Packet Warriors: An Academic Mobile Action Game for Promoting OSI Model Concepts to Learners

Uiphanit, Thanakorn; Bhattarakosol, Pattarasinee; Suanpong, Kwanrat; Iamsupasit, Sompoch

doi:10.3991/ijim.v13i06.10469

Cited by 4 publications

(3 citation statements)

References 12 publications

(19 reference statements)

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“…The satisfaction score is a Likert scale with 5 levels, ranging from 1 to 5. The meaning of each score is listed below so that the analysis of student satisfaction can be performed [15]. The design and development of this game is a 3D augmented reality application that consists 3D model, marker, Details of the application system flow in Figure 2.…”

Section: Methodsmentioning

confidence: 99%

Using Augmented Reality (AR) for Enhancing Chinese Vocabulary Learning

Uiphanit

Unekontee

Wattanaprapa

et al. 2020

Int. J. Emerg. Technol. Learn.

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This research aims to develop a mobile AR application for enhancing Chinese vocabulary learning to students who learn Chinese as a main subject. The requirement was gathered from Chinese teachers by interview to assess a suitable content and educational technology for students. The result showed that augmented reality is the best choice. Then, 3D model , illustration, sound were drawn based on the contents and the software design and implementation were performed. After finishing this development process, Grade 10th students majoring in Chinese, at School A, Ang Thong provience. tested this application. The evaluation process was performed using pretest and posttest data analyzed by a paired samples t-test at a 95% confidence level. The result of this study shows that the application is an efficient tool to help students improve their learning capabilities.

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Section: Methodsmentioning

confidence: 99%

Using Augmented Reality (AR) for Enhancing Chinese Vocabulary Learning

Uiphanit

Unekontee

Wattanaprapa

et al. 2020

Int. J. Emerg. Technol. Learn.

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“…According to Prensky, [1] the early computer game history was started by the US military and Gredler [16] states that it was used as a simulation tool to advance the military strategic planning. Various researches show that GBL has its advantages in supporting student's learning [17,18]. For examples, Gee [19] and Mims [20] noted that GBL offers challenging experiences, promotes intrinsic satisfaction and gives students real learning opportunities.…”

Section: Game-based Learningmentioning

confidence: 99%

Connecting Computational Thinking (CT) Concept with the Game-Based Learning (GBL) Elements

Yunus¹,

Zaibon

2021

Int. J. Interact. Mob. Technol.

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<p class="StyleAbstractLeft075Right075">This study aims to identify the game-based learning component (GBL) and the concept of computational thinking (CT) that can be integrated together in a design model. GBL and CT concept components are obtained through analysis of previous research and specialist consultancy. The method of analytical analysis is based on the Kitchenham method, (2004) which consists of 3 phases i.e. planning, implementation and documentation. This analysis started on March to May 2020 and involved 398 articles related to GBL and CT. However, there are only 15 articles on the development element of the GBL application and 8 articles related to the CT concept were used. During an expert consultancy, 15 specialists was involved in various backgrounds and experience in GBL and CT. The result shows that there are 6 main elements and 21 sub-elements of GBL. 6 main elements consist of rules, objectives, feedback, interactions, challenges and narrative. Meanwhile, the sub-element consists of the operating rules, basic rules, explicit rules and behaviours, measures, goals, gamification purposes, marks, rewards, badges/awards, player charts, characters, consequences, constraints, levels of games, fun, competition, control, space, engagement and curiosity that have been matched with their main elements. The main element and sub-element of the GBL is called GBL component. Each of these GBL components is integrated with 7 concepts of CT i.e. decomposition, algorithm, abstraction, logical reasoning, assessment, evaluation, pattern recognition and automation.</p>

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“…Competition, motivation, problem-solving skills, willingness to learn [5,16,17,27,34,51,56,57,59,68,74,78,85,87,94,95,103,116,117,123,124,129,140,147,[161][162][163] 27…”

Section: Soft Skillmentioning

confidence: 99%

The effects of game‐based learning in the acquisition of “soft skills” on undergraduate software engineering courses: A systematic literature review

García

Pacheco

Méndez

et al. 2020

Comp Applic In Engineering

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The software industry is becoming an increasingly important part of the economy in countries that have realized that the education of future software engineers is crucial to having a vibrant software industry. However, software engineering education is still influenced by traditional teaching impeding the acquisition of soft skills. Game‐based learning (GBL) combines learning with different known resources, such as games, to support and improve the teaching/learning process and/or student evaluation through active learning. This study presents a systematic literature review on the use of GBL for teaching software engineering at the undergraduate level, from 2001 to 2020, by addressing four research questions: What kinds of games have been developed for software engineering education? Which software engineering areas have been addressed by these games? Which soft skills have been promoted by using these games? How have these skills been evaluated? The study found 96 studies to answer these four questions. The findings provided evidence on the development of digital games focused on teaching the fundamentals of software engineering defined by software engineering body of knowledge. Moreover, these games have been able to promote the acquisition of more than one soft skill which is beneficial for undergraduate students.

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Packet Warriors: An Academic Mobile Action Game for Promoting OSI Model Concepts to Learners

Cited by 4 publications

References 12 publications

Using Augmented Reality (AR) for Enhancing Chinese Vocabulary Learning

Using Augmented Reality (AR) for Enhancing Chinese Vocabulary Learning

Connecting Computational Thinking (CT) Concept with the Game-Based Learning (GBL) Elements

The effects of game‐based learning in the acquisition of “soft skills” on undergraduate software engineering courses: A systematic literature review

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