Instructional design talks to game design

Keener, Cheryl Pendry

doi:10.1108/oth-10-2016-0052

Cited by 5 publications

(4 citation statements)

References 8 publications

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“…The findings of previous research on gamification studies in the field of education indicate that the general research on gamification suggests it has achieved implemented affordances and strong pedagogical outcomes Keener, 2017;Al-Fatta et al, 2019;Majuri, 2018;Panis, et al, 2020;Liu et al, 2020) [51,52,53,58,59,60]. Still, the pedagogical outcomes, particularly learning outcomes, did not proceed with the gamification design process principles or gamification integration with e-course.…”

Section: Findings and Discussionmentioning

confidence: 99%

A Conceptual Framework for Integrating Gamification in eLearning Systems Based on Instructional Design Model

Yamani

2021

Int. J. Emerg. Technol. Learn.

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The current paper aims to introduce a proposed framework for gamification in the e-learning system at Saudi Arabia universities, by reviewing and analyzing the concept of gamification and its components, and types of players, as well as conditions for designing successful gamification, and the technical capabilities of Saudi Arabia universities, and also by reviewing and analyzing many designing models for gamification and e-learning systems that were introduced by the other researchers. Then incorporate all of these previous considerations into the general stages of instructional design, which is represented in analysis, design, development, implementation, and evaluation. The paper also deals with a review of the difference between gamification, games, and game-based learning, in addition to the benefits for students from employing gamification in the e-learning system.

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Section: Findings and Discussionmentioning

confidence: 99%

A Conceptual Framework for Integrating Gamification in eLearning Systems Based on Instructional Design Model

Yamani

2021

Int. J. Emerg. Technol. Learn.

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“…As suggested by Kletenik and Sturm [ 32 ], the first step is to motivate students to become part of this game development team and include video game development courses in computer curricula [ 54 ]. The content should include, at a minimum, game genres, sprites, movement, assets, animation, collisions, and user interaction [ 55 ], but narrative, games theory, and playability design are essential topics to consider [ 56 , 57 ]. Hence, the optative course of Computer Science Engineering was proposed by the Center for Research, Innovation, and Development in Applied and Emerging Technologies ( Centro de Investigación, Innovación y Desarrollo de Tecnologías Aplicadas y Emergentes [CIIDTAE]) at the University of Azuay in Cuenca, Azuay, Ecuador.…”

Section: Methodsmentioning

confidence: 99%

Section: Preparing Students To Join the Game Development Teammentioning

confidence: 99%

A Video Game for Entrepreneurship Learning in Ecuador: Development Study

Crespo-Martinez,

Bueno,

Gallego

2023

JMIR Form Res

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Background Games have been a part of human life since ancient times and are taught to children and adults who want to simultaneously have fun and learn. Nevertheless, in the third decade of this century, technology invites us to consider using video games to learn topics such as entrepreneurship. However, developing a serious game (SG) is difficult because everyone who forms part of the game development team requires adequate learning resources to acquire the necessary information and improve their game development skills. Objective This work aimed to detail the experience gained in developing ATIC (Aprende, Trabaja, Innova, Conquista [learn, work, innovate, conquer]), an SG proposed for teaching and learning entrepreneurship. Methods To develop a videogame, first, we established a game development team formed by professors, professionals, and students who have different roles in this project. Scrum was adopted as a project management method. To create concept art for the video game, designers collected ideas from various games, known as “getting references.” In contrast, narratology considers the life of a recent university graduate immersed in real life, considering locations, characteristics, and representative characters from an essential city of Ecuador Results In a Unity 3D video game in ATIC, the life of a university student who graduates and ventures into a world full of opportunities, barriers, and risks, where the player needs to make decisions, is simulated. The art of this video game, including sounds and music, is based on the landscape and characteristics of and characters from Cuenca, Ecuador. The game aims to teach entrepreneurs the mechanisms and processes to form their businesses. Thus, we developed the following elements of an SG: (1) world, (2) objects, (3) agents, and (4) events. Conclusions The narrative, mechanics, and art of video games are relevant. However, project management tools such as leaderboards and appointments are crucial to influencing individuals’ decision to continue to play, or not play, an SG. Developing a serious video game is not an easy task. It was essential to consider many factors, such as the video game audience, needs of learning, context, similarities with the real world, narrative, game mechanics, game art, and game sounds. However, overall, the primary purpose of a serious video game is to transmit knowledge in a fun way and to give adequate and timely feedback to the gamer. Finally, nothing is possible if the members of game development team are not satisfied with the project and not clear about their roles.

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“…• Mejora del proceso educativo: en esta tendencia se adscriben trabajos que se orientan a analizar cómo la gamificación y el aprendizaje activo pueden mejorar la educación (Candido, Murman & McManus, H. 2007), el uso de elementos de los juegos para hacer los objetivos de aprendizaje más atractivos y alcanzables (Casandra, 2017), y los elementos de los videojuegos que pueden incorporarse en la experiencia de aprendizaje para enriquecerla (Pendry, 2017).…”

Section: Introductionunclassified

Gamificación en contextos educativos: analisis de aplicación en un programa de contaduría pública a distancia

Contreras

2020

Universidad&Empresa

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La escasez de estudios en donde se vincule la aplicación de gamificación educativa, con sus fundamentos teóricos y/o principios, ha llevado al fracaso de la gamificación en contextos educativos. En el presente artículo de reflexión se busca contribuir a solventar esta falencia conectando la aplicación de la gamificación educativa realizada en el programa de Contaduría Pública a Distancia de la Universidad Militar Nueva Granada (Colombia), con los fundamentos teóricos del tema. Para lo cual, se abordan las diferencias existentes entre la gamificación y elaprendizaje basado en juegos, seguidamente se examina el concepto, los objetivos, los aportes y los elementos de la gamificación, posteriormente se identifican los aspectos clave para una implementación exitosa en el contexto educativo. Finalmente, se explica el proceso de gamificación implementado, desde la planeación docente hasta el análisis de las opiniones de los estudiantes. Para ello, se utilizó una metodología exploratoria soportada en análisis documental y aplicación de encuestas a estudiantes. Como resultado de la aplicación realizada se verificó que la gamificación educativa promueve la autonomía, la motivación, el compromiso y la interacción social en los estudiantes, permitiendo a su vez la progresión y el dominio de los temas abordados en cada reto propuesto.

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Instructional design talks to game design

Cited by 5 publications

References 8 publications

A Conceptual Framework for Integrating Gamification in eLearning Systems Based on Instructional Design Model

A Conceptual Framework for Integrating Gamification in eLearning Systems Based on Instructional Design Model

A Video Game for Entrepreneurship Learning in Ecuador: Development Study

Gamificación en contextos educativos: analisis de aplicación en un programa de contaduría pública a distancia

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