Pub Date : 2023-10-16DOI: 10.34190/ecgbl.17.1.1939
Massimiliano Andreoletti
Despite Italian teachers’ strong interest in the use of games, especially the digital ones, there are several critical issues due to their lack of familiarity with games/video games thus making games’ adoption in teaching complex because teachers have only limited time to prepare and play a game-based learning game. Therefore they feel uncertain about using games in class due to their limited knowledge of digital games and find it difficult to identify appropriate assessments, they also find it difficult to integrate video games effectively and efficiently into their classroom, it is also difficult for them to choose appropriate games for teaching. Additionally the school/administration doesn’t assist their effort to support and improve their skills in game-based learning. The learning of the fundamentals of the Italian language and grammar are described and defined by the Italian Ministry of Education within the “National Indications for the ‘Italian Language’ Curriculum”. However, multiple difficulties often make it arduous to learn the basics of the Italian language. The video game “Ross and the Sgrammanebbia” - which can be translated as “Ross and the Un-grammar-Fog” - is a didactic grammar web video game that has a correspondence between the levels and the topics of the textbook as well as giving the teacher a valid help to organise a didactic path studied on the curricular skills. In order to define the useful guidelines for an effective introduction of the game in the classroom, participatory qualitative-quantitative research was prepared on the methods that a small group of teachers put in place to design the training activity with video games. The research focused on: analysis of the educational design skills for the use of games: definition of learning goals, assessment methods and identified teaching strategies; evaluation of the pedagogical activities implemented to facilitate the introduction of games in the classroom; analysis of the roles played by the teacher during all the phases of the training activity - from the design of the training activity to the introduction of the game in the classroom, to evaluation.
尽管意大利教师对使用游戏(尤其是数字游戏)非常感兴趣，但由于他们对游戏/电子游戏缺乏熟悉，因此存在一些关键问题，这使得游戏在教学中的应用变得复杂，因为教师只有有限的时间来准备和玩基于游戏的学习游戏。因此，由于他们对数字游戏的了解有限，他们对在课堂上使用游戏感到不确定，并且很难确定合适的评估，他们也很难有效地将电子游戏融入课堂，他们也很难选择合适的游戏进行教学。此外，学校/行政部门并没有帮助他们努力支持和提高他们在基于游戏的学习中的技能。意大利语和语法基础知识的学习由意大利教育部在“意大利语言课程国家指示”中进行描述和定义。然而，多种困难往往使学习意大利语的基础知识变得困难。电子游戏“Ross and The Sgrammanebbia”——可以翻译成“Ross and The Un-grammar-Fog”——是一款教学语法网络电子游戏，它的水平和教科书的主题之间有对应关系，同时也给老师一个有效的帮助来组织一个关于课程技能的教学路径。为了确定有效地将游戏引入课堂的有用指导方针，我们准备了一项参与性定性定量研究，研究了一小群教师设计视频游戏培训活动的方法。研究主要集中在:游戏使用的教育设计技巧分析:学习目标的定义、评估方法和教学策略的确定;评估为促进课堂引入游戏而推行的教学活动;分析教师在培训活动的各个阶段所扮演的角色——从培训活动的设计到课堂游戏的引入，再到评估。
{"title":"Classroom Introduction of a Video Game on Italian Grammar","authors":"Massimiliano Andreoletti","doi":"10.34190/ecgbl.17.1.1939","DOIUrl":"https://doi.org/10.34190/ecgbl.17.1.1939","url":null,"abstract":"Despite Italian teachers’ strong interest in the use of games, especially the digital ones, there are several critical issues due to their lack of familiarity with games/video games thus making games’ adoption in teaching complex because teachers have only limited time to prepare and play a game-based learning game. Therefore they feel uncertain about using games in class due to their limited knowledge of digital games and find it difficult to identify appropriate assessments, they also find it difficult to integrate video games effectively and efficiently into their classroom, it is also difficult for them to choose appropriate games for teaching. Additionally the school/administration doesn’t assist their effort to support and improve their skills in game-based learning. The learning of the fundamentals of the Italian language and grammar are described and defined by the Italian Ministry of Education within the “National Indications for the ‘Italian Language’ Curriculum”. However, multiple difficulties often make it arduous to learn the basics of the Italian language. The video game “Ross and the Sgrammanebbia” - which can be translated as “Ross and the Un-grammar-Fog” - is a didactic grammar web video game that has a correspondence between the levels and the topics of the textbook as well as giving the teacher a valid help to organise a didactic path studied on the curricular skills. In order to define the useful guidelines for an effective introduction of the game in the classroom, participatory qualitative-quantitative research was prepared on the methods that a small group of teachers put in place to design the training activity with video games. The research focused on: analysis of the educational design skills for the use of games: definition of learning goals, assessment methods and identified teaching strategies; evaluation of the pedagogical activities implemented to facilitate the introduction of games in the classroom; analysis of the roles played by the teacher during all the phases of the training activity - from the design of the training activity to the introduction of the game in the classroom, to evaluation.","PeriodicalId":406917,"journal":{"name":"European Conference on Games Based Learning","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136142314","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}
