Having proficiency in the standard aviation phraseology specified by International Civil Aviation Organization (ICAO) is of great importance for prospective pilots in communication with air traffic controllers and other pilots. The ambiguity in the standard phraseology could be a disaster for the flight crews. That’s why; serious thought has been given at the policy of improving the precise communication in aviation. However, it remains unclear whether the serious game-based flight simulations can enhance the vocabulary intake of the learners who invest the majority of their time in studying the standard aviation phraseology. There is also a dearth of research pertaining to the association between serious gaming and aviation phraseology. The advancement of the technology has exponentially expanded the digital games and therefore began to be widely used in education. The current study thus sets out to investigate the effect of a serious simulation game X-Plane 11 offering invaluable learning experience on aviation vocabulary acquisition. This investigation takes the form of a quasi-experimental mixed-method research by retrieving convenience sampling (15 subjects in experimental group, 15 subjects in control group). The findings indicated that there had been strong evidence of the positive effects of serious gaming on the learners’ outcome. Following the integration of the serious game, a significant increase with the medium effect size in the experimental group was recorded. This finding was also echoed by the majority of the interviewees who unanimously emphasized that the game was beneficial and motivating for language learning despite the minority challenges triggered by the level of language, hardware, and software types.
{"title":"Effect of a Serious Game on Aviation Vocabulary Acquisition","authors":"Nazmi Dinçer, Rabia Dinçer","doi":"10.17083/ijsg.v8i4.464","DOIUrl":"https://doi.org/10.17083/ijsg.v8i4.464","url":null,"abstract":"Having proficiency in the standard aviation phraseology specified by International Civil Aviation Organization (ICAO) is of great importance for prospective pilots in communication with air traffic controllers and other pilots. The ambiguity in the standard phraseology could be a disaster for the flight crews. That’s why; serious thought has been given at the policy of improving the precise communication in aviation. However, it remains unclear whether the serious game-based flight simulations can enhance the vocabulary intake of the learners who invest the majority of their time in studying the standard aviation phraseology. There is also a dearth of research pertaining to the association between serious gaming and aviation phraseology. The advancement of the technology has exponentially expanded the digital games and therefore began to be widely used in education. The current study thus sets out to investigate the effect of a serious simulation game X-Plane 11 offering invaluable learning experience on aviation vocabulary acquisition. This investigation takes the form of a quasi-experimental mixed-method research by retrieving convenience sampling (15 subjects in experimental group, 15 subjects in control group). The findings indicated that there had been strong evidence of the positive effects of serious gaming on the learners’ outcome. Following the integration of the serious game, a significant increase with the medium effect size in the experimental group was recorded. This finding was also echoed by the majority of the interviewees who unanimously emphasized that the game was beneficial and motivating for language learning despite the minority challenges triggered by the level of language, hardware, and software types.","PeriodicalId":196187,"journal":{"name":"Int. J. Serious Games","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116898120","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In Brazil, many initiatives have emerged to promote the dialogue between citizens and public institutions using technology. This dialogue has been a challenging endeavor, and digital games have been proposed to stimulate interaction and understanding about public service process delivery. In this context, one fundamental aspect observed for the effectiveness of these games is the human values that the games can transmit. This paper proposes the “Values at Play Brazil” (VAPBr), a deck composed of 24 cards as a brainstorming tool to help designers identify values for public process-based digital games. The paper describes the design of VAPBr and its evaluation with 14 game designers aiming to obtain participants’ perception of VAPBr capability of clearly describing values and its usefulness for identifying them for a game. Results show a positive perception of VAPBr as a brainstorming tool to discover values to be designed in a public processbased digital game.
