<p>The aim of this study is to present how to implement the constructive
learning theory and self-determination theory into a video game. This
video game is designed as a new
kind of teaching
tool for chemistry
concepts and as an assessment tool for domain-specific problem-solving competence, by applying a problem-solving model and the
factors of self-determination theory through game elements. These types of
video games are designed not only to have fun
and motivate students, but also to help the teachers and educators to assess
their students according to their weaknesses and strengths in each particular
phase of the competence. Thus, educators could improve their teaching
strategy or use the tools to improve weak areas. Based on this idea, we developed ALCHEMIST. ALCHEMIST targeted
the 9th-grade students in the German chemistry curriculum. The scientific
content is about acids, bases, and indicators, and is designed and based on the
problem-solving model to access this competence of the students. The 3D game
framework was chosen for this game
since it makes the game efficient, interactive and drives it into more virtual reality. The designing process was complicated, as it includes
multidisciplinary work across psychology, design,
scientific content, development and programming, which makes it challenging. To cover these points, we followed
a game design model, adding some steps to cover the educational needs and the aim of the game.</p><p>In order to make the game more effective and
interactive, and to drive it into a more
virtual world, the 3D game framework was chosen for this game since for this
age group a 3D educational game is
expected to be more effective (Gunter
et al, 2008; Terzidou et al, 2012) .
Moreover, the use of avatars in the
3D virtual environment establishes non-verbal communication (NVC) features,
which can foster collaboration interactions, and enhance the student’s ability
to apply abstract knowledge later in reality (Dede, 1992; Tsiatsos and Terzidou, 2010). The log file provided shows the player points and gameplay path which indicates the performance levels for each
problem set. Also, it can help teachers to evaluate
each particular phase of problem-solving competence. After the success
of the development of our game-based theoretical background, it will be tested and validated by experts in chemistry education. This validation process should examine if the
problem-solving model is correctly applied and test the significance of the
game design, scientific content and
the game’s objective.</p><p>It may also be of
interest to develop such video games with scientific content and educational
background in other fields. It also would be a
success for the scientist to apply the
scientific content through a fantasy 3D video game to the students at different
ages to have fun, to learn, and to
assess their competencies.</p>
Time-space-direction Extension TRIZ Innovation Model for Product Innovation