The pork tapeworm, Taenia solium, is the agent causing the most important parasitic infection worldwide due to its substantial economic and health impacts, disproportionally affecting low-income countries. Health education should form a core component in control efforts and sustain control strategies proposed by the World Health Organization (WHO), such as human treatments. Traditional health education methods have shown to be less effective. Therefore, in the field of tropical medicine, new, engaging ways to teach affected populations are needed. Within the project ‘Gaming 4 Health’ we developed an educational video game aimed at instructing school-going children in low-income countries about the tapeworm and how to prevent it. Building on the principles of gamified learning and the self-determination theory, we created the educational video game the ‘Tapeworm game’. The game was developed by a multidisciplinary team, following the game design research cycle which included five steps: game planning, game design, prototyping, play testing and evaluation. The Tapeworm game is a multi-player video game set in an African village. The game’s objective is to educate players about the tapeworm and how to prevent the the spread of disease. Players create their own avatar and learn about disease prevention by exploring the village, engaging in minigames and preforming complementary actions, such as washing hands and visiting the toilet. Points are earned by playing the minigames and performing the actions correctly within a given time. The more points a player accumulates, the higher they climb on the leader boards. Rewards are unlocked based on performance and competence and displayed as stars, badges, and avatar customizations. This makes the game exiting and keeps children fully immersed, motivating them to learn, improve and continue playing the videogame. With this videogame our goal is to educate, raise awareness and advance the control of the pork tapeworm as part of the WHO’s 2030 goals for Neglected Tropical Diseases.
{"title":"A Video Game to Help the Fight Against the Vicious Tapeworm in Africa","authors":"Chiara Trevisan, Merel Joris, Feyza Ercos, Kabemba Evans Mwape, Sarah Gabriël","doi":"10.34190/ecgbl.17.1.1896","DOIUrl":"https://doi.org/10.34190/ecgbl.17.1.1896","url":null,"abstract":"The pork tapeworm, Taenia solium, is the agent causing the most important parasitic infection worldwide due to its substantial economic and health impacts, disproportionally affecting low-income countries. Health education should form a core component in control efforts and sustain control strategies proposed by the World Health Organization (WHO), such as human treatments. Traditional health education methods have shown to be less effective. Therefore, in the field of tropical medicine, new, engaging ways to teach affected populations are needed. Within the project ‘Gaming 4 Health’ we developed an educational video game aimed at instructing school-going children in low-income countries about the tapeworm and how to prevent it. Building on the principles of gamified learning and the self-determination theory, we created the educational video game the ‘Tapeworm game’. The game was developed by a multidisciplinary team, following the game design research cycle which included five steps: game planning, game design, prototyping, play testing and evaluation. The Tapeworm game is a multi-player video game set in an African village. The game’s objective is to educate players about the tapeworm and how to prevent the the spread of disease. Players create their own avatar and learn about disease prevention by exploring the village, engaging in minigames and preforming complementary actions, such as washing hands and visiting the toilet. Points are earned by playing the minigames and performing the actions correctly within a given time. The more points a player accumulates, the higher they climb on the leader boards. Rewards are unlocked based on performance and competence and displayed as stars, badges, and avatar customizations. This makes the game exiting and keeps children fully immersed, motivating them to learn, improve and continue playing the videogame. With this videogame our goal is to educate, raise awareness and advance the control of the pork tapeworm as part of the WHO’s 2030 goals for Neglected Tropical Diseases.","PeriodicalId":406917,"journal":{"name":"European Conference on Games Based Learning","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136057407","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}
Although the use of business simulation games (BSG) in higher education has grown steadily, there are still many instructors who have never taught with BSG and their use in several academic disciplines remains very low. Existing research has primarily used quantitative surveys to identify the hurdles that prevent faculty from teaching with BSG. This article uses a focus group methodology to further investigate the obstacles to using BSG and subsequently applies a change management framework to identify levers that can be used to promote the use of BSG. The obstacles to adoption are classified into categories of suitability, risk and resources.
