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1.
Gamification is the use of game mechanics to drive game-like engagements and actions. It applies game mechanics, dynamics and frameworks to promote desired learning behaviours. Positive and effective gamification could enhance learning and engage learners in more social and context-rich decision-making for problem-solving in learning tasks. Effective gamification design should understand the game personalities of learners, social engagement styles, and intrinsic- and extrinsic-motivated user styles initially and evaluate and select appropriate game mechanics, game dynamics, to create ideal gamification instructions. The research question this study investigated is: How will four types of gaming personalities (i.e. Explorer, Socialiser, Killer and Achiever) predict the level of game dynamics in online discussion environments? This study concluded that examining how gaming personalities relate to game dynamics in a gamified online discussion instruction is not sufficient to design effective gamification. It suggests future studies in game instructions should focus on the relationships between game dynamics, gamification contexts, gaming personalities or preferences, dynamic gaming engagement styles, etc.  相似文献   

2.
Serious games are becoming increasingly popular due to their association with increased learning outcomes when compared to traditional self-regulated learning activities. However, the majority of research examining the outcomes of serious games has focused almost exclusively on learning outcomes. This has resulted in a lack of research examining why these types of games result in increased positive outcomes, such as engagement or performance. This study seeks to address this gap in existing research by examining the relationship between game difficulty and participants’ engagement, performance and self-efficacy in a Pacman style maze navigation game. This required the use of hidden difficulty variations which participants were randomly assigned. Participants engaged with the game over a 5-days practice period. Results from this study suggest that difficulty plays a considerable role in influencing participants’ self-efficacy for the task. Self-efficacy has been consistently linked to positive outcomes such as increased engagement and performance. This highlights the importance of difficulty as a game design factor as well as providing an insight into the manner in which serious games could be further refined in order to increase user’s self-efficacy and associated positive outcomes. Implications for future serious games and self-efficacy research are discussed.  相似文献   

3.
The aim of this article is to advance a framework for understanding and teaching game design in higher education, in order to address complexities inherent in teaching game design courses. Everyday teaching and learning game design often deviate from the standard textbook model of game design. In reality everyday teaching and learning operate with handling game design curriculum, how to think games, and how to organise the development process. The presented framework merge curriculum, thinking, and process guided by the game design concept of juiciness. The framework will be presented by dismantling the standard textbook model of game design into three; game design (curriculum), game design thinking (thinking), and game development (organisation). In this perspective game design is concerned with game mechanics, game design thinking preoccupied with paper prototyping, metaphor, and framing, while game developments addresses player experience including play and game testing. This article will coin vertical design as juiciness as opposed to horizontal design understood as expanding system layout. Juiciness will be placed as a guiding principle in the relationship between designers and designed content as an aspect of designer intentions and motivations. Lastly, the content centric framework will be presented by merging game design, game design thinking, game development, vertical design with selected aspects of accepted software development strategies as an approach to teaching and learning game design in higher education.  相似文献   

4.
This article details the administration and results of an experiment conducted to assess the impact of three video game design concepts upon learning outcomes. The principles tested include game aesthetics, player choice, and player competition. The experiment participants were asked to play a serious game over the course of a week, and the learning outcomes were measured by comparing their pretest and posttest scores. The results of a one-tailed t test indicated, with a p value of 0.043, that there was a statistically significant effect of the aesthetic presentation of the game upon the learning outcome. There was no indication of a significant effect by the player choice or player competition conditions, but the results from these experiment groups point to some potentially interesting interactions between the conditions and learning, as well as possible future lines of experimental inquiry.  相似文献   

5.
Gamification has become a popular approach to blending learning with fun and enjoyable experiences. However, gamification research has been criticized for mostly focusing on game mechanics and related outcomes while paying little attention to the psychological processes that mediate the relationship between these mechanics and outcomes. Furthermore, the majority of existing gamification studies have focused on competitive game features. Thus, the full potential of cooperative gamification has yet to be explored. Given this background, the current study compared how gamified cooperation and competition impact task effort, learning achievement, motivation and social relatedness in English vocabulary learning with a mobile application. The study utilized Social Interdependence Theory to explicate the psychological processes in gamified cooperation and competition. 75 participants were randomly assigned to either the gamified cooperation or the gamified competition condition and studied English vocabulary for 14 days. No difference was observed between the conditions regarding task effort, learning achievement and motivation. However, social relatedness in the gamified cooperation group was significantly higher than in the gamified competition group. The current findings emphasize that the positive influence of gamified cooperation on creating meaningful connections amongst learners should not be ignored, even though it facilitates similar learning and motivational outcomes as gamified competition.  相似文献   