在巴西，出现了许多倡议，以促进公民与利用技术的公共机构之间的对话。这种对话一直是一项具有挑战性的努力，数字游戏被提议用来促进公共服务过程交付的互动和理解。在这种情况下，观察到这些游戏有效性的一个基本方面是游戏可以传递的人类价值观。本文提出了“value at Play Brazil”(VAPBr)，这是一个由24张卡片组成的套牌，可以作为一种头脑风暴工具，帮助设计师确定基于公共过程的数字游戏的价值。本文描述了VAPBr的设计和14个游戏设计师的评估，旨在获得参与者对VAPBr清晰描述价值的能力及其在游戏中识别价值的有用性的看法。结果显示，VAPBr作为一种头脑风暴工具，能够帮助玩家发现基于公共流程的数字游戏的设计价值。
{"title":"VAPBr: Values in Digital Games for Public Service in Brazil","authors":"T. Classe, F. Janssen, Renata Araujo","doi":"10.17083/ijsg.v8i4.430","DOIUrl":"https://doi.org/10.17083/ijsg.v8i4.430","url":null,"abstract":"In Brazil, many initiatives have emerged to promote the dialogue between citizens and public institutions using technology. This dialogue has been a challenging endeavor, and digital games have been proposed to stimulate interaction and understanding about public service process delivery. In this context, one fundamental aspect observed for the effectiveness of these games is the human values that the games can transmit. This paper proposes the “Values at Play Brazil” (VAPBr), a deck composed of 24 cards as a brainstorming tool to help designers identify values for public process-based digital games. The paper describes the design of VAPBr and its evaluation with 14 game designers aiming to obtain participants’ perception of VAPBr capability of clearly describing values and its usefulness for identifying them for a game. Results show a positive perception of VAPBr as a brainstorming tool to discover values to be designed in a public processbased digital game.","PeriodicalId":196187,"journal":{"name":"Int. J. Serious Games","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124336410","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
HackLearn is a scenario-based hacking simulation game for teaching cybersecurity concepts while providing hands-on hacking experiences to the learners. HackLearn design is based on the COFELET framework, which assimilates modern learning theories, well-known cybersecurity standards, and built-in scaffolding and assessment features. Aiming at evaluating the user experience perceived by HackLearn’s users, we describe the process of adopting it in a real educational environment based on the didactic framework for simulation games. Additionally, we present the evaluation methodology elaborated, based on the serious games’ quality characteristics framework. We discuss the evaluation results which indicate that HackLearn is engaging, motivating, usable and effective in teaching cybersecurity concepts and hacking strategies and techniques. The evaluation results revealed the HackLearn’s aspects that can be improved such as the scaffolding feature and the communication mechanism with the game’s back-end facility. The presented work validates and finalizes prior work elaborated on the COFELET framework (e.g., COFELET ontology and the COFELET games life-cycle), whereas it provides directions for future work in the development and evaluation of cybersecurity serious games.
{"title":"Evaluation of HackLearn COFELET Game User Experience for Cybersecurity Education","authors":"Menelaos N. Katsantonis, I. Mavridis","doi":"10.17083/ijsg.v8i3.437","DOIUrl":"https://doi.org/10.17083/ijsg.v8i3.437","url":null,"abstract":"HackLearn is a scenario-based hacking simulation game for teaching cybersecurity concepts while providing hands-on hacking experiences to the learners. HackLearn design is based on the COFELET framework, which assimilates modern learning theories, well-known cybersecurity standards, and built-in scaffolding and assessment features. Aiming at evaluating the user experience perceived by HackLearn’s users, we describe the process of adopting it in a real educational environment based on the didactic framework for simulation games. Additionally, we present the evaluation methodology elaborated, based on the serious games’ quality characteristics framework. We discuss the evaluation results which indicate that HackLearn is engaging, motivating, usable and effective in teaching cybersecurity concepts and hacking strategies and techniques. The evaluation results revealed the HackLearn’s aspects that can be improved such as the scaffolding feature and the communication mechanism with the game’s back-end facility. The presented work validates and finalizes prior work elaborated on the COFELET framework (e.g., COFELET ontology and the COFELET games life-cycle), whereas it provides directions for future work in the development and evaluation of cybersecurity serious games.","PeriodicalId":196187,"journal":{"name":"Int. J. Serious Games","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-09-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121549159","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Iza Marfisi-Schottman, Ludovic Hamon, R. Klemke, P. Laforcade, F. Bellotti
This special issue of the International Journal of Serious Games offers very valuable extensions to the best papers of the 2020 edition of the GaLA conference. The local organization committee was composed of computer scientists of Laval (France), affiliated to Le Mans Université. From the 9th to the 10th of December 2020, 500 participants attended to a well-organized conference, through their virtual avatars, and listened to 37 presentations on Serious Games and Gamification. A special session was related to Virtual Reality, in a pedagogical and gaming context. The four extended papers, published in this journal, significantly extend their original work, and were accepted through a regular peer-review process for this special issue.
