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Serious games and learning effectiveness: The case of It's a Deal!

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Abstract

Although the value of serious games in education is undeniable and the potential benefits of using video games as ideal companions to classroom instruction is unquestionable, there is still little consensus on the game features supporting learning effectiveness, the process by which games engage learners, and the types of learning outcomes that can be achieved through game play. Our aim in this discussion is precisely to advance in this direction by providing evidence of some of the factors influencing the learning effectiveness of a serious game called It’s a Deal! This serious game was created for the purpose of teaching intercultural business communication between Spaniards and Britons in business settings in which English is used as the lingua franca. This paper hypothesizes that the immersive, all-embracing and interactive learning environment provided by the video game to its users may contribute to develop and enhance their intercultural communicative competence. The study attempts to answer three main research questions: (a) after playing It’s a Deal!, did the students sampled improve their intercultural awareness, intercultural knowledge and intercultural communicative competence in business English? (b) If they improved their intercultural learning, what are the factors influencing such improvement? And (c) if they did not improve their intercultural learning, what are the factors influencing such failure? The game participants who volunteered to take part in the study were all students of English Studies at the University of Alicante in the academic year 2010–2011. One hundred and six students completed both the pre-test and the post-test questionnaires, and played It’s a Deal! A sample of fifty students was selected randomly for the empirical study. The results obtained in the tests performed were compared and contrasted intra-group, both qualitatively and quantitatively, for the purpose of finding any statistically significant difference that may confirm whether or not there was an improvement in the students’ intercultural communicative competence in business English as a result of the implementation of the It’s a Deal! serious game. Findings of this study demonstrate that the video game is an effective learning tool for the teaching of intercultural communication between Spaniards and Britons in business settings in which English is used as the lingua franca. In particular, whereas the game had a small learning effect on intercultural awareness and a medium learning effect on intercultural knowledge, it had a large learning effect on intercultural communicative competence. The study also documents correlating factors that make serious games effective, since it shows that the learning effectiveness of It’s a Deal! stems from the correct balance of the different dimensions involved in the creation of serious games, specifically instructional content, game dimensions, game cycle, debriefing, perceived educational value, transfer of learnt skills and intrinsic motivation.

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... In addition, it is reflected that the most cited articles are related to the applicability of game elements in the classroom. They were focused on understanding the essential elements to include in the design of the gamified components [62,63], academic performance [64], identifying their impact on learning process [65][66][67][68], motivation [69], and its effect on the development of skills [66,68,70], which are mainly linked to STEM education in the main text near the first time they are cited. ...
... The most cited article with 174 citations is from Spain, which shows that factors influence learning effectiveness through serious games [62]. This article focused on developing and evaluating a serious game set in the University of Alicante for English courses. ...
... The results have indicated the relevant part of these technologies as motivational tools promoting healthy development from a more extended period than other studies focused on the last decade [45] or last five years [61]. Additionally, this analysis adds further information to the literature by elucidating the relevance of ICTs and specifically the gamification in HEIS and the future growth in experimental articles that could happen in the following decade [84], since most studies have presented an initial analysis [62] or review the previous studies carried out in early 2010 [65]. These results may help inform future investments in technology and education, which are more relevant now with the current pandemic, understanding the positive and negative effects of this methodology and the need for further intercontinental studies and collaborations between countries. ...
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Higher Educational Institutions (HEIs) are responsible for creating healthy and sustainable environments for students and teachers through diverse educational paradigms such as gamification. In this sense, the Healthy People 2030 and the Sustainable Development Goals indicated the imperative to provide inclusive and equitable quality education to promote a healthy environment and life. The principal objective was to analyse the impact of gamification on health development in HEIs, highlighting their positive and negative effects. To achieve such an objective, a bibliometric analysis was carried out. The 257 documents showed no significant increasing trend in the last decade (p > 0.05) related to the pandemic. Most of the publications were conferences (45%), and the few published articles were the documents with more citations (p < 0.001). According to their index in Journal Citation Reports, there were significant differences between the citations of articles published in journals (p < 0.001). The analysis of journal co-citations showed that the leading journals (such as Computers in Human Behavior) had a significant part in the clusters formed (p < 0.001), conditioning also the keywords, especially the term “motivation”. These findings were discussed, concluding that the experimental studies focused on the teachers’ adverse effects are yet to come.
