Web-Based Multiplayer Online Role Playing Game (MORPG) for Assessing Students' Java Programming Knowledge and Skills

2010 ◽  
Author(s):  
Maiga Chang ◽  
Kinshuk
Keyword(s):  
Role Playing ◽  
Web Based ◽  
Knowledge And Skills ◽  
Java Programming ◽  
Role Playing Game ◽  
Programming Knowledge

The MORPG-based Learning System for Multiple Courses

Gamification ◽  
2015 ◽  
pp. 1076-1096
Author(s):  
Kuo-Yu Liu
Keyword(s):  
Game Design ◽  
Computer Network ◽  
Role Playing ◽  
Learning System ◽  
Design System ◽  
Game Based Learning ◽  
Web Based ◽  
Effective Learning ◽  
Learning Content ◽  
Role Playing Game

This study aimed at developing a Multiplayer Online Role Playing Game-based (MORPG) Learning system which enabled instructors to construct a game scenario and manage sharable and reusable learning content for multiple courses. It used the curriculum of “Introduction to Computer Science” as a study case to assess students' learning effectiveness on the subject of “computer network”. The sample was 56 freshman students, who were randomly assigned to two groups, one of which used the game-based learning and the other one the Web-based video lectures. Furthermore, this study also conducted the System Usability Scale (SUS) to measure satisfaction, usability and learnability of the developed management system for instructors. Five instructors were invited to participate in the practical use and evaluation. The results showed that game-based learning could be exploited as effective learning environments and game design system was usable and learnable for instructors to create learning games.

The MORPG-based Learning System for Multiple Courses

2015 ◽  
Vol 13 (1) ◽  
pp. 103-123 ◽  
Author(s):  
Kuo-Yu Liu
Keyword(s):  
Game Design ◽  
Computer Network ◽  
Role Playing ◽  
Learning System ◽  
Design System ◽  
Game Based Learning ◽  
Web Based ◽  
Learning Content ◽  
System Usability Scale ◽  
Role Playing Game

This study aimed at developing a Multiplayer Online Role Playing Game-based (MORPG) Learning system which enabled instructors to construct a game scenario and manage sharable and reusable learning content for multiple courses. It used the curriculum of “Introduction to Computer Science” as a study case to assess students' learning effectiveness on the subject of “computer network”. The sample was 56 freshman students, who were randomly assigned to two groups, one of which used the game-based learning and the other one the Web-based video lectures. Furthermore, this study also conducted the System Usability Scale (SUS) to measure satisfaction, usability and learnability of the developed management system for instructors. Five instructors were invited to participate in the practical use and evaluation. The results showed that game-based learning could be exploited as effective learning environments and game design system was usable and learnable for instructors to create learning games.

Promoting Civic Thinking through Epistemic Game Play

2011 ◽  
pp. 111-127 ◽  
Author(s):  
Elizabeth A. S. Bagley ◽  
David Williamson Shaffer
Keyword(s):  
Young People ◽  
Real World ◽  
Computer Games ◽  
Role Playing ◽  
Knowledge And Skills ◽  
Civic Values ◽  
Real World Problem ◽  
Urban Science ◽  
Role Playing Game ◽  
The Many

A growing body of research suggests that computer games can help players learn to integrate knowledge and skills with values in complex domains of real-world problem solving (P. C. Adams, 1998; Barab et al., 2001; Gee, 2003; Shaffer et al., 2005; Starr, 1994). In particular, research suggests that epistemic games—games where players think and act like real world professionals—can link knowledge, skills, and values into professional ways of thinking (Shaffer, 2006). Here, we look at how a ten hour version of the epistemic game Urban Science developed civic thinking in young people as they learned about urban ecology by role-playing as urban planners redesigning a city. Specifically, we ask whether and how overcoming authentic obstacles from the profession of urban planning in the virtual world of a role playing game can link civic values with the knowledge and skills young people need to solve complex social and ecological problems. Our results from coded pre- and post-interviews show that players learned to think of cities as complex systems, learned about skills that planners use to enact change in these systems, and perhaps most important, learned the value of serving the public in that process. Two aspects of the game, tool-as-obstacle and stakeholders-as-obstacle, contributed to the development of players’ civic thinking. Thus, our results suggest that games like Urban Science may help young people—and thus help all of us—identify and address the many civic, economic, and environmental challenges in an increasingly complex, and increasingly urban, world.

