Teachers at the Heart of the Learning Games Design: The DISC Model

Vermeulen, Mathieu; Guigon, Gaëlle; Mandran, Nadine; Labat, Jean-Marc

doi:10.1109/icalt.2017.41

Cited by 8 publications

(7 citation statements)

References 8 publications

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“…The game structure should include the description of both the game and the learning progression. If there are prerequisite relationships between knowledge chunks acquired during the game, they will have to be taken into account when defining the game-learning sequences [ 19 , 41 ]. A progression that is too difficult or too slow will decrease the player’s motivation.…”

Section: Resultsmentioning

confidence: 99%

The co.LAB Generic Framework for Collaborative Design of Serious Games: Development Study

Jaccard¹,

Suppan²,

Sanchez³

et al. 2021

JMIR Serious Games

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Background Serious games are increasingly used at all levels of education. However, research shows that serious games do not always fulfill all the targeted pedagogical objectives. Designing efficient and engaging serious games is a difficult and multidisciplinary process that requires a collaborative approach. Many design frameworks have been described, most of which are dedicated to the development of specific types of serious games and take the collaborative dimension into account only to a limited extent. Objective Our aim was to create a generic serious game design framework that could be adapted to all kinds of serious games and implemented in a collaborative web platform. Methods We combined the results of a literature review with our experience in serious game design and development to determine the basic building blocks of a collaborative design framework. We then organized these building blocks into categories and determined the features that a generic design framework should include. Finally, based on the paradigm of complex systems and systemic modelling, we created the co.LAB generic design framework and specifications to allow its implementation in a collaborative web platform. Results Based on a total of 10 existing design methodologies or frameworks, 23 building blocks were identified and represent the foundation of the co.LAB framework. These blocks were organized into 5 categories: “context and objectives,” “game design,” “mechanics,” “learning design,” and “assessment.” The arrangement by categories provides a structure that can be visualized in multiple and complementary ways. The classical view links game and learning design while other views offer project, systemic, and process visualizations. For the implementation of the co.LAB framework in a web platform, we propose to convert the building blocks into “cards.” Each card would constitute a collaborative working space for the design of the corresponding block. To make the framework adaptive, cards could be added, adapted, or removed according to the kind of serious game intended. Enhancing the visualization of relationships between cards should support a systemic implementation of the framework. Conclusions By offering a structured view of the fundamental design elements required to create serious games, the co.LAB framework can facilitate the design and development of such games by virtue of a collaborative, adaptive, and systemic approach. The different visualizations of the building blocks should allow for a shared understanding and a consistent approach throughout the design and development process. The implementation of the co.LAB framework in a collaborative web platform should now be performed and its actual usability and effectiveness tested.

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Section: Resultsmentioning

confidence: 99%

The co.LAB Generic Framework for Collaborative Design of Serious Games: Development Study

Jaccard¹,

Suppan²,

Sanchez³

et al. 2021

JMIR Serious Games

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“…Another strategy supporting the same scenario is to offer side quests to the players to regulate the flow [7]. Next, the tool MAGES [13], based on the models SEGAM [12] and DISC [26], could be adjusted for multi-role SG since it is made for multiplayer games. It covers the whole organization part, the pedagogical part and the structure of the game.…”

Section: Discussionmentioning

confidence: 99%

Towards an Integration of the Multi-role Dimension in the Design of Learning Games: a Review of the Literature

Guigon¹,

Vermeulen²,

Muratet³

et al. 2021

Lecture Notes in Computer Science

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HAL is a multi-disciplinary open access archive for the deposit and dissemination of scientific research documents, whether they are published or not. The documents may come from teaching and research institutions in France or abroad, or from public or private research centers. L'archive ouverte pluridisciplinaire HAL, est destinée au dépôt et à la diffusion de documents scientifiques de niveau recherche, publiés ou non, émanant des établissements d'enseignement et de recherche français ou étrangers, des laboratoires publics ou privés.

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“…It is therefore necessary to set up, not only a follow-up of the player's actions, but also automatic analysis and diagnostic tools to process in collected tracks (Thomas et al, 2011). In this context, recent work has paved the way for processing the data collected, such as automating the detection of usage sequences (Vermeulen et al, 2017) or proposing contextual and adaptive dashboards (López Tavares et al, 2019) that integrate configurable indicators (Dabbebi et al, 2017).…”

Section: -Discussionmentioning

confidence: 99%

JEM Inventor: a mobile learning game authoring tool based on a nested design approach

Karoui

Marfisi-Schottman

George

2020

Interactive Learning Environments

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The expansion of mobile devices (e.g. tablets, smartphones) and their educational and recreational applications have contributed to the emergence of Mobile Learning Games (MLGs). MLGs show great potential for increasing engagement, creativity and authentic learning. Yet, despite their great potential for education, the use of MLGs by teachers, remains very limited. This is partly due to the fact that MLGs are often designed to match a specific learning context, and thus cannot be directly reused in other situations. In addition, the existing authoring tools are either simple to use but do not offer enough features for designing MLGs that meet the teachers' needs, or much too complex to be used without programming skills. To tackle these problems, we propose JEM Inventor, a MLG authoring tool, based on a nested design approach, progressively revealing functionalities, depending on users' skills and needs. JEM Inventor and its nested design model were evaluated through two experimentations with more than twenty teachers, from a wide range of fields and expertise with the use of MLGs. We also conducted field experimentations with more than 1500 students in order to evaluate the quality of the MLGs created with JEM Inventor as well as their impact on learners.

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Teachers at the Heart of the Learning Games Design: The DISC Model

Cited by 8 publications

References 8 publications

The co.LAB Generic Framework for Collaborative Design of Serious Games: Development Study

The co.LAB Generic Framework for Collaborative Design of Serious Games: Development Study

Towards an Integration of the Multi-role Dimension in the Design of Learning Games: a Review of the Literature

JEM Inventor: a mobile learning game authoring tool based on a nested design approach

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