Model for Educational Game Using Natural User Interface

Abstract

Natural User Interface (NUI) is a new approach that has become increasingly popular in Human-Computer Interaction (HCI). The use of this technology is widely used in almost all sectors, including the field of education. In recent years, there are a lot of educational games using NUI technology in the market such as Kinect game. Kinect is a sensor that can recognize body movements, postures, and voices in three dimensions. It enables users to control and interact with game without the need of using game controller. However, the contents of most existing Kinect games do not follow the standard curriculum in classroom, thus making it do not fully achieve the learning objectives. Hence, this research proposes a design model as a guideline in designing educational game using NUI. A prototype has been developed as one of the objectives in this study. The prototype is based on proposed model to ensure and assess the effectiveness of the model. The outcomes of this study conclude that the proposed model contributed to the design method for the development of the educational game using NUI. Furthermore, evaluation results of the prototype show a good response from participant and in line with the standard curriculum.

The Curriculum Integration of a course of 'Introduction to Programming Logic' with a Serious Game -Colobot

“…We developed a series of missions in Colobot (Gold Edition) that may be used for a course of "Introduction to Programming Logic", both in English and Portuguese, with the translation of the game to Portuguese [5,7,15].We have accomplished that with a Curriculum integration based on the experience of Shapi"i and Ghulam in [9], the IPO Model [10] and the Interdisciplinary Research Project Management strategy [8].…”

“…Our approach to Curriculum integration is based on the experience of Shapi"i and Ghulam [9],who used as theoretical foundation the work of Freitas in [13].Shapi"i and Ghulam state that a successful Curriculum integration connects curriculum components in a meaningful way to students [9], and for that, they provide three steps: 1) To design a course based on components of the curriculum that may benefit from game-enhanced approaches; 2) To generate an environment of flexible learning; 3) To start with topics that can be efficiently measured for latter to expand them. The teaching of programming logic revolves around the creation of algorithms for problem solving, with the incremental introduction of new concepts for the construction of increasingly complex algorithms.…”

“…For the organization of this paper, we chose the following structure: Introduction, Material and Methods, Results and Discussion, Conclusions. In the Material and Methods section, we presented Colobot Gold Edition as the material used in our work; the Interdisciplinary Research Project Management (IRPM) as our research strategy method [8]; the method for Curriculum integration that was based on the experience of Shapi"i and Ghulam in [9]; and we used the Input-Process-Output model [10] for the development of Missions in Colobot. Then we present the results and we discuss them in Section III.…”

A Serious Game for Healthcare Industry: Information Security Awareness Training Program for Hospital Universiti Kebangsaan Malaysia

“…As a new approach in developing information security awareness training programs, computer game-based training is proven as an effective and engaging program [13] [11] [7] [15]. Computer games provide engaging interfaces that enhance training, draw more trainees in, and simulate a variety of scenarios [16] [12]. They provide a simulation environment with pre-defined scenarios that motivate players to try different approaches to run the system [1].…”

Πλαίσιο Σχεδίασης Και Ανάπτυξης Ψηφιακών Παιχνιδιών Ενσώματης Αλληλεπίδρασης Από Μαθητές Για Την Προαγωγή Δεξιοτήτων Και Θετικών Μαθησιακών Εμπειριών

“…Παράλληλα, στη βιβλιογραφία αναδεικνύεται και ένα ακόμη στοιχείο. Υπάρχει η τάση να αξιοποιούνται νέα-μοντέρνα είδη παιχνιδιών με βάση τις νέες μορφές αλληλεπίδρασης και πιο συγκεκριμένα τη φυσική/ενσώματη αλληλεπίδραση, προκειμένου να κεντρίσουν το ενδιαφέρον των μαθητών οι οποίοι έτσι θα μπορέσουν να καλλιεργήσουν δεξιότητες όπως φαντασία, δημιουργικότητα (Shiratuddin & Wong 2011;Dasgupta et al 2015;Shapi'i & Ghulam 2016;IDF 2019;Chang & Chai 2018).…”