Modular educational game system: A customizable framework for learning

Clark, Justin; Fletcher, Adrian; Fritz, Tom; Schreiver, Jacob

doi:10.1109/cgames.2011.6000347

Cited by 4 publications

(2 citation statements)

References 4 publications

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“…The results were better with participants who used the adap tive version based on use and with the aid of Artificial Intel ligence techniques. Clark et al (2011), Ibáñez and Delgado Mata (2013), Ivan et al (2017) also researched the usage of educational games with personalized features, but with dif ferent approaches and audiences. Blom et al (2018) proposed a custom framework for cri sis management training through a game.…”

Section: What Are the Benefits Of Each Of These Characterismentioning

confidence: 99%

A set of customizable features for adaptable games

Carvalho

Teran

Mota

2022

JIS

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The popularization of digital games reaches a wide diversity of audiences and styles, but often do not take into account the accessibility context, which excludes a portion of the population, such as children with disabilities. There are studies presenting games with customized interaction options; however, generally thought for specific disabilities. The purpose of this research is to investigate customizing characteristics in games, allowing a specialized professional to tailor the game to a specific patient during their session. For this, we conducted a review of the literature on adaptable games and an empirical study where we investigated three games that were developed and tested with healthcare professionals specialized in the care of children with disabilities. The results generated a set of customizable features for adaptable games.

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Section: What Are the Benefits Of Each Of These Characterismentioning

confidence: 99%

A set of customizable features for adaptable games

Carvalho

Teran

Mota

2022

JIS

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“…By this approach learners can easily grasp the concepts of the algorithm. Clark et al [29] have proposed the use of modular education in games by providing a framework that would be capable of entertainig students as well as offering a natural, effectively adaptable path for instructors. This module was based on a client-server model and consisted of three layers that include database, interface, database manager.…”

Section: Related Workmentioning

confidence: 99%

Virtual Reality Instructional Modules in Education Based on Gaming Metaphor

Sharma¹,

Ossuetta²

2017

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Virtual reality instructional modules are widely recognized in academia because they engage students and motivate them to learn by hands-on experience. For this reason, we have developed virtual reality instructional (VRI) modules for the teaching loops and Arrays that can provide a better understanding of the concept than with a traditional instruction approach. This paper focuses on the development and evaluation of the VRI gaming module, which adds more inquiry-based problem-solving activities and hands-on experiences based on gaming and virtual reality. VRI modules are designed to encourage faculty to teach and motivate students to learn the concepts of loops and Arrays using interactive, graphical, game-like examples. The VRI modules act as a supplement to an existing course and enables faculty to explore teaching with a gametheme metaphor. We have evaluated the VRI modules in introductory programming courses during the semesters for computer science students. The student survey baseline results demonstrate positive student perceptions about the use of gaming instructional modules to advance student learning and understanding of the concepts. The results of the evaluation of VRI modules also demonstrate the effectiveness of instructional modules and the possibility to include them in the existing curriculum with minimum alterations to the existing established course material.

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