Focus group participants expressed concerns over the suitability of existing BSG for their courses and the expected time required to identify, evaluate and prepare to teach with BSG. These factors made most focus group participants consider teaching with BSG as fraught with risk. In response, universities can encourage faculty to start using BSG in their teaching through the provision of resources, information and training, and through organizational adjustments such as incentives and flexibility to adjust course syllabi. A full range of measures is identified and the environmental contexts in which each one is likely to be effective are discussed. The individual levers that can bring about change have different environmental contexts in which they are likely to be effective.
{"title":"Teaching with business simulation games: Identifying and overcoming hurdles to adoption.","authors":"Tim Rogmans","doi":"10.34190/ecgbl.17.1.736","DOIUrl":"https://doi.org/10.34190/ecgbl.17.1.736","url":null,"abstract":"Although the use of business simulation games (BSG) in higher education has grown steadily, there are still many instructors who have never taught with BSG and their use in several academic disciplines remains very low. Existing research has primarily used quantitative surveys to identify the hurdles that prevent faculty from teaching with BSG. This article uses a focus group methodology to further investigate the obstacles to using BSG and subsequently applies a change management framework to identify levers that can be used to promote the use of BSG. The obstacles to adoption are classified into categories of suitability, risk and resources.
 Focus group participants expressed concerns over the suitability of existing BSG for their courses and the expected time required to identify, evaluate and prepare to teach with BSG. These factors made most focus group participants consider teaching with BSG as fraught with risk. In response, universities can encourage faculty to start using BSG in their teaching through the provision of resources, information and training, and through organizational adjustments such as incentives and flexibility to adjust course syllabi. A full range of measures is identified and the environmental contexts in which each one is likely to be effective are discussed. The individual levers that can bring about change have different environmental contexts in which they are likely to be effective.","PeriodicalId":406917,"journal":{"name":"European Conference on Games Based Learning","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136058484","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}
Pub Date : 2023-10-12DOI: 10.34190/ecgbl.17.1.1923
Sara Rye, Carla Sousa
This study aims to examine how inclusivity measures are understood and applied in game-based learning (GBL). It considers the perspectives of various stakeholders, such as educators, game designers, and students. The focus is on creating accessible and engaging games that meet the diverse needs and characteristics of players. The methodology adopted a combination of primary and secondary data sources to pursue these aims. The primary data collection involved focus groups with educators, game designers, and students. The study employed a participatory design approach, involving multiple stakeholders in the exploration of inclusivity measures. The data collected from the focus groups, along with findings from the literature review, helped in formulating a set of inclusivity metrics for educators to create educational games that cater to diverse student needs. The obtained results emphasize the limited state of analogue GBL accessibility in scholarly and professional literature, while emphasizing the existing frameworks to be adopted by educators, designers, and publishers. Stakeholder discussions revealed themes related to inclusivity measures, including motor, sensory, and cognitive needs of players. Game designers can enhance accessibility by considering these requirements and incorporating alternative communication channels, accessible cues, adaptable gameplay options, and diversified knowledge-based requirements. In addition to inclusivity, addressing instances of exclusion, managing teams effectively, promoting inclusive communication, and incorporating gameplay limitations, educational components, diverse perspectives, and real-world applicability are discussed as important in education game design, to this extent.
