Editor para dispositivos móviles de videojuegos educativos

Source: OAI

ABSTRACT Este trabajo describe la creación de un sistema para construir y editar videojuegos educativos. La novedad de este editor de videojuegos es que está desarrollado para ser ejecutado en dispositivos móviles tipo smartphones y tablet PC´s que tengan el sistema operativo Android. Los videojuegos que se desarrollen mediante este sistema,podrán ser ejecutados desde ordenadores personales, desde la web, mediante plataformas educativas como Moodle™, Blackboard™ or Sakai™, e incluso desde terminales móviles. Los dispositivos móviles se utilizan como herramientas de creación de contenido, aún cuando no es algo para lo que fueron concebidos, ya que su objetivo es consumir y distribuir contenido. Sin embargo, el utilizar los dispositivos móviles para la creación de contenido, nos permite hacerlo de una forma dinámica, en cualquier lugar y en cualquier momento. Las funcionalidades que disponen los dispositivos móviles, ofrecen la posibilidad de enriquecer el contenido creado, además de acelerar su proceso de creación y distribución. El editor de videojuegos para Android, permite crear videojuegos de tipo aventura gráfica foto-realistas, sin la necesidad de tener conocimientos de programación. El objetivo de esto es que, los mismos profesores desarrollen videojuegos con los que poder transmitir conocimientos a sus alumnos. De esta manera se rompe con las barreras económicas e intelectuales que aparecen a la hora de crear un videojuego, además de crear una nueva forma de crear contenido educativo. [ABSTRACT] The thesis presents the creation of a system to develop educational video games. This video game editor is built for Android mobile devices like smartphones and tablet PC´s. Video games developed by this editor, run on personal computers, Web educational platforms like Moodle™, Blackboard™ or Sakai™, and even on mobile devices. The mobile devices are use as a content creation tools, although they are not designed for it. Its main purpose is to consume and distribute content. However, using mobile devices for content creation, allows it do in a dynamic, anywhere and anytime context. In addition, the functionality available on mobile devices, make possible enrich the content that we create, besides accelerate the creation and distribution process. The Android video games editor, allow create graphic adventure, photo-realistic games without programming. Which this editor, teachers will develop their own video games to transmit knowledge. It breaks the economic and intellectual barriers that appear when develop a video game, besides create a new form of create educational content.

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    ABSTRACT: Although Virtual Learning Environments have become popular educational tools, they remain a very active research topic. Two important aspects being discussed for next-generation VLEs are how to track the performance of the students for assessment and how to provide personalized learning experiences (i.e. adaptive learning). In this line, educational videogames could contribute thanks to their highly interactive nature. However the combination of VLEs and educational games requires solving diverse conceptual and practical challenges. In this paper we present a general architecture to integrate games in VLEs with special emphasis on how to abstract the communication between the videogames and the VLEs for assessment and adaptation purposes.
    The 9th IEEE International Conference on Advanced Learning Technologies, ICALT 2009, July 15-17, 2009, Riga, Latvia; 01/2009
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    ABSTRACT: Practical sessions in undergraduate medical education are often costly and have to face constraints in terms of available laboratory time and practice materials (e.g. blood samples from animals). This makes it difficult to increase the time each student spends at the laboratory. We consider that it would be possible to improve the effectiveness of the laboratory time by providing the students with computer-based simulations for prior rehearsal. However, this approach still presents issues in terms of development costs and distribution to the students. This study investigates the employment of low-cost simulation to allow medical students to rehearse practical exercises through a web-based e-learning environment. The aim is to maximize the efficiency of laboratory time and resources allocated by letting students become familiarized with the equipment and the procedures before they attend a laboratory session, but without requiring large-scale investment. Moreover, students can access the simulation via the Internet and rehearse at their own pace. We have studied the effects of such a simulation in terms of impact on the laboratory session, learning outcomes and student satisfaction. We created a simulation that covers the steps of a practical exercise in a Physiology course (measuring hematocrit in a blood sample). An experimental group (EG, n=66) played the simulation 1 week before the laboratory session. A control group (CG, n=77) attended the laboratory session without playing the simulation. After the session, all students completed a survey about their perception of the difficulty of the exercise on a scale of 1-10 and the HCT final value that they obtained. The students in the EG also completed a survey about their satisfaction with the experience. After the laboratory session, the perceived difficulty of the procedure was lower on average in the EG compared to the CG (3.52 vs. 4.39, 95% CI: 0.16-1.57, P=.016). There was no significant difference in terms of perceived difficulty using the equipment. The HCT measures reported by the EG group also presented a much lower dispersion, meaning a higher reliability, in determining the HCT value (3.10 vs. 26.94, SD; variances significantly different, P<.001, F: 75.25, Dfd: 68.19 for EG and CG). In the satisfaction test, the majority of the students in the EG reported that the experience was positive or very positive (80.7%) and reported that it had helped them to identify and use the equipment (78%) and to perform the exercise (66%). The simulation was well received by students in the EG, who felt more comfortable during the laboratory session, and it helped them to perform the exercise better, obtaining more accurate results, which indicates more effective training. EG students perceived the procedure as easier to perform, but did not report an improvement in the perceived difficulty in using the equipment. The increased reliability demonstrates that low-cost simulations are a good complement to the laboratory sessions.
    International Journal of Medical Informatics 03/2010; 79(6):459-67. DOI:10.1016/j.ijmedinf.2010.01.017 · 2.72 Impact Factor


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