6.
Designing collaborative multiplayer serious games   总被引：1，自引：0，他引：1  
The idea of Computer Supported Collaborative Learning (CSCL) is being investigated for more than twenty years. Since a few years, game-based approaches like video games for learning (Serious Games) offer new fields of application. The combination of game-based learning concepts and collaborative learning may enable new, game-based application areas of CSCL, like collaborative multiplayer Serious Games. Designing such games, however, is very challenging as it requires to take into account traditional single player game design concepts, concepts for multiplayer game design, and concepts for Serious Game design simultaneously. Only very few examples of such games exist today. In this paper we describe an approach for the design of game-based collaborative learning scenarios using multiplayer Serious Games. Our approach aims at combining design concepts from the fields of collaborative learning and (multiplayer) game design. Our approach takes into account the requirements of traditional single player games (fun, narration, immersion, graphics, sound), challenges of multiplayer games (concurrent gaming, interaction) and Serious Game design (seamless inclusion of learning content, adaptation and personalization). Furthermore, requirements of collaborative learning are considered, like group goals, positive interdependence, and individual accountability. Our design concept was used to create a collaborative 3D multiplayer game fostering collaborative behavior as a foundation for game-based collaborative learning in small teams. We performed a user study with eight gaming sessions and a total of 23 participants. Results showed that the game enables a collaborative gameplay and fosters collaborative behavior. This may allow us to use a game-based CSCL approach to combine the advantages of game-based learning with those of collaborative learning in future.  相似文献   

7.
当前,高校以学习者为中心大力推进教育教学改革,传统的教学方法难以满足学习者对编程课程学习的个性化需求.传统课程实践环节中的编程练习较为单调乏味,很难激发学习者学习编程的兴趣,学习者甚至会对编程学习产生负面的情绪.本研究面向培养计算机编程能力提出一个基于计算机游戏的学习模型,该游戏模型以"面向对象程序设计"课程为例面向在...  相似文献   

8.
The purpose of this research is to investigate the impact of narrative design in a game‐based learning environment. Specifically, this investigation focuses the narrative design in an adventure‐styled, game‐based learning environment for fostering argumentation writing by looking at how the game narrative impacted player/learner (1) intrinsic motivation, (2) curiosity, (3) plausibility and (4) transference of game‐based experiences into prewriting activities. The methodological framework for this qualitative investigation is a case study with grounded theory methodology. The setting is an educational, three‐dimensional, immersive game‐based learning environment titled Murder on Grimm Isle, used to foster argumentation and persuasion writing for Grades 9–14. The participants included 20 college students. The findings of the investigation reveal that intrinsic motivation, curiosity and plausibility were first supported by the game‐like environment, and then sustained through the narrative and the environment. Additionally, game‐based experiences were transferred into prewriting activities. Unanticipated findings revealed some student resistance. The goal of this research is to gain a better understanding of narrative design for game‐based learning environments.  相似文献   

9.
The purpose of this study is to understand predictors of different learning outcomes among various student background characteristics, types of learning motivation and engagement behaviors. 178 junior students were surveyed at a 4-year research university in Taiwan. The scales of motivation, engagement and perceived learning outcomes were adapted from the Motivated Strategies for Learning Questionnaire and the National Survey of Student Engagement College Student Report. Multiple hierarchical regression analysis was used in data analysis. Findings confirm that different student background characteristics and learning motivation can predict different learning outcomes. However, student engagement behaviors cannot significantly predict different types of learning outcomes when student background and learning motivation variables are included. This study also finds that student’s majors play an important role in explaining learning outcomes. Overall, the findings highlight the importance of learning motivation and suggest that instructors can provide students with more successful learning experiences to ensure more confidence in their learning abilities.  相似文献   

