Development of a Multiplayer Online Role-Playing Game-based Learning System for Multiple Curriculums

2012 ◽  
Author(s):  
Kuo-Yu Liu ◽  
Chang-Ta Yang ◽  
Kuei-Hsiang Chang
Keyword(s):  
Role Playing ◽  
Learning System ◽  
Game Based Learning ◽  
Role Playing Game

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.

Project System: totalitarian utopia as a role-playing game

2017 ◽  
Vol 14 (2/3) ◽  
pp. 218-227
Author(s):  
Lujza Kotryová
Keyword(s):  
Life Experience ◽  
Role Playing ◽  
Professional Organizations ◽  
Game Based Learning ◽  
Totalitarian Regime ◽  
Content Type ◽  
Human Interactions ◽  
Adult Participants ◽  
Role Playing Game ◽  
Methods Of Learning

Purpose The purpose of this paper is to determine how to educate people about complicated social topics or politics?; how to lead them to critical thinking?; and how to convey emotions or life experience they never lived through? Design/methodology/approach Project System is a three-day experience for adult participants concerning totalitarian regime, freedom and inequality. The Project System does not give fast and easy answers but leads participants to find them on their own. For 30 hours, participants find themselves within a larp, which is a very intense type of role-playing game based on human interactions. The author has chosen a larp as a medium as one of the most immersive and influential method of game-based learning which can facilitate topics that are normally hard to explain through conventional methods of learning. Participants learn firsthand through their roles, emotions, story and experience. Findings Project System was a really strong and important experience for many players that may have partially changed their lives. After more than 500 players walked through it, the author can say that this method is beneficial. Originality/value Larp as an educational tool is used all over the world; however, there are still only few professional organizations. Most of them are focused on using larp (or similar role-playing methods) as a tool at elementary or secondary schools. Using larp in andragogy is currently pioneering.

Honing Emotional Intelligence with Game-Based Crucible Experiences

2011 ◽  
Vol 1 (1) ◽  
pp. 32-44 ◽  
Author(s):  
Elaine M. Raybourn
Keyword(s):  
Emotional Intelligence ◽  
Personal Growth ◽  
Role Playing ◽  
The United States ◽  
Learning Opportunities ◽  
United States Marine Corps ◽  
Game Based Learning ◽  
Defining Moments ◽  
Role Playing Game

The focus of the present paper is the design of multi-player role-playing game instances as crucible experiences for the exploration of one’s emotional intelligence. Subsequent sections describe the design of game-based, intercultural crucible experiences and how this design was employed for training with members of the United States Marine Corps (USMC). This work with the USMC is presented as a case study and example of the use of crucible experiences in game-based learning. Crucible experiences are learning opportunities relevant across a number of different domains and disciplines such as education, healthcare, corporate training, diplomacy, crisis management, international business, and intercultural communication. The present paper demonstrates that crucible experiences are catalysts for personal growth and can be incorporated into game-based learning design whose intent is to create defining moments in which learners can explore emotional intelligence and examine who they are under challenging conditions.

scholarly journals Higher Sustainability of Mental Models Acquired from a Digital Game in Comparison with a Live Action Role-playing Game and a Traditional Lecture

2020 ◽  
Vol 14 (1) ◽  
pp. 29-52
Author(s):  
Michaela Slussareff ◽  
Vít Šisler
Keyword(s):  
High School Students ◽  
Mental Models ◽  
Concept Maps ◽  
Role Playing ◽  
Digital Game ◽  
Eu Law ◽  
Game Based Learning ◽  
School Students ◽  
Traditional Lecture ◽  
Role Playing Game

This article analyses the effectivity of teaching EU law using various educational media. It specifically explores the differences between, and sustainability of, mental models constructed within three various educational environments: (1) a digital game played on PCs, (2) a non-digital role-playing game, and (3) a traditional lecture with discussions. We conducted a laboratory experiment, in which participants (253 high school students, M = 112, F = 141, mean age 16.5) studied EU laws, institutions, and politics in the three above-mentioned environments. We evaluated and compared mental models participants constructed through content analysis of the concept maps they drew immediately after the experiment and others made one month later. Within the analysis, we studied content, architecture, and changes in mental models over time. The resulting data offer unique insight into the process of mental models creation and sustainability thereof within game-based learning; particularly, when using a digital game. Digital game-based learners’ concept maps differed in comparison with those of the educational role-playing and traditional lecture groups; the students tended to keep less altered mental models in their long-term memory: even after the one month period. The results suggest that a digital game-based learning environment could be more successful in mental model retention and for efficacy of future recall; particularly, when dealing with complex phenomena like EU law.

scholarly journals SIMULATION AND GAME-BASED APPROACH TO TRAINING FUTURE PHYSICAL EDUCATION TEACHERS FOR PROFESSIONAL ACTIVITY

2018 ◽  
pp. 80-85
Author(s):  
Suzanna Ihnatenko
Keyword(s):  
Physical Education ◽  
Professional Training ◽  
Role Playing ◽  
Game Problem ◽  
Simulation Game ◽  
Professional Activity ◽  
Physical Education Teachers ◽  
Game Based Learning ◽  
Problem Situations ◽  
Role Playing Game