{"title":"Introduction to the Special Issue on GaLA Conf 2020","authors":"Iza Marfisi-Schottman, Ludovic Hamon, R. Klemke, P. Laforcade, F. Bellotti","doi":"10.17083/ijsg.v8i3.467","DOIUrl":"https://doi.org/10.17083/ijsg.v8i3.467","url":null,"abstract":"This special issue of the International Journal of Serious Games offers very valuable extensions to the best papers of the 2020 edition of the GaLA conference. \u0000The local organization committee was composed of computer scientists of Laval (France), affiliated to Le Mans Université. \u0000From the 9th to the 10th of December 2020, 500 participants attended to a well-organized conference, through their virtual avatars, and listened to 37 presentations on Serious Games and Gamification. A special session was related to Virtual Reality, in a pedagogical and gaming context. \u0000The four extended papers, published in this journal, significantly extend their original work, and were accepted through a regular peer-review process for this special issue.","PeriodicalId":196187,"journal":{"name":"Int. J. Serious Games","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-09-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116759342","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
M. Pulido, Christopher W. Johnson, Ahmed M. Alzahrani
The purpose of this paper consists of implementing an educational board game to evaluate the information security awareness level of healthcare personnel. The National Health Service Greater Glasgow and Clyde (NHSGGC) Information Security Acceptable Use Policy was used as a basis to generate the educational content of the board game and Lev Vygotsky’s social development theory was followed for the learning process of the participants. Two evaluations were carried out during this study. The results obtained during the first evaluation showed that it is fundamental to design the board game based on a set of rules in information security enacted by an organization to properly guide the participants with the knowledge they need to counter security incidents. The second evaluation showed that redesigning the content of the board game based on the information security policies of the NHSGGC, resulted in a more effective way of guiding participants on the procedures required for compliance with the policies of this health institution and offer them an understanding of the risks behind security incidents. This was demonstrated during this evaluation since the results obtained gave an approximation that it is possible to increase the level of awareness of information security in people regardless of their area of work or studies.
本文的目的是实施一个教育棋盘游戏来评估医疗人员的信息安全意识水平。以国家卫生服务大格拉斯哥和克莱德(NHSGGC)信息安全可接受使用政策(Information Security Acceptable Use Policy)为基础生成棋盘游戏的教育内容，并遵循Lev Vygotsky的社会发展理论进行参与者的学习过程。本研究进行了两次评估。在第一次评估中获得的结果表明，基于组织制定的一套信息安全规则来设计棋盘游戏，以适当地指导参与者应对安全事件所需的知识是至关重要的。第二次评估表明，根据国家卫生健康中心的信息安全政策，重新设计棋盘游戏的内容，可以更有效地指导参与者遵守该卫生机构的政策所需的程序，并使他们了解安全事件背后的风险。这在本次评估中得到了证明，因为所获得的结果给出了一个近似，即无论其工作或研究领域如何，都有可能提高人们对信息安全的认识水平。
{"title":"Security Awareness Level Evaluation of Healthcare Participants Through Educational Games","authors":"M. Pulido, Christopher W. Johnson, Ahmed M. Alzahrani","doi":"10.17083/ijsg.v8i3.459","DOIUrl":"https://doi.org/10.17083/ijsg.v8i3.459","url":null,"abstract":"The purpose of this paper consists of implementing an educational board game to evaluate the information security awareness level of healthcare personnel. The National Health Service Greater Glasgow and Clyde (NHSGGC) Information Security Acceptable Use Policy was used as a basis to generate the educational content of the board game and Lev Vygotsky’s social development theory was followed for the learning process of the participants. Two evaluations were carried out during this study. The results obtained during the first evaluation showed that it is fundamental to design the board game based on a set of rules in information security enacted by an organization to properly guide the participants with the knowledge they need to counter security incidents. The second evaluation showed that redesigning the content of the board game based on the information security policies of the NHSGGC, resulted in a more effective way of guiding participants on the procedures required for compliance with the policies of this health institution and offer them an understanding of the risks behind security incidents. This was demonstrated during this evaluation since the results obtained gave an approximation that it is possible to increase the level of awareness of information security in people regardless of their area of work or studies.","PeriodicalId":196187,"journal":{"name":"Int. J. Serious Games","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-09-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123716116","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