10.
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11.
Learning outcomes have gained more attention in the development of higher education course unit programmes. This study sought to understand how the design of learning outcomes relates to students’ perceptions of their motivation, satisfaction, engagement and achievement of the learning outcomes. The learning outcomes from 78 course units were coded to reflect the level of cognitive demand according to Bloom’s Taxonomy and the attended students (n = 1329) were surveyed regarding their perceptions of their achievement of the learning outcomes. The results indicated that the lowest four levels of Bloom’s Taxonomy were most commonly used in the design of learning outcomes, the highest level was not used at all. The levels of learning outcomes related to students’ perceptions of their achievement of learning outcomes, motivation, satisfaction and engagement. The results demonstrated that students were more likely motivated, satisfied, engaged to achieving learning outcomes, which were designed at higher levels of cognitive demand.  相似文献   

12.
Much research focuses on what might be possible with digital games in the classroom. This study focuses on what is currently probable and typical. It uses a controlled quasi-experimental design to compare outcomes for students of 13 teachers in 10 diverse urban, suburban, and rural schools. The teachers integrated a set of 55 typical educational games into their curricula on Jacksonian democracy. Teachers reported strong engagement benefits for the game condition and a strong interest in using games of this type in the future in their surveys and interviews. Each teacher taught at least one classroom with the games and at least one classroom without the games. When the one teacher who reported a failed implementation was dropped from the analysis, the results showed significantly higher gains for the game condition in terms of multiple-choice factual outcomes, open-response factual outcomes, evidentiary depth, and student engagement outcomes. When the failed implementation was included, the game condition demonstrated improved scores for all outcomes, but only student engagement and evidentiary depth remained significant. Moderator analyses highlighted the role of teacher experience and student engagement in the efficacy of the game condition, indicating that game instruction was particularly beneficial for special education students.  相似文献   

13.
Game-based learning has been a popular development and recommended as an effective pedagogy in educating new generations of learners. Few studies, however, have demonstrated the efficacy of game-based learning on learners’ academic performance with empirical data. The described learning outcomes of game-based pedagogy within the limited available research are diverse. One prominent explanation is the lack of established guidelines. This paper addresses the issues of game design guidelines through a qualitative phenomenographic perspective of the experience of a group of students designing an educational game utilizing an adapted instructional design (ID) model – the gentry model. The results revealed the participants benefited from the process primarily in two capacities: a significant growth in their knowledge of game design and content knowledge; and great enjoyment and high motivation in the learning process. We conclude ID models with proper adaption and adjustment are effective to provide guidance and improve the efficacy of game-based learning if more ID models will be examined.  相似文献   

14.
Choice plays a critical role in promoting students' intrinsic motivation and deep engagement in learning. Across a range of academic outcomes and student populations, positive impacts have been seen when student autonomy is promoted through meaningful and personally relevant choice. This article presents a theoretical perspective on the motivational role of choice in learning, based on self‐determination theory. Theoretical principles and current research on student motivation and engagement are described. Conditions under which choice promotes students' intrinsic motivation are then presented.  相似文献   

15.
In this article we propose that educational game design should work to create games as objects-to-think-with—games that engage players in the exploration of and experimentation with personally interesting questions around domain-relevant representations. We argue that this design focuses on developing tools and interactions that the player can use for inquiry and productive thinking. As a step toward achieving this goal, we propose the constructible authentic representations design principle and illustrate this principle using a prototype game, Particles!, for exploring the particulate nature of matter. Observations of game play and interviews with 9 children ages 11–14 suggest that core game representations and mechanics provided players with a space for engaging in useful scientific practices and knowledge resources for reasoning about the important role molecular structure plays in material properties beyond the game. We explore how this design proposal extends and complements existing constructivist game design frameworks. Furthermore, we suggest that the framework of games as objects-to-think-with should push the educational game design community to consider the complexity and nuance of cognition and to embrace and champion the learner in game design.  相似文献   

