A Content-Centric Development Process Model

Moreno-Ger, Pablo; Martínez‐Ortiz, Iván; Sierra, José-Luis; Fernández‐Manjón, Baltasar

doi:10.1109/mc.2008.73

Cited by 35 publications

(23 citation statements)

References 2 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…In this work, we follow a modified eAdventure game development methodology [108], which describes a set of procedures and phases to follow using the eAdventure platform, allowing multidisciplinary teams to develop educational video games and game-based simulations. This methodology follows a document-based approach where content experts and game writers work together with programmers and artists using documents (e.g., game scripts) for describing the game.…”

Section: Development Of the Serious Gamementioning

confidence: 99%

“…For the development of the functional assessments presented below, we followed the steps proposed in the eAdventure methodology [108] (these steps are summarized in Table 1 It is worth noting that the team of neuropsychologists (JN, ART, MG) was able to use eAdventure on their own after receiving little training on the platform (less than 18 training hours) using the web tutorials and user manual (available at http://eadventure.e-ucm.es) along with posting questions in the community technical forum.…”

Section: Development Of the Serious Gamementioning

confidence: 99%

See 1 more Smart Citation

Using game authoring platforms to develop screen-based simulated functional assessments in persons with executive dysfunction following traumatic brain injury

Martínez‐Pernía¹,

Núñez-Huasaf²,

Blanco³

et al. 2017

Journal of Biomedical Informatics

View full text Add to dashboard Cite

Highlights:1. Functional assessments are helpful in clinical decision-making.2. No practical, widely available everyday functional assessments currently exist.3. Serious game platforms such as eAdventure can be used to develop screen-based simulated functional assessments.4. The development of the SBS-COT required three professionals who required a total of 49 hours to finish the SBS-COT, which cost approximately US$1,821, taking into account the cost/person-hour. 5. The SBS-COT shows good feasibility as a pre-screening test of executive dysfunction assessment as well as good acceptability and usefulness for therapists and patients. Abstract:The assessment of functional status is a critical component of clinical neuropsychological evaluations used for both diagnostic and therapeutic purposes in patients with cognitive brain disorders. There are, however, no widely adopted neuropsychological tests that are both ecologically valid and easily administered in daily clinical practice. This discrepancy is a roadblock to the widespread adoption of functional assessments. In this paper, we propose a novel approach using a serious game authoring platform (eAdventure) for creating screenbased simulated functional assessments. We created a naturalistic functional task that consisted of preparing a cup of tea (SBS-COT) and applied the assessment in a convenience sample of eight dyads of therapists/patients with mild executive dysfunction after traumatic brain injury. We had three main aims. First, we performed a comprehensive review of executive function assessment in activities of daily living. Second, we were interested in measuring the feasibility of this technology with respect to staffing, economic and technical requirements. Third, a serious game was administered to patients to study the feasibility of this technology in the clinical context (pre-screening test). In addition, quantitative (Technology Acceptance Model (TAM) questionnaires) and qualitative (semistructured interviews) evaluations were applied to obtain user input. Our results suggest that the staffing, economic and technical requirements of the SBS-COT are feasible. The outcomes of the pre-screening test provide evidence that this technology is useful in the functional assessment of patients with executive dysfunction. In relation to subjective data, the TAM questionnaire showed good user acceptability from a professional perspective. Interview analyses with professionals and patients showed positive experiences related to the use of the SBS-COT. Our work indicates that the use of these types of authoring platforms could have positive long-term implications for neuropsychological research, opening the door to more reproducible, cooperative and efficient research by allowing the facilitated production, reuse and sharing of neuropsychological assessment tools.

show abstract

Section: Development Of the Serious Gamementioning

confidence: 99%

Section: Development Of the Serious Gamementioning

confidence: 99%

Using game authoring platforms to develop screen-based simulated functional assessments in persons with executive dysfunction following traumatic brain injury

Martínez‐Pernía¹,

Núñez-Huasaf²,

Blanco³

et al. 2017

Journal of Biomedical Informatics

View full text Add to dashboard Cite

show abstract

“…As a result, a common design approach is to attempt to combine the entertainment aspect of a game in the context of its cognitive activity (e.g., problem solving or learning) [31]. Moreover, such activities are often content-focused-that is, the primary focus is on the information content that should be delivered to the player-thus placing content at the heart of design (e.g., [32]). This tendency can be seen in many games that have desired cognitive goals (e.g., [11,[26][27][28]33,34]).…”

Section: Information Content and Representationmentioning

confidence: 99%

Player–Game Interaction and Cognitive Gameplay: A Taxonomic Framework for the Core Mechanic of Videogames

2017

View full text Add to dashboard Cite

Abstract:Cognitive gameplay-the cognitive dimension of a player's experience-emerges from the interaction between a player and a game. While its design requires careful consideration, cognitive gameplay can be designed only indirectly via the design of game components. In this paper, we focus on one such component-the core mechanic-which binds a player and game together through the performance of essential interactions. Little extant research has been aimed at developing frameworks to support the design of interactions within the core mechanic with cognitive gameplay in mind. We present a taxonomic framework named INFORM (Interaction desigN For the cORe Mechanic) to address this gap. INFORM employs twelve micro-level elements that collectively give structure to any individual interaction within the core mechanic. We characterize these elements in the context of videogames, and discuss their potential influences on cognitive gameplay. We situate these elements within a broader framework that synthesizes concepts relevant to game design. INFORM is a descriptive framework, and provides a common vocabulary and a set of concepts that designers can use to think systematically about issues related to micro-level interaction design and cognitive gameplay.

show abstract

“…First, along with the <e-Adventure> platform, we have proposed a development methodology for the development of story-driven educational games [24]. This model allows the cooperation of multiple roles (e.g.…”

Section: A Increasing the Educational Value Decreasing The Developmmentioning

confidence: 99%

<e-Adventure>: Introducing educational games in the learning process

Torrente

Blanco

Marchiori

et al. 2010

IEEE EDUCON 2010 Conference

View full text Add to dashboard Cite

Abstract-Within the last years educational games have attracted some attention from the academic community. Multiple enhancements of the learning experience are usually attributed to educational games, although the most cited is their potential to improve students' motivation. In spite of these expected advantages, how to introduce video games in the learning process is an issue that is not completely clear yet, which reduces the potential impact of educational video games. Our goal at the research group is to identify the barriers that are limiting the integration of games in the learning process and propose approaches to tackle them. The result of this work is the platform, an educational game authoring tool that aims to make of video games just another educational tool at the disposal of the instructors. In this paper we describe how contributes to the integration of games in the learning process through three main focuses: reduction of the high development costs of educational games, involvement of instructors in the development process to enhance the educational value, and the production of the games using a whitebox model. In addition we describe the current research that we are conducting using the platform as a test-bed.

show abstract

A Content-Centric Development Process Model

Cited by 35 publications

References 2 publications

Using game authoring platforms to develop screen-based simulated functional assessments in persons with executive dysfunction following traumatic brain injury

Using game authoring platforms to develop screen-based simulated functional assessments in persons with executive dysfunction following traumatic brain injury

Player–Game Interaction and Cognitive Gameplay: A Taxonomic Framework for the Core Mechanic of Videogames

<e-Adventure>: Introducing educational games in the learning process

Contact Info

Product

Resources

About