOMAINS WITH AN APPLICATION FOR STEAM CENTERS

2021 ◽  
Vol 12 (1) ◽  
pp. 209-214
Author(s):  
Stefani Paunova ◽  
◽  
Vilyana Doychevska ◽  
Valentin Yordanov ◽  
Stanimir Stoyanov ◽  
...  
Keyword(s):  
Artificial Intelligence ◽  
Logic Programming ◽  
Programming Language ◽  
Research Program ◽  
Serious Games ◽  
Game Based Learning ◽  
Modeling Systems ◽  
National Research Program ◽  
Integrated Domains ◽  
The University

The article presents a game-based learning environment that is being deeloped as a component of the ATOS platform (the platform is an article described for the same conference). The proposed environment is an adaptation of a component for serious games, developed within two projects – the National Research Program „Intelligent Agriculture (2021-2024)“ and the university project „ViSCoD – environment for modeling systems for intelligent agriculture“. The opportunities for game-based learning in integrated domains (in this case intelligent agriculture – STEAM center) are demonstrated with a version of the well-known game „Twenty question game“, adapted for the Bulgarian flora. The system is fully implemented in the logic programming language Prolog and thus can also be used to teach students in the discipline „Artificial Intelligence“.

scholarly journals Game Experience and Learning Effects of a Scoring-Based Mechanic for Logistical Aspects of Pediatric Emergency Medicine: Development and Feasibility Study (Preprint)

2020 ◽  
Author(s):  
Cevin Zhang ◽  
Jannicke Baalsrud Hauge ◽  
Karin Pukk Härenstam ◽  
Sebastiaan Meijer
Keyword(s):  
Health Care ◽  
Regression Analysis ◽  
Social Presence ◽  
Serious Games ◽  
Serious Game ◽  
Game Based Learning ◽  
Learning Engagement ◽  
Game Mechanics ◽  
Learning Practices ◽  
Negative Feelings

BACKGROUND Using serious games for learning in operations management is well established. However, especially for logistics skills in health care operations, there is little work on the design of game mechanics for learning engagement and the achievement of the desired learning goals. OBJECTIVE This contribution presents a serious game design representing patient flow characteristics, systemic resource configurations, and the roles of the players based on a real Swedish emergency ward. The game was tested in a set of game-based learning practices in the modalities of a physical board game and an online multiplayer serious game that implemented the same game structure. METHODS First, survey scores were collected using the Game Experience Questionnaire Core and Social Presence Modules to evaluate the experience and acceptance of the proposed design to gamify real processes in emergency care. Second, lag sequential analysis was applied to analyze the impact of the game mechanics on learning behavior transitions. Lastly, regression analysis was used to understand whether learning engagement attributes could potentially serve as significant predicting variables for logistical performance in a simulated learning environment. RESULTS A total of 36 students from courses in engineering and management at KTH Royal Institute of Technology participated in both game-based learning practices during the autumn and spring semesters of 2019 and 2020. For the Core Module, significant differences were found for the scores for negative affect and tension compared with the rest of the module. For the Social Presence Module, significant differences were found in the scores for the psychological involvement – negative feelings dimension compared with the rest of the module. During the process of content generation, the participant had access to circulating management resources and could edit profiles. The standard regression analysis output yielded a ΔR<sup>2</sup> of 0.796 (F1<sub>4,31</sub>=2725.49, <i>P</i>&lt;.001) for the board version and 0.702 (F2<sub>4,31</sub>=2635.31, <i>P</i>&lt;.001) for the multiplayer online version after the learning engagement attributes. CONCLUSIONS The high scores of positive affect and immersion compared to the low scores of negative feelings demonstrated the motivating and cognitive involvement impact of the game. The proposed game mechanics have visible effects on significant correlation parameters between the majority of scoring features and changes in learning engagement attributes. Therefore, we conclude that for enhancing learning in logistical aspects of health care, serious games that are steered by well-designed scoring mechanisms can be used.

scholarly journals Game Experience and Learning Effects of a Scoring-Based Mechanic for Logistical Aspects of Pediatric Emergency Medicine: Development and Feasibility Study

10.2196/21988 ◽  
2021 ◽  
Vol 9 (1) ◽  
pp. e21988
Author(s):  
Cevin Zhang ◽  
Jannicke Baalsrud Hauge ◽  
Karin Pukk Härenstam ◽  
Sebastiaan Meijer
Keyword(s):  
Health Care ◽  
Regression Analysis ◽  
Social Presence ◽  
Serious Games ◽  
Serious Game ◽  
Game Based Learning ◽  
Learning Engagement ◽  
Game Mechanics ◽  
Learning Practices ◽  
Negative Feelings

