Literary and Historical 3D Digital Game—Based Learning: Design Guidelines

Neville, David; Shelton, Brett E.

doi:10.1177/1046878108330312

Cited by 12 publications

(7 citation statements)

References 29 publications

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“…The design, art, software and pedagogy teams work together to produce a finished product (Zyda, ), perceived as the result of a systematic, conscious and consistent application of a game design process (Gentile, La Guardia, Dal Grande, Ottaviano, & Allegra, ; Harteveld, Guimarães, Mayer, & Bidarra, ; Hess and Gunter, ). The pedagogy and story should be aligned together to form a balance between the fun and learning features (Csikszentmihalyi, ) in order for spurring motivation and engagement to delineate the distinctive features of an educational game and thereby spurring in‐game learning activities, content acquisition, feedback, assessment and reflection (Gutner 2008; Manusos, Busby, & Clark, ; Neville & Shelton, ) in the context of a particular academic domain (see Figure ).…”

Section: Resultsmentioning

confidence: 99%

Essential features of serious games design in higher education: Linking learning attributes to game mechanics

Lameras¹,

Arnab²,

Dunwell³

et al. 2016

Brit J Educational Tech

189

145

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This paper consolidates evidence and material from a range of specialist and disciplinary fields to provide an evidence‐based review and synthesis on the design and use of serious games in higher education. Search terms identified 165 papers reporting conceptual and empirical evidence on how learning attributes and game mechanics may be planned, designed and implemented by university teachers interested in using games, which are integrated into lesson plans and orchestrated as part of a learning sequence at any scale. The findings outline the potential of classifying the links between learning attributes and game mechanics as a means to scaffold teachers’ understanding of how to perpetuate learning in optimal ways while enhancing the in‐game learning experience. The findings of this paper provide a foundation for describing methods, frames and discourse around experiences of design and use of serious games, linked to methodological limitations and recommendations for further research in this area.

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Section: Resultsmentioning

confidence: 99%

Essential features of serious games design in higher education: Linking learning attributes to game mechanics

Lameras¹,

Arnab²,

Dunwell³

et al. 2016

Brit J Educational Tech

189

145

View full text Add to dashboard Cite

show abstract

“…Starting in a harbour-themed tutorial area (Figure 4), the players of every experimental group had to master fundamental skills first (e.g., moving through the environment, interacting with the game world, building), to avoid different prior knowledge in those skills confounding the results from the independent learning phase (Egenfeldt-Nielsen, 2004). They learned the basic knowledge of logic and digital circuits through information entirely provided within the game and they had to become familiar with false friend objects ; objects that look similar to objects in the real world, but differ in meaning (Neville & Shelton, 2009). For example, a torch was not only a source for light, but also served as a source of energy for digital circuits.…”

Section: Methodsmentioning

confidence: 99%

Goal-Setting in Educational Video Games

Nebel

Schneider

Schledjewski

et al. 2016

Simulation & Gaming

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Background. The increased usage of educational video games with their strong graphical and technical potential raises the question of how to optimize the instructional elements of gameplay. In this article, the instructional goal was analyzed with the theoretical background of both motivational psychology (goal-setting theory) and cognitive psychology (goal-free effect). Aim. We compared different goal types within an educational video game specifically produced for this context, using MINECRAFT as a content creation tool. Method. Within a quantitative, empirical experiment, 87 students divided into three goal groups (specific learning goal, specific performance goal, goal-free condition) played the video game for nearly three hours per test session to gain knowledge about basic elements of computer science and basic electric engineering. Results. The results show effects of goal-setting on cognitive load and affective measures. Having specific learning goals lowered extraneous and intrinsic cognitive load. Additionally, players following a specific learning goal reported having significantly more fun, indicating the affective impacts of goal-setting. Conclusions. The outcomes of this study have practical implications for the creation of educational video games and theoretical implications for further work within the field of instructional psychology.