... Videogame environments are well-suited for teaching because they provide a high degree of control over the features and characteristics of the game. This flexibility is beneficial to organizations because game scenarios can be easily adapted to different needs [4,5]. Recent years have seen a rise in the application of videogames for purposes other than entertainment [6]. ...
... Sources have projected continued growth in the development and application of videogames for novel purposes, such as being used in the classroom to teach elementary school children, in interactive displays for museum exhibits, and within organizations to train and develop employees [7]. Despite the increasing use of videogames for training purposes, the research evidence used to justify the investment in and implementation of videogame-based learning is limited [4]. Research on videogame-based learning has found evidence that both supports and discredits the claim that videogames enhance learning outcomes [8,9]. ...
... Perceived enjoyment is defined as satisfaction with the training related to attaining personal needs or expectations in the training [28]. Previous research has shown that when grouped with a virtual team, individuals reported higher levels of enjoyment [4]. It is anticipated that participants who are placed within a team will report significantly higher levels of enjoyment from the training. ...
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Videogame research needs to identify how game features impact learning outcomes. This study explored the impact of the game feature–human interaction on training outcomes (i.e., affective states and declarative knowledge), and examined possible mechanisms (i.e., perceived value and active learning) that mediate this relationship. Participants included 385 undergraduate students: 122 trained alone and 263 trained with a team. All participants completed a computer-based training with four learning objectives (i.e., accessing the game, using the main controls, playing the game scenarios, knowing the game stations) prior to playing the game. After accounting for the indirect effects in the model, human interaction (i.e., playing with a team) had a significant direct effect on affective states, but not declarative knowledge. Learners who trained with a team reported greater positive affective states (indicated by psychological meaning, perceived enjoyment, motivation, and emotional engagement), but no difference in declarative knowledge (i.e., participants knowledge of team roles and responsibilities). Further analyses showed game-based training with a team impacted the affective states of learners through mechanisms of perceived value and active learning, while only active learning mediated the relationship between human interaction and declarative knowledge.
... Serious games have long been in questioning from academia on their training and learning effectiveness through systematic reviews or case studies. On that, research results vary from neutral to high scores of learning gain (Guillén-Nieto & Aleson-Carbonell, 2012;DeSmale et al., 2015;Bakhuys Roozeboom et al., 2017). Effectiveness of a serious game was also used for screening and orienting new managers. ...
... Serious games are being used in higher education as learning tools from the beginning of the millennium when simulation games started being used in a more professional way (Michel, 2016), and they have been gradually developing during the last decade, after researchers started focusing more into the factors influencing their learning effectiveness (Guillén-Nieto & Aleson-Carbonell, 2012). As serious games we consider the ones that have the purpose to educate, train and provide information to students (Khenissi et al., 2015). ...
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The aim of this study is to examine whether students of a sport management undergraduate course can gain knowledge in the management of a professional soccer club, by participating in a commercial serious game. Serious is considered the cyber game that its purpose exceeds entertainment. For this case study, the serious sport club management game was “Top Eleven”. The theoretical model that this study was based on, is Misfeldt’s “scenarios based learning” for the transformation of a serious game into an educational means. It includes dimensions that cover part of the sport management class content in the National and Kapodistrian University of Athens, School of Physical Education and Sport Science. The transformation consisted of educational scenarios vested to the serious game, in order to add educational parameters to its basic elements with the purpose to relate further to the sport management class. The application showed that Top Eleven covers adequately Misfeldt’s model dimensions; therefore it can be used as an educational tool. Furthermore, an evaluation of the class gamification was conducted by the participating students (n = 62). The data collected showed that the majority of the students (f = 61, 98.4%) agreed that the participation in the serious game was “helpful” to their sport management class education process. They further agreed that they gained “very” or “very much” knowledge related to the management of a professional soccer club (f = 41, 66.1%) and that 59.7% (f = 37) of them would choose to work in a position of “sport club manager” as a result of the experience they gained by participating in the serious game.
