Educational Digital Games: A Theoretical Framework About Design Models, Learning Theories and User Experience

Aguiar, Michelle Pereira de; Winn, Brian; Cezarotto, Matheus Araujo; Battaiola, André Luiz; Gomes, Péricles Varella

doi:10.1007/978-3-319-91797-9_13

Cited by 18 publications

(12 citation statements)

References 9 publications

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“…We chose these four precursor models for two reasons: they are-to our knowledge-the only ones to precisely identify and describe the relationships between components of the UX; they are suitable or adaptable immersive virtual environments in the field of edutainment. These models are complementary to more recent works but not specific to virtual environments as, for example, [13,14]. 9], p. 174) when interacting within the virtual environment.…”

Section: Proposition Of a Model Measuring The Ux In Ivementioning

confidence: 87%

Towards a Model of User Experience in Immersive Virtual Environments

Tcha-Tokey

Christmann

Loup-Escande

et al. 2018

Advances in Human-Computer Interaction

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There are increasing new advances in virtual reality technologies as well as a rise in learning virtual environments for which several studies highlighted the pedagogical value, knowledge transfer, and learners’ engaged-behaviors. Moreover, the notion of user experience is now abundant in the scientific literature without the fact that there are specific models for immersive environments. This paper aims at proposing and validating a model of User eXperience in Immersive Virtual Environment, including virtual learning environments. The model is composed of 10 components extracted from existing models (i.e., presence, engagement, immersion, flow, usability, skill, emotion, experience consequence, judgement, and technology adoption). It was validated in a user study involving 152 participants who were asked to use the edutainment application Think and Shoot and to complete an immersive virtual environment questionnaire. The findings lead us to a modified user experience model questioning new paths between user experience components (e.g., the influence of experience consequence on flow).

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Section: Proposition Of a Model Measuring The Ux In Ivementioning

confidence: 87%

Towards a Model of User Experience in Immersive Virtual Environments

Tcha-Tokey

Christmann

Loup-Escande

et al. 2018

Advances in Human-Computer Interaction

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show abstract

“…Several models are proposed based on the different developmental objectives of games, such as education, therapy, or entertainment. Most recent studies tend to propose their own framework and guidelines for good game designs [11,23,55,57,[60][61][62][63][64][65][66][67][68][69]; however, none of these studies focus on the design of STEM digital games. These should be designed in a way that develops interest in STEM.…”

Section: Designing a Digital Gamementioning

confidence: 99%

Rethinking the Ideology of Using Digital Games to Increase Individual Interest in STEM

et al. 2022

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Using games to teach science, technology, engineering, and mathematics (STEM) can enhance the quality of education. The idea of using digital games to increase individual interest towards STEM has been implemented as gaming technology has evolved in the 21st century. A correlation exists between using digital games and the learning outcomes which suggests that incorporating digital games may develop interest; however, the theoretical discussion on how interest may be developed with digital games remains inconclusive, thus, resulting in the need for further discussion. Hence, we aim to contribute with a discussion on how STEM digital games can develop individual interest in STEM. Previous studies on digital games in the STEM education context support the arguments presented in this study, therefore, there is a high probability that STEM digital games develop interest. Nevertheless, this can only be achieved with a good STEM game design and defining what is a good STEM game design is subjective. Several elements can be used as indicators to describe the quality of a design. These include the pedagogical learning content and the inclusion of fun elements within a design. Therefore, we propose the integration of theories with pedagogy, learning strategies, STEM learning content, game elements, and game principles design to ensure the presence of a three-layer process to develop interest. The creativity of game designers and developers is key to creating appealing STEM digital games providing young players with an inspiring experience.

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“…In general, theory is useful to explain certain phenomenon which in this context is learning through digital games. However, some of the studies on educational digital games support the usefulness of the theory underpinning and guiding the overall look of the game design (Ahmad et al, 2015;Clark et al, 2015;Elsattar, 2017;Ishak et al, 2021;Kiili, 2005;Mat Zin & Wong, 2013;Pereira de Aguiar et al, 2018;Plass et al, 2015;Rooney, 2012;Sung et al, 2017;Taylor et al, 2017;Wu et al, 2012;Zaibon & Shiratuddin, 2010). Wu et al (2012) identified that there are four types of major learning theory used in educational digital games, namely behaviourism, cognitivism, humanism, and constructivism.…”

Section: The Need For Theorymentioning

confidence: 99%

Beyond Play: Conceptualising the Capability of a Good Digital Game to Stimulate Interest in STEM

Ishak

Din

Hasran

2021

IJLTER

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Digital games are one of the potential pedagogical approaches within STEM teaching and learning. The main idea behind using digital games in STEM contexts is to enhance the children’s conceptual understanding and to increase their interest in STEM. The interest in STEM is still an unsolved global issue. Most studies looking into digital games show there to be positive implications when it comes to STEM learning. This gap and the uncorrelated scenario from both the theoretical and practical perspectives need to both be solved. Here we conceptualise the usefulness of STEM digital games for stimulating an interest in STEM, particularly among children from a design perspective. The previous studies are the main qualitative sources for the interpretation of the main argument in this paper. As result, digital games have a strong empirically supportive foundational basis that acts as a medium to stimulate interest. To achieve this, STEM digital games should be designed to be of better quality. Good STEM digital games will contribute to better STEM learning outcomes and meaningful gaming experiences that can contribute to the interest in STEM. This study proposes a comprehensive framework to understand the purpose of the design and development of STEM digital games.

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Educational Digital Games: A Theoretical Framework About Design Models, Learning Theories and User Experience

Cited by 18 publications

References 9 publications

Towards a Model of User Experience in Immersive Virtual Environments

Towards a Model of User Experience in Immersive Virtual Environments

Rethinking the Ideology of Using Digital Games to Increase Individual Interest in STEM

Beyond Play: Conceptualising the Capability of a Good Digital Game to Stimulate Interest in STEM

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