K. Kiili, Antero Lindstedt, Antti Koskinen, Hilma Halme, M. Ninaus, J. McMullen
While game-based learning seems to be an effective instructional approach, the underlying learning and engagement mechanisms of games are still poorly understood. In the current study, we investigated to what extent flow experience and situational interest are different indicators of engagement in game-based learning. Fifty-two Finnish 5th graders played a game on fractions at home during COVID-19 enforced distance learning. Flow and situational interest measures were embedded directly into the game environment. Results revealed that although flow experience and situational interest constructs share similar components, they also differ. In particular, regression analysis indicated that situational interest is mostly related to immersive aspects of flow. Moreover, learning gains achieved by playing the game and situational interest were positively related – a relation not found with flow. Although flow was not related to learning gains, it seems to be a more competence-oriented construct than situational interest as it was positively correlated with in-game performance. The design of the game successfully supported weaker students with adaptive scaffolds and in-game self-reporting measures worked well. Taken together, even though situational interest and flow share similar components, both constructs are important for multifaceted assessment of engagement in game-based learning. Theoretical and practical implications for engagement research and game design are discussed.
{"title":"Flow Experience and Situational Interest in Game-Based Learning: Cousins or Identical Twins","authors":"K. Kiili, Antero Lindstedt, Antti Koskinen, Hilma Halme, M. Ninaus, J. McMullen","doi":"10.17083/ijsg.v8i3.462","DOIUrl":"https://doi.org/10.17083/ijsg.v8i3.462","url":null,"abstract":"While game-based learning seems to be an effective instructional approach, the underlying learning and engagement mechanisms of games are still poorly understood. In the current study, we investigated to what extent flow experience and situational interest are different indicators of engagement in game-based learning. Fifty-two Finnish 5th graders played a game on fractions at home during COVID-19 enforced distance learning. Flow and situational interest measures were embedded directly into the game environment. Results revealed that although flow experience and situational interest constructs share similar components, they also differ. In particular, regression analysis indicated that situational interest is mostly related to immersive aspects of flow. Moreover, learning gains achieved by playing the game and situational interest were positively related – a relation not found with flow. Although flow was not related to learning gains, it seems to be a more competence-oriented construct than situational interest as it was positively correlated with in-game performance. The design of the game successfully supported weaker students with adaptive scaffolds and in-game self-reporting measures worked well. Taken together, even though situational interest and flow share similar components, both constructs are important for multifaceted assessment of engagement in game-based learning. Theoretical and practical implications for engagement research and game design are discussed.","PeriodicalId":196187,"journal":{"name":"Int. J. Serious Games","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-09-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127456382","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Nadja Zaric, R. Roepke, Vlatko Lukarov, U. Schroeder
The Gamified Learning Theory implies that gamification does not affect learning directly but stimulates a learning-related behavior in a mediating or moderating process. A learner-related behavior can, to some extent, be predicted based on the way learners tend to perceive, understand and utilize information. These different ways of learning are known as learning tendencies. This study investigates the moderator role of learning tendencies on gamification success concerning learners' academic participation, engagement, and experience. For this, Felder-Silverman Learning Style Model is used for the identification of learners' tendencies. In our study, 69 Computer Science students were randomly assigned to one control and two treatment groups. Students in the treatment groups were assigned two different gamified courses, while the control group attended a non-gamified course. This allowed us to analyze the individual effect of each gamification design and compare and see which gamification design was more appropriate for a learner with particular tendencies. Our results indicate that gamification design positively contributes to academic participation, affects learners' engagement in gamified environments, and that students' learning tendencies moderated students' engagement.
