Integrating Adaptive Games in Student-Centered Virtual Learning Environments

Blanco, Ángel del; Torrente, Javier; Moreno-Ger, Pablo; Fernández‐Manjón, Baltasar

doi:10.4018/jdet.2010070101

Cited by 16 publications

(12 citation statements)

References 24 publications

(27 reference statements)

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“…This approach is characterised by innovative teaching methods aiming to promote learning in communication with teachers and other learners, taking students seriously as active participants in their own learning and fostering transferable skills such as problem-solving and critical/reflective thinking (Attard et al 2010). Greater integration of the student-centred learning approach with digital game-based learning (DGBL) may provide opportunities to both further improve learning and build upon students' information and communications technology (ICT) skills (Samaniego Erazo et al 2015;Del Blanco et al 2010). Arising from early pioneers such as Baltra (Baltra 1990), the use of digital video games may offer an effective method to deliver SCL techniques through the connections between DGBL principles such as player identity and SCL tenets such as deep learning and understanding inside and outside the classroom (Gee 2005;Lea et al 2003).…”

Section: Introductionmentioning

confidence: 99%

Student-centred digital game–based learning: a conceptual framework and survey of the state of the art

2019

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Student-centred learning forms a major driver behind educational policy and practice in the modern day. With a drive towards embracing the possibilities of technology within the classroom, especially digital video games, it is vital to have an understanding of where such games are delivering and where their potential has yet to be explored. With this in mind, it is important to survey the existing literature to establish the level to which the promise of studentcentred learning is being delivered through digital video games. This study presents a conceptual framework based upon a systematic literature review of developments in studentcentred digital game-based learning, and seeks to establish the extent to which all tenets of student-centred learning and principles of digital game-based learning are embraced within such applications. A thematic analysis identifies the common themes of game and intervention design while integrating and conceptually linking the key concepts of student-centred learning and digital game-based learning. This leads to the development of a conceptual framework allowing classification of the literature according to common themes. Inclusion criteria include the presence of student-centred learning concepts, with a game-based focus including specifically digital video games. Inclusion was limited to papers published since 2007. The literature analysis identifies a number of themes; these were primarily the types of player engagement: single player, mixed and multiplayer, along with principles of game design and the key tenets of student-centred learning. A preponderance of games and interventions utilising single player experiences and focusing on implementing the active learning tenet of studentcentred learning were observed. Areas relating to multiplayer engagements and the social aspects of student-centred learning such as mutual respect receive comparatively less attention in games and research. In order to fully embrace the possibilities offered by student-centred digital game-based learning, it is important not to neglect lessons learned in the development

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Section: Introductionmentioning

confidence: 99%

Student-centred digital game–based learning: a conceptual framework and survey of the state of the art

2019

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“…Del Blanco et al [8] use a virtual learning environment game, based on SCORM, forming a connection to a Moodle LMS in the background. Similar to the approach described by Livingstone and Hollins [18], the game aspect takes the role of steering the occurrence of learning objects.…”

Section: E-learning Standards Applied In Gamesmentioning

confidence: 99%

“…Minović's game Learning Objects "slave" Börner's game [3] SCORM "master" del Blanco's eadventure games [8], [9] SCORM [8], IMS-LD [9] "slave" [8], "master" [9] The game design in [9] was done in IMS-LD but the implementation was using LAMS. SPITKOM game [28] LOD, SCORM and QTI "slave"…”

Section: Remarksmentioning

confidence: 99%

Standardization of Game Based Learning Design

Kelle

Klemke

Gruber

et al. 2011

Computational Science and Its Applications - ICCSA 2011

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Abstract. The standardization of the design of learning games is a contradictory topic: The existence of a rich variety of domains and applications is in conflict with the desire for unification that would result in improved reusability, interoperability and reduction of design complexity. In this paper, we describe the use of the ICOPER Reference Model (IRM) specification as foundation layer for the design of digital learning games. This reference model incorporates design and development processes as well as standards such as IMS Learning Design, a framework for presenting content according to logical rules like conditions and properties. The paper reports about exemplary learning games that make use of e-learning standards the IRM consists of, and explains about potential and limitations both from the game and e-learning design perspective, resulting in suggestions how to close missing links.

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“…This platform includes an easy to-use editor to define the game elements and the script and a game engine to run the developed games. Moreover, the platform includes specific educational features such as assessment tasks and in-game adaptation mechanisms [105]. With regards to art assets, real environments can be recreated at a low cost using photos and videos instead of costly animations.…”

Section: The Eadventure Game Authoring Platform Can Simplify the Devementioning

confidence: 99%

Using game authoring platforms to develop screen-based simulated functional assessments in persons with executive dysfunction following traumatic brain injury

Martínez‐Pernía¹,

Núñez-Huasaf²,

Blanco³

et al. 2017

Journal of Biomedical Informatics

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Highlights:1. Functional assessments are helpful in clinical decision-making.2. No practical, widely available everyday functional assessments currently exist.3. Serious game platforms such as eAdventure can be used to develop screen-based simulated functional assessments.4. The development of the SBS-COT required three professionals who required a total of 49 hours to finish the SBS-COT, which cost approximately US$1,821, taking into account the cost/person-hour. 5. The SBS-COT shows good feasibility as a pre-screening test of executive dysfunction assessment as well as good acceptability and usefulness for therapists and patients. Abstract:The assessment of functional status is a critical component of clinical neuropsychological evaluations used for both diagnostic and therapeutic purposes in patients with cognitive brain disorders. There are, however, no widely adopted neuropsychological tests that are both ecologically valid and easily administered in daily clinical practice. This discrepancy is a roadblock to the widespread adoption of functional assessments. In this paper, we propose a novel approach using a serious game authoring platform (eAdventure) for creating screenbased simulated functional assessments. We created a naturalistic functional task that consisted of preparing a cup of tea (SBS-COT) and applied the assessment in a convenience sample of eight dyads of therapists/patients with mild executive dysfunction after traumatic brain injury. We had three main aims. First, we performed a comprehensive review of executive function assessment in activities of daily living. Second, we were interested in measuring the feasibility of this technology with respect to staffing, economic and technical requirements. Third, a serious game was administered to patients to study the feasibility of this technology in the clinical context (pre-screening test). In addition, quantitative (Technology Acceptance Model (TAM) questionnaires) and qualitative (semistructured interviews) evaluations were applied to obtain user input. Our results suggest that the staffing, economic and technical requirements of the SBS-COT are feasible. The outcomes of the pre-screening test provide evidence that this technology is useful in the functional assessment of patients with executive dysfunction. In relation to subjective data, the TAM questionnaire showed good user acceptability from a professional perspective. Interview analyses with professionals and patients showed positive experiences related to the use of the SBS-COT. Our work indicates that the use of these types of authoring platforms could have positive long-term implications for neuropsychological research, opening the door to more reproducible, cooperative and efficient research by allowing the facilitated production, reuse and sharing of neuropsychological assessment tools.

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Integrating Adaptive Games in Student-Centered Virtual Learning Environments

Cited by 16 publications

References 24 publications

Student-centred digital game–based learning: a conceptual framework and survey of the state of the art

Student-centred digital game–based learning: a conceptual framework and survey of the state of the art

Standardization of Game Based Learning Design

Using game authoring platforms to develop screen-based simulated functional assessments in persons with executive dysfunction following traumatic brain injury

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