Applying Pedagogy during Game Development to Enhance Game-Based Learning

Hirumi, Atsusi; Stapleton, Christopher

doi:10.1007/978-0-387-09775-6_6

Cited by 40 publications

(24 citation statements)

References 4 publications

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“…In a computer game, students do not feel that they are exposed to the rest of their classmates and they are more willing to take risks (Gee, 2005), which is regarded as a prerequisite when learning a foreign language (Goodman, 2014). In addition, computer games provide a source of challenge to both high and low achievers, as each game is divided into varying levels of difficulty to suit the ability and knowledge of every player (Hirumi & Stapleton, 2008). These levels of difficulty are also constantly changing.…”

Section: Discussionmentioning

confidence: 99%

Using Online Computer Games in the ELT Classroom: A Case Study

Vasileiadou¹,

Makrina²

2017

ELT

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The purpose of this research was to investigate the effectiveness of computer games in learning English as a foreign language and the extent to which they increase motivation in young students. More particularly, this research investigated the validity of the hypothesis that computer games are a particularly motivating means for young students to learn English vocabulary effectively in comparison to other approaches suggested by the Greek National Curriculum. The grade, in which this research was conducted, was the 4th grade of Primary school as it is a borderline grade in which greater demands are imposed on the students of this age group and language level regarding, mainly, their reading and writing skills as in this class, for the first time, it is explicitly stated by the national curriculum that literacy is one of the three basic axons upon which English language learning should be developed. All in all, the results of this research shed light on the effects which new technologies have on language learning as well as their ability to motivate students to learn English. The results of this research will also be used as a basis upon which specific suggestions for the practical implementation of computer games in the everyday classroom can be made.

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Section: Discussionmentioning

confidence: 99%

Using Online Computer Games in the ELT Classroom: A Case Study

Vasileiadou¹,

Makrina²

2017

ELT

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“…Several methodologies have been proposed in order to support the design of educational serious games which have the potential to motivate and enhance learning. The integration of common instructional systems designs (ISDs) in the game development process is a systematic process with the aim to optimize game-based learning [16]. From another viewpoint, game designers could apply a framework for the design of learning, storytelling, gameplay, user experience, and technology components of a serious game [25] or they could use an assessment tool for serious games-the serious game design assessment framework [26].…”

Section: Methodologies Of Design For Educational Serious Gamesmentioning

confidence: 99%

“…Giving players the opportunity to pick the character that will represent them in the game may inspire them, especially males players [15]. However, the critical challenge for educational serious games is that game designers might fail to apply pedagogical principles and educational practices to their video games, and at the same time, educators or instructional designers might design games which are neither fun nor engaging [16]. Four design principles have been suggested for the design process of math games in order to support both entertainment and learning: an engaging storyline; a constructive trial and error method to foster learning; collaboration; and the use of popular game mechanics to maintain the entertaining character of the game [10].…”

Section: Design Principles For Educational Serious Gamesmentioning

confidence: 99%

Integrating Science Tasks and Puzzles in Computer Role Playing Games

Garneli

Patiniotis

Chorianopoulos

2019

MTI

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The design of educational serious games to be used as motivational learning environments is very rewarding but also very challenging. The integration of learning with playing activities seems to be one of the major challenges. Previous work has not examined the integration of science content based on the school curriculum in the gameplay mechanics of a computer role playing game (CRPG) and in a storyline which ends with a dramatic conflict. In this study, an educational CRPG was designed for learning concepts in the physical sciences according to the curriculum of the correspondent book. We integrated the content into the gameplay which included several tasks to be performed and puzzles to be solved, advancing players to successfully complete the game, according to the game’s storyline. Finally, we performed a usability test for ease-of-use and enjoyment issues. Most testers considered the educational CRPG entertaining. Computer role playing game’s gameplay mechanics provide affordances for the integration of science and technology courses in a playful learning environment.

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“…Reviews of some game development methodologies, such as Digital Game Development Process [12], Game Development Process [13] and Simulation Games-Instructional Systems Design (SG-ISD) Model [14] indicate that ADDIE ID model is appropriate for guiding development of any instructional system. In addition, pedagogical elements also need to be applied in DGBL design and development [15]. 5E model as instructional strategy is also adopted in DGBL development process since it involved new or previous knowledge learning in a smooth process [16].…”

Section: Figure 1 Requirement Engineering Process Which Produces Gammentioning

confidence: 99%

Design and Evaluation of History Digital Game Based Learning (DGBL) Software

Zin

Yue

2013

JNIT

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The aim of this study was to design and evaluate a Digital Game Based Learning software for history subject. The methodology used was Instructional Design-Digital Game Based Learning (ID-DGBL) Model adapted from ADDIE and game development as well as 5E intructional models. Design elements include learning theories, pedagogy and game components. The effectiveness evaluation used quasi-experimental tecnique via pre and post tests. The samples involved were 60 secondary school students; 30 in experimental group who used the software after class lesson and 30 in control group who used conventional method. Both the independent t test result show that there is significant difference of achievements between the control group (mean score = 35.80) and the experimental group (mean score = 72.30), p < 0.05. The usability test results show that the software has good (mean > 4.00) design for all constructs evaluated (multimedia, interface, contents, feedback, ease of use and immersion). Motivation and learning opporturnity for history DGBL software are also high. Evaluation results indicate that the History DGBL software can entertain, attract, engage and motivate students to learn history subject. Students had fun and felt entertained learning through illustration of historical events when they play the games immersively. Evaluation results suggest that history DGBL software can be used as an alternative teaching and learning tool to promote student's learning of history subject.

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Applying Pedagogy during Game Development to Enhance Game-Based Learning

Cited by 40 publications

References 4 publications

Using Online Computer Games in the ELT Classroom: A Case Study

Using Online Computer Games in the ELT Classroom: A Case Study

Integrating Science Tasks and Puzzles in Computer Role Playing Games

Design and Evaluation of History Digital Game Based Learning (DGBL) Software

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