{"title":"Gamified Learning Theory: The Moderating role of learners' learning tendencies","authors":"Nadja Zaric, R. Roepke, Vlatko Lukarov, U. Schroeder","doi":"10.17083/ijsg.v8i3.438","DOIUrl":"https://doi.org/10.17083/ijsg.v8i3.438","url":null,"abstract":"The Gamified Learning Theory implies that gamification does not affect learning directly but stimulates a learning-related behavior in a mediating or moderating process. A learner-related behavior can, to some extent, be predicted based on the way learners tend to perceive, understand and utilize information. These different ways of learning are known as learning tendencies. This study investigates the moderator role of learning tendencies on gamification success concerning learners' academic participation, engagement, and experience. For this, Felder-Silverman Learning Style Model is used for the identification of learners' tendencies. In our study, 69 Computer Science students were randomly assigned to one control and two treatment groups. Students in the treatment groups were assigned two different gamified courses, while the control group attended a non-gamified course. This allowed us to analyze the individual effect of each gamification design and compare and see which gamification design was more appropriate for a learner with particular tendencies. Our results indicate that gamification design positively contributes to academic participation, affects learners' engagement in gamified environments, and that students' learning tendencies moderated students' engagement.","PeriodicalId":196187,"journal":{"name":"Int. J. Serious Games","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-09-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115212635","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Catherine Pons-Lelardeux, M. Galaup, Fabian Hall, P. Lagarrigue
Authorities recommend the practice of moderate physical activity to improve health and quality of life. "Play’n Ride" is a bike-based exergame aimed at promoting and controlling physical activity. This paper presents the usefulness of using extrinsic fantasy and a commonplace real bike to address a wide audience. It depicts the interactive universe in which the player pedals a bike equipped with sensors to control the flight altitude of an imaginary character. During a ’Tour de France 2019’ stage, one hundred and seventy-eight fan park visitors from youths to retirees tested the exergame. Data were collected from an online questionnaire composed of SUS questionnaire items and from a digital tracking system attached to the game-engine in order to assess the usability, the learnability and the acceptability of the system. Analysis shows that using extrinsic fantasy makes exercising fun and it engages people of all ages regardless of their interest in video games or sports.
权威人士建议适度的体育活动可以改善健康和生活质量。“Play 'n Ride”是一款基于自行车的运动游戏，旨在促进和控制身体活动。本文介绍了使用外部幻想和普通的真实自行车来解决广泛受众的有用性。它描绘了一个互动世界，在这个世界中，玩家踩着装有传感器的自行车来控制一个虚构角色的飞行高度。在“2019年环法自行车赛”阶段，178名从年轻人到退休人员的粉丝公园游客对游戏进行了测试。为了评估系统的可用性、易学性和可接受性，数据收集自一份由SUS问卷项目组成的在线问卷和一个附加在游戏引擎上的数字跟踪系统。分析表明，使用外在幻想使锻炼变得有趣，它吸引了所有年龄段的人，无论他们对电子游戏或运动有什么兴趣。
{"title":"Designing a Fantasy Bike-based Exergame to Foster Physical Activity","authors":"Catherine Pons-Lelardeux, M. Galaup, Fabian Hall, P. Lagarrigue","doi":"10.17083/IJSG.V7I3.362","DOIUrl":"https://doi.org/10.17083/IJSG.V7I3.362","url":null,"abstract":"Authorities recommend the practice of moderate physical activity to improve health and quality of life. \"Play’n Ride\" is a bike-based exergame aimed at promoting and controlling physical activity. This paper presents the usefulness of using extrinsic fantasy and a commonplace real bike to address a wide audience. It depicts the interactive universe in which the player pedals a bike equipped with sensors to control the flight altitude of an imaginary character. During a ’Tour de France 2019’ stage, one hundred and seventy-eight fan park visitors from youths to retirees tested the exergame. Data were collected from an online questionnaire composed of SUS questionnaire items and from a digital tracking system attached to the game-engine in order to assess the usability, the learnability and the acceptability of the system. Analysis shows that using extrinsic fantasy makes exercising fun and it engages people of all ages regardless of their interest in video games or sports.","PeriodicalId":196187,"journal":{"name":"Int. J. Serious Games","volume":"29 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114076783","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Gamification aims at addressing problems in various fields such as the high dropout rates, the lack of engagement, isolation, or the lack of personalisation faced by Massive Open Online Courses (MOOC). Even though gamification is widely applied, not only in MOOCs, only few cases are meaningfully designed and empirically tested. The Gamification Design Process (GaDeP) aims to cover this gap. This article first briefly introduces GaDeP, presents the concept of meaningful gamification, and derives how it motivates the need for the Gamifire platform (as a scalable and platform-independent reference infrastructure for MOOC). Secondly, it defines the requirements for platformindependent gamification and describes the development of the Gamifire infrastructure. Thirdly we describe how Gamifire was successfully applied in four different cases. Finally, the applicability of GaDeP beyond MOOC is presented by reporting on a case study where GaDeP has been successfully applied by four student research and development projects. From both, the Gamifire cases and the GaDeP cases we derive the key contribution of this article: insights in the strengths and weaknesses of the Gamifire infrastructure as well as lessons learned about the applicability and limitations of the GaDeP framework. The paper ends detailing our future works and planned development activities.
