Game design and learning: a conjectural analysis of how massively multiple online role-playing games (MMORPGs) foster intrinsic motivation

Dickey, Michele D.

doi:10.1007/s11423-006-9004-7

Cited by 304 publications

(175 citation statements)

References 42 publications

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“…Studies show that games can induce engagement and immersion [36], and flow and fiero [23]. Both Dickey [31] and Warren et al [103] report that games can increase intrinsic motivation in players. Rieber [93] claims that students view gaming as 'play', but regular learning as 'work'.…”

Section: Computer-supported Learning Principlesmentioning

confidence: 99%

Requirements for a virtual environment to support the social participation education of low-literates

Schouten

Smets²,

Driessen

et al. 2016

Univ Access Inf Soc

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People of low literacy experience difficulties while participating in society. Learning support software could help alleviate these difficulties. However, there is currently no overview of theoretically and empirically sound requirements for this kind of support. This paper uses the situated cognitive engineering method to create a requirements baseline for a virtual environment to support the societal participation education of low-literates (VES-SEL), based on an analysis of the domain, human factors, and current applications. Four major outcomes are presented. First, a comprehensive overview is collected of the operational demands and human factors knowledge relevant to societal participation learning for low-literate citizens. Second, this overview is translated into a list of eight functional requirements: focused on low-literate learners, set in the context of societal participation, and supported by claims of cognitive, affective, and social benefits to learning. Third, a sample of Dutch societal participation learning support programs is assessed using these requirements, to highlight both current technology best practices and discrepancies between theory and practice. Fourth, virtual learning environment technology is suggested as an 'enabling' technology; an overview is shown of how virtual environments, actors, and objects can beneficially enable meeting the requirements baseline. Finally, directions for future study are discussed.

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Section: Computer-supported Learning Principlesmentioning

confidence: 99%

Requirements for a virtual environment to support the social participation education of low-literates

Schouten

Smets²,

Driessen

et al. 2016

Univ Access Inf Soc

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“…Many authors have defined methodologies and guides to design serious games [13,[22][23][24][25], however, this body of research proposes methodologies that are applicable to any analytics-aware video game, serious or not. In particular, these works usually do not address key serious-game aspects, such as how to deliver knowledge and educational contents through gameplay or how to infer the corresponding learning outcomes.…”

Section: Serious Games Assessmentmentioning

confidence: 99%

A methodology for assessing the effectiveness of serious games and for inferring player learning outcomes

Serrano-Laguna

Manero

Freire

et al. 2017

Multimed Tools Appl

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Although serious games are proven educational tools in many educational domains, they lack reliable, automated and repeatable methodologies to measure their effectiveness: what do players know after playing a serious game? Did they learn with it? Literature research shows that the vast majority of serious games are assessed through questionnaires, which strikes a stark contrast with current trends in the video game industry. Commercial videogames have been learning from their players through Game Analytics for years, using non-disruptive game tracking. In this paper, we propose a methodology to assess serious games effectiveness using non-disruptive in-game tracking. The methodology proposes a design pattern that structures the delivery of educational goals within the game. This structure also allows inferring learning outcomes for each individual player, which, when aggregated, would determine the effectiveness of the serious game. We have tested this methodology with a serious game that was played by 320 students. The proposed methodology allowed us to infer players' learning outcomes and assess game effectiveness and to spot issues in the game design.

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“…The design of MMORPGs is a potential flexible model that may be of use to instructional designers and educators looking at how to develop interactive and game-based learning environments which are engaging for all students [36].…”

Section: Intrinsic Motivation In Games: An Extendedmentioning

confidence: 99%

Online Games for the Next Generation of Workers

Mysirlaki

Paraskeva

2010

Int. J. Adv. Corp. Learn.

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Abstract-The "Next Generation", "Net Generation", "digital natives", " millennials" o r the "Googl e g eneration", are some of the names used to de scribe the new generation entering to th e workforce, gro wing u p in a n etworked world and having a d ifferent se t of needs and e xpectations as to learning an d train ing. Th us, th ere is a n eed to fin d n ew elearning en vironments th at would en sure the learn ers' greater motivation and engagement to e-learning courses, in order to avo id high rates of d rop-out. The current research in e-lea rning is focusing it s attention in using innovative environments, s uch as MMOGs (Mas sive Mu ltiplayer Online Game s) and vir tual w orlds as tr aining tools. Thi s paper d ignifies th e n eed for creat ing collab orative educational online games, by presenting the findings of a research which revealed that the strong sense of commu nity that the players b uild i n th e game, in a p opular co mmercial called World of Warcraft (WoW), was linked with high intrinsic motivation and performanc e scores. Thus, t he abilit y to collaborate an d form commu nities in a game cou ld trigger cognitive, affective and social aspects of th e player's behavior. Th is p aper als o p resents an exp anded frame work for creating in trinsic motivation in MMOGs , p roposed by Malone and Lepper, adding the element of sense of community as a support of intrinsic motivation.

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Game design and learning: a conjectural analysis of how massively multiple online role-playing games (MMORPGs) foster intrinsic motivation

Cited by 304 publications

References 42 publications

Requirements for a virtual environment to support the social participation education of low-literates

Requirements for a virtual environment to support the social participation education of low-literates

A methodology for assessing the effectiveness of serious games and for inferring player learning outcomes

Online Games for the Next Generation of Workers

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