Design and Development of a Simulation for Testing the Effects of Instructional Gaming Characteristics on Learning of Basic Statistical Skills

2015 ◽  
Vol 7 (1) ◽  
pp. 38-57
Author(s):  
Elena Novak ◽  
Tristan E. Johnson
Keyword(s):  
Learning Environments ◽  
Game Design ◽  
Development Process ◽  
Lessons Learned ◽  
Small Scale ◽  
Instructional Interventions ◽  
Design And Development ◽  
Actual Learning ◽  
The Relationship ◽  
Practical Implications

Considerable resources have been invested in examining the game design principles that best foster learning. One way to understand what constitutes a well-designed instructional game is to examine the relationship between gaming characteristics and actual learning. This report discusses the lessons learned from the design and development process of instructional simulations that are enhanced by competition and storyline gaming characteristics and developed as instructional interventions for a study on the effects of gaming characteristics on learning effectiveness and engagement. The goal of the instructional simulations was to engage college students in learning the statistics concepts of standard deviation and the empirical rule. A pilot study followed by a small-scale experimental study were conducted to improve the value and effectiveness of these designed simulations. Based on these findings, specific practical implications are offered for designing actual learning environments that are enhanced by competition and storyline gaming elements.

Design and Development of a Simulation for Testing the Effects of Instructional Gaming Characteristics on Learning of Basic Statistical Skills

2018 ◽  
pp. 256-277
Author(s):  
Elena Novak ◽  
Tristan E. Johnson
Keyword(s):  
Experimental Study ◽  
Learning Environments ◽  
Game Design ◽  
Lessons Learned ◽  
Small Scale ◽  
Instructional Interventions ◽  
Design And Development ◽  
Actual Learning ◽  
The Relationship ◽  
Practical Implications

Considerable resources have been invested in examining the game design principles that best foster learning. One way to understand what constitutes a well-designed instructional game is to examine the relationship between gaming characteristics and actual learning. This report discusses the lessons learned from the design and development process of instructional simulations that are enhanced by competition and storyline gaming characteristics and developed as instructional interventions for a study on the effects of gaming characteristics on learning effectiveness and engagement. The goal of the instructional simulations was to engage college students in learning the statistics concepts of standard deviation and the empirical rule. A pilot study followed by a small-scale experimental study were conducted to improve the value and effectiveness of these designed simulations. Based on these findings, specific practical implications are offered for designing actual learning environments that are enhanced by competition and storyline gaming elements.

Do Skills and Challenge Affect Perceived Learning? Mediating Role of Engagement

2020 ◽  
Vol 18 (2) ◽  
pp. 64-79
Author(s):  
Anitha Acharya ◽  
Manish Gupta
Keyword(s):  
Learning Environments ◽  
Game Design ◽  
Effective Means ◽  
Educational Game ◽  
Educational Video ◽  
Perceived Learning ◽  
Game Based Learning ◽  
Mediating Role ◽  
The Relationship

Gamification, the usage of elements relating to game design to non-game activities, has gained considerable attention from academia and industry. It is uncertain as to whether students require skills and challenges to engage them in the game for enhancing their learning. Thus, the objective of this article is to examine the mediating role of engagement in the relationship between skill and perceived learning as well as between challenge and perceived learning in game-based learning environments. Data was gathered using a survey of Player Unknown's Battlegrounds (PUBG) players. A total of 233 young Indian players participated in the study. The results showed that engagement fully mediates the relationship between skill and perceived learning as well as between challenge and perceived learning. This study contributes to the literature on game-based learning by providing evidence for the educational video games to be one of the effective means of learning. Results of the present study imply that the educational game designers can design challenging games to engage the students.

