Play to learn

Din, Herminia

doi:10.1145/1179295.1179309

Cited by 18 publications

(3 citation statements)

References 1 publication

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“…Feedback enables student to obtain information as requested on time, less wrong understanding and enables students to apply information accurately [18]. Feedback is prepared for wrong answer to encourage students to continue playing game [20] and is used to developed positive self evaluation [21]. Fantasy, imagination, fun and entertainment are essential features of educational game.…”

Section: The Design Of History Hmiegmentioning

confidence: 99%

“…Fantasy can satisfy the feeling of virtual situation imagination and environment [21]. Fun and entertainment enable players to play and immerse themselves in playing games, encourage active participation and then applied the different knowledge for detailed understanding [20]. Therefore, HMIEG allow players to change video and audio settings, difficulty or game speed; can skip content; give consistent response to input and well controlled customization.…”

Section: The Design Of History Hmiegmentioning

confidence: 99%

“…This menu enables students to play games without disturbing others. In addition, control is used for controlling path, track and manage game progress via navigation when they are given the tasks to complete [20] and satisfy the students with freedom and priority, meaning and enable them to feel in control of level competitiveness [21].…”

Section: The Design Of History Hmiegmentioning

confidence: 99%

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Usability evaluation for history educational games

Yue

Zin

2009

Proceedings of the 2nd International Conference on Interaction Sciences: Information Technology, Culture and Human

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The potential for integration of digital games and learning becomes ever more significant recently. One of the goals in educational game design is to create engaging and immersive learning experiences for delivering specified learning goals, outcomes and experiences. However, there is limited number of research done on game usability or quality of game user interface. Failure to design usable game interfaces can interfere with the larger goal of creating a compelling experience for users and can have a negative effect on the overall quality and success of a game. In this paper, we review usability problems identified by previous researchers and propose a history educational game design which includes pedagogical and game design component. Some snapshots of our game module are also presented. Finally we present a usability evaluation method for history educational game design. From our critical literature reviews, we also proposed six constructs which are interface, mechanics, gameplay, playability, feedback and immersion for usability evaluation.

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Section: The Design Of History Hmiegmentioning

confidence: 99%

Section: The Design Of History Hmiegmentioning

confidence: 99%

Section: The Design Of History Hmiegmentioning

confidence: 99%

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Usability evaluation for history educational games

Yue

Zin

2009

Proceedings of the 2nd International Conference on Interaction Sciences: Information Technology, Culture and Human

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What's the story of the elephant? Evaluation of choose‐your‐own‐adventure activities on public perception of human–elephant conflict

Tan,

Loo,

Ahmad Husam

et al. 2024

Integrative Conservation

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Choose‐your‐own‐adventure (CYOA) narratives offer immersive experiences that can effectively convey complex conservation concepts, fostering empathy and critical thinking, particularly in addressing issues like human–elephant conflict. Despite their potential, there is limited research on the use of CYOA activities in conservation education. In this study, we created an interactive story centered on elephant conservation, drawing from existing research to distill scientific concepts into engaging narratives and utilizing various modes of delivery (YouTube and live performances) to reach diverse audiences. We conducted postactivity surveys to assess variations in audience perception, learning, and conservation engagement intentions in relation to sociodemographic factors, activity type, and messages encountered. We then modeled the relationships between ordinal responses and explanatory variables using cumulative ordinal mixed models (N = 398). For the YouTube version, we also considered sociodemographic factors (YouTube n = 53, non‐YouTube n = 47). Our findings indicate a preference for live performances over online YouTube activity, with participants gaining knowledge about elephant conservation from both formats. For the YouTube activity, participants strongly agreed that the activity allowed engagement with the character and topic. They also expressed a higher likelihood of participating in several conservation actions, relative to a control group. While CYOA storytelling shows promise for conservation education, challenges remain in simplifying scientific language, assessing its impact on comprehension of complex issues, standardizing outcomes, and effectively communicating knowledge. Further research is recommended to adapt this approach, making it applicable to various audiences and domains beyond conservation.

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An Interactive Bomberman Game-Based Teaching/ Learning Tool for Introductory C Programming

Wong

Chou

Technologies for E-Learning and Digital Entertainment

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Play to learn

Cited by 18 publications

References 1 publication

Usability evaluation for history educational games

Usability evaluation for history educational games

What's the story of the elephant? Evaluation of choose‐your‐own‐adventure activities on public perception of human–elephant conflict

An Interactive Bomberman Game-Based Teaching/ Learning Tool for Introductory C Programming

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