Motivating Children to Learn Effectively: Exploring the Value of Intrinsic Integration in Educational Games

Habgood, Matthew; Ainsworth, Shaaron

doi:10.1080/10508406.2010.508029

Cited by 464 publications

(306 citation statements)

References 51 publications

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“…Based on the findings of ElHilly and colleagues [57], it is intrinsic motivation that may function as a positive drive to engagement in a prevention program and to a positive health behavior as well, while external social influences might rather have a negative impact on the overall efficacy of gamification. Similar results were published by Habgood and Ainsworth [58], indicating that in-game intrinsic motivators are more effective than extrinsic ones in case of educational games.…”

Section: Discussionsupporting

confidence: 87%

Potential of an Interactive Drug Prevention Mobile Phone App (Once Upon a High): Questionnaire Study Among Students (Preprint)

Kapitány-Fövény¹,

Vagdalt²,

Ruttkay³

et al. 2018

Preprint

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BACKGROUND:In recent years, drug prevention networks and drug education programs started to utilize web-based or smartphone applications as novel prevention tools, testing their efficacy as compared to face-to-face prevention. OBJECTIVE: Our study aimed to assess potentials of an interactive application called Once Upon a High (VoltEgySzer). METHODS: Students of two vocational and two high schools filled in a questionnaire at a baseline (T0) and a two month follow-up (T1) data collection session. Students of one vocational (VS1) and one high school (HS1) downloaded the Once Upon a High app (app group), whereas students from the other vocational (VS2) and high school (HS2) did not (nonapp group). T0 and T1 questionnaires contained demographic variables, items regarding substance use characteristics with regard to both legal and illegal substances, including novel psychoactive substances (NPS), exercise habits, knowledge about psychoactive substances, attitudes toward substance users and validated instruments measuring the severity of tobacco (Fagerström Test for Nicotine Dependence), alcohol (AUDIT), cannabis (CAST) and synthetic cannabinoid (sCAST) consumption. Beliefs about substance use (BASA) and perceived self-efficacy (GSE) were also measured. At T1, members of the app group provided additional evaluation of the application. RESULTS: 386 students participated in T0 session and followed by a drop-out, 246 students took part in T1 data collection procedure. Alcohol was the most frequently consumed psychoactive substance (92.1% lifetime use), followed by tobacco (68% lifetime use) and cannabis (13.2% lifetime use). Synthetic cannabinoids were the most commonly used NPS (7.2%). Decreased self-efficacy (Beta= -0.29, p<0.05) and increased daily physical exercise frequencies (Beta= 0.04, p<0.001) predicted higher frequencies of past month energy drink consumption, whereas elevated past month alcohol consumption was mainly predicted by a decrease in negative attitudes toward substance users (Beta= -0.13, p<0.05). Once Upon a High was found to be effective in increasing a) knowledge about the risks of psychoactive substances and b) perceived self-efficacy but not in reducing substance use. The roleplay module of the application was found to be the most preferred and beneficial aspect of the app. CONCLUSIONS: Once Upon a High app can be a useful tool to assist preventive intervention programs by increasing knowledge and self-efficacy, however, its efficacy in reducing or preventing substance use needs to be improved and further studied. Additional potentials of the app need testing.

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Section: Discussionsupporting

confidence: 87%

Potential of an Interactive Drug Prevention Mobile Phone App (Once Upon a High): Questionnaire Study Among Students (Preprint)

Kapitány-Fövény¹,

Vagdalt²,

Ruttkay³

et al. 2018

Preprint

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“…This aspect of CAR builds upon the principle of conceptual integration (Cheng 2011;Clark et al 2011;Habgood and Ainsworth 2011;Kafai 1996). Proponents of conceptual integration claim that the mode of interaction activates and refines in the child the same set of conceptual resources that would be activated when reasoning about some target real-world phenomenon (Fig.…”

Section: Theoretical Foundationsmentioning

confidence: 99%

“…This is possible because in a conceptually integrated design, the way the player interacts with the game IS the concept of interest (Clark et al 2011;Habgood and Ainsworth 2011). Habgood and Ainsworth (2011) created Zombie Division, a game designed to teach young children fractions, to illustrate and evaluate the value of a conceptually integrated design (they use the term intrinsic integration). In Zombie Division the various modes of attack available to the player embody the fractions of interest.…”