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“…Especialmente interesante para nosotras ha sido el proyecto Proceso de Lana, en el que los docentes generaron un juego de tablero sobre la cultura artesanal peruana basándose en la producción artística de Flora Zárate y sus arpilleras, y los alumnos (la mayoría hijos de inmigrantes latinos en EEUU) participaron de una narrativa lúdica basada en el proceso de confección, distribución y venta de textiles artesanales en Perú, mezclando las condiciones históricas con mitos procedentes de la cultura andina, con el fin de generar una conciencia identitaria a través del acto de jugar (Underberg-Goode y Smith, 2018). Lamentablemente se trata de una excepción: las experiencias lúdicas en el aula para el aprendizaje de la historia emplean, por lo general, juegos ya elaborados (Corbeil y Laveault, 2011;Dennis, Smith y Smith, 2004;Kennedy-Clark y Thompson, 2011;McCall, 2016;Mugueta Moreno y Manzano Andrés, 2016;Neville y Shelton, 2010;Squire, 2004).…”

Section: Teoría Pedagógicaunclassified

Juegos de Paz. Elaboración en el Aula de Juegos Históricos Cooperativos

Domínguez¹,

Ordinas²

2019

RIEJS

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Planteamos el empleo de una metodología novedosa para el aprendizaje del pasado en ámbito universitario con dos objetivos: la educación en la justicia social y la formación de ciudadanos activos en una cultura de paz. El caso de estudio afecta tanto a la narración del pasado (y por consiguiente a procesos identitarios presentes conectados a ese pasado mediante la memoria) como a la conciencia de ciudadanía global y procesos de transición ecológica, especialmente en el antropoceno. Para ello hemos recurrido a categorías y herramientas postcoloniales y feministas, así como a procesos de trabajo de grupo y cooperativos. El caso de estudio consiste en la creación de juegos de mesa cooperativos en el aula en materias del grado de Estudios Internacionales y del grado de Historia en la Universidad Autónoma de Madrid durante tres cursos académicos consecutivos, apoyado en parte por un proyecto de innovación docente. En la introducción planteamos el estado de la cuestión de los métodos pedagógicos lúdicos en ámbito universitario, particularmente su problemática en relación con el tratamiento del pasado y sus consecuencias para la formación en la paz y la justicia social de una ciudadanía activa global. Posteriormente explicamos su relevancia para la historia. Pasamos a exponer la metodología seguida en el estudio de campo, describiendo los materiales y dinámicas empleados. A partir de esos datos discutimos los resultados de la investigación, en relación con los objetivos planteados y las posibles mejoras a realizar. Finalmente concluimos, explicando las ventajas e inconvenientes de aplicar dicho método y sus posibilidades de futuro.Descriptores: Historia; Métodos pedagógicos; Cooperación internacional; Memoria histórica; Juegos.The current paper offers an original methodology in university-based learning on history, focusing on social justice education and the formation of active citizens on peace culture. These deals not only with narratives about the past (identity processes connecting the past with the present through the mechanisms of memory) but also with citizen conscience and process of transition to ecology. Thus, we employ categories and a toolkit drawn from postcolonialism and feminism, while encouraging collaborative work to promote a culture based in peace. The case study is the design of cooperative tabletop games applied in the undergraduate curricula of International Studies and History Grades at Autonomous University of Madrid. In the introduction, we consider the pedagogic methodologies in a context of college education, discussing issues regarding the role of the past in the formation of a globally active citizenship and the training in peace. Secondly, we analyze its relevance for the teaching of history. Thirdly, we explain the methodology followed in our fieldwork and describe both the tools and dynamics employed. The analysis of the resulting data allows us to discuss the results of our research in relation with the initial goals, and how the project can be further improved. Finally, we explain the a...

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Literary and Historical 3D Digital Game—Based Learning: Design Guidelines

Cited by 12 publications

References 29 publications

Essential features of serious games design in higher education: Linking learning attributes to game mechanics

Essential features of serious games design in higher education: Linking learning attributes to game mechanics

Goal-Setting in Educational Video Games

Juegos de Paz. Elaboración en el Aula de Juegos Históricos Cooperativos

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