How to Create Serious Games? Proposal for a Participatory Methodology

Pacheco-Velazquez, Ernesto; Rodes-Paragarino, Virginia; Rabago-Mayer, Lucia; Bester, Andre

doi:10.17083/ijsg.v10i4.642

Cited by 2 publications

(1 citation statement)

References 35 publications

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“…Instead of basing the design of an educational game on only theory, collaboration with educators and other professionals in the game industry in addition to students might provide better results [19]. A study published in 2023 suggests a participatory methodology to produce "engaging, effective and learning-friendly games" [20]. In this methodology, a multidisciplinary team consisting of software developers, pedagogical experts, game designers and the end-user is suggested.…”

Section: Knowledge Gapmentioning

confidence: 99%

Can ChatGPT Match the Experts? A Feedback Comparison for Serious Game Development

Tyni,

Turunen,

Kahila

et al. 2024

IJSG

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This paper investigates the potential and validity of ChatGPT as a tool to generate meaningful input for the serious game design process. Baseline input was collected from game designers, students and teachers via surveys, individual interviews and group discussions inspired by a description of a simple educational drilling game and its context of use. In these mixed methods experiments, two recent large language models (ChatGPT 3.5 and 4.0) were prompted with the same description to validate findings with expert participants. In addition, the impact on the models’ suggestions from integrating the expert’s role (e.g., "Answer as if you were a teacher.", "game designer", or a "student") into the prompt was investigated. The findings of these comparative analyses show that the input from both human expert participants and large language models can produce overlapping input in some expert groups. However, experts put emphasis on different categories of input and produce unique viewpoints. This research opens the discussion on the trustworthiness of large language model generated input for serious game development.

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Section: Knowledge Gapmentioning

confidence: 99%

Can ChatGPT Match the Experts? A Feedback Comparison for Serious Game Development

Tyni,

Turunen,

Kahila

et al. 2024

IJSG

View full text Add to dashboard Cite

show abstract

Playing to learn: developing self-directed learning skills through serious games

Pacheco-Velazquez,

Rodés Paragarino,

Glasserman

et al. 2024

JIEB

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Purpose Higher education is undergoing a significant transformation, demanding a rethinking of instructional methods, the establishment of novel assessment frameworks and the incorporation of state-of-the-art technologies to advance the development of learning competencies. The use of simulations is an alternative that offers satisfactory results and favors learning in new generations. This study aims to present a methodology for assessing the advancement of self-directed learning (SDL) in participants through simulation techniques and show that the incorporation of simulations can improve participants’ SDL skills. Design/methodology/approach This study uses a quantitative approach to evaluate the evolution of various competencies related to SDL among participants. Includes the application of scales specifically designed to measure readiness for SDL, the use of factor analysis to identify and validate essential factors and conducting hypothesis testing to verify shifts in students’ perceptions regarding the significance of SDL-related skills. Findings The findings of this study reveal a positive impact of simulations on the SDL readiness. Factor analysis identified five key factors: self-management skills, openness to learning opportunities, initiative and independence in learning, self-concept as an effective learner and desire for Learning. The use of simulations significantly improved critical thinking, logical reasoning, analysis and decision-making capabilities. These results demonstrate the effectiveness of this technique as a valuable tool for developing SDL skills and highlight the potential of such interventions in complex and uncertain learning environments. Research limitations/implications The study provided valuable insights into the impact of simulations in the logistics field, particularly in the development of SDL-related skills. There is a need for studies in other areas of knowledge that would allow for the generalization of these results. Likewise, it is advisable to use scales that measure the development of other types of skills. Additionally, the study’s focus on short-term effects may not fully capture the long-term development of SDL-related skills. Future research should address these limitations, expand the sample size, conduct longitudinal studies and explore possible contextual and external factors that may influence SDL outcomes in various educational settings, leading to broader and more robust conclusions. Practical implications The practical implications of this study are significant for both higher education institutions and educators in the logistics domain. The positive impact of the serious game on participants’ SDL skills highlights the potential of incorporating interactive and engaging learning tools in the curriculum. Educators can leverage serious games to foster critical thinking, logical reasoning and decision-making abilities in their students. Moreover, the identified key factors influencing SDL development provide valuable guidance for designing targeted interventions to enhance students’ self-management, initiative and love for learning. Social implications The social implications of this study underscore the importance of equipping individuals with SDL skills in a rapidly changing world. By integrating serious games and fostering SDL competencies, higher education institutions can contribute to a more adaptable and resilient workforce. Empowering students with critical thinking, innovative thinking and independent learning, they can enhance their ability to navigate the challenges of the labor market. This, in turn, may lead to a more informed and proactive society capable of addressing complex issues and making well-informed decisions. Originality/value This article arises from empirical exploration with students from two countries in Latin America (Mexico and Colombia), examining the importance of games in developing SDL skills. Furthermore, it promotes the use of a methodology with a low level of complexity, and that can be replicated with different games. This perspective adds valuable insights to the existing literature, offering practical implications for educators and institutions seeking effective strategies to promote SDL skills among students.

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How to Create Serious Games? Proposal for a Participatory Methodology

Cited by 2 publications

References 35 publications

Can ChatGPT Match the Experts? A Feedback Comparison for Serious Game Development

Can ChatGPT Match the Experts? A Feedback Comparison for Serious Game Development

Playing to learn: developing self-directed learning skills through serious games

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