The Gap between Korean Esports and Educational Gaming

While some research suggests South Korea has fallen behind other developed nations with regard to publishing and using serious games in the classroom, Korean interest in video games remains extremely high. Due to a number of cultural, social, and technological factors, esports was primed to become a significant force in Korean culture and received significant support from the Ministry of Culture. The Korean Ministry of Education, meanwhile, is resistant to adopting educational games as a part of its accepted pedagogy. This resistance has created a significant gap between the interest in video games as a learning tool and that of video games as an industry and career path in Korea. While a number of factors play a role in the languishing serious games market, based on evidence analyzed through educational gaming literature it is unlikely educational gaming will be able to significantly advance without the support of the primary governing body controlling educational policy.

Persepsi Orangtua terhadap Pemanfaatan Barang Bekas sebagai Alat Permainan Edukatif Anak Usia Dini

Second hand goods are products has been unused or no longer required, but second hand goods still have useful if processed back properly.This research aims to review the extent to which perception parents have early childhood on the use second hand goods to be used as a gaming console. educativeThis study using descriptive approach by using a method of. Survey. Data collection is done using a questionnaire distributed to 25 parents who became a sample of his observations research is that most parents from early childhood of several cities in the west java have been enough to have understanding on the use thrift as educational gaming console child especially to lessons learned from the house.

Development of Tangible Interfaces for Cognitive Development

This chapter presents the development of a low-cost tangible interface to enhance children's learning through collaborative storytelling, using a set of movable blocks, with a high degree of autonomy and the ability to exchange information with each other. Taking into account the context of the existing game model and on the basis of which this study was developed, the function of these removable blocks is to allow children to create and recreate their own narratives in permanent interaction by manipulating the physical blocks, which trigger the associated virtual representations (characters, e.g., animals, objects, locations, or others). It is expected that children will be able to project these representations on a screen through the activation and manipulation of the physical blocks by adding, removing, moving the blocks while interacting with each other and creating narratives. The authors have attempted to apply a method that could present a new approach to the educational gaming industry.

Design and Evaluation of a Mobile Application for an Educational Card Game

Educational games can provide players with rich learning and socializing experiences through different interac-tion paradigms, such as board games, card games, and, more recently, hybrid (physical-digital) games. However, the process of making, maintaining, and evolving an educational analog game is not a trivial task. Balancing the game mechanics and dynamics to provide a pleasant and educational gaming experience can be very difficult to achieve. Furthermore, adding a digital component in the gameplay can disturb the experience of the game and learning ob-jectives, and this kind of insertion should be evaluated. This work then aims to report the process of developing and evaluating a mobile application for helping the gameplay of a card game that focuses on on teaching software testing concepts. Our primary concern during the development of the application was whether its insertion would compromise the learning process or the social experience of the card game. The developed application has the fol-lowing functionalities: point counter, dice scrolling, timer, and a summary of the rules. We designed and developed a first version of the application. Then, we evaluated the impact of its insertion on gameplay by applying the game assisted with the application with students from Computer Science and Computer Engineering courses and, after the end of the game, the participants answered questionnaires about the players’ experience and their impressions about the application. Based on the results, we perceived that the use of the application provided benefits to the players’ experience, although the evaluation highlighted some opportunities for improvement. Thus, we evolve the mobile application based on the comments gathered in this evaluation. This new version has improvements on user’s interface, aiming to provide a better user experience, and new functionalities. Furthermore, we assessed the second version and compared both versions of the mobile app in order to collect evidence regarding improvements in the game experience.

USING GAMIFICATION WEB SERVICES TO ORGANIZE LEARNING AT INFORMATICS LESSONS

The article discusses the possibility of using gaming technologies in the modern educational process as effective ways of forming self-control and developing the creative potential of students, as well as organizing the educational process at mathematics lessons. The aims and characteristics of educational gaming technologies such as edutainment and gamification are considered. Game technologies have the following metrics: mechanics, aesthetics, dynamics and social interaction. Attention is paid to various educational interactive services (Learnis, Smart Suite) that allow to gamify the lesson. The characteristics and capabilities of each service are considered. The services allow to create tasks of different types: quests, quizzes, games. Services for the gamification have tools for working in real time and tools for assessing student performance.

Augmented Reality Facilitated Scavenger Hunt for Mobile Learning

Game-based learning has become increasingly popular in recent years and has drawn an increasing level of attention in education. While the preliminary findings of educational gaming impact are quite promising, the current dilemma is the disconnect between what is available on the market and what is needed in the classroom. There has been an increasing call for teachers to be game designers to create educational games that tailor to their specific instructional needs. This paper shares one example how an educator, performing both roles as class teacher and game designer, utilized Augmented Reality and mobile learning to modernize a traditional scavenger hunt to engage students and promote their learning. It is the author’s hope that this paper would encourage more educators to explore, experiment, and discover how game-based learning may be effectively utilized in their classrooms.

Application of Educational Gaming and Robotics in Teaching and Learning Process

The development of technology has resulted in the development of many assistive tools employed to facilitate education. Amongst these technologically enhanced tools developed for education are games and robots. This paper examines the application of educational games and robots through review of available literature. The areas of application of games and robots in education have been presented. The paper further highlights some challenges encountered in the deployment of games and robotics in education.