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Editorial, Vol. 11, No. 1 社论,第 11 卷第 1 期
IF 1.2 Q2 Social Sciences Pub Date : 2024-03-22 DOI: 10.17083/ijsg.v11i1.752
Francesco Bellotti
Editorial of Year 1, Issue 1
第 1 年第 1 期社论
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引用次数: 0
Videogames and open feedback systems to enhance probabilistic reasoning and engagement 通过视频游戏和开放式反馈系统提高概率推理能力和参与度
IF 1.2 Q2 Social Sciences Pub Date : 2024-03-22 DOI: 10.17083/ijsg.v11i1.656
Andres Felipe Velasco Hernández, David Sebastián Baldeón Padilla, A. A. Navarro Newball
This study analyzed the relationship between probabilistic reasoning, feedback type, and engagement across four sessions of an DGBL educational practice with a feedback system. Results show that engagement and probabilistic reasoning varied longitudinally during the intervention. In addition, the teacher’s feedback was found to be of an open-ended type. Significant correlations were established between probabilistic reasoning and feedback, as well as between engagement and probabilistic reasoning in one of the sessions. Implications for teaching and designing DGBL sequences are presented.
本研究分析了带有反馈系统的 DGBL 教育实践的四个环节中,概率推理、反馈类型和参与度之间的关系。结果显示,在干预过程中,参与度和概率推理纵向变化。此外,还发现教师的反馈是开放式的。在概率推理和反馈之间,以及在其中一个环节的参与度和概率推理之间,都建立了显著的相关性。本文介绍了 DGBL 序列教学和设计的意义。
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引用次数: 0
Design of Virtual Reality Based Game for Dual Enhancement of City Monuments and Brand Image 设计基于虚拟现实的游戏,实现城市古迹和品牌形象的双重提升
IF 1.2 Q2 Social Sciences Pub Date : 2024-03-22 DOI: 10.17083/ijsg.v11i1.652
Yassine Aydi, Meriam Elleuch
The increasing accessibility of Virtual reality (VR) technology presents an opportunity for enhancing human immersion in several domains (Industrial, Social, Media, Cultural heritage, etc.). Moreover, it has huge impact to leverage its interaction and engagement; to un-dominate person on live, work, and diversion. The development of innovative VR-driven method is a sign of evolvement witnessed by the interaction design industry. In this respect, the work presents a complete framework for the design of virtual reality-based game; offering features, mechanisms, and 3D models that facilitate the development of interactive scenes, which reveal of the city’s historic monuments reality. The main research question focuses on empirically establishing the impact of virtual reality on video game design, including its influence on in-game cultural placement and its potential to enhance the retention of legacy game experiences within players’ memories. The results show that the game experience is felt original, enjoyable, and appealing for the user’s target group. Also, participants appreciate the use of VR technologies to explore cultural scenes and product; and to enhance empathy within a virtual experience. Furthermore, our research extends recent studies, proposing a VR-based design methodology, as well as, an assessing process. It guides the creation of visual representation of monuments, artifacts, and culture.  Moreover, it improves user’s point of view and knowledge of the place they visit, within playing the WallysCar Crash Team Racing (WCTR) game. Our project intended to achieve a twofold purpose related to the Tunisian context: discovering the popular “Sfax City” with historical and patrimonial monumental heritage, while promoting the local industry creation.
虚拟现实(VR)技术日益普及,为增强人类在多个领域(工业、社会、媒体、文化遗产等)的沉浸感提供了机遇。此外,虚拟现实技术对利用其互动性和参与性产生了巨大影响,使人们在生活、工作和娱乐方面不再受制于人。开发创新的 VR 驱动方法是交互设计行业发展的一个标志。在这方面,该作品为基于虚拟现实的游戏设计提供了一个完整的框架;提供了功能、机制和三维模型,促进了互动场景的开发,揭示了城市历史古迹的现实。主要研究问题的重点是通过经验确定虚拟现实对视频游戏设计的影响,包括其对游戏中文化植入的影响,以及其增强玩家记忆中遗留游戏体验的潜力。结果表明,用户的目标群体感觉游戏体验新颖、愉快并具有吸引力。此外,参与者对使用 VR 技术探索文化场景和产品以及在虚拟体验中增强共鸣表示赞赏。此外,我们的研究扩展了近期的研究,提出了一种基于 VR 的设计方法和评估流程。它能指导创建古迹、人工制品和文化的视觉表现。 此外,在玩 WallysCar Crash Team Racing(WCTR)游戏时,它还能提高用户的视角和对所到之地的了解。我们的项目旨在实现与突尼斯国情相关的双重目的:发现具有历史和世袭古迹遗产的著名 "斯法克斯市",同时促进当地产业的发展。
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引用次数: 0
Role-Playing in Teacher Education with InCoLearn and its Qualitative Usability 利用 InCoLearn 在教师教育中进行角色扮演及其定性可用性
IF 1.2 Q2 Social Sciences Pub Date : 2024-03-22 DOI: 10.17083/ijsg.v11i1.681
Charlotte Knorr, Bernd Zinn
Role-playing has long been a method in the professionalization of educators to emulate or anticipate everyday school and teaching situations. This paper introduces InCoLearn, the first multiplayer online role-playing game (RPG) developed for student teachers to facilitate professional and action-based knowledge of inclusion and heterogeneity in the classroom with non-linear storytelling through individual quests. A qualitative usability study conducted via focus groups aims to provide insights into usability. It seeks to answer the research question of which aspects are perceived as the most important and problematic to student teachers using InCoLearn. To answer another research question, whether previous quantitative usability results can be confirmed and explained by the qualitative results, the qualitative results are set into the context of a quantitative usability study.