{"title":"Investigating Inclusivity in Game-Based Learning: Current Practices and Multistakeholder Perspectives","authors":"Sara Rye, Carla Sousa","doi":"10.34190/ecgbl.17.1.1923","DOIUrl":"https://doi.org/10.34190/ecgbl.17.1.1923","url":null,"abstract":"This study aims to examine how inclusivity measures are understood and applied in game-based learning (GBL). It considers the perspectives of various stakeholders, such as educators, game designers, and students. The focus is on creating accessible and engaging games that meet the diverse needs and characteristics of players. The methodology adopted a combination of primary and secondary data sources to pursue these aims. The primary data collection involved focus groups with educators, game designers, and students. The study employed a participatory design approach, involving multiple stakeholders in the exploration of inclusivity measures. The data collected from the focus groups, along with findings from the literature review, helped in formulating a set of inclusivity metrics for educators to create educational games that cater to diverse student needs. The obtained results emphasize the limited state of analogue GBL accessibility in scholarly and professional literature, while emphasizing the existing frameworks to be adopted by educators, designers, and publishers. Stakeholder discussions revealed themes related to inclusivity measures, including motor, sensory, and cognitive needs of players. Game designers can enhance accessibility by considering these requirements and incorporating alternative communication channels, accessible cues, adaptable gameplay options, and diversified knowledge-based requirements. In addition to inclusivity, addressing instances of exclusion, managing teams effectively, promoting inclusive communication, and incorporating gameplay limitations, educational components, diverse perspectives, and real-world applicability are discussed as important in education game design, to this extent.","PeriodicalId":406917,"journal":{"name":"European Conference on Games Based Learning","volume":"21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136057409","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}
Pub Date : 2023-10-12DOI: 10.34190/ecgbl.17.1.1900
Vanessa Camilleri
Game-Based Learning (GBL) has gained significant attention in recent years as an effective educational approach to enhance student engagement and learning outcomes in higher education. This conference paper aims to emphasise the significance of GBL in higher education and presents a comprehensive review of a case study involving the application of GBL in a linguistics course. The study explores the impact of games on student learning, motivation, and engagement with the course content.By integrating gaming principles and mechanics into the curriculum, students are encouraged to actively participate, explore concepts, and apply their knowledge in a dynamic and stimulating environment. The study examines data gathered from student surveys and structured interviews to evaluate the effectiveness of GBL in fostering student engagement and knowledge acquisition. Furthermore, this paper provides a valuable set of recommendations and strategies for educators and administrators interested in implementing GBL in higher education settings. It explores the potential benefits of GBL, including increased motivation, improved critical thinking skills, and enhanced problem-solving abilities. Additionally, it highlights the importance of aligning game design with specific learning objectives and ensuring the integration of assessment mechanisms to gauge student progress effectively. Moreover, this paper discusses potential pitfalls and challenges that may arise during the implementation of GBL in higher education. It addresses issues such as technology requirements, accessibility considerations, and the need for appropriate training and support for instructors. By acknowledging these challenges and offering potential solutions, this research aims to guide educators and administrators in overcoming obstacles and optimising the implementation of GBL in higher education courses.