Background Using serious games for learning in operations management is well established. However, especially for logistics skills in health care operations, there is little work on the design of game mechanics for learning engagement and the achievement of the desired learning goals. Objective This contribution presents a serious game design representing patient flow characteristics, systemic resource configurations, and the roles of the players based on a real Swedish emergency ward. The game was tested in a set of game-based learning practices in the modalities of a physical board game and an online multiplayer serious game that implemented the same game structure. Methods First, survey scores were collected using the Game Experience Questionnaire Core and Social Presence Modules to evaluate the experience and acceptance of the proposed design to gamify real processes in emergency care. Second, lag sequential analysis was applied to analyze the impact of the game mechanics on learning behavior transitions. Lastly, regression analysis was used to understand whether learning engagement attributes could potentially serve as significant predicting variables for logistical performance in a simulated learning environment. Results A total of 36 students from courses in engineering and management at KTH Royal Institute of Technology participated in both game-based learning practices during the autumn and spring semesters of 2019 and 2020. For the Core Module, significant differences were found for the scores for negative affect and tension compared with the rest of the module. For the Social Presence Module, significant differences were found in the scores for the psychological involvement – negative feelings dimension compared with the rest of the module. During the process of content generation, the participant had access to circulating management resources and could edit profiles. The standard regression analysis output yielded a ΔR2 of 0.796 (F14,31=2725.49, P<.001) for the board version and 0.702 (F24,31=2635.31, P<.001) for the multiplayer online version after the learning engagement attributes. Conclusions The high scores of positive affect and immersion compared to the low scores of negative feelings demonstrated the motivating and cognitive involvement impact of the game. The proposed game mechanics have visible effects on significant correlation parameters between the majority of scoring features and changes in learning engagement attributes. Therefore, we conclude that for enhancing learning in logistical aspects of health care, serious games that are steered by well-designed scoring mechanisms can be used.

scholarly journals Flow experience in game based learning – a systematic literature review

2017 ◽  
Vol 4 (1) ◽  
Author(s):  
Arttu Perttula ◽  
Kristian Kiili ◽  
Antero Lindstedt ◽  
Pauliina Tuomi
Keyword(s):  
Game Design ◽  
Serious Games ◽  
Performance Enhancement ◽  
Positive Influence ◽  
Serious Game ◽  
Game Based Learning ◽  
Key Factors ◽  
Learning Factors ◽  
The Relationship

The entertaining elements implemented in a serious game are key factors in determining whether a player will be engaged in a play-learn process and able to achieve the desired learning outcomes. Thus, optimization of subjective playing experience is a crucial part of a game design process. Flow theory can be adopted for measuring user experience and analyzing the quality of serious game designs. In addition, flow seems to have a positive influence on performance enhancement, learning and engagement. The focus of this review is especially on examining the meaning of flow in the context of serious games as well as exploring the relationship between flow and learning, factors that influence occurrence of flow and how flow is operationalized. The review revealed that there are mainly conceptual considerations about flow in serious games, but no robust empirical evidence about the meaning of flow. This is in line with other studies. We argue that research on flow should focus on the specific aspects related to the very nature of serious games that combine enjoyment and learning. Furthermore, new methods to measure flow and analyse the data need to be developed and studied.

Designing Games-Based Embedded Authentic Learning Experiences

2009 ◽  
pp. 1068-1087 ◽  
Author(s):  
Penny de Byl
Keyword(s):  
Game Design ◽  
Serious Games ◽  
Learning Experiences ◽  
Authentic Learning ◽  
Serious Game ◽  
Development Work ◽  
Game Based Learning ◽  
Game Development ◽  
Definition Of ◽  
Authentic Learning Experiences

This chapter presents the embedded authentic serious game-based learning experiences (EASLE) architecture which has been developed to assist in the definition of games-based applications. The motivation behind the design of EASLE is to keep game specifications as simple and focused as possible for educators attempting to create serious games as current available game design methodologies and templates are complex and extensive. Furthermore, it is argued that games created with EASLE reduce the amount of game development work to be done by the educator allowing for deeper collaboration between students. Toward the end of this chapter a game developed with EASLE which took two weeks to complete is presented.