长期以来,角色扮演一直是教育工作者专业化的一种方法,用以模仿或预测日常的学校和教学情境。本文介绍了 InCoLearn,这是第一个为学生教师开发的多人在线角色扮演游戏(RPG),通过个人任务的非线性叙事,促进对课堂中的全纳和异质性的专业和基于行动的认识。通过焦点小组进行的定性可用性研究旨在深入了解可用性。该研究旨在回答一个研究问题,即学生教师在使用 InCoLearn 时认为哪些方面最重要,哪些方面存在问题。为了回答另一个研究问题,即以前的定量可用性结果是否可以通过定性结果得到证实和解释,我们将定性结果与定量可用性研究结合起来。
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引用次数: 0
BatSight: Efficient Sonification Techniques to Map Environmental Information into Audio Cues in Audio Augmented Reality Games BatSight:在音频增强现实游戏中将环境信息映射为音频线索的高效声学技术
IF 1.2 Q2 Social Sciences Pub Date : 2024-03-22 DOI: 10.17083/ijsg.v11i1.718
Samira Poudratchi, Yoones A. Sekhavat, M. R. Azadehfar, Samad Roohi
By using sound to visualize the real-world environment, audio games can offer a completely new game experience. In this paper, we study how audio cues can be visualized in computer games to enhance the navigation skills of players. To this end, we propose an audio game in which blindfolded players move through a physical maze with the help of audio cues. To realize this game, a sonar headset is designed and built based on ultrasonic sensors, which maps the external environment features into musical sounds. The game is played in a real-world environment and uses an augmented reality approach as it adds virtual sounds to the real world. The gaming environment of this game is a physical maze, where the blindfolded players enter the maze while wearing the sonar headset. A user study was conducted to evaluate the effect of using different sound mapping techniques on navigation performance and playing experience in the game proposed in this paper. The results show that producing musical sound can lead to better navigation performance, game experience, and immersion in players.
通过利用声音将真实世界的环境可视化,音频游戏可以提供全新的游戏体验。在本文中,我们将研究如何在电脑游戏中将音频提示可视化,以提高玩家的导航技能。为此,我们提出了一个音频游戏,让蒙住眼睛的玩家借助音频提示在物理迷宫中移动。为了实现这个游戏,我们设计并制作了一个基于超声波传感器的声纳耳机,它能将外部环境特征映射成音乐声。游戏在真实世界的环境中进行,采用了增强现实的方法,将虚拟声音添加到真实世界中。该游戏的游戏环境是一个物理迷宫,蒙上眼睛的玩家戴着声纳耳机进入迷宫。我们进行了一项用户研究,以评估在本文提出的游戏中使用不同声音映射技术对导航性能和游戏体验的影响。结果表明,制作音乐声音可以提高玩家的导航性能、游戏体验和沉浸感。
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引用次数: 0
Gamification of Cybersecurity Awareness for Non-IT Professionals: A Systematic Literature Review 针对非 IT 专业人员的网络安全意识游戏化:系统文献综述
IF 1.2 Q2 Social Sciences Pub Date : 2024-03-22 DOI: 10.17083/ijsg.v11i1.719
Anderson Kevin Gwenhure, Flourensia Sapty Rahayu
This literature review delves into research on the gamification of cybersecurity awareness for non-IT professionals, aiming to provide an accurate report on known and unknown information regarding three key questions: the impact of gamification on cybersecurity awareness interest and engagement, measurable results related to game elements and their connection to specific learning goals, and the long-term effectiveness of gamified cybersecurity. Examining five relevant papers, the findings confirm short-term effectiveness and indicate that the incorporation of various game elements, such as storytelling, team leaderboards, and interactive scenarios, results in increased knowledge, improved engagement, and positive behavior changes aligned with specific cybersecurity awareness learning goals. However, the review also identifies recurring gaps in evaluating individual game elements and customizing gamification strategies for non-IT professionals. Highlighting a critical gap in understanding long-term effectiveness, we argue for further empirical studies to consider habituation effects, emphasizing the need for a nuanced understanding of gamification's impact on cybersecurity awareness over an extended period. Thus, the review contributes to the existing body of knowledge by emphasizing the necessity for empirical studies focusing on sustained, long-term effectiveness and habituation effects in gamified cybersecurity initiatives.
