Game development software engineering: digital educational game promoting algorithmic thinking

Sungkaew, Kornchulee; Lungban, Piyamas; Lamhya, Sirinya

doi:10.11591/ijece.v12i5.pp5393-5404

Cited by 3 publications

(2 citation statements)

References 22 publications

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“…The development at this stage is the engineering of multimedia products in the form of games by applying the GDLC (Game Development Life Cycle) development method. The stages in this version of GDLC are initiation, pre-production, production, testing, beta, and release [23] [24]. The conclusion stage is the final process carried out in the research conducted.…”

Section: Methodsmentioning

confidence: 99%

Scratch Quiz Game Development using AppsGeyser

Syarifuddin¹,

Albahri²

2022

ijsecs

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The aim of the research is to develop a Scratch Quiz Game using AppsGeyser. The method used in this research is Design and Creation, which is a research method that describes and creates a new product. The steps in this method are Awareness, Suggestion, Development, Evaluation and Conclusion. It is known that the research results have succeeded in designing a Scratch Quiz game using AppsGeyser. The stages carried out from the initial stages of research, development by applying the GDLC (Game Development Life Cycle) development method starting from the initiation, pre-production, production, testing, beta, and release stages until testing has been carried out. The test results show that 57% can understand the meaning of the game being tested without the need for direction by the game maker, 82% agree that the display is attractive, 64% of every game question has the correct answer, 71% of students agree that the application can replace class exams conventional, but on the question of whether students can make applications similar to AppsGeyser, they answered % stating that students still do not understand in making similar game applications.

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Section: Methodsmentioning

confidence: 99%

Scratch Quiz Game Development using AppsGeyser

Syarifuddin¹,

Albahri²

2022

ijsecs

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“…Additionally, teachers and students seek educational software to enable an improved and more recognized approach to learning (Ahmad, 2019). This is because educational games serve as an educational system that enables leaners to learn and expand concepts while providing a learning experience, boosting motivation, and engaging critical thinking to improve cognitive skills (Sungkaew et al, 2022). However, educational games have demonstrated positive and occasionally negative effects on educational learning.…”

Section: Introductionmentioning

confidence: 99%

Influence of Playability on Perceived Game Software Quality: A Comparison Between Chinese and South Korean Gamers

Jiang,

Wong,

Wang

2023

Sage Open

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The usability of ISO/IEC 25000 series SQuaRE and other existing software quality models seems unsuitable for unique software products such as game software. This study revealed that playability has a higher predictive capacity than usability for evaluating game software quality using a survey methodology involving 344 Chinese respondents and 142 South Korean respondents. Specifically, dimensions of playability in terms of enjoyable, exciting, fun, interesting, relaxing, novel, creative, convenient, curious, fantastic, stimulating, splendid, effective and attractive positively influenced both Chinese and South Korean game software users’ satisfaction. In addition, results show that there is a significant difference between Chinese and South Koreans in playability dimensions such as exciting, relaxing, novel, creative, convenient, curious, stimulating, splendid and attractive. This study extends the existing knowledge on how playability influenced game software users’ satisfaction and software quality, and limitations were also highlighted.

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Developing a game-based test to assess middle school sixth-grade students’ algorithmic thinking skills

KARAL,

ZENGİN

2024

International Journal of Assessment Tools in Education

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This study was carried out to develop a test to assess algorithmic thinking skills. To this end, the twelve steps suggested by Downing (2006) were adopted. Throughout the test development, 24 middle school sixth-grade students and eight experts in different areas took part as needed in the tasks on the project. The test was given to 252 students attending the sixth grade who were selected through purposeful sampling. The content validity of the test was ensured by means of obtaining expert opinion, whereas the construct validity was ensured by performing an independent sample t-test on the difference between the lower and upper groups. As a result, the algorithmic thinking skills assessment test was finalized with 22 main items and 2 sample items, totalling 24 items. The KR-20 reliability analysis proved a quite reliable test based on the reliability coefficient of 0.83. As mentioned earlier, the independent sample t-test was applied to the difference of lower and upper groups for construct validation of the test. It was seen that the test items are significant in discriminating the students in the lower and upper groups (p

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Game development software engineering: digital educational game promoting algorithmic thinking

Cited by 3 publications

References 22 publications

Scratch Quiz Game Development using AppsGeyser

Scratch Quiz Game Development using AppsGeyser

Influence of Playability on Perceived Game Software Quality: A Comparison Between Chinese and South Korean Gamers

Developing a game-based test to assess middle school sixth-grade students’ algorithmic thinking skills

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