Lernprozesse und Lernstile im Digital Game Based Learning

i-com ◽  
2010 ◽  
Vol 9 (2) ◽  
pp. 24-30
Author(s):  
Johannes Bufe
Keyword(s):  
Serious Games ◽  
Serious Game ◽  
Digital Game ◽  
Game Based Learning ◽  
David Kolb

ZusammenfassungVideospiele und Computersimulationen werden zum Vermitteln von Wissen seit vielen Jahren eingesetzt. Sie haben unter der Bezeichnung „Serious Game“ ihr Nischendasein verlassen. Eine entscheidende Rolle für das Lernen mit Serious Games stellt hierbei das Konzept des „Erfahren Lernens“ dar. David Kolb definierte in diesem Modell vier typische Lernstile. Gegenstand des folgenden Artikels ist, den Lernerfolg eines Serious Games FISS (Fertigungs- und Instandhaltungs-Strategie Simulation) in Bezug auf diese Lernstile zu untersuchen. FISS wurde in Zusammenarbeit der Goethe-Universität Frankfurt mit der Daimler AG entwickelt. Im vierten Quartal 2008 wurde FISS bei einem Training von Ingenieuren eingesetzt. In der Auswertung zeichnen sich signifikante Unterschiede zwischen den Lernstilen ab. Unabhängig von den Lernstilen der Teilnehmer wurde eine Leistungsverbesserung festgestellt, jedoch profitieren Lernstile mit Stärken im konkreten Beobachten überdurchschnittlich stark. Im Ausblick ergeben sich hieraus interessante Ansätze für die weitere Forschung.

A course on serious game design and development using an online problem-based learning approach

2015 ◽  
Vol 12 (2) ◽  
pp. 116-136 ◽  
Author(s):  
Bill Kapralos ◽  
Stephanie Fisher ◽  
Jessica Clarkson ◽  
Roland van Oostveen
Keyword(s):  
Instructional Design ◽  
Detailed Analysis ◽  
Game Design ◽  
Serious Games ◽  
Problem Based Learning ◽  
Serious Game ◽  
Game Based Learning ◽  
Design And Development ◽  
Content Type ◽  
Active Research

Purpose – The purpose of this paper is to describe a novel undergraduate course on serious game design and development that integrates both game and instructional design, thus providing an effective approach to teaching serious game design and development. Very little effort has been dedicated to the teaching of proper serious game design and development leading to many examples of serious games that provide little, if any, educational value. Design/methodology/approach – Organized around a collection of video clips (that provided a brief contextualized overview of the topic and questions for further exploration), readings, interdisciplinary research projects and games, the course introduced the principles of game and instructional design, educational theories used to support game-based learning and methods for evaluating serious games. Discussions and activities supported the problems that students worked on throughout the course to develop a critical stance and approach toward implementing game-based learning. Students designed serious games and examined potential issues and complexities involved in developing serious games and incorporating them within a teaching curriculum. Findings – Results of student course evaluations reveal that the course was fun and engaging. Students found the course fun and engaging, and through the successful completion of the final course project, all students met all of the course objectives. A discussion regarding the techniques and approaches used in the course that were successful (or unsuccessful) is provided. Research limitations/implications – It should be noted that a more detailed analysis has not been presented to fully demonstrate the effectiveness of the course. A more detailed analysis may have included a comparison with, for example, past versions of the course that was not based on an online problem-based learning (PBL) approach, to better quantify the effectiveness of the course. However, such a comparison could not be carried out here, given there was no measure of prior knowledge of students taken before they took course (e.g. no “pre-test data”). Originality/value – Unlike the few existing courses dedicated to serious game design, the course was designed specifically to facilitate a fully online PBL approach and provided students the opportunity to take control of their own learning through active research, exploration and problem-solving alone, in groups and through facilitated class discussions.

scholarly journals Serious Game Development Model Based on the Game-Based Learning Foundation

2021 ◽  
Vol 15 (3) ◽  
pp. 291-305
Author(s):  
Rickman Roedavan ◽  
Bambang Pudjoatmodjo ◽  
Yahdi Siradj ◽  
Sazilah Salam ◽  
BQ Desy Hardianti
Keyword(s):  
Serious Games ◽  
Serious Game ◽  
Development Model ◽  
Application Research ◽  
Game Based Learning ◽  
Game Development ◽  
Proposed Model ◽  
Development Life Cycle ◽  
Related Application ◽  
The Military

Serious games or applied games are digital games applied in serious fields such as education, advertising, health, business, and the military. Currently, serious game development is mostly based on the Game Development Life Cycle (GDLC) approach. A serious game is a game product with unique characteristics that require a particular approach to its development. This paper proposes a serious game development model adapted from the Game-Based Learning Foundation. This paper’s main contribution is to enhance knowledge in the game development field and game-related application research. The proposed model was validated using the relativism approach and it was used to develop several game prototypes for universities, national companies, and the military.