16.
This study examined the role of formative and summative assessment in instructional video games on student learning and engagement. A 2 (formative feedback: present vs absent) × 2 (summative feedback: present vs absent) factorial design with an offset control (recorded lecture) was conducted to explore the impacts of assessment in video games. A total of 172 undergraduates were randomly assigned to one of four instructional video game conditions or the control. Results found that knowledge significantly increased from the pretest for players in all game conditions. Participants in summative assessment conditions learned more than players without summative assessment. In terms of engagement outcomes, formative assessment conditions did not significantly produce better learning engagement outcomes than conditions without formative assessment. However, summative assessment conditions were associated with higher temporal disassociation than non-summative conditions. Implications for future instructional video game development and testing are discussed in the paper.  相似文献   

17.
Competitive game-based learning within Second Life enables effective teaching of basic radiological anatomy and radiological signs to medical students, with good acceptance and results when students participate voluntarily, but unknown in a compulsory context. The objectives of this study were to reproduce a competitive online game based on self-guided presentations and multiple-choice tests in a mandatory format, to evaluate its development and student perceptions compared to a voluntary edition in 2015 (N = 90). In 2016 and 2017, respectively, 191 and 182 third-year medical students participated in the game as a mandatory course activity. The mean (±SD) score of the game was 74.7% (±19.5%) in 2015, 71.2% (±21.5%) in 2016, and 67.5% (±21.5%) in 2017 (P < 0.01). Participants valued positively the organization and educational contents but found the virtual world less attractive and the game less interesting than in the voluntary edition. The experience globally was rated with 8.2 (±1.5), 7.8 (±1.5), and 7.1 (±1.7) mean points (±SD) in a ten-point scale, in the 2015, 2016, and 2017 editions, respectively (P < 0.05). Competitive learning games within virtual worlds like Second Life have great learning potential in radiology, but the mean score in the game decreased, acceptance of virtual world technology was lower, and opinion about the game was worse with a compulsory participation, and even worse when dropouts were not allowed. Under the conditions in which this study was conducted, learning games in three-dimensional virtual environments should be voluntary to maintain adequate motivation and engagement of medical students.  相似文献   

18.
Despite research having highlighted the positive outcomes of the use of videogames to learn, their integration into school contexts remains rare. Literature recognizes the importance of user’s technology acceptance to predict the intention to use and the adoption of new technology in several settings. So far, investigations have primarily focused on students’ and teachers’ opinions, while only a few studies have considered the role of parents. This study aimed to investigate the role of the dimensions of the technology acceptance model on parental preference (254 Italian parents) for the adoption of videogames in primary or secondary schools. Results revealed that 71% of the variance of parental acceptance of videogames is explained by perceived usefulness, perceived ease of use, learning opportunities, and parental game expertise. Initiatives aimed to increase parental understanding of videogames as educational tools are encouraged.  相似文献   

19.
Various aspects of computational thinking (CT) could be supported by educational contexts such as simulations and video-games construction. In this field study, potential differences in student motivation and learning were empirically examined through students’ code. For this purpose, we performed a teaching intervention that took place over five weeks, with two-hour sessions per week, plus two more weeks for the pretest and post-test projects. Students were taught programming concepts through a science project; one group represented the function of a basic electric circuit by creating a simulation, while the other group represented the same function by creating a video game in which a player should achieve a score in order to win. Video game construction resulted in projects with higher CT skills and more primitives, as measured through projects’ code analysis. Moreover, the video-game context seems to better motivate students for future engagement with computing activities.  相似文献   

20.
The concept of intrinsic motivation lies at the heart of the user engagement created by digital games. Yet despite this, educational software has traditionally attempted to harness games as extrinsic motivation by using them as a sugar coating for learning content. This article tests the concept of intrinsic integration as a way of creating a more productive relationship between educational games and their learning content. Two studies assessed this approach by designing and evaluating an educational game called Zombie Division to teach mathematics to 7- to 11-year-olds. Study 1 examined the learning gains of 58 children who played either the intrinsic, extrinsic, or control variants of Zombie Division for 2 hr, supported by their classroom teacher. Study 2 compared time on task for the intrinsic and extrinsic variants of the game when 16 children had free choice of which game to play. The results showed that children learned more from the intrinsic version of the game under fixed time limits and spent 7 times longer playing it in free-time situations. Together, these studies offer evidence for the genuine value of an intrinsic approach for creating effective educational games. The theoretical and commercial implications of these findings are discussed.  相似文献   

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