A Framework for Serious Games in High Education

Pedro Brandao; Sandra Gama

doi:10.18535/ijsrm/v9i12.ec03

Abstract

With the ubiquity of technology, we have nowadays, many processes have taken advantage of information technology mechanisms to leverage their outcomes. Education is not an exception. In fact, technology has been playing an increasingly important part in learning experiences. For instance, game elements have been effectively used in educational settings, with very promising results. Hence, we propose a framework for applying game elements in a serious game to be used in higher education settings. It comprises a set of game mechanisms and leverages the importance of a coherent narrative and collaboration. We have deployed this framework in an instance of an engineering course as proof of concept, with promising results. Extensive empirical testing will be conducted, with advanced statistical analysis, to validate our framework. It will then be a tool to be used by educators to enhance learning processes.

Keywords

Serious GamesEducationGamificationGameful LearningGaming in Education

References

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C. Abt, “Serious game developed in health: integrative literature review”, J. Health Inform, 2016.Google Scholar ↗
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[refR-1] C. Deguirmendjian, “Serious game developed in health”, J. H. I., 8, (2016).Google Scholar ↗

[refR-2] C. Abt, “Serious game developed in health: integrative literature review”, J. Health Inform, 2016.Google Scholar ↗

[refR-3] J. Huizinga, “Essay on the social function of the game”, Gallimard, 1951.Google Scholar ↗

[refR-4] R. Michael, “(S.G.): game that educate, train, and inform”, Muska & Lipman, 2005.Google Scholar ↗

[refR-5] R. Schidt, “Applied games search of a new definition”, International Conference on Entertainment Computing, 2015.Google Scholar ↗

[refR-6] M. Baaden, “Ten simple rules to create a S. G.”, AE, 2018.Google Scholar ↗

[refR-7] Dippel, “Laborious Playgrounds: citizen science games as new modes of work play in digital age”, Amsterdam U. P., 2018.Google Scholar ↗

[refR-8] Carvalho, “An activity theory-based model for (S.G.) analysis and conceptual design”, C. E., (2015).Google Scholar ↗

[refR-9] S. Freitas, “Are games effective learning tools? A review of educational games”, J. Educ. Technol. Society, 2018.Google Scholar ↗

[refR-10] P. Backlund, “Educational games-are they worth the effort?” In: 5th international conference on games and virtual worlds for S.G., 2013.Google Scholar ↗

[refR-11] P. Wouters, “A meta-analysis of the cognitive and motivational effects of (S.G.)”, J. E. P., 2013.Google Scholar ↗

[refR-12] M. Connolly, “A systematic literature review of empirical evidence on computer games and (S.G.)”, Comput. Educ., 2012.Google Scholar ↗

[refR-13] S. Vandercruysse, “Game base learning.” In: handbook of research on (S.G.) as E. B. R. tools, 2012.Google Scholar ↗

[refR-14] T. Marsh, “Slow (S.G.), interactions an play: designs”, E. C., 2016.Google Scholar ↗

[refR-15] V. Guillén-Nieto, “(S.G.) and learning effectiveness”, Comput. E., 2012.Google Scholar ↗

[refR-16] J. Baalsrud, “Perspectives on accessibility in digital games”, ICEC 2018, 2018.Google Scholar ↗

[refR-17] E. Ruiz-Molina, “Information and communication technology”, J. F. B. R., 2014.Google Scholar ↗

[refR-18] M. Qian, “Game-based Learning an 21st century”, C. H. Behav. 2016.Google Scholar ↗

[refR-19] Mijanovic, “A review of (S.G.) for programming”, JCSH, 2018.Google Scholar ↗

[refR-20] G. Cerinsek, “Recommendations to leverage game-based learning”, JCSG 2017, Springer, 2017.Google Scholar ↗

[refR-21] M. Shah, “Developing and assessing teachers of game-based learning”, J.T.T.E., 2015.Google Scholar ↗

[refR-22] R. Bock, “(S.G.)”, Games for Learning, 2018.Google Scholar ↗

[refR-23] K. Chorianopoulos, M. Giannakos, and N. Chrisochoides. Design Principles for Serious Games in Mathematics. In Proceedings of the 18th Panhellenic Conference on Informatics (PCI '14). ACM, New York, NY, USA, 1–5. 2014Google Scholar ↗

[refR-24] J. Campbell, The hero's journey: Joseph Campbell on his life and work (Vol. 7). New World Library, 2003.Google Scholar ↗

[refR-25] J. Brown and C. Moffett. The hero's journey: How educators can transform schools and improve learning. ASCD. 1999.Google Scholar ↗

[refR-26] R. Bartle, Hearts, clubs, diamonds, spades: Players who suit muds. 1996.Google Scholar ↗

[refR-27] L. Nacke, C. Bateman, R. Mandryk, Brainhex: A neurobiological gamer typology survey. Entertainment Computing 5. 2013.Google Scholar ↗

[refR-28] Marczewski. User Types HEXAD. 2015.Google Scholar ↗

[refR-29] J. Piaget, The child’s conception of the world. London: Kegan Paul, Trench & Trubner, 1929.Google Scholar ↗

[refR-30] L. Gaillet, A historical perspective on collaborative learning. Journal of Advanced Composition, 93-110, 1994.Google Scholar ↗

[refR-31] T. Roberts, Online Collaborative Learning: Theory and Practice. IGI Publishing. 2003Google Scholar ↗

[refR-32] J. Macdonald, Assessing online collaborative learning: process and product, Computers & Education, Volume 40, Issue 4, p. 377-391, 2003.Google Scholar ↗

[refR-33] P. Redmond, J. Lock, A flexible framework for online collaborative learning, The Internet and Higher Education, Volume 9, Issue 4, p.267-276, 2006.Google Scholar ↗

[refR-34] W. IJsselsteijn, Y. de Kort and K. Poels, The Game Experience Questionnaire. Technische Universiteit Eindhoven, 2013.Google Scholar ↗