{"title":"Designing GBL for Higher Education: Pitfalls & Recommendations","authors":"Vanessa Camilleri","doi":"10.34190/ecgbl.17.1.1900","DOIUrl":"https://doi.org/10.34190/ecgbl.17.1.1900","url":null,"abstract":"Game-Based Learning (GBL) has gained significant attention in recent years as an effective educational approach to enhance student engagement and learning outcomes in higher education. This conference paper aims to emphasise the significance of GBL in higher education and presents a comprehensive review of a case study involving the application of GBL in a linguistics course. The study explores the impact of games on student learning, motivation, and engagement with the course content.By integrating gaming principles and mechanics into the curriculum, students are encouraged to actively participate, explore concepts, and apply their knowledge in a dynamic and stimulating environment. The study examines data gathered from student surveys and structured interviews to evaluate the effectiveness of GBL in fostering student engagement and knowledge acquisition. Furthermore, this paper provides a valuable set of recommendations and strategies for educators and administrators interested in implementing GBL in higher education settings. It explores the potential benefits of GBL, including increased motivation, improved critical thinking skills, and enhanced problem-solving abilities. Additionally, it highlights the importance of aligning game design with specific learning objectives and ensuring the integration of assessment mechanisms to gauge student progress effectively. Moreover, this paper discusses potential pitfalls and challenges that may arise during the implementation of GBL in higher education. It addresses issues such as technology requirements, accessibility considerations, and the need for appropriate training and support for instructors. By acknowledging these challenges and offering potential solutions, this research aims to guide educators and administrators in overcoming obstacles and optimising the implementation of GBL in higher education courses.","PeriodicalId":406917,"journal":{"name":"European Conference on Games Based Learning","volume":"51 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136057406","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}
Pub Date : 2023-10-12DOI: 10.34190/ecgbl.17.1.1922
Camilla Jensen, Susanne Dau
Educations are challenged in their effort to facilitate students learning when it comes to especially processes of reflection. Also in a Problem-Based Learning context, errors often cause a lack of motivation, that gives reflection processes and academic inquiry difficult conditions Game-Based Learning is thus suggested as a learning strategy which can address these learning needs though a procedural rhetoric. Furthermore, Game-Based Learning is found to affords students risk taking and engagement in learning activities However, a literature review of empirical studies of Game-Based Learning reveals existing gaps in the literature. There are missing models for how academic activities can be enhanced through the use of Game-Based Learning, here especially the transformation of “Game Over” elements into a learning environment based on physical Game objects. This study aims to describe learning situations where the academic focal point is a reflective and innovative writing process through gaming principles. The study design aims to identify what impact Game-Based Learning have on facilitating academic literacy to create processes of reflection. Based on two cases, the empirical data are retrieved from video observations during a period of 1 year. A qualitative content analysis and interpretation of the collected data reveals how the use of “Game Over” strengthens the depth of the students' writing through a reflective and metacognitive approach to the task. As a contribution to the existing knowledge, this paper presents a Procedural Rhetoric for how to work with a “Game Over” strategy to facilitate academic literacy and thereby create processes of reflection in a physical context.
{"title":"Experimenting with GAME OVER to create processes of reflection and academic inquiry","authors":"Camilla Jensen, Susanne Dau","doi":"10.34190/ecgbl.17.1.1922","DOIUrl":"https://doi.org/10.34190/ecgbl.17.1.1922","url":null,"abstract":"Educations are challenged in their effort to facilitate students learning when it comes to especially processes of reflection. Also in a Problem-Based Learning context, errors often cause a lack of motivation, that gives reflection processes and academic inquiry difficult conditions Game-Based Learning is thus suggested as a learning strategy which can address these learning needs though a procedural rhetoric. Furthermore, Game-Based Learning is found to affords students risk taking and engagement in learning activities However, a literature review of empirical studies of Game-Based Learning reveals existing gaps in the literature. There are missing models for how academic activities can be enhanced through the use of Game-Based Learning, here especially the transformation of “Game Over” elements into a learning environment based on physical Game objects. This study aims to describe learning situations where the academic focal point is a reflective and innovative writing process through gaming principles. The study design aims to identify what impact Game-Based Learning have on facilitating academic literacy to create processes of reflection. Based on two cases, the empirical data are retrieved from video observations during a period of 1 year. A qualitative content analysis and interpretation of the collected data reveals how the use of “Game Over” strengthens the depth of the students' writing through a reflective and metacognitive approach to the task. As a contribution to the existing knowledge, this paper presents a Procedural Rhetoric for how to work with a “Game Over” strategy to facilitate academic literacy and thereby create processes of reflection in a physical context.","PeriodicalId":406917,"journal":{"name":"European Conference on Games Based Learning","volume":"46 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136057410","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}
Pub Date : 2023-10-12DOI: 10.34190/ecgbl.17.1.1890
Paul Hollins