The article focuses on the process of training future physical education teachers for future activity on the basis of simulation teaching as a training prerequisite. The essence and significance of simulation and game-based learning in the process of future teachers’ professional training are described. The following means of simulation and game-based learning are distinguished: simulation game, business game, role-playing game, problem situations, game training; the feasibility of their usage is argued. Keywords: professional activity, simulation and game-based learning, training of students, physical education.

scholarly journals Digital game-based learning of information literacy: Effects of gameplay modes on university students’ learning performance, motivation, self-efficacy and flow experiences

2021 ◽  
Vol 37 (2) ◽  
pp. 152-170
Author(s):  
Di Zou ◽  
Ruofei Zhang ◽  
Haoran Xie ◽  
Fu Lee Wang
Keyword(s):  
University Students ◽  
Information Literacy ◽  
Self Efficacy ◽  
Role Playing ◽  
Learning Performance ◽  
Game Based Learning ◽  
Post Test ◽  
Role Playing Game ◽  
Flow Experiences ◽  
Literacy Effects

Information literacy (IL) is important for university students. In this research, we developed a digital role-playing game to enhance students’ learning of IL and investigated the effects of gameplay modes on their learning performance, motivation, self-efficacy and flow experiences. A total of 90 students participated in the study and played the game in collaborative, competitive and solo modes. Their IL knowledge was measured through a post-test after they completed the game and associated exercises. Their motivation, self-efficacy and flow experiences were evaluated through a questionnaire survey. The results indicated statistically significant effects of the gameplay modes on the students’ learning performance, motivation, self-efficacy and flow experiences. The solo mode was inferior to the other two in all four aspects. The collaborative mode significantly outperformed the competitive mode in terms of enhancing learning performance and flow experience, while the competitive mode was significantly better in terms of promoting self-efficacy. These two modes were similarly effective in the dimension of motivation. Based on the results, we suggest that students play games in the collaborative or competitive modes when conditions permit. We also advise teachers to provide students with rich opportunities for discussion, collaboration and interaction and believe that an appropriate competitive atmosphere is important.

scholarly journals Analisis Peningkatan Keterampilan Problem-Solving Siswa SMP dalam Pembelajaran Matematika dengan IDEAL Problem-Solving berbasis Game-Based Learning

JURNAL PETIK ◽  
2020 ◽  
Vol 6 (2) ◽  
pp. 71-80
Author(s):  
Nadia Karima Maula
Keyword(s):  
High School Students ◽  
Problem Solving ◽  
Junior High School ◽  
Role Playing ◽  
Junior High School Students ◽  
Game Based Learning ◽  
School Students ◽  
Problem Solving Model ◽  
Role Playing Game ◽  
The Ideal

Abstract — This research is a research review of articles with the aim of proving a hypothesis. The articles that the researchers examined are articles in the last ten years, both nationally and internationally. The hypothesis that the researchers want to prove is that there is an increase in the problem solving ability of junior high school students in mathematics using the IDEAL Problem Solving model based on Game Based Learning, especially in Indonesia. IDEAL Problem Solving model has steps, namely Identify the problem (identifying problems), Define goals (defining goals), Explore possible strategies (explore possible strategies), Anticipate outcomes and actions (anticipating outputs and actions), and Look back and learn (reviewing and learning). The IDEAL Problem Solving model is suitable for solving well-structured type problems. The type of game in this study is Role Playing Game. The conclusion of this research is that the application of the IDEAL Problem Solving model based on Game Based Learning with game types of Role Playing Games can increase motivation, interest, and problem solving abilities of junior high school students, especially in mathematics.Keywords —Game Based Learning; IDEAL Problem Solving; Mathematics; Problem Solving Skills. Abstrak — Penelitian ini merupakan penelitian telaah artikel dengan tujuan membuktikan sebuah hipotesis. Artikel-artikel yang peneliti telaah merupakan artikel dalam sepuluh tahun terakhir, baik di lingkup nasional maupun internasional. Hipotesis yang ingin peneliti buktikan yaitu adanya peningkatan kemampuan pemecahan masalah siswa Sekolah Menengah Pertama dalam mata pelajaran matematika menggunakan model IDEAL Problem Solving berbasis Game Based Learning, khususnya di Indonesia. Model IDEAL Problem Solving memiliki langkah-langkah yaitu Identify the problem (mengidentifikasi masalah), Define goal (mendefinisikan tujuan), Explore possible strategies (menelusuri strategi-strategi yang mungkin), Anticipate outcomes and act (mengantisipasi keluaran dan beraksi), dan Look back and learn (meninjau kembali dan belajar). Model IDEAL Problem Solving cocok untuk memecahkan masalah jenis well-structured. Jenis gim pada penelitian ini adalah Role Playing Game. Simpulan dari penelitian ini yaitu penerapan model IDEAL Problem Solving berbasis Game Based Learning dengan gim jenis Role Playing Game dapat meningkatkan motivasi, minat, dan kemampuan pemecahan masalah siswa Sekolah Menengah Pertama terutama dalam mata pelajaran matematika.Kata Kunci — Kemampuan Pemecahan Masalah; Matematika; Pemecahan Masalah IDEAL; Pembelajaran Berbasis Gim.

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