A Model-Driven Framework to Support Development of Serious Games for Game-based Learning

2010 ◽  
Author(s):  
Stephen Tang ◽  
Martin Hanneghan
Keyword(s):  
Serious Games ◽  
Game Based Learning ◽  
Model Driven

scholarly journals Towards a Development Approach to Serious Games

2009 ◽  
pp. 215-231 ◽  
Author(s):  
Sara de Freitas ◽  
Steve Jarvis
Keyword(s):  
Game Design ◽  
Serious Games ◽  
Development Process ◽  
Development Project ◽  
Game Based Learning ◽  
Data Collection And Analysis ◽  
User Groups ◽  
Development Approach ◽  
Tools And Techniques ◽  
Future Work

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.

scholarly journals Serious Games in Higher Distance Education

2021 ◽  
Vol 46 (3) ◽  
Author(s):  
Ann Celestini
Keyword(s):  
Distance Education ◽  
Cognitive Abilities ◽  
Serious Games ◽  
Instructional Strategy ◽  
Educational Tool ◽  
Game Based Learning ◽  
Specific Content ◽  
Serious Gaming ◽  
Technological Advances ◽  
Instructional Capacity

Games have been socially entrenched throughout history as a form of entertainment. Current rapidly changing technological advances have permitted an increasingly prominent means of utilizing these sources of entertainment in an instructional capacity for educational purposes. Serious gaming as a result, focuses on engaging learners in activities which are not solely developed for enjoyment purposes. Goal oriented pursuits based in either an authentic or fictitious scenario can be designed to improve a learner or players motor and cognitive abilities or knowledge (de Freitas & Jarvis, 2006; Lamb et al., 2018; Protopsaltis et al., 2011). Serious gaming promotes intentional, active, and mobile learning that can be successfully used as a supplemental educational tool to facilitate a situated understanding of specific content (Admiral et al., 2011; Gee, 2005). This paper is a brief overview of game-based learning, or serious games, as an innovative instructional strategy in higher distance education.

GAME-BASED LEARNING IN INTEGRATED DOMAINS WITH AN APPLICATION FOR STEAM CENTERS

2021 ◽  
Vol 12 (1) ◽  
pp. 209-214
Author(s):  
Stefani Paunova ◽  
◽  
Vilyana Doychevska ◽  
Valentin Yordanov ◽  
Stanimir Stoyanov ◽  
...  
Keyword(s):  
Artificial Intelligence ◽  
Logic Programming ◽  
Programming Language ◽  
Research Program ◽  
Serious Games ◽  
Game Based Learning ◽  
Modeling Systems ◽  
National Research Program ◽  
Integrated Domains ◽  
The University

The article presents a game-based learning environment that is being deeloped as a component of the ATOS platform (the platform is an article described for the same conference). The proposed environment is an adaptation of a component for serious games, developed within two projects – the National Research Program „Intelligent Agriculture (2021-2024)“ and the university project „ViSCoD – environment for modeling systems for intelligent agriculture“. The opportunities for game-based learning in integrated domains (in this case intelligent agriculture – STEAM center) are demonstrated with a version of the well-known game „Twenty question game“, adapted for the Bulgarian flora. The system is fully implemented in the logic programming language Prolog and thus can also be used to teach students in the discipline „Artificial Intelligence“.

A Brief Methodology for Researching and Evaluating Serious Games and Game-Based Learning

2013 ◽  
pp. 357-393 ◽  
Author(s):  
Igor Mayer ◽  
Geertje Bekebrede ◽  
Harald Warmelink ◽  
Qiqi Zhou
Keyword(s):  
Professional Ethics ◽  
Serious Games ◽  
Data Gathering ◽  
Research Model ◽  
Game Based Learning ◽  
Body Of Knowledge ◽  
Research Designs ◽  
Comparative Theory ◽  
Conceptual Research ◽  
Digital Or

In this chapter, the authors present a methodology for researching and evaluating Serious Games (SG) and digital (or other forms of) Game-Based Learning (GBL). The methodology consists of the following elements: 1) frame-reflective analysis; 2) a methodology explicating the rationale behind a conceptual-research model; 3) research designs and data-gathering procedures; 4) validated research instruments and tools; 5) a body of knowledge that provides operationalised models and hypotheses; and 6) professional ethics. The methodology is intended to resolve the dilemma between the “generality” and “standardisation” required for comparative, theory-based research and the “specificity” and “flexibility” needed for evaluating specific cases.

