Setting Rules of Play for Collaborative Modeling

2009 ◽  
Vol 5 (4) ◽  
pp. 37-52 ◽  
Author(s):  
Stijn Hoppenbrouwers ◽  
Hans Weigand ◽  
Etiënne Rouwette
Keyword(s):  
Game Design ◽  
Design Theory ◽  
Interactive Systems ◽  
Modeling Languages ◽  
Method Engineering ◽  
Collaborative Modeling ◽  
Modeling Process ◽  
The Creation ◽  
Game Elements ◽  
Score Systems

A gaming approach to methods and tooling for operational modeling is proposed, emphasizing the interactive and creative collaborative modeling process rather than modeling languages or model representations. The approach builds on existing work in method engineering, but focuses on the creation of model-oriented interactive systems. Various game elements as defined in game design theory are discussed in relation to games-for-modeling. In addition, a number of possible game concepts (like competition, score systems, etc.) are considered and illustrated by means of two design sketches of multi-player games for collaborative modeling.

A First Step towards Integrating Educational Theory and Game Design

2011 ◽  
pp. 98-117 ◽  
Author(s):  
Jan-Paul van Staalduinen
Keyword(s):  
Deep Learning ◽  
Literature Review ◽  
Game Design ◽  
Design Research ◽  
Interactive Systems ◽  
Game Based Learning ◽  
Educational Impact ◽  
Core Elements ◽  
Game Elements

As of yet, there is no clear relationship between game elements and deep learning. This chapter used a literature review to create an overview of 25 game elements that contribute to learning. The TOPSIM game, by TATA Interactive Systems, was used in a case study to delve into the educational impact of 16 of these game elements. Using pre-game and post-game tests, it was concluded that the students learned from the game, and that they considered the following elements to contribute to their learning: ‘action-domain-link’, ‘adaptation’, ‘debriefing’, ‘conflict’, ‘control’, ‘fantasy’, ‘goals/objectives’, ‘mystery’, and ‘safety’. These results will be used in the construction of a game-based learning model that also incorporates theory on education game design, research on educational elements and principles in games, and theory on core elements that make up all games, whether educational or entertaining.

scholarly journals Between Level Up and Game Over: A Systematic Literature Review of Gamification in Education

2021 ◽  
Vol 13 (4) ◽  
pp. 2247 ◽  
Author(s):  
Ana Manzano-León ◽  
Pablo Camacho-Lazarraga ◽  
Miguel A. Guerrero ◽  
Laura Guerrero-Puerta ◽  
José M. Aguilar-Parra ◽  
...  
Keyword(s):  
Systematic Review ◽  
Academic Performance ◽  
Game Design ◽  
Learning Strategy ◽  
Experimental Studies ◽  
Quasi Experimental ◽  
Current Lines ◽  
Meta Analyses ◽  
Game Elements ◽  
The Impact

Educational gamification consists of the use of game elements and game design techniques in the educational context. The objective of this study is to examine the existing evidence on the impact of educational gamification on student motivation and academic performance in the last five years in order to analyze its distribution over time, educational level, variables, and most used game elements, and know the advantages of its implementation in the classroom. For this, a systematic review is proposed through the Preferred Reporting Items for Systematic Review and Meta-Analyses (PRISMA) methodology in three multidisciplinary databases, through an exhaustive search with inclusion and exclusion criteria on quantitative experimental studies that explore gamification in educational centers, which provide information about the most current lines of research. Fourteen studies were included in this review. These used experimental or quasi-experimental designs. Most of them report gamification as a valid learning strategy. The results support the conclusion that educational gamification has a potential impact on the academic performance, commitment, and motivation of students. Therefore, this study implies the need to expand research on the needs and challenges of students when learning with gamified techniques.

scholarly journals The creation and trial of a serious game to support teaching and learning of professional psychology competencies in postgraduate programs

2019 ◽  
Author(s):  
Gillian McGregor ◽  
Emma Bartle
Keyword(s):  
Game Design ◽  
Design Theory ◽  
Teaching And Learning ◽  
High Stress ◽  
Psychology Students ◽  
Professional Psychology ◽  
The Body ◽  
Serious Game ◽  
Safe Delivery ◽  
Stage Of Development

The education of healthcare professionals is critical for the safe delivery of services to patients (Ricciardi & de Paolis, 2014). Postgraduate psychology students undertaking a professional degree encounter a steep learning curve when transitioning from theoretical knowledge to professional practice. This beginning student stage of development is fraught with anxiety and high-stress levels, and has implications for both student and client wellbeing (Skovholt & Ronnestad, 2003). Successful navigation of this phase is critical to psychology graduate competence and employability, with potentially lasting consequences for psychologists’ perceptions of self-efficacy and career trajectory (De Stefano et al., 2007; Skovholt & Ronnestad, 2003). Serious games in health provide the potential for safe practice opportunities in an engaging and entertaining manner (Hawn, 2009; Knight et al., 2010). The author developed a serious game with the intention of providing postgraduate professional psychology students with increased and more convenient opportunity to practice psychological competencies. This paper synthesises game design theory into a prototype for educators to provide innovative solutions in a health context. It contributes to the body of research determining the efficacy of games in educational contexts and advances knowledge in the use of simulation pedagogies.

scholarly journals Customer game experience impact on gamification and online purchasing

2019 ◽  
Author(s):  
Fortesa Haziri ◽  
Lulzim Shabani ◽  
Miloslava Chovancova
Keyword(s):  
Consumer Behavior ◽  
Game Design ◽  
Positive Impact ◽  
Purchasing Behavior ◽  
Buying Behavior ◽  
Board Games ◽  
Purchasing Intention ◽  
Gamified Learning ◽  
Game Elements ◽  
Practical Implications