scholarly journals Effectiveness of peer review as cooperative web-based learning method applied out-of-class in a role playing game: A case study by quasi-experimental approach

2019 ◽  
Vol 6 (1) ◽  
Author(s):  
Daniel Friedrich
Keyword(s):  
Peer Review ◽  
Group Dynamics ◽  
Role Playing ◽  
Web Based ◽  
Self Study ◽  
Cooperative Process ◽  
Quasi Experimental ◽  
E Learning ◽  
Role Playing Game ◽  
Self Learning

Abstract Education at universities requires a high proportion of self-study supported by instruments which motivate students to deepen their knowledge with case studies and training software. The gain in learning is higher when what is learned is reflected by others in a cooperative process. The Class Peer Review (CPR) requires from students to evaluate each other but lecturers lose a lot of time when applying it during the lecture. Research on CPR shows many different approaches to how this method should be carried out effectively and many of them still demand a high presence of the lecturer. In contrast to most studies, this article reports the results of a CPR conducted outside the classroom and assisted by a web-supported role playing game representing a publisher where a common online class journal is used as an incentive and motivational element. The effectiveness of CPR was examined by means of a quasi-experimental study. It turned out that the experimental group used the training software significantly more frequently in addition to the lecture materials and a meaningful increase in group dynamics was recorded. Also female students were more motivated to continue this type of group work in the future. Final grades were better under CPR conditions, but the effect was statistically weak. Basically, the CPR method seems to be an effective tool to extend problem-based teaching to the self-learning phase if practiced in combinaktion with a role play and fictive Class-Journals as incentive. This provides further potential to e-learning instruments.

Technology Change and Online Community Development

2011 ◽  
pp. 1428-1437
Author(s):  
Mark G. Elwell ◽  
Tunç D. Medeni
Keyword(s):  
Online Community ◽  
Collaborative Writing ◽  
Role Playing ◽  
Web Pages ◽  
Web Based ◽  
Face To Face ◽  
Writing Group ◽  
The Social ◽  
Program Star ◽  
Role Playing Game

Online communities are increasingly seen to display the same features accepted as characteristic of communities based on face-to-face interaction. Among the characteristics of “real,” “normal” communities is the ability to grow and thrive by evolving and adapting to, for example, changes in technology and infrastructure. Our experience in online gaming communities also demonstrates this same ability to evolve and adapt to technological and infrastructural changes. One online community that began in 1991 and continues to “live long and prosper” began in conception as a role-playing game called Starfleet and is now described as a shared fiction or collaborative writing group. Set in a fictional universe based on that of the television program “Star Trek: The Next Generation,” this group moved from the Prodigy online service onto Usenet in 1994 (it is still known by its newsgroup name, “alt.starfleet.rpg”), and by 2000 had established a Web-based Yahoo! Group (http://groups.yahoo. com/group/starfleet-rpg/), which continues to be its means of functional interaction. Each of these hosting venues brought with it changes in the means (posts, direct e-mails, Web pages) by which game or collaborative writing activities were conducted. Parallel to these were changes in the rules, policies, and practices of the community. Even the nature and content of the social interactions of the members of the community changed in fundamental ways as its technological manifestation did so.

