Simva: Simplifying the Scientific Validation of Serious Games

Pérez-Colado, Iván José; Calvo-Morata, Antonio; Alonso‐Fernández, Cristina; Martínez‐Ortiz, Iván; Fernández‐Manjón, Baltasar

doi:10.1109/icalt.2019.00033

Cited by 10 publications

(5 citation statements)

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“…The validation stage of games is an imperative point when creating a new one to check if it meets its objectives. This is especially relevant in the case of educational online games that intend to be beneficial to the players, whether to practice, learn, or change their perceptions [28][29][30]. With the proposed evaluation of the effectiveness of the tested application, performance differences between a student who played the game and those who did not were analyzed.…”

Section: Methodsmentioning

confidence: 99%

Design and Evaluation of a Collaborative Educational Game: BECO Games

et al. 2020

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This paper describes the design and validation of a game based on a platform for easy deployment of collaborative educational games, named BECO Games platform. As an example of its potential, a learning experience for an Economics subject was created through a collaborative game to understand the concept of common goods. The effectiveness of the game was tested by comparing the performance of Bachelor students who used the platform and those who did not (137 students vs. 92 students). In addition, it was controlled that in previous years when students played the game through forums and an Excel sheet, these differences did not exist. Results indicate that the performance differences between students who participated in the online game and those who did not were greater than in previous years. In addition, a satisfaction survey was delivered to the students to understand their impressions better. This survey assessed student opinion about the platform, about the educational experience, and about their behavior during the game.

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Section: Methodsmentioning

confidence: 99%

Design and Evaluation of a Collaborative Educational Game: BECO Games

et al. 2020

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“…The conclusion can be drawn that many teachers lack the necessary skills and knowledge to craft meaningful and engaging narratives for their digital escape room games. AI tools such as ChatGPT can generate stories and support the development of the game narrative (Pérez Colado et al, 2023). Therefore, ChatGPT can offer valuable assistance to teachers in the process of crafting narratives for their digital (or hybrid) educational escape rooms.…”

Section: Narrative and Game Environmentmentioning

confidence: 99%

“…Generative artificial intelligence (AI) has transformative potential in the domain of education and many teachers may find AI-based tools helpful (Cooper, 2023). There is already a significant number of papers discussing the affordances, benefits, limitations, and practical applications of new generative AI tools (such as ChatGPT) for different educational purposes (Cooper, 2023;Hadi Mogavi et al, 2024;Pérez Colado et al, 2023). According to Pérez Colado et al (2023), in educational (serious) game development, AI can be used for a variety of tasks (for creating high-quality graphics, game narrative, etc.…”

Section: Introductionmentioning

confidence: 99%

“…There is already a significant number of papers discussing the affordances, benefits, limitations, and practical applications of new generative AI tools (such as ChatGPT) for different educational purposes (Cooper, 2023;Hadi Mogavi et al, 2024;Pérez Colado et al, 2023). According to Pérez Colado et al (2023), in educational (serious) game development, AI can be used for a variety of tasks (for creating high-quality graphics, game narrative, etc. ), thereby lowering the entry barrier for educators to prototype their digital educational games.…”

Section: Introductionmentioning

confidence: 99%

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Possible Utilization of Generative Artificial Intelligence Tools for Creating Digital Educational Escape Rooms

Stojšić

2024

SIJ

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Escape rooms used for teaching purposes are usually called educational escape rooms. Educational escape rooms are cooperative games designed for teaching particular educational material based on a series of narrative-driven puzzles that group(s) of pupils/students must solve within a limited time to achieve the goal of the game and leave a room or environment (or alternatively break into the locked box or unravel a mystery). The shift to online teaching caused by the COVID-19 pandemic increased the use of educational escape rooms in a digital format. Digital educational escape rooms are escape game-like interactive activities (based on educational content) that are made with digital technologies. Most of the research studies and literature reviews suggest that digital educational escape rooms could have some positive impacts on students’ cognitive, behavioral, and affective learning outcomes. However, a significant amount of digital escape games created by teachers lack engaging story, challenging narrative-based puzzles (that are related to specific learning objectives), and cohesive graphics. Therefore, the practical usability and effectiveness of such games in real and virtual learning environments are questionable. In the field of educational game development, generative artificial intelligence can play a significant role in simplifying the process, improving quality, and saving time. This paper discusses how teachers could utilize generative artificial intelligence tools to ease and improve the creation process of digital educational escape rooms. In other words, this paper provides examples of how elements of digital escape games (such as narrative, game environment images, and puzzles) can be created with generative artificial intelligence tools (e.g., ChatGPT, Bing Image Creator, Stable Diffusion, AutoDraw, etc.).

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“…In addition to this, defining a problem as a first step when designing a simulation game is relevant to guarantee the development of a valid simulation game, before one can go through a process of reduction, abstraction, and symbolization (Peters et al, 1998). One speaks of valid simulation games if they represent what they are supposed to represent, and meet the objective that was intended to be implemented (Pérez-Colado et al, 2019). Valid simulation games allow conclusions to be drawn that are relevant for the real system.…”

Section: Introductionmentioning

confidence: 99%

The Funnel of Game Design – An Adaptive Game Design Approach for Complex Systems

Freese,

Lukosch

2023

Simulation & Gaming

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Background In a world of ever-increasing complexity, organizations and people have an ever-increasing need for support systems that help them understand and shape the world around them. While simulation game design derived from the very idea to propose an instrument able to address complexity, seminal approaches dealt with a different level of complexity. In a networked, digitalized world, complexity has increased, and traditional approaches towards designing games show certain shortcomings that have to be overcome. Aim This article proposes a new process of game design for complex problems and complex systems that can both be used by game designers as well as the scientific community in the field. This process is represented within a framework, based on two parts. The so-called ‘Funnel of Game Design’ based on the IDEAS approach represents the process of problem derivation, while the ‘House of Game Design’ also covers possible steps towards the final game product and process, including de-briefing and evaluation. Method Based on hands-on experiences and related work, we developed several steps of a game design process (IDEAS approach). In face-to-face interviews, we discussed the first version of the framework with experts in the field of simulation game studies. Results This process led to the framework presented in this article, which shows the steps of problem derivation as well as challenges that can occur, and proposes adaptive methods to overcome these challenges. The framework includes elements that support the definition of complex problems, and their translation into game designs. Recommendation We recommend practitioners and scientists to apply the new framework presented here in their efforts to define the underlying problem that should be addressed by an envisioned simulation game, and in translating this into a valid, engaging and meaningful game experience.

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Simva: Simplifying the Scientific Validation of Serious Games

Cited by 10 publications

References 5 publications

Design and Evaluation of a Collaborative Educational Game: BECO Games

Design and Evaluation of a Collaborative Educational Game: BECO Games

Possible Utilization of Generative Artificial Intelligence Tools for Creating Digital Educational Escape Rooms

The Funnel of Game Design – An Adaptive Game Design Approach for Complex Systems

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