本文献综述深入探讨了针对非 IT 专业人员的网络安全意识游戏化研究,旨在准确报告有关以下三个关键问题的已知和未知信息:游戏化对网络安全意识的兴趣和参与度的影响、与游戏元素及其与特定学习目标的联系相关的可测量结果,以及游戏化网络安全的长期有效性。通过对五篇相关论文的研究,研究结果证实了游戏化的短期有效性,并指出融入各种游戏元素(如讲故事、团队排行榜和互动情景)会增加知识、提高参与度,并根据特定的网络安全意识学习目标带来积极的行为变化。然而,审查也发现了在评估单个游戏元素和为非 IT 专业人员定制游戏化策略方面经常出现的差距。我们强调了在了解长期有效性方面存在的关键差距,主张进一步开展实证研究,考虑习惯效应,强调需要细致入微地了解游戏化在较长时期内对网络安全意识的影响。因此,本综述强调有必要开展实证研究,重点关注游戏化网络安全举措的持续、长期有效性和习惯效应,从而为现有知识体系做出贡献。
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引用次数: 0
JEN-Planet: an Automatically Updating Serious Game Catalogue Designed with and for Teachers JEN-Planet:与教师合作并为教师设计的自动更新严肃游戏目录
IF 1.2 Q2 Social Sciences Pub Date : 2024-03-22 DOI: 10.17083/ijsg.v11i1.704
Maho Wielfrid Morie, Iza Marfisi-Schottman, Lancine Bamba
Serious Games (SGs) intended for educational purposes can improve the quality of learning in many contexts and at all levels. However, their use in schools remains minimal despite their many educational and pedagogical benefits. This lack of interest is partly due to educational SGs’ visibility problem. Indeed, in practice, they are mainly indexed in catalogues containing all types of SGs (not necessarily educational). Also, the existing catalogues, often designed by video game editors, do not offer relevant and practical filters to help teachers find SGs adapted to their specific needs. This article proposes JEN-Planet, a catalogue designed from several research contributions to help teachers find existing educational SGs. A comparative study is therefore carried out on its usability, relevance, and utility against those of the two other major catalogues. 50 teachers explored the different catalogues and evaluated them by completing questionnaires. The results show that the JEN-Planet catalogue better meets teachers' needs. This catalogue could therefore improve the visibility of educational SGs for teachers, who will be able to find them more easily.
以教育为目的的严肃游戏(SGs)可以在许多情况下提高各个层次的学习质量。然而,尽管严肃游戏在教育和教学方面有许多益处,但在学校中的使用仍然很少。缺乏兴趣的部分原因是教育类 SGs 的能见度问题。事实上,在实践中,它们主要被编入包含各种类型 SG(不一定是教育类)的目录中。此外,现有的目录通常是由视频游戏编辑设计的,并没有提供相关的实用过滤器来帮助教师找到适合其特定需求的 SG。本文提出的 JEN-Planet 是一个根据多项研究成果设计的目录,旨在帮助教师查找现有的教育性 SG。因此,我们对其可用性、相关性和实用性与其他两个主要目录进行了比较研究。50 名教师探索了不同的目录,并通过填写问卷对其进行了评估。结果表明,JEN-Planet 目录更能满足教师的需求。因此,该目录可以提高教育类 SG 的知名度,使教师更容易找到这些 SG。
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引用次数: 0
Gamification Equilibrium: The Fulcrum for Balanced Intrinsic Motivation and Extrinsic Rewards in Learning Systems: Immersive Gamification in Muhamad Khairulnizam ZainiLearning System 游戏化平衡:学习系统中内在动机和外在奖励平衡的支点:Muhamad Khairulnizam ZainiLearning System中的沉浸式游戏化
IF 1.2 Q2 Social Sciences Pub Date : 2023-09-04 DOI: 10.17083/ijsg.v10i3.633
Dah John, Norhayati Hussin, Muhamad Khairulnizam Zaini, D. Ametefe, A. A. Aliu, Aziz Caliskan
In this study we developed a concept for balancing extrinsic rewards and intrinsic motivation in gamified learning systems through the laws of levers. Although empirical findings around gamification studies remain largely inconclusive, it is still the go-to place for many who seek to improve motivation and engagement. The phenomenon uses game design elements and game principles to create better user experience on a system or activity. With the widespread of gamification across and beyond IS, the field of education and learning is one that has embraced it solemnly. Nevertheless, there is little to no consensus amongst researchers as to how to effectively apply it, and benefit from it. As such, the concept is yet entrenched; although popular. Hence, along the concept development, this study set out to review the setbacks of gamification in recent times, primarily focusing on the current inconsistencies of empirical outcomes and how these challenges can be mitigated. We discovered that the overreliance of developers on narrow models is a culprit for failed gamification. Shallow gamification design which centres around the so-called “BPL gamification” is a source of failure, as it has become a copy-and-paste cliché, rather than a deliberate contextual design. Inordinate selection, and application of game elements to a system/activity is toppling gamification too. This was found to also create imbalances in both extrinsic and intrinsic motivation thereby leading to what is known as “Overjustification effect”, which is a big killer of gamification today.  