{"title":"Designing and Implementing Gamification: GaDeP, Gamifire, and applied Case Studies","authors":"R. Klemke, A. Antonaci, B. Limbu","doi":"10.17083/IJSG.V7I3.357","DOIUrl":"https://doi.org/10.17083/IJSG.V7I3.357","url":null,"abstract":"Gamification aims at addressing problems in various fields such as the high dropout rates, the lack of engagement, isolation, or the lack of personalisation faced by Massive Open Online Courses (MOOC). Even though gamification is widely applied, not only in MOOCs, only few cases are meaningfully designed and empirically tested. The Gamification Design Process (GaDeP) aims to cover this gap. This article first briefly introduces GaDeP, presents the concept of meaningful gamification, and derives how it motivates the need for the Gamifire platform (as a scalable and platform-independent reference infrastructure for MOOC). Secondly, it defines the requirements for platformindependent gamification and describes the development of the Gamifire infrastructure. Thirdly we describe how Gamifire was successfully applied in four different cases. Finally, the applicability of GaDeP beyond MOOC is presented by reporting on a case study where GaDeP has been successfully applied by four student research and development projects. From both, the Gamifire cases and the GaDeP cases we derive the key contribution of this article: insights in the strengths and weaknesses of the Gamifire infrastructure as well as lessons learned about the applicability and limitations of the GaDeP framework. The paper ends detailing our future works and planned development activities.","PeriodicalId":196187,"journal":{"name":"Int. J. Serious Games","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117143561","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Escape games have become popular nowadays. Groups of people are locked inside riddles-filled rooms and have to work their way out finding clues and solving puzzles. While being fun for groups or team building, escape games have a great educational potential, which can be capitalized if teachers integrate them in their professional activities. In this paper we introduce the Star Model, a tool for teachers to design and play their own educational escape rooms, which was built on top of previous literature and experiences. We present and discuss its validation through a pre/post survey involving 50 primary secondary school teachers who participated in a course about educational escape rooms. The model validation suggests that the Star Model can be proposed as a valid tool for educational escape rooms design.
{"title":"Designing educational escape rooms: validating the Star Model","authors":"L. Botturi, Masiar Babazadeh","doi":"10.17083/IJSG.V7I3.367","DOIUrl":"https://doi.org/10.17083/IJSG.V7I3.367","url":null,"abstract":"Escape games have become popular nowadays. Groups of people are locked inside riddles-filled rooms and have to work their way out finding clues and solving puzzles. While being fun for groups or team building, escape games have a great educational potential, which can be capitalized if teachers integrate them in their professional activities. In this paper we introduce the Star Model, a tool for teachers to design and play their own educational escape rooms, which was built on top of previous literature and experiences. We present and discuss its validation through a pre/post survey involving 50 primary secondary school teachers who participated in a course about educational escape rooms. The model validation suggests that the Star Model can be proposed as a valid tool for educational escape rooms design.","PeriodicalId":196187,"journal":{"name":"Int. J. Serious Games","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127481346","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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