Analyzing the Learning Process in Online Educational Game Design: A Case Study

2014 ◽  
Author(s):  
Navid Ahmadi ◽  
Mehdi Jazayeri
Keyword(s):  
Learning Process ◽  
Game Design ◽  
Educational Game

A Design of Educational Game to Prevent Cyber-Bullying among Teenagers and An Analysis of Its Effect (Preprint)

2019 ◽  
Author(s):  
Hyung Yoon
Keyword(s):  
Game Design ◽  
Quantitative Research ◽  
Educational Games ◽  
Educational Game ◽  
Quantitative Research Methods ◽  
Prevention Education ◽  
Future Design ◽  
Sensitive Topics ◽  
Mode Of Development

UNSTRUCTURED This paper is a case study on the design of an educational game for the prevention of cyberbullying and an analysis of its educational effect. I selected a game titled “Angry Daddy,” which was developed based on the request of Korean government authority and analyzed the mode of development of the game and its educational effect. For this research, both qualitative and quantitative research methods were used. Moreover, advice regarding the game design was obtained from many experts belonging to various fields. Based on the analysis of the game design and its educational effect, it was confirmed that the following factors are important to design an educational game meant for the prevention of cyberbullying and to enhance its educational effect: First, cooperation between content experts and game development experts is essential to develop an educational game. Second, it should be verified whether the contents and the format of the game are appropriate by analyzing the play test results of the target audience. Third, it is essential to prepare a manual to guide teachers to apply the game to the field. Fourth, it was confirmed that educating students on sensitive topics like cyberbullying is very effective when educational games that make them feel and experience the outcomes of bullying are utilized. This research is expected to be helpful for future design of educational games and the research and development of the format of cyberbullying prevention education.

scholarly journals A 3D Multiuser Virtual Learning Environment for Online Training of Agriculture Surveyors

10.28945/4455 ◽  
2019 ◽  
Vol 18 ◽  
pp. 481-507 ◽  
Author(s):  
Yusep Rosmansyah ◽  
Mohamad Achiruzaman ◽  
Ariq Bani Hardi
Keyword(s):  
Game Design ◽  
Online Training ◽  
Virtual Learning Environment ◽  
Educational Game ◽  
Future Research ◽  
Knowledge Gain ◽  
Food Crops ◽  
Design Framework ◽  
Productivity Data

Aim/Purpose: This research proposed a 3D multiuser virtual learning environment (3DMUVLE) educational game design framework by combining ATMSG, ADDIE, E-Simulation, and 3D Open Simulator Technology Architecture. This paper focused on a case study of online training for food crops productivity data surveys. Background: The conventional online training still lacks engagement, immersion, and curiosity aspects, which decreases learners’ learning seriousness because the instructors and participants do not meet directly. Integration of 3DMUVLE and gamification in online training has a good potential to tackle the issue. Methodology: This research applied the Design Research Method (DRM) to propose a 3DMUVLE educational game design framework. The proposed framework was applied in training that involved 30 participants (first group), and the result was compared with that of 30 other participants (second group) who studied using the conventional method, which was an e-book and web-based learning. Authors compared the perceived usefulness and heightened enjoyment in using the proposed 3DMUVLE using linear regression analysis on HMSAM model. Contribution: Through statistical tests on the case study data, this research indicated that the 3DMUVLE resulted in better knowledge gain. Findings: Some important findings in this paper include (1) the development steps of a 3DMUVLE educational game design framework for online training of food crops productivity data survey; (2) statistical analysis result that the proposed 3DMUVLE lead to better knowledge gain, enjoyment, curiosity, immersion, and usefulness aspects; (3) the statistical analytic also showed that enjoyment and perceived of usefulness factors represented the strongest variables that influenced behavioral intention to use. Recommendations for Practitioners: The 3DMUVLE is suggested to produce better knowledge gain, yet it still has to be proven further through similar statistical analysis in real field survey scenarios. Recommendation for Researchers: The proposed 3DMUVLE can be adapted to other domains. Pleasing features in the game can be improved, such as quality of instruction in the simulation, in the hope that these will increase engagement and knowledge gain. Voice communication among users and instructors to improve interactivity may also be introduced. Impact on Society: 3DMUVLE potentially offers better knowledge gain that can be applied in various fields of online training. Future Research: An immediate future research includes a development targeted for smartphone platform, in Virtual Reality (VR) or non-VR mode. VR improves immersion aspect further but is more complicated to perform. Smartphone is relatively cheaper than a computer and more accessible by more people. Training using a smartphone-based 3DMUVLE can be carried out in wider scenarios.

