Mobile Game “Color in Life” Development for Dichromatism Color Blind

The purpose of this research was to escalate players’ knowledge on color blindness by designing an educational video game which design was oriented to dichromatism color blind. The topic selection was based on the lack of players’ deeper knowledge on color blindness. The graphic and gameplay selection on this research was adjusted to the chosen color blind category. Research methods were conducted by analysis, development, and evaluation. Analysis was done by questionnaire. Development was done by game design document, UML, storyboard, and was implemented using Unity. Evaluation on 35 players, which are 32 with normal eyes and 3 with color blindness, was done by two approaches, which are t-test and questionnaire. The result of t-test was t(34) = -7.704, p < 0.05 and Enjoyment score on CEGE is 0.763 for normal eyes and 0.651 for colorblind. To conclude, there was an improvement on knowledge from the video game and the design was enjoyable.

Development of Teacher Digital Competence in the Area of E-Safety through Educational Video Games

There is a clear need to promote motivating and effective training actions for the development of teachers’ digital competence, especially in the area of e-safety. Although educational video game-based learning has proven effective to improve motivation and learning outcomes, the existing evidence about its effectiveness for the development of teachers’ digital competence is very limited. This study examines the use of educational video games in an online course in MOOC format with the aim of developing teachers’ digital competence in the e-safety area. A total of 179 teachers from nonuniversity schools in the region of Castilla y León (Spain) participated in this study. A pre‑test and a post-test were used to measure the knowledge acquired by the participants, and a questionnaire was used to measure their perceptions. The obtained results suggest that game-based learning using educational video games is an effective and viable approach to train teachers in the e-safety area of digital competence.

“I see my ancestors”: exploring tribal college student experiences playing When Rivers Were Trails

The educational video game, When Rivers Were Trails, was launched in 2019. The purpose of the game is to teach players about Indigenous perspectives of history, US federal allotment policies affecting tribal nations, and some of the effects of these policies on Indigenous peoples. This article explores tribal college student experiences playing When Rivers Were Trails in hopes that it provides the basis for further research into how tribal college faculty may be able to teach the game within their own classrooms. Tribal colleges and universities were created by tribal nations to provide for the higher education needs of their citizens. Using phenomenological research methods, seven college students volunteered to participate in a brief study about their experiences playing the video game. Upon transcription and analysis of the interview data, three themes were developed that capture how these students define their experience with When Rivers Were Trails: feelings of representation, histories of land dispossession, and resilience of communities.

Online Gaming as Digital Heuristics

While 3D modeling has only come into widespread archaeological use in recent years, it is hardly a new or untested approach in the study of architecture. Even so, archaeological 3D modeling has largely been limited to use in illustrations, rather than treated as a part of the scientific method. Using the case study of the Minoan House of the Rhyta at Pseira, this article discusses the results of applying 3D modeling as not only a visualization, but also a hypothesis testing tool. In the summer of 2014, the Minoan Modeling Project undertook a new intensive architectural examination of the Minoan House of the Rhyta at Pseira. The project produced both state and reconstructed 3D models. The 3D reconstruction became the basis of an educational video game designed as a scientific tool to test architectural theories about the use of space. As gamers interact with and circulate through the various rooms in the House of the Rhyta, their movements are tracked and statistically compared with the results of more traditional methods of access and circulation pattern analysis. This article presents preliminary results of this crowdsourced online game study, in addition to discussing strengths and weaknesses of the technique as learned through the process of building the model and game.

Playing Design

This article reports on the experience of co-designing an educational video game aimed at promoting good dietary habits in youngsters and fostering Sustainable Development Goals (SDGs), such as SDG 3 (Good Health and Well-Being), SDG 10 (Reduced Inequalities), and SDG 17 (Partnerships for the Goals). To ensure the quality of the results, we developed a methodology under a social innovation paradigm that enabled the co-creation of the game. The methodology was driven by a series of three workshops, during which we adopted several different gamification strategies to support a Participatory Design (PD) process with the stakeholders, a group of local pre-teen and teen girls at social risk (N = 22). Captured requirements materialized into intermediate prototype evaluations that motivated a progressive refinement of the game.

Situated conversations during video game play and the understanding of viral replication

This article explores why certain types of conversations are effective to develop disciplinary knowledge during video game play while others are not. In particular, we analyze conversations among students playing an educational video game that focuses on the process of viral replication. To do so, we use an emergent qualitative coding strategy. In this process, we identify three different types of conversational patterns: general, content and situated conversations. General conversations are not related to biology or other class topic. Content conversations are related to class content, but they do not involve the different sources of information available for students. Situated conversations delve into disciplinary knowledge by connecting gameplay with the information available in the educational materials. Situated conversations support the development of disciplinary knowledge by presenting the symbolic devices of the domain and bringing expert knowledge to the learning situation.