Section: Theoretical Foundationsmentioning

confidence: 99%

Constructible Authentic Representations: Designing Video Games that Enable Players to Utilize Knowledge Developed In-Game to Reason About Science

Holbert

Wilensky

2014

Tech Know Learn

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While video games have become a source of excitement for educational designers, creating informal game experiences that players can draw on when thinking and reasoning in non-game contexts has proved challenging. In this paper we present a design principle for creating educational video games that enables players to draw on knowledge resources gained in-game to reason about non-game phenomena. Games that incorporate this design principle, which we call constructible authentic representations, engage players in the construction of artifacts that are visually and epistemologically aligned to tools and representations utilized in the target domain. We illustrate this principle with a study of six children (ages 7-13) playing a racing video game of our own design. Players that struggled with a formal graphing task before playing the game showed improvement on the same task in post-game interviews creating qualitatively correct velocity versus time graph that incorporated key kinematic features such as moments of constant velocity and varying degrees of acceleration. An analysis of pre-and post-game clinical interviews also revealed that players more fluidly drew on a variety of knowledge resources when reasoning about the game, real world, and formal representations. We hypothesize that designing games to include constructible authentic representations may allow for the creation of educational video games that can survive in the non-school gaming ecosystem.

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“…This leaves the question of how to integrate these in an effective manner unanswered. In an experiment comparing intrinsic embedding of the learning content with the gameplay to an extrinsic embedding, Habgood et al found an increased motivation for the activities [92]. The integration of learning with gameplay, and hence the alignment of gameplay activities with learning activities, is a topic of ongoing research.…”

Section: Integration and Alignmentmentioning

confidence: 99%

Processes and Models for Serious Game Design and Development

Braad

Žavcer

Sandovar

2016

Entertainment Computing and Serious Games

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Abstract.A serious game needs to combine a number of different aspects to help the end user in reaching the desired effects. This requires incorporating a broad range of different aspects in the design, stemming from a broad range of different fields of expertise. For designers, developers, researchers, and other stakeholders it is not straightforward how to organize the design and development process, to make sure that these aspects are properly addressed. In this chapter we will discuss a number of ways of organizing the design and development process and various models that support specific design decisions during this process, concluding with a discussion of design patterns for serious games.Keywords: serious game design, game development process, design science research. IntroductionA serious game incorporates play as well as a myriad of other aspects: motivation, learning content, feedback. For designers, developers, but also researchers and other stakeholders, it is not straightforward what steps to take from a problem statement towards a game that can be played by the intended users. This chapter provides an overview of various approaches, models, and frameworks that can be used to support the design and development of serious games. This chapter is organized into four main sections. In the first section, we will discuss a number of important aspects pertaining to the context in which a serious game is designed and the context in which the game is intended to be used. Subsequently, we will take on a high level perspective and discuss a number of processes that are being used to design and develop serious games. In the third section, we will present a number of design models that assist in making design choices to achieve particular effects with the resulting game. This approach is becoming more and more formalized using a design patterns approach, which are discussed in the final section.At the end of the chapter, a number of future research questions and suggested reading material are included. ContextA serious game only becomes an effective tool to foster learning, promote healthy behavior, or change behavior, when it is played by players. Necessarily, playing takes place in a specific context and it is often hard for a game designer to foresee the time, place, culture, and other contextual aspects that affect the player experience. Considering this context for which a serious game is designed is therefore an important step of the design process: from this context stems an important set of specific design requirements for the serious game.Before we can discuss particular development process frameworks or more detailed design models to support design decisions, we will first explore the context. We will do so by pointing out a number of different, and often opposing, perspectives. From a user perspective, we will start with the different views that designers and users have of the game. From a game perspective, we emphasize that they differ a large amount in the audience and purposes that they address. F...

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Motivating Children to Learn Effectively: Exploring the Value of Intrinsic Integration in Educational Games

Cited by 464 publications

References 51 publications

Potential of an Interactive Drug Prevention Mobile Phone App (Once Upon a High): Questionnaire Study Among Students (Preprint)

Potential of an Interactive Drug Prevention Mobile Phone App (Once Upon a High): Questionnaire Study Among Students (Preprint)

Constructible Authentic Representations: Designing Video Games that Enable Players to Utilize Knowledge Developed In-Game to Reason About Science

Processes and Models for Serious Game Design and Development

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