Lessons Learned About Serious Game Design and Development

2016 ◽  
Vol 12 (3) ◽  
pp. 292-298 ◽  
Author(s):  
Tomek Strzalkowski ◽  
Carl Symborski
Keyword(s):  
Game Design ◽  
Lessons Learned ◽  
Serious Game ◽  
Design And Development

The Impact of Missing Skills on Learning and Project Performance

2011 ◽  
pp. 1445-1457
Author(s):  
James Jiang ◽  
Gary Klein ◽  
Phil Beck ◽  
Eric T.G. Wang
Keyword(s):  
Domain Knowledge ◽  
Development Process ◽  
System Development ◽  
Project Performance ◽  
Lessons Learned ◽  
Software Project ◽  
Software Projects ◽  
Technology Learning ◽  
The Impact ◽  
The Relationship

To improve the performance of software projects, a number of practices are encouraged that serve to control certain risks in the development process, including the risk of limited competences related to the application domain and system development process. A potential mediating variable between this lack of skill and project performance is the ability of an organization to acquire the essential domain knowledge and technology skills through learning, specifically organizational technology learning. However, the same lack of knowledge that hinders good project performance may also inhibit learning since a base of knowledge is essential in developing new skills and retaining lessons learned. This study examines the relationship between information system personnel skills and domain knowledge, organizational technology learning, and software project performance with a sample of professional software developers. Indications are that the relationship between information systems (IS) personnel skills and project performance is partially mediated by organizational technology learning.

The Impact of Missing Skills on Learning and Project Performance

2011 ◽  
pp. 288-301
Author(s):  
James Jiang ◽  
Gary Klein ◽  
Phil Beck ◽  
Eric T.G. Wang
Keyword(s):  
Domain Knowledge ◽  
Development Process ◽  
System Development ◽  
Project Performance ◽  
Lessons Learned ◽  
Software Project ◽  
Software Projects ◽  
Technology Learning ◽  
The Impact ◽  
The Relationship

To improve the performance of software projects, a number of practices are encouraged that serve to control certain risks in the development process, including the risk of limited competences related to the application domain and system development process. A potential mediating variable between this lack of skill and project performance is the ability of an organization to acquire the essential domain knowledge and technology skills through learning, specifically organizational technology learning. However, the same lack of knowledge that hinders good project performance may also inhibit learning since a base of knowledge is essential in developing new skills and retaining lessons learned. This study examines the relationship between information system personnel skills and domain knowledge, organizational technology learning, and software project performance with a sample of professional software developers. Indications are that the relationship between information systems (IS) personnel skills and project performance is partially mediated by organizational technology learning.

The Role of Social Context in the Talent Development Process at the Higher Education Level

2019 ◽  
pp. 17-28 ◽  
Author(s):  
Katrina Eddles-Hirsch
Keyword(s):  
Coping Strategies ◽  
Learning Environments ◽  
Development Process ◽  
Gifted Students ◽  
Talent Development ◽  
Gifted Student ◽  
School Level ◽  
Small Scale ◽  
Tertiary Level ◽  
Social Coping

This small-scale study addresses the limited research available on the lifeworld experiences of gifted tertiary level students. Whilst there is a wealth of research on the experiences of gifted students at the primary and secondary school level, not much is known about the learning experiences of gifted undergraduates. This study seeks to give a voice to gifted undergraduates through a phenomenological framework, which is a methodology that allows the perceptions of the participant rather than that of outside researchers to take precedence. Four gifted graduates (2 male and 2 female) who attended a small, urban university in New South Wales and had achieved in the top 2% of their cohort were selected for this study. Participants described the types of learning environments that had supported their talent development such as mentorship and cross level classes, as well as types of social contexts that impeded the talent development process. Different types of social coping strategies were also uncovered. One interesting outcome of this study was the finding that many of the social coping strategies used by gifted students at the high school level were still in operation at the tertiary level. The implications of this study should help educators at the tertiary level better understand how to support the talent development process and develop optimal learning environments for their gifted student populations.