Case Study of an Epistemic Mathematics Computer Game

2020 ◽  
pp. 27-56
Author(s):  
Chantal Buteau ◽  
Eric Muller
Keyword(s):  
Gender Difference ◽  
Empirical Study ◽  
Data Management ◽  
Real World ◽  
Game Design ◽  
Computer Game ◽  
Design Principles ◽  
Design Approach ◽  
Educational Game

E-Brock Bugs is a serious educational game (SEG) about probability which was created based on Devlin's design principles for games whose players adopt identities of mathematically able persons. This kind of games in which “players think and act like real world professionals” has been called epistemic. This chapter presents an empirical study of 16-year-old students' (n=61) experience playing E-Brock Bugs as part of their mathematics data management course. Results suggest that most students engaged in the game's mathematics and experienced a mathematical in-game identity. No gender difference was observed, but the students' self-identified mathematical capability (which was not correlated with their mathematics grades) seems to differentiate the extent to which they experience a mathematical in-game identity. E-Brock Bugs contributes to validate Devlin's game design approach to epistemic mathematics SEGs.

Evaluating the Learning Process: The “ThimelEdu” Educational Game Case Study

2020 ◽  
Author(s):  
Stamatios Papadakis ◽  
Apostolos Trampas ◽  
Anastasios Barianos ◽  
Michail Kalogiannakis ◽  
Nikolas Vidakis
Keyword(s):  
Learning Process ◽  
Educational Game

Case Study of an Epistemic Mathematics Computer Game

2018 ◽  
Vol 8 (3) ◽  
pp. 34-55
Author(s):  
Chantal Buteau ◽  
Eric Muller
Keyword(s):  
Empirical Study ◽  
Data Management ◽  
Real World ◽  
Game Design ◽  
Computer Game ◽  
Design Principles ◽  
Design Approach ◽  
Educational Game

E-Brock Bugs is a serious educational game (SEG) about probability which was created based on Devlin's design principles for games whose players adopt identities of mathematically able persons. This kind of games in which “players think and act like real world professionals” has been called epistemic. This article presents an empirical study of 16-year-old students' (n=61) experience playing E-Brock Bugs as part of their mathematics data management course. Results suggest that most students engaged in the game's mathematics and experienced a mathematical in-game identity. E-Brock Bugs contributes to validate Devlin's game design approach to epistemic mathematics SEGs.

scholarly journals ISO 9126 UNTUK PENGUJIAN GAME EDUKASI MEMBUANG SAMPAH BERBASIS ANDROID

2021 ◽  
Vol 6 (2) ◽  
pp. 44
Author(s):  
Silvia Ratna
Keyword(s):  
Elementary School Students ◽  
Learning Process ◽  
Game Design ◽  
System Analysis ◽  
Educational Game ◽  
School Students ◽  
Design And Implementation ◽  
Iso 9126 ◽  
Implementation Stages ◽  
Analysis Design

Games are applications that are familiar to people from all walks of life. Efforts to increase the efficiency of providing applications that contain educational elements require a variety of alternatives and new innovations in programming to be applied as a tool to simplify the learning process. This study aims to create a game design called the game "Throw your trash" by inserting educational elements about how to dispose of garbage in its place and introducing the types of waste. And the sample used is elementary school students, because of their interest in the theoretical learning process, considering that children prefer to play games. The methodology used is starting from system analysis, design and implementation stages, and testing using ISO 9126.The results of this educational game to throw garbage show that the game application based on the aspect obtained a percentage of 95% of the Functionality test and the results of the analysis of usability testing obtained a percentage of 81.89% Kata Kunci: education, games, testing, android, ISO 9126

scholarly journals A case study of educational game design by kids and for kids

2010 ◽  
Vol 2 (2) ◽  
pp. 5242-5246 ◽  
Author(s):  
Ahmet Baytak ◽  
Susan M. Land
Keyword(s):  
Game Design ◽  
Educational Game

scholarly journals Questionnaire design in gamification process for education: a case study at Universidad de Guadalajara – Mexico

2019 ◽  
Author(s):  
Carlos Vargas Salgado ◽  
Cristian D. Chiñas Palacios ◽  
Jesús Aguila-León ◽  
Manuel Alcázar Ortega
Keyword(s):  
Student Performance ◽  
Learning Process ◽  
Game Design ◽  
Reliability And Validity ◽  
Cognitive Domain ◽  
Final Test ◽  
Classroom Response Systems ◽  
Response Systems ◽  
Bloom Taxonomy

Gamification techniques have demonstrated that students improve their learning process through mobile applications. However, every teacher creates his/her own questions for the game design, involving classroom response systems through a digital app such as Kahoot!, Socrative, Blicker, Clickers, Plickers, etc., without previous planning of the difficulty in every question formulated to the students. This work focuses on the evaluation design of a questionnaire for the final test of the Power Electronics subject, following Bloom’s Taxonomy methodology for every level of critical thinking within the cognitive domain of the learning process for students. Furthermore, an analysis of the V-Aiken for the reliability and validity of each question were taken into account. The final test implementation was carried out at Centro Universitario de Tonala, Jalisco, Mexico, involving nine students of the Energy Engineering grade of the fifth semester. The results show an analysis of the performance of the students when applying a designed test based on revised Bloom Taxonomy. It was better because the student demonstrates, in a more integral way, his/her mastery skill in different topics of the subject, while the results of the not-designed exam showed a poor student performance because all of their knowledge and skills are not evaluated when it is not applied a proper effective question.

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