Expansão Tecnológica de um Serious Game Voltado ao Ensino de Geometria Plana Baseado no Geoplano

2018 ◽  
Vol 2 (1) ◽  
pp. 6
Author(s):  
Ingrid Luana Almeida Da Silva ◽  
Deynne A Silva ◽  
Ronei M. Moraes ◽  
Liliane S. Machado
Keyword(s):  
Serious Games ◽  
Naive Bayes ◽  
Naïve Bayes ◽  
Serious Game

Serious Games são uma categoria especial de jogos que possuem um propósito que vai além da diversão, e por isso podem ser utilizados para promover propaganda, conscientização, ensino e treinamento. O GeoplanoPEC e o GeoplanoMob são serious games educacionais, baseados nas atividades realizadas em um tabuleiro chamado Geoplano, desenvolvidos pelo Laboratório de Tecnologias para o Ensino Virtual e Estatística (LabTEVE) da UFPB. Esses serious games buscam apoiar o aprendizado de geometria plana e o GeoplanoPEC foi desenvolvido considerando as configurações dos computadores das escolas públicas da Paraíba, enquanto que o GeoplanoMob foi desenvolvido considerando os telefones celulares com capacidade de executar aplicativos gráficos. Na época em que os serious games foram implementados, essas plataformas não possuíam muita capacidade computacional e, devido a essa limitação, os jogos tiveram que direcionar sua jogabilidade para o trabalho com perímetros de quadrados. No GeoplanoPEC, a disputa acontece através do desenho de quadrados com perímetro obtido através da multiplicação da face de dois dados e pode ocorrer entre dois jogadores ou entre um jogador e o computador, no qual as jogadas do computador são realizadas por uma inteligência baseada em redes Bayesianas do tipo Naive Bayes. O GeoplanoMob foi desenvolvido para uma plataforma ainda mais limitada quando comparada aos computadores pessoais. Dessa forma não foi possível implantar o sistema inteligente naquela versão do jogo, ocasionando numa alteração no desafio que passou a consistir na realização individual de desenhos a partir de instruções fornecidas por um personagem do jogo. O avanço tecnológico das plataformas móveis e a proliferação destas no ambiente escolar tornou possível a elaboração de uma nova versão dos jogos para a plataforma Android, que expande as funcionalidades das versões anteriores. Com o objetivo de ampliar o escopo de sua utilização nas escolas, a nova versão explora o perímetro e a área de formas geométricas como quadrados, losangos, retângulos, paralelogramos, trapézios e triângulos.

The Oxford Handbook of Ethics of AI

2020 ◽  
Keyword(s):  
Artificial Intelligence ◽  
Ethical Issues ◽  
Rapid Development ◽  
Data Driven ◽  
International Human Rights Law ◽  
Human Knowledge ◽  
Human Rights Law ◽  
Ai Ethics ◽  
And Behavior ◽  
Control Complex

This book explores the intertwining domains of artificial intelligence (AI) and ethics—two highly divergent fields which at first seem to have nothing to do with one another. AI is a collection of computational methods for studying human knowledge, learning, and behavior, including by building agents able to know, learn, and behave. Ethics is a body of human knowledge—far from completely understood—that helps agents (humans today, but perhaps eventually robots and other AIs) decide how they and others should behave. Despite these differences, however, the rapid development in AI technology today has led to a growing number of ethical issues in a multitude of fields, ranging from disciplines as far-reaching as international human rights law to issues as intimate as personal identity and sexuality. In fact, the number and variety of topics in this volume illustrate the width, diversity of content, and at times exasperating vagueness of the boundaries of “AI Ethics” as a domain of inquiry. Within this discourse, the book points to the capacity of sociotechnical systems that utilize data-driven algorithms to classify, to make decisions, and to control complex systems. Given the wide-reaching and often intimate impact these AI systems have on daily human lives, this volume attempts to address the increasingly complicated relations between humanity and artificial intelligence. It considers not only how humanity must conduct themselves toward AI but also how AI must behave toward humanity.

Sign in / Sign up

Export Citation Format

Share Document