This paper introduces the Games Realising Effective and Affective Transformation (GREAT) research and Innovation project. The project will examine the emerging ways Applied Games could be used to facilitate the social engagement of European citizens in determining future policy priorities and policy interventions to the existential challenge of climate change. This full paper is a provides detail of the work in progress but moreover provides a a conceptual analysis of the methodologies applied to this emerging domain of study. The project is funded by the EU Horizon programme with UK Associate partners funded through UKRI and coordinated by the DIPF, Leibniz Institute for Research and Information in Education, Frankfurt and involves seven partners located across Europe, Serious Games Interactive (SGI) Denmark, Centre for Social Innovation (ZSI) Austria, International University of Rioja (UNIR) Spain, Frederick University, Cyprus, Playmob and The University of Bolton (UoB) as UK associate partners. The project incorporates collaborative design and citizen science methods and brings together researchers with expertise in the areas of games, data analytics, and policy development. This integrated investigation will be articulated by case studies of the use of games in facilitating dialogue between citizens and policy stakeholders including policy makers, policy implementers, political parties, campaigning organisations and affected citizens. This will be achieved by leveraging the central role of games in contemporary culture by combining academic studies with practical experimentation of novel applications of games. The context for the research is the global challenge of climate emergency, and each case study incorporates a research cycle addressing a policy issue and research questions, using multiple pilots to generate both quantitative and qualitative and data to further inform research activity.
{"title":"The Application of Games to Engage Citizens in Climate Change Policy Development","authors":"Paul Hollins","doi":"10.34190/ecgbl.17.1.1890","DOIUrl":"https://doi.org/10.34190/ecgbl.17.1.1890","url":null,"abstract":"This paper introduces the Games Realising Effective and Affective Transformation (GREAT) research and Innovation project. The project will examine the emerging ways Applied Games could be used to facilitate the social engagement of European citizens in determining future policy priorities and policy interventions to the existential challenge of climate change. This full paper is a provides detail of the work in progress but moreover provides a a conceptual analysis of the methodologies applied to this emerging domain of study. The project is funded by the EU Horizon programme with UK Associate partners funded through UKRI and coordinated by the DIPF, Leibniz Institute for Research and Information in Education, Frankfurt and involves seven partners located across Europe, Serious Games Interactive (SGI) Denmark, Centre for Social Innovation (ZSI) Austria, International University of Rioja (UNIR) Spain, Frederick University, Cyprus, Playmob and The University of Bolton (UoB) as UK associate partners. The project incorporates collaborative design and citizen science methods and brings together researchers with expertise in the areas of games, data analytics, and policy development. This integrated investigation will be articulated by case studies of the use of games in facilitating dialogue between citizens and policy stakeholders including policy makers, policy implementers, political parties, campaigning organisations and affected citizens. This will be achieved by leveraging the central role of games in contemporary culture by combining academic studies with practical experimentation of novel applications of games. The context for the research is the global challenge of climate emergency, and each case study incorporates a research cycle addressing a policy issue and research questions, using multiple pilots to generate both quantitative and qualitative and data to further inform research activity.","PeriodicalId":406917,"journal":{"name":"European Conference on Games Based Learning","volume":"42 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136057408","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}
Pub Date : 2023-09-29DOI: 10.34190/ecgbl.17.1.1644
Michaela Kröppl, Georg Yvon
Chemistry is a very interesting but sometimes for students too theoretical and therefore strenuous topic with a lot of theoretic basic knowledge to be memorized. This can lead to lacking fascination during lectures. In laboratory work chemistry often seems more tangible. In order to enhance the student´s interest for chemistry already for the theoretical basis, new ways for teaching but also exam preparations are being designed. In our work we want to focus on an innovative way for exam preparations combining the theoretical knowledge from the lecture and the practical experience from chemistry laboratory work in a game-based elearning setup. The idea is that in a game-based way students are more motivated to activate their knowledge by solving different tasks. They can combine information and try out various possibilities to find the solution or use additional help (e.g. links to theoretical input). On top, they get direct feedback if their answers are correct. The exam questions are found in a virtual chemistry laboratory. Not only theory questions have to be answered (e.g. by using multiple choice, drag and drop, …), for other tasks virtual chemical experiments (without any danger!) will lead to an answer. Usually a code (numbers, letters, signs, …) has to be obtained which is necessary for continuation. By solving different questions and chemistry tasks, the participants will be able to complete the exam preparation test and to exit the designed Chemistry Escape room with the planned name “ChemScape”. Right now, a virtual chemistry laboratory is designed and already some chemistry questions from lecture exams are inserted and implemented in the escape room game. First tests with students will follow until summer. As already another chemistry Escape room station with real materials (solutions, instruments, …) has been tried in different settings – always receiving good marks and enthusiasm for fun, entertaining and good imparting of knowledge, also a virtual Chemistry Escape room game is expected to be well accepted. Gamification is often a very good way for motivation – it can even convert boring seeming topics into real fun and interest and the will to learn more!
