Standardization of Game Based Learning Design

Kelle, Sebastian; Klemke, Roland; Gruber, Marion; Specht, Marcus

doi:10.1007/978-3-642-21898-9_43

Cited by 13 publications

(9 citation statements)

References 21 publications

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“…The set of expert studies we conducted confirm our view that gamification concepts should also support intrinsic motivational factors, engagement, community-building and personalization. In line with previous results [37,[41][42][43][44][45], the designs created by our participants indicate that gamification can be helpful in education only if it is carefully selected and designed chosen according to the application scenario at hand (problem to be solved/addressed, target group, topic, domain, content).…”

Section: Discussionsupporting

confidence: 88%

The Flipped MOOC: Using Gamification and Learning Analytics in MOOC Design—A Conceptual Approach

2018

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Abstract:Recently, research has highlighted the potential of Massive Open Online Courses (MOOCs) for education, as well as their drawbacks, which are well known. Several studies state that the main limitations of the MOOCs are low completion and high dropout rates of participants. However, MOOCs suffer also from the lack of participant engagement, personalization, and despite the fact that several formats and types of MOOCs are reported in the literature, the majority of them contain a considerable amount of content that is mainly presented in a video format. This is in contrast to the results reported in other educational settings, where engagement and active participation are identified as success factors. We present the results of a study that involved educational experts and learning scientists giving new and interesting insights towards the conceptualization of a new design approach, the flipped MOOC, applying the flipped classroom approach to the MOOCs' design and making use of gamification and learning analytics. We found important indications, applicable to the concept of a flipped MOOC, which entails turning MOOCs from mainly content-oriented delivery machines into personalized, interactive, and engaging learning environments. Our findings support the idea that MOOCs can be enriched by the orchestration of a flipped classroom approach in combination with the support of gamification and learning analytics.

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Section: Discussionsupporting

confidence: 88%

The Flipped MOOC: Using Gamification and Learning Analytics in MOOC Design—A Conceptual Approach

2018

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“…On a technical level, a digital game is not dissimilar to any other large software development project, and therefore recognized models such as Boehm's spiral [41] are readily applicable. One perspective describes a serious game as an iterative, user-centric agile development project [42]; iteration is expressed as central in a range of methodologies for serious game development [43,44]. However, in its loosest form, iteration can be suggested as a solution to a wide range of issues; the problem is translating the iterative cycle into one sufficiently pragmatic for game development within resource constraints.…”

Section: Design Processes Supporting the Development Of Seriousmentioning

confidence: 99%

State-of-the-art in Business Games

Petridis

Hadjicosta

Guang

et al. 2015

IJSG

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The use of digital games and gamification has demonstrated potential to improve many aspects of how businesses provide training to staff, and communicate with consumers. However, there is still a need for better understanding of how the adoption of games and gasification would influence the process of decision-making in organisations across different industry. This article provides a structured review of existing literature on the use of games in the business environment, and seeks to consolidate findings to address research questions regarding their perception, proven efficacy, and identifies key areas for future work. The findings highlight that serious games can have positive and effective impacts in multiple areas of a business, including training, decision-support, and consumer outreach. They also emphasise the challenges and pitfalls of applying serious games and gamification principles within a business context, and discuss the implications of development and evaluation methodologies on the success of a game-based solution.

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“…Games are often designed for a specific purpose (and not customisable) or they require specialised customisation skills (which can hardly be done by a teacher/educator, who is usually not a game designer or developer). In the Serious Games research field, an approach to help simplifying the design process for Serious Games is through applying a pattern-based approach as known from the branch of the entertainment games (Björk & Holopainen, 2004) and combining it with educational objectives (Kelle et al 2011). While this approach has also successfully been applied to mobile learning games (Schmitz, 2014), little is known on how to systematically apply game-design patterns to augmented reality.…”

Section: Serious Games and Game-design Patternsmentioning

confidence: 99%

“…"The pattern approach has increasingly been applied to other areas such as the domain of educational science by way of pedagogical patterns (Kohls & Wedekind, 2011), for example, or to the design of digital games" (Schmitz, 2014). The GDP approach, indeed, has been successfully used in Serious Games (Kelle, et al 2011) and Mobile Games (Schmitz, 2014) and in the literature examples of "Design Patterns supporting the Development of Mobile Mixed Reality Games" (Wetzel, 2013) are already available. Furthermore already in research the effects of AR solutions have been analysed, as will be shown in the next paragraph.…”

Section: Serious Games and Game-design Patternsmentioning

confidence: 99%

Towards Design Patterns for Augmented Reality Serious Games

Antonaci

Klemke

Specht

2015

Communications in Computer and Information Science

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Abstract. For professional workers today, keeping up with knowledge and the continuous technology progress is challenging. Increased innovation speed and dynamic work situations shorten preparation times for new tasks significantly. Traditional professional training approaches preparing employees for new tasks are becoming inappropriate. Thus new educational means are needed. These would help employees get acquainted with new situations faster and more efficiently. According to learning theories such as action learning and situated learning, which embed the learning process in the application context and challenge the learner to be actively involved help to improve the learning process. These theories are the basis for mobile learning and serious games. From research in Serious Games we know that games have the potential to actively involve learners and to immerse them in a learning situation and increase their engagement. With Augmented Reality (AR) and wearable devices a new generation of tools and applications becomes available, which inherently are mobile, contextualized and personalized. First successful application scenarios show the potential of these new technologies for education and training. While the application of game-design patterns to learning processes help to systematically design learning games supporting specific learning outcomes, an empirically tested, systematic approach towards the design of AR-based learning solutions is still missing. Based on the state of the art in AR research and in applying design patterns for serious games, we consequently propose a research methodology to apply game design patterns to augmented reality-based learning games for the training of professionals in dynamic situations.

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Standardization of Game Based Learning Design

Cited by 13 publications

References 21 publications

The Flipped MOOC: Using Gamification and Learning Analytics in MOOC Design—A Conceptual Approach

The Flipped MOOC: Using Gamification and Learning Analytics in MOOC Design—A Conceptual Approach

State-of-the-art in Business Games

Towards Design Patterns for Augmented Reality Serious Games

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