Developing kindergarten students’ game design skills by teaching game design through organized game design interventions

Kalmpourtzis, George

doi:10.1007/s11042-019-7393-y

Cited by 20 publications

(10 citation statements)

References 66 publications

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“…The participation of learners in the creation of DGBL experiences attracts continuous research interest, taking into account the various "modding" capabilities that modern existing Commercial-Off-The-Shelf games offer or the easy access to game engines [37], [38]. Existing studies show that student participation in game making activities can have positive learning effects for the fields of 21st century skills [24], Mathematics [39], creativity [40], engineering [41], entrepreneurship [42]. Coming from the fields of Human-Computer Interaction, user participation in the creation of the software that they will later use is realized through the field of participatory design [43].…”

Section: Dgbl In Hementioning

confidence: 99%

Constructive alignment of learning mechanics and game mechanics in Serious Game design in Higher Education

Kalmpourtzis¹,

Roméro

2020

IJSG

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Game design is a complex process based on balance between educational and gameplay experience in a coherent way. In the context of instructional design, Constructive Alignment aims to develop an outcome-based approach for designing learning activities during which the learners’ engagement through the activity is aligned with learning objectives and outcomes. Constructive Alignment focuses on the proposal of constructively aligned learning experiences, where assessment is the result of specially selected training activities, which are proposed based on intended learning outcomes. In this study, we analyze the game design process in an online master course on Game Design from a Constructive Alignment approach. We operationalize the Constructive Alignment in game design as the coherence between Learning Objectives, Game Mechanics, Learning Mechanics and the Assessment in the educational DGBL. The results analysis shows that the Game Based Learning course had a positive impact on students regarding the proposal of game design documents with coherence between Game Mechanics and Learning Mechanics as well as Learning Mechanics and Learning Objectives, while little focus on integrating Assessment mechanisms was observed. Based on the results of this study we propose to increase the focus on assessment in the process of game design.

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Section: Dgbl In Hementioning

confidence: 99%

Constructive alignment of learning mechanics and game mechanics in Serious Game design in Higher Education

Kalmpourtzis¹,

Roméro

2020

IJSG

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“…The abundance of game design tools [31] as well as the growing "modding" possibilities provided by games themselves [22] have positively contributed to the expansion of this field. The participatory nature of educational games [32,33] is on several occasions used to create learner-centered learning experiences, where both teachers and students are part of the design process [34]. Kalmpourtzis [32] ran participatory educational game design activities, where kindergarten students could create educational games around pre-algebraic patterning for their peers, showing that student participation in making games had a positive impact on their mathematical problem posing skills.…”

Section: Game Design For Learning In Higher Educationmentioning

confidence: 99%

“…The participatory nature of educational games [32,33] is on several occasions used to create learner-centered learning experiences, where both teachers and students are part of the design process [34]. Kalmpourtzis [32] ran participatory educational game design activities, where kindergarten students could create educational games around pre-algebraic patterning for their peers, showing that student participation in making games had a positive impact on their mathematical problem posing skills. This potentially more passive role of the teacher requires the creation of the necessary game mechanics [21] and processes [35] in order to account for this teaching configuration.…”

Section: Game Design For Learning In Higher Educationmentioning

confidence: 99%

“…Based on an iterative and participatory design approach, the Game Design Strategies Analysis Framework (GDSA). Kalmpourtzis [32] examines the application and development of game design strategies throughout the course of organized game design interventions, aiming to help students develop their game design skills.…”

Section: Framework For Game Design In Educational Settingsmentioning

confidence: 99%

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Constructive Alignment in Game Design for Learning Activities in Higher Education

Roméro¹,

Kalmpourtzis²

2020

Information

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The Bologna process has led European universities to review quality assurance in Higher Education. Active learning, competency-based education as well as outcome-based teaching and learning have been encouraged as means to maintain quality assurance in Higher Education. The aims of this paper are (a) to introduce the context of European Higher Education quality assurance challenges and review existing initiatives in game design in Higher Education, and (b) analyze the game design process in the Game Based Learning course of the MSc SmartEdTech program through the prism of constructive alignment. The analysis of student deliverables, in the form of Game Design Documents, shows improvement on how students approach educational game design but also points out some aspects for improvement on the course structure. The study also considers opportunities and limits of game design for learning in Higher Education in the specific context of online education.

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“…Previous studies have confirmed the enormous potential of this approach [ 9 , 10 ]. VR has the potential to facilitate knowledge acquisition, content understanding, effective communication, and problem-solving skills [ 11 , 12 , 13 ]. The implementation of a completely functional VE facilitates learning among people of various ages, and is safer than real-world experience [ 14 ].…”

Section: Introductionmentioning

confidence: 99%

An Adaptive Game-Based Learning Strategy for Children Road Safety Education and Practice in Virtual Space

Khan

Muhammad

Hussain

et al. 2021

Sensors

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Virtual reality (VR) has been widely used as a tool to assist people by letting them learn and simulate situations that are too dangerous and risky to practice in real life, and one of these is road safety training for children. Traditional video- and presentation-based road safety training has average output results as it lacks physical practice and the involvement of children during training, without any practical testing examination to check the learned abilities of a child before their exposure to real-world environments. Therefore, in this paper, we propose a 3D realistic open-ended VR and Kinect sensor-based training setup using the Unity game engine, wherein children are educated and involved in road safety exercises. The proposed system applies the concepts of VR in a game-like setting to let the children learn about traffic rules and practice them in their homes without any risk of being exposed to the outside environment. Thus, with our interactive and immersive training environment, we aim to minimize road accidents involving children and contribute to the generic domain of healthcare. Furthermore, the proposed framework evaluates the overall performance of the students in a virtual environment (VE) to develop their road-awareness skills. To ensure safety, the proposed system has an extra examination layer for children’s abilities evaluation, whereby a child is considered fit for real-world practice in cases where they fulfil certain criteria by achieving set scores. To show the robustness and stability of the proposed system, we conduct four types of subjective activities by involving a group of ten students with average grades in their classes. The experimental results show the positive effect of the proposed system in improving the road crossing behavior of the children.

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Developing kindergarten students’ game design skills by teaching game design through organized game design interventions

Cited by 20 publications

References 66 publications

Constructive alignment of learning mechanics and game mechanics in Serious Game design in Higher Education

Constructive alignment of learning mechanics and game mechanics in Serious Game design in Higher Education

Constructive Alignment in Game Design for Learning Activities in Higher Education

An Adaptive Game-Based Learning Strategy for Children Road Safety Education and Practice in Virtual Space

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