Lessons Learned: Coaches’ Perceptions of a Pilot E-Mentoring Programme

2020 ◽  
Vol 7 (1) ◽  
pp. 22-30 ◽  
Author(s):  
Matthew A. Grant ◽  
Gordon A. Bloom ◽  
Jordan S. Lefebvre
Keyword(s):  
Thematic Analysis ◽  
Teaching Methods ◽  
Lessons Learned ◽  
Mentoring Relationships ◽  
Technology Barriers ◽  
Online Platform ◽  
Mentoring Relationship ◽  
Traditional Mentoring ◽  
The Relationship ◽  
Practical Implications

The purpose of this study was to examine mentor and mentee perceptions of the viability of a pilot e-mentoring programme for U.S. lacrosse (USL) coaches. Twelve mentees and 12 mentors were paired into dyads, met at a national coaching convention, and were directed to continue their mentoring relationship for up to 6 months via an online platform. Semistructured postprogramme interviews were conducted with four mentors and six mentees at the conclusion of the mentoring relationships. Interviews were transcribed verbatim and analysed via thematic analysis. Results showed that mentors and mentees experienced many of the benefits, barriers, and advantages found in traditional mentoring and e-mentoring relationships. Of interest were three key findings in which trust and respect was quickly experienced by participants, equity within the relationship created collegiality, and technology barriers limited effective teaching methods. Based on the results, practical implications for e-mentoring programmes are presented.

Exploring the Relationship Between Level of Office Noise and Salary Recommendations: A Preliminary Research Note

1978 ◽  
Vol 4 (1) ◽  
pp. 57-63 ◽  
Author(s):  
William I. Sauser ◽  
Carlos G. Arauz ◽  
Randall M. Chambers
Keyword(s):  
Undergraduate Students ◽  
Ambient Noise ◽  
Small Scale ◽  
Systematic Research ◽  
Job Applicant ◽  
Organizational Settings ◽  
Male Undergraduate ◽  
The Relationship ◽  
Practical Implications ◽  
Noisy Condition

This small scale study extends the research concerning the effects of environmental conditions on evaluative interpersonal judgments. Twenty male undergraduate students were randomly assigned to two conditions: (a) noisy (taped office noise played at 70-80 decibels) and (b) quiet (ambient noise at 55-57 decibels). After a 20-minute adaption period, the subjects evaluated five simulated resumes and recommended starting salaries f or each job applicant. Subjects working in the noisy condition recommended significantly lower starting salaries, with a mean group difference of $971. Alternative theoretical explanations for this finding, as well as its practical implications, are discussed. The noise level-evaluative judgment relationship appears to be a potentially fruitful area for systematic research in organizational settings.

Balancing Ethics, Art and Economics: A Qualitative Analysis of Game Designer Perspectives on Monetisation

2021 ◽  
pp. 155541202110495
Author(s):  
Faltin Karlsen
Keyword(s):  
Qualitative Analysis ◽  
Game Design ◽  
Computer Game ◽  
Small Scale ◽  
Ethical Considerations ◽  
Huge Number ◽  
Game Industry ◽  
Game Designer ◽  
Computer Game Industry ◽  
The Relationship

This article explores the relationship between monetisation models, game design and ethical considerations from the perspective of three different small-scale Norwegian game companies: an indie company, a freemium company and a premium company. The aim is to explore critically how small-scale game companies reason and act in the current economy. Interviews with game designers and CEOs form the empirical basis of the analysis. The motives and practices of the informants are categorised according to three ethical schools, namely, deontology, virtue ethics, and utilitarianism. The informants believe that freemium models and free games have made the computer game industry markedly more challenging to monetise. Their views on what is considered ethical monetisation varies between companies, most distinctly between the freemium company and the two others. Informants from the freemium company downplay ethical responsibilities, with reference to the huge number of existing free games and costumers unwilling to pay for games.

scholarly journals Translating Theory into Practice and Walking Minefields: Lessons from the project 'Through Other Eyes'

2008 ◽  
Vol 1 (1) ◽  
pp. 23-36 ◽  
Author(s):  
Vanessa Andreotti ◽  
Lynn Mario T M de Souza
Keyword(s):  
Development Process ◽  
Postcolonial Theory ◽  
Theoretical Framework ◽  
Lessons Learned ◽  
Pedagogical Practice ◽  
Global Learning ◽  
Design And Development ◽  
Development Education ◽  
Language Representation

This paper reflects on the lessons learned in the design and development process of the project Through Other Eyes (TOE). It explores the justification and theoretical framework of TOE in the context of development education and global learning by outlining some of the challenges and tensions of translating postcolonial theory into pedagogical practice and of negotiating complex issues of language, representation and ownership in a context of North-South dialogue.

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