Taking educational games seriously: using the RETAIN model to design endogenous fantasy into standalone educational games

Gunter, Glenda A.; Kenny, Robert; Vick, Erik Henry

doi:10.1007/s11423-007-9073-2

Cited by 250 publications

(181 citation statements)

References 22 publications

(27 reference statements)

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“…Moreover, when reviewing the modern trends in Serious Games research, it is apparent that this trend has continued -though the models are now more formalised [38,[102][103][104]. From the mid-1980s to late 1990s the continued research into stratifying game elements to be purposed for their learning was paralleled with a marked decline in the number of studies looking at non-digital educational Serious Games [96] -emphasizing a shift towards the digital.…”

Section: From Analogue To Digital Serious Gamesmentioning

confidence: 99%

A Brief History of Serious Games

Wilkinson

2016

Lecture Notes in Computer Science

108

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Abstract. Serious Games are now an established field of study. In this field most would attribute the rise of Serious Games to Clark C Abt's creation of the term in 1970, or indeed Ben Sawyer's popularization of it in 2002. However, considering the rich history of purposing non-digital games, itself preceded by discussions of purposing play that are traceable to the work of Plato, it can be said that Serious Games is a contemporary manifestation of centuries old theories and practices. In this chapter, we explore the pre-history of Serious Games, beginning with the suggested purpose, and purposing of play. Throughout this historical review we identify key in research and practice that are apparent in the contemporary Serious Games field.

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Section: From Analogue To Digital Serious Gamesmentioning

confidence: 99%

A Brief History of Serious Games

Wilkinson

2016

Lecture Notes in Computer Science

108

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“…By combining existing pedagogical models, such as the ARCS model of attention, relevance, confidence, and satisfaction [82], Gagné's nine events of instruction [83], with a number of common game elements, the RETAIN-model defines a three-level motivational model of games: relevance, embedding of the learning content, transfer, adaptation to the player, immersion, and naturalization of the learning goals [84]. This can be seen as a model that can be used both to analyze and design serious games using these principles.…”

Section: Learningmentioning

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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“…Por esse motivo, seguindo a abordagem de Leffa (2012) e de Gunter et al (2008) 12 , apresentamos esses parâmetros em quatro níveis. O nível elementar caracteriza um OED mais expositivo e os níveis 1, 2 e 3 apresentam uma gradação de aprofundamento na abordagem desses parâmetros, que vão da interação à integração, nos termos de Leffa (2012), dos aspectos tecnológicos e pedagógicos, tendo como norte a normalização (Bax, 2011) e o foco na aprendizagem.…”

Section: Contribuições Para Uma Matriz De Análise De Lddunclassified

Contribuições para uma matriz de análise do Livro didático digital de Língua Portuguesa- PNLD 2015

Nobre

Souza

2015

DomLin

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RESUMO:O presente estudo objetiva trazer contribuições para uma proposta de análise do Livro didático digital no âmbito do PNLD 2015. Assim, é apresentada uma matriz com foco na aprendizagem que pode ser complementar à análise feita dos objetos educacionais digitais pelo edital do PNLD 2015. Essa matriz tomou como referência os estudos sobre integração e normalização de recursos digitais na área educacional. Foi analisada uma coleção de Livros de Língua Portuguesa para o Ensino Médio, com Livro didático digital, aprovada nos termos do edital acima referido. Os resultados mostraram que, nos objetos educacionaos digitais analisados, o foco é mais de exposição do que de propiciar interação, tendo em vista os propiciamentos que os recursos digitais oferecem. Acrescentase que, embora tenhamos chegado a esse resultado, os objetos contemplam todas as exigências do edital PNLD 2015, inclusive as limitações definidas. Isso sinaliza que alterações no edital do PNLD em relação ao enfoque do Livro Didático Digital podem contribuir para reforçar a implementação do uso de recursos tecnológicos na educação com vistas a um maior aproveitamento de aprendizagem. PALAVRAS-CHAVE:Livro didático digital. Língua Portuguesa. Propiciamentos. ABSTRACT:This study aims at bringing contributions to a proposal of a framework for the analysis of digital textbooks guided by the standards of the national guidelines named PNLD 2015. Thus, a matrix with a focus on learning is presented. It can be complementary to the analysis of digital objects already conducted following the PNLD 2015. This matrix takes as reference studies about the integration and normalization of digital technologies in the educational area. We analyzed a collection of Portuguese Language textbooks for High School, which brings a digital textbook counterpart, approved by a group of experts in accordance with the national guidelines. The results have shown that the focus is more on exposure than on the affordance of interaction, considering the digital resources offered in the analyzed digital objects. We add that, although we have reached this result, the objects include all the requirements defined by PNLD 2015 guidelines, including the aforementioned limitations. This indicates that changes in the PNLD proposal in relation to the evaluation of the digital textbook can help to strengthen the implementation of the use of technological resources in education in order to improve the learning process.

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Taking educational games seriously: using the RETAIN model to design endogenous fantasy into standalone educational games

Cited by 250 publications

References 22 publications

A Brief History of Serious Games

A Brief History of Serious Games

Processes and Models for Serious Game Design and Development

Contribuições para uma matriz de análise do Livro didático digital de Língua Portuguesa- PNLD 2015

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