Technology Change and Online Community Development

2011 ◽  
pp. 1614-1621 ◽  
Author(s):  
Mark G. Elwell ◽  
Tunç D. Medeni
Keyword(s):  
Online Community ◽  
Collaborative Writing ◽  
Role Playing ◽  
Web Pages ◽  
Web Based ◽  
Face To Face ◽  
Writing Group ◽  
The Social ◽  
Program Star ◽  
Role Playing Game

Online communities are increasingly seen to display the same features accepted as characteristic of communities based on face-to-face interaction. Among the characteristics of “real,” “normal” communities is the ability to grow and thrive by evolving and adapting to, for example, changes in technology and infrastructure. Our experience in online gaming communities also demonstrates this same ability to evolve and adapt to technological and infrastructural changes. One online community that began in 1991 and continues to “live long and prosper” began in conception as a role-playing game called Starfleet and is now described as a shared fiction or collaborative writing group. Set in a fictional universe based on that of the television program “Star Trek: The Next Generation,” this group moved from the Prodigy online service onto Usenet in 1994 (it is still known by its newsgroup name, “alt.starfleet.rpg”), and by 2000 had established a Web-based Yahoo! Group (http://groups.yahoo. com/group/starfleet-rpg/), which continues to be its means of functional interaction. Each of these hosting venues brought with it changes in the means (posts, direct e-mails, Web pages) by which game or collaborative writing activities were conducted. Parallel to these were changes in the rules, policies, and practices of the community. Even the nature and content of the social interactions of the members of the community changed in fundamental ways as its technological manifestation did so.

scholarly journals Prototyping Tool for Web-Based Multiuser Online Role-Playing Game

2008 ◽  
Vol E91-D (6) ◽  
pp. 1700-1703 ◽  
Author(s):  
S. OKAMOTO ◽  
M. KAMADA ◽  
T. YONEKURA
Keyword(s):  
Role Playing ◽  
Web Based ◽  
Role Playing Game

Educators as Gamemasters

2021 ◽  
Vol 5 (CHI PLAY) ◽  
pp. 1-29
Author(s):  
Azhan Ahmad ◽  
Effie Lai-Chong Law
Keyword(s):  
Serious Games ◽  
Development Process ◽  
Formative Evaluation ◽  
Learning Experience ◽  
Role Playing ◽  
Authoring Tool ◽  
The Creation ◽  
Role Playing Game ◽  
Block Based ◽  
Programming Knowledge

Although multiple studies have shown the efficacy of Serious Games (SGs) in improving students' performance and learning experience, the wide use of SGs is yet to be realised. One of the challenges towards the adoption of SGs can be attributed to the complex and costly development process. In this paper, we present ARQS (Authentic Role-playing-game Quest System) tool, an educator-oriented authoring tool we developed for supporting the implementation of a serious role-playing-game (RPG). The authoring tool consists of features that simplify the creation of important RPG components e.g. avatars, virtual world. Furthermore, the authoring process employs block-based programming to configure aspects of RPG such as creating quests. The concept is adopted in order to provide a platform where educators without programming knowledge are able to use. A formative evaluation was conducted with ten educators from secondary and university levels, using a low-fidelity prototype. Outcomes from the evaluation showed promising results, attesting the potential of ARQS as an educational tool for the creation of interactive learning instructions in the form of real-world scenarios embedded within a role-playing-game.

Prospects for the use of modern technologies to increase student involvement

2020 ◽  
Vol 1 (1) ◽  
pp. 28-33
Author(s):  
Iu. V. Amelina ◽  
R. V. Amelin
Keyword(s):  
Social Networks ◽  
Information Technologies ◽  
Role Playing ◽  
Educational Process ◽  
State University ◽  
Role Playing Games ◽  
It Education ◽  
Interaction Plot ◽  
Role Playing Game ◽  
Live Action

The article discusses the prospects of role-playing games in the educational process to increase students’ motivation and involvement, as well as the possibility of modern information technologies (primarily social networks) for constructing innovative forms of such games. The author’s format of the live-action role-playing game is presented. It was developed and tested at the Saratov State University. It involves the integration of numerous educational tasks into a single plot, within which each participant plays a role and communicates with other participants to complete tasks. The main interaction, plot development and group activities occur in dialogs, conversations and groups of social networks. This approach has shown its viability in teaching legal disciplines, and also has prospects for use in IT education.

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