Content Integration in Games-Based Learning Systems

A key challenge to move forward the state of the art in games-based learning systems is to facilitate instructional content creation by the domain experts. Several decades of research on computer aided instruction have demonstrated that the expert has to be deeply involved in the content creation process, and that is why so much effort has been devoted to building authoring tools of all kinds. However, using videogame technology to support computer aided instruction poses some new challenges on expertfriendly authoring tools, related to technical and cost issues. In this chapter the authors present the state of the art in content creation for games-based learning systems, identifying the main challenges to make this technology cost-effective from the content creation point of view.

Introduction to Games-Based Learning

Games-based learning takes advantage of gaming technologies to create a fun, motivating, and interactive virtual learning environment that promotes situated experiential learning. Many researchers now believe that this approach can better motivate present day entertainment-driven learners to more thoroughly engage in learning through meaningful activities defined in the game context as opposed to those offered using more traditional didactic approaches. This chapter describes games-based learning, the related terms and scope, current approaches, embedded pedagogies and challenges for providing high-quality education in the 21st Century.

Digital Games-Based Learning for Students with Intellectual Disability

Students with Intellectual Disability (ID) are often described as “slow learners” and cannot easily integrate to the normal curriculum. Still, the needs of a person with ID for accomplishment, enjoyment and perception of high quality multimedia content are augmented. In general education settings digital games for learning seem to work successfully with students, regardless of their developmental state or academic achievements. However, can such an approach work in a suitable and effective way for students with ID? If the answer to this question is positive, under which conditions and limitations can digital games be integrated into the ID instructional process? The purpose of this chapter is to investigate the common grounds between methodologies for Special Education Needs/ Intellectual Disability (SEN/ID) pedagogy on the one hand and Digital Games-Based Learning (DGBL) on the other, as well as to explore the potential of using digital games for SEN/ID students. To this end, the usage of digital games in the learning experience of students with Intellectual Disability is discussed, the ways in which commercial and educational games support various SEN methodologies and theories regarding Intellectual Disability pedagogy are examined and findings from the education literature as well as experimental observations and case studies are presented in order to investigate how and to what extent learning-purposed as well as entertainment-purposed games are able to constitute a powerful educational medium for SEN education and its inclusive objectives.

Games-Based Learning in the Classroom and How it can Work!

Based on real-world experiences using a variety of digital games, this chapter presents a guide for teachers on how to use games-based learning in the classroom. Beginning with a theoretical overview of the change in learning styles and the growing digital divide, the impact that games have had on young people will be discussed. The limitations faced and ways to overcome these to create effective pedagogical experiences when using games will follow. The second half of this chapter aims to provide a practical guide for teachers wishing to integrate games into their classrooms, beginning with an overview of the changing role of the teacher, moving onto preparation guidelines, before finally discussing assessment and practical implementations.

Towards a Development Approach to Serious Games

This chapter reviews some of the key research supporting the use of serious games for training in work contexts. The review indicates why serious games should be used to support training requirements, and in particular identifies “attitudinal change” in training as a key objective for deployment of serious games demonstrators. The chapter outlines a development approach for serious games and how it is being evaluated. Demonstrating this, the chapter proposes a game-based learning approach that integrates the use of a “four-dimensional framework”, outlines some key games principles, presents tools and techniques for supporting data collection and analysis, and considers a six-stage development process. The approach is then outlined in relation to a serious game for clinical staff concerned with infection control in hospitals and ambulances, which is being developed in a current research and development project. Survey findings from the target user group are presented and the use of tools and techniques explained in the context of the development process. The chapter proposes areas for future work and concludes that it is essential to use a specific development approach for supporting consistent game design, evaluation and efficacy for particular user groups.

Games for Learning

Developing educational computer games that will appeal to both males and females adds an additional level of complexity to an already complicated process. Schools and universities need to be inclusive and new learning methods and materials should aim to be gender neutral. Traditional computer games are more popular with males than females, although the use of some simple guidelines in developing games for learning should reduce this preference. However females have a more careful and committed approach to learning and may be more willing to try out new methods of learning including computer games. These opposing influences make it difficult to predict how gender will impact on the acceptance of games for learning. There is some evidence that both males and females enjoy the kinds of games that have most potential for learning. The impact of new computer games for learning needs to be evaluated to ensure that they facilitate learning without disadvantaging one gender over the other.

Towards the Development of a Games-Based Learning Evaluation Framework

The field of games-based learning (GBL) has a dearth of empirical evidence supporting the validity of the approach (Connolly, Stansfield, & Hainey, 2007a; de Freitas, 2006). One primary reason for this is a distinct lack of frameworks for GBL evaluation. The literature has a wealth of articles suggesting ways that GBL can be evaluated against particular criteria with various experimental designs and analytical techniques. Based on a review of existing frameworks applicable to GBL and an extensive literature search to identify measurements that have been taken in relevant studies, this chapter will provide general guidelines to focus researchers on particular categories of evaluation, individual measurements, experimental designs and texts in the literature that have some form of empirical evidence or framework relevant to researchers evaluating GBL environments particularly focusing on learner performance. A new evaluation framework will be presented based on the compilation of all the particular areas and analytical measurements found in the literature.

Telling Stories with Digital Board Games

In the context of computer games, learning is an inherent feature of computer game playing. Computer games can be seen as multimodal texts that connect separate means of expression and require new kinds of literacy skills from the readers. In this chapter, the authors consider how the computer-based learning tool Talarius, which enables students to make their own digital games and play them, lends itself to literacy learning. The learning subject is a children’s novel, and thus it is narrative by its nature. In addition, the learning tool provides the potential to interweave narrative contents into the games made by it. The focus of this chapter is on the relationship between narrativity and learning in computer games, in this case, digital board games. The research question is: How do the narrative functions of the learning tool support learning in game creation and game playing?

The Use of Role–Playing in Learning

The use of Role-Playing is becoming prominent in Serious Games due to its positive effects on learning. In this chapter the author will provide a comprehensive definition of role-playing games, drawing inspiration from the many different definitions provided in the existing literature. Then, will propose a five-dimension taxonomy for Serious Role Playing Games, applying it to a small selection of successful Serious Games in five different domains. An overview of the literature will help the reader understand when Role-Playing should be used, and when it might be useless or detrimental. Finally, a brief analysis will be performed on the reviewed games, in order to point out the correlations among the taxonomy dimensions and the domains of application.

Games-Based Learning, Destination Feedback and Adaptation

Serious games are suitable for learning. They are a good environment for improving the learning experience. As a key part of this setting, feedback becomes a useful support for decision making and can reinforce the learning process in order to achieve certain objectives. Destination feedback allows users to draw on strategies and improve skills. However, too much feedback can make the learner too dependant on external advice when taking the next action, resulting in a weaker strategy and a lower performance. In this chapter the authors introduce a conceptual approach to feedback in E-Learning with serious games; how useful or harmful it can be in a learning process. They describe a case study carried out with a simulation of an educational planning task. The authors studied the performance of 43 learners who had, or did not have, visual destination feedback in a problem solving task. They conclude that in this context, too much assistance can be counterproductive.