Serious Games

2012 ◽  
pp. 559-577 ◽  
Author(s):  
Chien Yu ◽  
Jeng-Yang Wu ◽  
Aliesha Johnson
Keyword(s):  
Serious Games ◽  
Game Based Learning ◽  
Effectiveness Of Training ◽  
Effective Use ◽  
And Training

While the study of serious games is gradually increasing, the potential of serious games to help increase the effectiveness of training and learning has also been a subject of debate in much of the literature published in the field of teaching and training. The purpose of this chapter is to review what has been studied in the literature regarding serious games for teaching and training. By discussing the foundation of game-based learning, the study not only discusses some of challenges and impacts of serious games for teaching and training, but it also outlines some of the fundamental issues and considerations for the effective use of serious games and strategy of game-based learning.

scholarly journals Game-Based Learning in Museums—Cultural Heritage Applications

Information ◽  
2019 ◽  
Vol 11 (1) ◽  
pp. 22 ◽  
Author(s):  
Marijana Ćosović ◽  
Belma Ramić Brkić
Keyword(s):  
Cultural Heritage ◽  
Virtual Worlds ◽  
Virtual World ◽  
Serious Games ◽  
Scientific Community ◽  
Intangible Cultural Heritage ◽  
Cultural Institutions ◽  
Game Based Learning ◽  
Raising Awareness ◽  
Pros And Cons

As traditional museums migrate to the virtual world, they offer wider access to the exhibit collections but often fail to present content of those collections in more engaging way. Game-based learning is one of the solutions to mitigate this inevitable transition and support active learning in the process. It is increasingly gaining interest from the cultural heritage scientific community for the purpose of promoting cultural heritage, raising awareness of its importance and motivating users to visit cultural institutions such as museums more often. There are numerous examples of serious games that are based on or contain heritage content. Tangible cultural heritage is more represented in the virtual worlds and mainly based on applications of 3D technology. Recently, intangible cultural heritage is gaining more visibility within cultural heritage scope as a domain in which game-based learning could assist in its preservation. This paper attempts to address pros and cons of game-based learning in general and reflect on the choices of using serious games in the museum environment.

Motivating Game-Based Learning Efforts in Higher Education

2015 ◽  
Vol 13 (2) ◽  
pp. 54-72 ◽  
Author(s):  
Gina Moylan ◽  
Ann W. Burgess ◽  
Charles Figley ◽  
Michael Bernstein
Keyword(s):  
Higher Education ◽  
Serious Games ◽  
Core Curriculum ◽  
Game Based Learning ◽  
The Core ◽  
Current State ◽  
Considerable Research ◽  
Order Of Magnitude ◽  
K 12 ◽  
Academic Content

Though there is considerable research to support using Game-Based Learning (GBL) in higher education, its implementation is lagging behind K-12 education by an order of magnitude. By considering the current state of GBL from leadership, primary consumer, academic and technical perspectives, the authors frame the main issues involved with successfully implementing these efforts. These issues involve obtaining the resources required to make mature serious games that are similar in presentation, functionality and effectiveness to the commercial-based products so widely used today, while ensuring that they are imbued with academic content worthy of college curricula. After motivating a compelling case for GBL, despite a number of constraints and difficulties, the authors present two higher education efforts that are designed to augment the core curriculum for undergraduate and graduate level courses associated with the field of Trauma—a field enhanced by virtual efforts due to its challenging subject matter.

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