Guidelines for the development of educational games to motivate the learning of theoretical concepts in Engineering and Computing courses

Abstract

Educational software, especially gaming, have been the target of research in different areas due to their potential benefits in promoting more dynamic, interactive, and motivating learning. The use of educational games for teaching in Engineering and Computing courses, such as Electrical Engineering, Computer Engineering, Software Engineering, and Computer Science, given the familiarity of these students with computers, can promote greater engagement in the study of theoretical concepts. However, existing educational games still lack the good motivational quality considered essential to ensure real learning. In this context, this paper defines guidelines that address the development of educational games focusing on motivational quality. To support the definition of these guidelines, different motivational methods, together with the attributes that can be improved in a student such as autonomy, effort, and overcoming, were analyzed. These guidelines were applied in the development of an educational game prototype as proof of concept to confirm its effective applicability and its contributions to motivate students. The prototype was assessed by 118 students of the higher education in Computing for 15 days. The majority of participants in the assessment process attested that the prototype meets the motivational quality subcriteria, promoting fun (55%), challenge (68%), social interaction (59%), and feeling of satisfaction (74%). It was then possible to verify its attendance to the desired motivational quality and attest to the potential of the established guidelines.

Evaluación del impacto de un juego serio sobre la mejora del desempeño académico y el aprendizaje fuera del aula

“…De acuerdo con Hartmann y Gommer (2021), los tres factores que más aumentan la motivación de los estudiantes cuando utilizan un juego son: la atractividad del juego, el aprendizaje y su operatividad. Los juegos deben, además, promover la curiosidad, capturar la atención de los estudiantes para que, de esta manera, adquieran nuevas habilidades y conocimiento (Yuxuan, Souza, Contessoto y Amorim, 2021). Por último, es necesario tener en cuenta la dificultad del juego, que ha de equilibrar los desafíos encontrados por los alumnos y sus habilidades (Urgo, Terkaj, Mondellini y Colombo, 2022)…”

Buenas Prácticas de Innovación Docente en el Espacio Europeo de Educación Superior (vol. X)

“…De acuerdo con Hartmann y Gommer (2021), los tres factores que más aumentan la motivación de los estudiantes cuando utilizan un juego son: la atractividad del juego, el aprendizaje y su operatividad. Los juegos deben, además, promover la curiosidad, capturar la atención de los estudiantes para que, de esta manera, adquieran nuevas habilidades y conocimiento (Yuxuan, Souza, Contessoto y Amorim, 2021). Por último, es necesario tener en cuenta la dificultad del juego, que ha de equilibrar los desafíos encontrados por los alumnos y sus habilidades (Urgo, Terkaj, Mondellini y Colombo, 2022) 3.…”

SCHEMA: A Process for the Creation and Evaluation of Serious Games—A Systematic Review towards Sustainability

“…Given this lack of unity, it is interesting to study what the expert authors in the field propose and which dimensions are most worked on in each of their models. On the one hand, we find guidelines that focus on the field, such as Gao et al [41], whose model focuses on promoting reframing, or that of Yuxuan et al [42], who focuses on Engineering and Computing. In parallel, there are frameworks focused on the serious game format, such as the study by Egea-Vivancos and Arias-Ferrer [43] which focuses on the evaluation of immersive virtual reality video games or the study by Koivisto et al [44], which is based on simulation games.…”