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Pub Date : 2023-09-29DOI: 10.34190/ecgbl.17.1.1628
Marcus Vinicius Pereira Pessoa
Ingenious is a collaborative and competitive learning game application in which groups of students compete against each other in a product design and development (PDD) scenario where each group is responsible for a multidisciplinary team of engineers. The game has been used since 2020 to support a mechanical engineering master course. In this period, the game evolved from a card game to a software application. During the four game rounds representing the PDD phases, the players learn when to use over 80 different engineering design techniques. By choosing varying engineers and techniques, a student group creates a design strategy with a cost to execute and might be proven more effective than the competitors’ strategies. Winning the game is about effectiveness in solving the challenges posed in the PDD scenario at a minimum cost. Once the game allows scenario customisation, new PDD scenarios can be created with different complexity levels. In the gamified classroom, grading is not a result of winning the game but a reflection of the group’s choices and consequences while playing the game. This article presents the different game versions, describes the Ingenious game mechanics and dynamics and reflects on the game evolution and coverage of the Octalysis dimensions.
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Pub Date : 2023-09-29DOI: 10.34190/ecgbl.17.1.1652
Jenifer Jenson, Suzanne De Castell
The purpose of this research synthesis project is to survey existing digital game-based learning (DGBL) research in order to generate preliminary categories that articulate analytically distinguishable cognitive competencies. These include orientations, attitudes, interactions, and dispositions that enable cognitive development through playing games. We compile an initial literature scan, limiting the language to English, then search via keyword “game-based learning” through the following educational research databases: Eric, Education Source, Communication & Mass Media Complete, Education Index Retrospective, and Teach Reference Center. This returned over 1,500 results, which we refined by filtering out papers focused on gamification, those researching populations outside of educational contexts (e.g., private business and healthcare), systematic and scoping reviews, and papers published before 2010. This focused the results closer to 1,300 papers, which we divided into two categories, research focused on learning ecologies, and research using “motivation” in its key words and/or abstract. One clear and unexpected result was the way in which DGBL research inconsistently discusses motivation, and how it mainly seems to be used as a catch-all for measuring GBL outcomes. This brief synthesis reveals that much more attention needs to be paid to whether and how potentially pat constructs like motivation are being deployed in GBL studies.
本研究综合项目的目的是调查现有的基于数字游戏的学习(DGBL)研究，以生成能够清晰表达可分析区分的认知能力的初步类别。这些因素包括通过玩游戏实现认知发展的方向、态度、互动和性格。我们编制了一个初步的文献扫描，将语言限制为英语，然后通过关键字“基于游戏的学习”在以下教育研究数据库中进行搜索:Eric, Education Source, Communication &大众传媒完整，教育索引回顾，和教学参考中心。这将返回超过1500个结果，我们通过过滤那些专注于游戏化的论文，那些研究教育背景之外的人群的论文(例如，私营企业和医疗保健)，系统和范围审查以及2010年之前发表的论文来优化这些结果。这集中了近1300篇论文的结果，我们将其分为两类，一类是专注于学习生态学的研究，另一类是在关键词和/或摘要中使用“动机”的研究。一个清晰而意外的结果是，DGBL研究不一致地讨论动机的方式，以及它主要是如何被用作衡量GBL结果的包揽一切的。这一简短的综合表明，需要更多地关注像动机这样的部分结构是否以及如何在GBL研究中被部署。
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