PPurpose – the purpose of the current research was to investigate the influence of the experience of players and no-players on their purchasing behavior in a gamified purchasing setting. Research methodology – PLS-SEM has been employed to investigate the effect of gaming on consumer behavior and analyze the data gathered via the questionnaire distributed online. Findings – unlike studies in different domains, where the positive impact of game experience in a gamified learning environment and purchasing intention towards gamified products has been highlighted, the results of this research reveal the irrelevance of game experience in online purchasing behavior. Research limitations – firstly, no comparison has been made concerning the differences between board-games and online games. Secondly, the length of time spent playing has not been analyzed. Lastly, the research does not offer any insight regarding the country, nor compare online and offline buying behavior. Practical implications – eventually, game experience needlessly impacts the purchasing process in a gamified setting. Game design, personality, characteristics, cultural background and other attributes of the participants are an important caveat. Originality/Value – the research reveals stimulating results for scholars in the field of gamification, game elements, consumer behavior, and online purchasing

Enriching the Experience in Video Games Based on Playability Development Techniques

2013 ◽  
pp. 87-117 ◽  
Author(s):  
José Luis González Sánchez ◽  
Rosa Maria Gil Iranzo ◽  
Francisco L. Gutierrez Vela
Keyword(s):  
Video Games ◽  
User Experience ◽  
Learning Process ◽  
Interactive Systems ◽  
Entertainment Industry ◽  
Educational Video ◽  
Know How ◽  
Player Experience ◽  
Game Elements ◽  
Educational Field

Video games are the most economically profitable entertainment industry. The nature of their design means that user experience is enriched by emotional, cultural, and other subjective factors that make design and / or evaluation difficult using traditional methods commonly used in interactive systems. It is therefore necessary to know how to apply Playability in order to design, analyze, optimize, and adapt it to a player’s preferences. In this chapter, the authors present a way to perform UX based on Playability techniques by adding hedonic factors that enrich the development of video games. The aim is to easily and cost-effectively analyze the different degrees of Playability within a game and determine how player experience is affected by different game elements. These results can be applied in the educational field where the experience of the pupils with educational video games is a crucial factor for the success of the learning process.

Interactive Systems for Multimedia Opera

2008 ◽  
pp. 942-957
Author(s):  
M Olivia
Keyword(s):  
Electroacoustic Music ◽  
Interactive Systems ◽  
Multimedia Content ◽  
Practical Solution ◽  
Short Overview ◽  
Gestural Control ◽  
History Of ◽  
Software And Hardware ◽  
The Creation

This chapter considers the development of systems to deliver multimedia content for new opera. After a short overview of the history of multimedia in opera, the specific requirements of opera are analysed, with emphasis of the fundamental musicality of operatic performance. Having considered the place of multimedia elements in the narrative and acting space, the relevance of previous practice in electroacoustic music and Vjing is considered as a model for a working approach. Several software and hardware configurations explored, including the use of gestural control by the actors themselves. The creation of a keyboard based “video instrument” with a dedicated performer, capable of integration into the pre- existing musical ensemble, is recommended as the most effective and practical solution.

Gamification Design in Education

2021 ◽  
pp. 22-53
Author(s):  
Gil Moutinho ◽  
Isabel Azevedo
Keyword(s):  
College Students ◽  
Educational Systems ◽  
The World ◽  
The Creation ◽  
Game Elements ◽  
Short Time

Gamification consists of the usage of game elements in non-entertainment applications to improve the motivation and results of their users. Guidelines can prevent the problem of poor gamification design and, in the world of education, be used in gamified educational systems to help students finish their courses. Some popular gamification design frameworks were studied, leading to the creation of a set of five guidelines that bring together their strengths while addressing their weaknesses. These guidelines were used for the development of a Moodle course aimed at college students, along with a plugin called “Gamification Banner.” This environment was evaluated by a group of volunteers, and it was found that students favor gamification, although it was not possible to prove that their grades are positively influenced given the short time of the tests.

scholarly journals Escape into patient safety: bringing human factors to life for medical students

2019 ◽  
Vol 8 (1) ◽  
pp. e000548 ◽  
Author(s):  
Adam Backhouse ◽  
Myra Malik
Keyword(s):  
Patient Safety ◽  
Medical Students ◽  
Human Factors ◽  
Game Design ◽  
Teaching Method ◽  
General Medical Council ◽  
Medical Council ◽  
After Action Review ◽  
Game Elements ◽  
Future Work

BackgroundPatient safety is at the core of the General Medical Council (GMC) standards for undergraduate medical education. It is recognised that patient safety and human factors’ education is necessary for doctors to practice safely. Teaching patient safety to medical students is difficult. Institutions must develop expertise and build curricula while students must also be able to see the subject as relevant to future practice. Consequently graduates may lack confidence in this area.MethodWe used gamification (the application of game design principles to education) to create a patient safety simulation for medical students using game elements. Gamification builds motivation and engagement, whilst developing teamwork and communication. We designed an escape room—a team-based game where learners solve a series of clinical and communication-based tasks in order to treat a fictional patient while avoiding ‘clinician error’. This is followed up with an after action review where students reflect on their experience and identify learning points.OutcomeStudents praised the session’s interactivity and rated it highly for gaining new knowledge and skills and for increasing confidence to apply patient safety concepts to future work.ConclusionOur findings are in line with existing evidence demonstrating the success of experiential learning interventions for teaching patient safety to medical students. Where the escape room has potential to add value is the use of game elements to engage learners with the experience being recreated despite its simplicity as a simulation. More thorough evaluation of larger pilots is recommended to continue exploring the effectiveness of escape rooms as a teaching method.

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