Engaging by design: How engagement strategies in popular computer and video games can inform instructional design

Dickey, Michele D.

doi:10.1007/bf02504866

Cited by 465 publications

(338 citation statements)

References 30 publications

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“…corncob) and a player finds it, the game transports the player to the typical place for collecting the food (a cornfield) using a video game without AR. This shift allows the player to become part of the game and creates a more engaging player experience (Dickey, 2005). We have implemented a Continuous Natural User Interface using this shift.…”

Section: Design Issuesmentioning

confidence: 99%

Evaluation of learning outcomes using an educational iPhone game vs. traditional game

Furió

González-Gancedo

Juan

et al. 2013

Computers & Education

153

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ElsevierFurió Ferri, D.; González Gancedo, S.; Juan, M.; Seguí, I.; Rando, N. (2013). Evaluation of learning outcomes using an educational iPhone game vs. traditional game. Computers and Education. 64:1-23. doi:10.1016/j.compedu.2012.12 AbstractIn this paper, we present an initial study to determine the subject preferences for educational computer games for children, in which 150 education professionals participated. From the results of this first study, we have developed an iPhone game for transmitting knowledge as part of multiculturalism, solidarity and tolerance following established learning theories, several design principles, and the objectives and competences of the Spanish law for primary education. We also report on a second study to determine whether the iPhone game has better learning outcomes than a traditional game by analyzing the participation of 84 children ranging in age from 8 to 10 years old. The frequency of playing with consoles or computer games was also taken into account in this second study, and the worldwide trend of previous studies has been corroborated. For learning outcomes, the results did not show significant differences between the two groups. However, 96% of the children indicated that they would like to play with the iPhone game again, and 90% indicated that they preferred the experience with the iPhone game over the traditional one. From these results, we can conclude that the children achieved similar knowledge improvements using both the autonomous game (iPhone game) and the custom, guided game (traditional game). This could facilitate versatility in the learning process since the learning activity could be performed at any place and time without requiring supervision. Therefore, it could be a useful tool in the learning process and help teachers to fulfill students' training needs.

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Section: Design Issuesmentioning

confidence: 99%

Evaluation of learning outcomes using an educational iPhone game vs. traditional game

Furió

González-Gancedo

Juan

et al. 2013

Computers & Education

153

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“…Some researchers investigated various instructional strategies in the game-based learning [31], [11], [14], [44], [50]. Leisure game industry has established a series of unified standards in the product process, but for serious games for learning the situation still suffers from fragment and lack of coherence, therefore lots of efforts [31], [25], [5], [47], [15], [43], [51] were invested to study the system design and development of the game-based learning system platforms. Up to now, a broad range of curricula have been redesigned for game-based learning environments [24], [28], [44], [35], [12].…”

Section: Serious Game and Science Educationmentioning

confidence: 99%

Intelligent tutoring Module for a 3Dgame-based science e-learning platform

Liu

Barba-Guamán

Valdiviezo-Díaz

et al. 2017

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The three-dimensional (3D) game-based intelligent science tutoring system (GIST) is an e-learning platform for science. The individual complexity of 3D games and conventional intelligent tutoring systems (ITS) results in extra complexities in system design and development of GIST. It is significant to develop practical GIST, not just to seek the powerful ones. The main contribution of this paper is the lightweight modelling of the intelligent tutoring module based on the brief-desire-intention (BDI) framework. The tutoring module, which is implemented by integration of the BDI framework into a game actor, can be able to suggest to each student specific learning tasks based on his/her learning histories. As a study case, algebra-based physics are intentionally chosen as the learning contents in this 3D game-based learning system, since the most of existing 3D game-based learning systems only focused on the qualitative understanding of physical concepts. Our proposed modelling is only based on the BDI reasoning mechanism, so it can be easily extended to obtain practical GIST by using standard game engines.Resumen El juego serio en tres dimensiones (3D), basado en un tutor de sistema inteligente (GITS) para una plataforma e-learning de ciencias. La complejidad de un juego en 3D y de los sistemas de tutoría inteligente hacen difícil el desarrollo de un GIST, es decir, el desarrollo práctico de este. La principal contribución de la investigación es un modelo ligero de un módulo de tutor inteligente basado en la estructura de conciso-necesidadintensión(BDI). El módulo tutor, se implementó para integrar la estructura (BDI) en el actor de juego, este puede ser capaz de sugerir a cada estudiante una tarea específica basado en su historial de aprendizaje. Un caso de estudio es la física basada en el álgebra, se escogió intencionalmente como un contenido de aprendizaje en este juego serio en 3D, ya que la mayoría de estos sistemas de aprendizaje solamente se enfocan en la comprensión cualitativa de los conceptos físicos. Nuestro modelo propuesto solamente se basa en un mecanismo de razonamiento del BDI, de esta manera puede ser fácilmente ampliado y obtener un GIST mediante el uso de motores de juego estándar.

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“…A game that engages players to participate is a strong tool that may transform repetition into a more pleasant activity [9], [10]. Also, an engaging game may motivate patients to make movements showing their full physical capacities, which otherwise they might not make.…”

Section: Introductionmentioning

confidence: 99%

Towards Engaging Upper Extremity Motor Dysfunction Assessment Using Augmented Reality Games

Cidota

Lukosch

Bank

et al. 2017

2017 IEEE International Symposium on Mixed and Augmented Reality (ISMAR-Adjunct)

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Advances in technology offer new opportunities for a better understanding of how different disorders affect motor function. Our aim is to explore the potential of augmented reality (AR) using free hand and body tracking to develop engaging games for a uniform, cost-effective and objective evaluation of upper extremity motor dysfunction in different patient groups. Based on the insights from a study with 20 patients (10 Parkinson's Disease patients and 10 stroke patients) who performed hand/arm movement tasks in AR, we created a set of different augmented reality games for upper extremity motor dysfunction assessment.

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Engaging by design: How engagement strategies in popular computer and video games can inform instructional design

Cited by 465 publications

References 30 publications

Evaluation of learning outcomes using an educational iPhone game vs. traditional game

Evaluation of learning outcomes using an educational iPhone game vs. traditional game

Intelligent tutoring Module for a 3Dgame-based science e-learning platform

Towards Engaging Upper Extremity Motor Dysfunction Assessment Using Augmented Reality Games

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