Game object model version II: a theoretical framework for educational game development

Abstract

Complex computer and video games may provide a vehicle, based on appropriate theoretical concepts, to transform the educational landscape. Building on the original game object model (GOM) a new more detailed model is developed to support concepts that educational computer games should: be relevant, explorative, emotive, engaging, and include complex challenges; support authentic learning activities that are designed as narrative social spaces where learners are transformed through exploration of multiple representation, and reflection; be gender-inclusive, include non-confrontational outcomes, and provide appropriate role models; develop democracy, and social capital through dialogue that is supported by means of computer mediated-communication tools; and include challenges, puzzles or quests, which form the core of the learning process, where access to explicit knowledge, conversations, and reflection results in the construction of tacit knowledge. It is argued that the GOM version II can be used not only to support the development of educational computer games but to provide a mechanism to evaluate the use of computer games in the classroom.

CREATING EVALUATION PROFILES FOR GAMES DESIGNED TO BE FUN: An Interpretive Framework for Serious Game Mechanics

“…These mechanics include providing feedback and guidance to players and allowing them to experiment. In addition, games can support different learner groups by having indications for specific learning backgrounds, styles of learning, genders, and skill-based needs (Amory, 2007;De Freitas & Oliver, 2006). For example, a COTS title such as Project Cars may improve the players driving skills when combined with VR and haptic feedback whereas the Democracy game series can help students to understand the political system.…”

“…The focus in social mechanics is placed on creating sociability between players and/or players and the game environment. Social interaction in games is essential for creating learning communities (Amory, 2007). Even though game sociability may result in gender stereotyping, game addiction (Boyle et al, 2011) and social exclusion (Birk et al, 2016), social comparison can also enhance creative thinking skills when people can see what others are doing (Michinov, Jamet, Métayer, & Le Hénaff, 2014).…”

Identifying and classifying learning entities for designing location-based serious games

“…Amory [12] designed a theoretical framework based on units that includes relationships and dependencies with one another. The model negotiates features such as game space, visualisation space, elements space, actor space and problem space.…”

“O Espião”: A behavior-analytic perspective on the design of educational board games

“…Por fim, os autores sugerem que sejam construídas e testadas variações do jogo para avaliar sua efetividade e atratividade. Bowers (2011) Apesar do grande potencial para a utilização de jogos no ensino, diversos autores citam a falta de embasamento teórico e empírico para a utilização e avaliação de jogos educativos (Amory, 2007;Kebritchi & Hirumi, 2008;Connoly et al, 2009;Tan, Goh, Ang, & Huan, 2013). Além do problema da compreensão dos processos de aprendizagem empregados nos jogos educativos, há também uma dificuldade em realizar avaliações eficazes da qualidade da ferramenta.…”