A dynamic role-playing platform for simulations in legal and political education

Economou, Daphne; Doumanis, Ioannis; Bouki, Vassiliki; Pedersen, Frands; Kathrani, P.; Mentzelopoulos, Markos; Georgalas, Nektarios

doi:10.1109/imctl.2014.7011138

Cited by 11 publications

(5 citation statements)

References 8 publications

(8 reference statements)

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“…The only way for a player to win is if they do everything they're supposed to. Role-playing, strategy, and adventure games are just a few examples of games that encourage players to think critically and solve problems based on context rather than rote memorization [33][34][35] . Given the small number of studies, the study merged students from different grade levels into three categories: primary (preschool and elementary school), middle (junior high and high school), and high (postsecondary education and beyond) [36] .…”

Section: Coding Proceduresmentioning

confidence: 99%

Effect of the Gamified Second Language Vocabulary Learning: A Meta-Analysis Study

2023

langl

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In recent years, gamification in language learning has been a hot topic of study because of its presumed potential to improve language acquisition by providing a more natural, socially interactive, contextually relevant, and interesting learning setting. Many scholars all around the globe have been conducting trials on the pros and cons of using games to aid in the memory of foreign language vocabulary for some time now. Current studies on the best ways to learn new words find that gamified techniques, with their roots in motivational theories like goal setting and self-determination, are the most effective. As such, this meta-analysis aims to systematically synthesize data from quasi-experimental research conducted between 2012 and 2022 to determine whether or not gamified vocabulary acquisition is associated with the improved recall of L2 words. Fifteen main studies that met the eligibility criteria found that gamifying the process of learning L2 words had a significant favorable impact. Regarding remembering foreign-language words, the active gamified mode proved to be more effective than the passive one. Given the methodological weaknesses of the original studies and the comparably small sample sizes of several categories of moderators, the above findings should be seen as suggestive rather than conclusive.

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Section: Coding Proceduresmentioning

confidence: 99%

Effect of the Gamified Second Language Vocabulary Learning: A Meta-Analysis Study

2023

langl

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“…The same principles could be applied to education systems. [6] describe a model called Octalysis developed by Y. Chou [7,8,9]. The Octalysis model represents a systematic model that puts the visualized elements of a certain system into a visual interrelation.…”

Section: Related Workmentioning

confidence: 99%

Gamification Framework for E-Learning Systems in Higher Education

Bernik

2021

Teh. glas. (Online)

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This paper explains the concept of gamification, lists the current models according to which educational e-courses can be designed, and proposes a conceptual eRIOOS model aimed at higher education. The aim of the research as well as the purpose of creating a conceptual model of gamification is to standardize the elements of computer games that can be used in educational e-courses at higher education institutions. In the preparation of this research, the emphasis was placed on the invention and analysis of professional and scientific literature for creating a conceptual model. The model contains a logical representation of two levels of complexity. Three separate e-courses have been created in different courses within the two University institutions, which serve as a tool to check the correctness of the conceptual eRIOOS model. The result of the research is a confirmed conceptual model that is suitable for creating Moodle e-courses of IT teaching orientation in higher education institutions.

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“…Hence, the virtual experience can enhance their learning constructively by providing new educational capabilities [6]. A number of research projects have attempted to embody virtual characters with verbal and nonverbal communication and to evaluate their impact in computer-based learning environments [8] [9]. The challenge is not only to make VHs look like humans, but also to make them behave as humans [7].…”

Section: Virtual Humans In Serious Gamesmentioning

confidence: 99%

Westminster Serious Games Platform (wmin-SGP) a tool for real-time authoring of roleplay simulations for learning

Economou¹,

Doumanis²,

Pedersen³

et al. 2016

EAI Endorsed Transactions on Future Intelligent Educational Env

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The use of serious games in education and their pedagogical benefit is being widely recognized. However, effective integration of serious games in education depends on addressing two big challenges: the successful incorporation of motivation and engagement that can lead to learning; and the highly specialised skills associated with customised development to meet the required pedagogical objectives. This paper presents the Westminster Serious Games Platform (wmin-SGP) an authoring tool that allows educators/domain experts without games design and development technical skills to create bespoke roleplay simulations in three dimensional scenes featuring fully embodied virtual humans capable of verbal and non-verbal interaction with users fit for specific educational objectives. The paper presents the wmin-SGP system architecture and it evaluates its effectiveness in fulfilling its purpose via the implementation of two roleplay simulations, one for Politics and one for Law. In addition, it presents the results of two types of evaluation that address how successfully the wmin-SGP combines usability principles and game core drives based on the Octalysis gamification framework that lead to motivating games experiences. The evaluation results shows that the wmin-SGP: provides an intuitive environment and tools that support users without advanced technical skills to create in real-time bespoke roleplay simulations in advanced graphical interfaces; satisfies most of the usability principles; and provides balanced simulations based on the Octalysis framework core drives. The paper concludes with a discussion of future extension of this real time authoring tool and directions for further development of the Octalysis framework to address learning.

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A dynamic role-playing platform for simulations in legal and political education

Cited by 11 publications

References 8 publications

Effect of the Gamified Second Language Vocabulary Learning: A Meta-Analysis Study

Effect of the Gamified Second Language Vocabulary Learning: A Meta-Analysis Study

Gamification Framework for E-Learning Systems in Higher Education

Westminster Serious Games Platform (wmin-SGP) a tool for real-time authoring of roleplay simulations for learning

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