在这项研究中,我们通过杠杆法则提出了平衡游戏化学习系统中的外在奖励和内在动机的概念。尽管围绕游戏化研究的实证研究结果在很大程度上尚无定论,但它仍然是许多寻求提高动机和参与度的人的首选。这种现象利用游戏设计元素和游戏原则在系统或活动上创造更好的用户体验。随着游戏化在IS内外的广泛传播,教育和学习领域已经严肃地接受了它。然而,对于如何有效地应用它并从中受益,研究人员几乎没有达成共识。因此,这个概念仍然根深蒂固;尽管受欢迎。因此,随着概念的发展,本研究开始回顾近年来游戏化的挫折,主要关注当前经验结果的不一致性以及如何减轻这些挑战。我们发现,开发者对狭隘模式的过度依赖是导致游戏化失败的罪魁祸首。以所谓的“BPL游戏化”为中心的肤浅游戏化设计是失败的根源,因为它已经变成了复制粘贴模式,而不是经过深思熟虑的情境设计。过度的选择和游戏元素在系统/活动中的应用也在颠覆游戏化。这也会造成外在动机和内在动机的失衡,从而导致所谓的“过度合理化效应”,这是当今游戏化的一大杀手。
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引用次数: 0
Predictors of Flow Experience and Knowledge Acquisition in a STEM Game STEM游戏中心流体验与知识获取的预测因子
IF 1.2 Q2 Social Sciences Pub Date : 2023-09-04 DOI: 10.17083/ijsg.v10i3.619
Jiahui Wang
Prior work systematically investigating the factors contributing to flow experience and learning in educational games is scarce. The relationship between learners’ acceptance of the game and individual difference variables relevant to game-based learning and learners’ flow experience and learning still needs to be systematically explored. To address the gap in knowledge, the study aimed to systematically examine whether variables of technology acceptance and individual differences relevant to game-based learning may predict flow experience and knowledge acquisition in an educational game. A total of 69 undergraduate students participated in the current study. Results indicated students’ flow experience was predicted by some constructs of technology acceptance, namely, perceived playfulness and perceived attractiveness of the game. Five constructs of technology acceptance of the game, however, did not significantly predict learners’ knowledge acquisition, although the correlation between perceived playfulness and knowledge acquisition from the game approached significance. Prior knowledge was found to be a negative predictor of knowledge acquisition from the game, that is, those with insufficient prior knowledge achieved greater knowledge acquisition from the game. Findings were discussed, and suggestions for future research were provided.
在此之前,系统地研究影响教育游戏中心流体验和学习的因素的工作很少。学习者对游戏的接受程度和与游戏学习相关的个体差异变量与学习者的心流体验和学习之间的关系还需要系统探讨。为了解决知识差距问题,本研究旨在系统地考察与游戏学习相关的技术接受度和个体差异变量是否可以预测教育游戏中的心流体验和知识获取。本研究共有69名本科生参与。结果表明,学生的心流体验可以通过技术接受的一些构念来预测,即游戏的感知可玩性和感知吸引力。然而,游戏的技术接受度的五个构念并不能显著预测学习者的知识习得,尽管感知的游戏性与从游戏中习得的知识之间的相关性接近显著。研究发现,先验知识对游戏知识获取具有负向预测作用,即那些先验知识不足的人从游戏中获得的知识更多。对研究结果进行了讨论,并对今后的研究提出了建议。
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引用次数: 0
Editorial, Vol. 10, No. 3 社评,第十卷第三期
IF 1.2 Q2 Social Sciences Pub Date : 2023-09-04 DOI: 10.17083/ijsg.v10i3.676
Francesco Bellotti
Editorial of the International Journal of Serious Games, Vol. 10, No. 3.
《国际严肃游戏杂志》社论,第10卷第3期。
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引用次数: 0
期刊
International Journal of Serious Games
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