Game Factors and Game-Based Learning Design Model

Shi, Yen-Ru; Shih, Ju-Ling

doi:10.1155/2015/549684

Cited by 119 publications

(102 citation statements)

References 49 publications

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“…Table 4 defines the core elements of a well-designed EG that enhance the design of educational games [36]. Table 5 defines the game design factors [17]. Table 6 shows the key elements for designing an educational video game [37].…”

Section: Recent Educational Game Design Elementsmentioning

confidence: 99%

“…Table 6 shows the key elements for designing an educational video game [37]. Game design (GD) being defined and established with a variety of game design elements and learning theories in EG is explicitly mentioned in [17]. Table 5 shows examples of game design elements that are crucial.…”

Section: Recent Educational Game Design Elementsmentioning

confidence: 99%

“…Similarly, GD is equipped with learning characteristic that adds the value of providing a good learning experience to learners. The authors presented a macro design concepts [17] that reveal 11 crucial game design factors ( Table 6): (1) game goals, (2) game mechanism, (3) game fantasy, (4) game value, (5) interaction, (6) freedom, (7) narrative, (8) sensation, (9) challenges, (10) sociality, and (11) mystery.…”

Section: Recent Educational Game Design Elementsmentioning

confidence: 99%

“…Adapted from elements of an effective video game [10], core elements of well-designed games [36], game design factors [17], and key elements for designing an educational video game [37]. design elements from various research, careful observation on their definitions draws onto the idea of grouping a large number of elements onto five main fundamental elements.…”

Section: Figurementioning

confidence: 99%

“…Similarly, GD is equipped with learning characteristic that adds the value of providing a good learning experience to the learners. Some of the characteristics are learning outcomes, usability, user's experience, motivation, engagement, game design, user satisfaction, usefulness, understandability, performance, playability, pedagogical aspects, efficacy, social impact, cognitive behaviour, enjoyment, acceptance, and user interface [14][15][16][17]. The innovative learning approach derived from EG possesses educational values or even different kinds of software applications that compile into knowledgeable aspects such as teaching enhancement, assessments, and evaluation of learner [18].The objective of this chapter is to comprehend game design elements that are scattered in literature for designing EGs and reflect their practicality to game design fundamentals established in prominent books by leading game designers/scholars: (1) The Art of Game Design [7]; (2) Educational Game Design Fundamentals [8].…”

mentioning

confidence: 99%

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Categorizing Game Design Elements into Educational Game Design Fundamentals

Ahmad¹

2020

Game Design and Intelligent Interaction

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Educational games have become a highly prominent tool in schools to deliver an exciting learning experience. Large amount of literature discusses the importance of how educational games are designed has been highlighted that delivering learning through educational games design and how the game designers require crucial skills to design. Educational game design requires elements which are considered during the designing process. Looking at the projection of "Game designing or the process of game design is a complex task, and it is still being investigated". Therefore, this chapter intends to discuss recent and prominent proposed game design elements that demonstrate their important characteristics in designing educational games. Consequently, two highly significant game design theorists with established fundamental elements of games are discussed. With critically understanding the elements, this chapter provides categorizing various existing game elements into established fundamental elements. Henceforth, it demonstrates a clearer overview of how game design elements can be categorized and applied. Future recommendations are also discussed.Keywords: educational games, game design, design elements, key elements, game-based learning, fundamental of the games that are well-recognized. Therefore, recent articles have addressed the rise in tension between stakeholders (game designers, teachers, developers, learners, students, players) involved in designing an EG and what causes the failure. Designers are required to enhance the educational tools by integrating game elements and core concepts to maximize the tools' effectiveness, to increase the possibilities of achieving learning outcomes, levels of engagement, and motivation [7,8]. In addition to that, designing EG requires multiple consideration of multiple stakeholders such as game designers, developers, educators, teachers, and software engineers.Game-based learning (GBL) has been defined by identifying its principles and mechanisms [9]. The principles target intrinsic motivation, learning through "fun", authenticity (i.e. contextualized learning), self-reliance/autonomy, and experiential learning. Mechanisms include rules, clear but challenging goals, fantasy, progressive levels of difficulty, interactivity, player control, uncertainty, feedback, and a social element. This study focuses on the definition of GBL defined by Perrotta [9] as it involves game mechanics that are related to game design aspects. This may be due to a little consensus between researchers and among teachers as to how games could be used for educational purposes. GBL is specifically designed to teach specific concepts or to strengthen competencies. There exists a broad scope of games including digital and non-digital ones [1,[10][11][12].Understanding the game design is a complex job. As defined, "Design is a process by which a designer creates a context to be encountered by a participant, and from which meaning emerges" [13]. Game design (GD) is defined as a variety of game design elements a...

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Section: Recent Educational Game Design Elementsmentioning

confidence: 99%

Section: Recent Educational Game Design Elementsmentioning

confidence: 99%

Section: Recent Educational Game Design Elementsmentioning

confidence: 99%

Section: Figurementioning

confidence: 99%

mentioning

confidence: 99%

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Categorizing Game Design Elements into Educational Game Design Fundamentals

Ahmad¹

2020

Game Design and Intelligent Interaction

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Insights into Design of Educational Games: Comparative Analysis of Design Models

Tahir

Wang

2018

Advances in Intelligent Systems and Computing

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The study reports on an ongoing research that intends to identify and validate the core dimensions for Game-Based-Learning (GBL) and further explore the shift in dimensional focus between different phases of educational game development life cycle: pre-production (design), production (development) and post-production (testing and maintenance). Hence, this paper presents the initial work focusing on design phase by presenting a comparative analysis of educational game design models using GBL attributes, validity and framework attributes as analytical lens. The main objective is to analyze the fundamental GBL attributes in existing design models; to identify the common attributes which demonstrate their importance for design phase and highlight any need for further research in terms of attribute validation and framework improvement. This study also highlights the strengths and weakness of existing design frameworks. The results of analysis underline learning/pedagogical aspects and game factors as the most essential attributes for design phase of educational games. Comparative analysis also guides researchers/practitioners to better understand GBL through various properties of different existing design models and highlights the open problems such as lack of tool support, empirical validation, independent evaluations, adaptability and absence of concrete guidance for application to make more informed judgments.

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