... In this sense, it would be expected that they would be able to leave the fields of mere entertainment and fun and start to contain pedagogical practices. The reasons for this are oriented in studies that identify the playful, cognitive, and engaging side of games as a qualitative differential for learning (Aleson-Carbonell, Guillén-Nieto, 2012) to the point of creating a completely new approach: gamebased learning (GBL, as defined by Prensky, 2007). ...
... In the context of adult learning, serious electronic games are usually used for some recognized purposes, including changing attitudes and behaviors and acquiring skills, as well as learning updated content (Nagalingam, Ibrahim, 2015;Aleson-Carbonell, Guillén-Nieto, 2012). ...
Chapter
This chapter presents a space for reflection on games in adult education and their potential for developing a smart andragogy. The applied methodology covers an analysis of publications between 2018 and 2020 registered by Google Scholar, observing the research contexts, types of games, and concepts most used in their theoretical references. The analysis contexts were higher education, continuing education, corporate education, and teacher training. As for a typology of approaches to games, the following were found: digital games, analog games, gamification, game tools, and frameworks for studying and developing games. As a result of this comparative study, we point out some important factors in the adoption of games in adult education in the learning process, among which are that games open opportunities for the use of cognitive skills with playful support. This promotes memory recall, decision-making, and faster reasoning in the tasks of remembering, understanding, applying, analyzing, evaluating, and creating new knowledge. This fact also favors social relationships, creating learning communities with common interests.
... Nieto et al. [11] agreed that in order to create a great learning experience in serious games, it will require a balanced mix of entertainment, perceived educational value and specific instructional content. The authors also suggested that educational computer games in high school CS can create a motivational and effective learning environment regardless the gender of the students [11]. ...
... Nieto et al. [11] agreed that in order to create a great learning experience in serious games, it will require a balanced mix of entertainment, perceived educational value and specific instructional content. The authors also suggested that educational computer games in high school CS can create a motivational and effective learning environment regardless the gender of the students [11]. Hence, gender bias will not be an issue if the driving simulator can create a learning environment with this qualities. ...
Chapter
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Simulators are games that give a sense of realism and simulate of the real world in a virtual world, such as racing games or serious medical training games. These have been widely documented to have positive effects on the specific technical skills training on their respective field of users. However, in the area of simulators for driving education, there has been a lack of a comprehensive survey which encompasses the various contributions in this area. In this paper, we fill that gap by providing a review of previous work in literature that focuses on driver’s education using simulators. In addition, we include also works on Artifical Intelligence (AI) and Computational Intelligence (CI) in games that could be used to enhance the project and the effects of implementation of virtual reality in such studies.KeywordsDriving educationDriving simulatorAI techniquesCI techniquesVirtual reality
... A huge number of psychologists, teachers, mathematicians, and methodologists have devoted their fundamental works to the game as a scientific category. Scientific theories of the game have been the subject of systematic scientific study from various positions, such as: physiological (Cowley et al., 2014;Guillén-Nieto, Aleson-Carbonell, 2012;Nacke et al., 2010 and others); biogenetic (G.S. Hall, L.E. Appleton and others); social (Groos, 2009 and others); biopsychological (W. ...
... The undeniable effectiveness of game pedagogy in the formation of creative activity, in the development of the motivational sphere has stimulated numerous research projects around the world (Bi, 2013;Guillén-Nieto, Aleson-Carbonell, 2012;Ersoy, 2014;Michel, 2016;Pound, 2017). An effective means of stimulating creativity is the solution to creative problems, which is carried out by choosing one of the two ways: ...
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The relevance of this study is due to the practical significance of the issues of using game mechanisms in the process of teaching mathematics, the lack of research into the issues of symbiosis of game and didactic technologies in mastering complex mathematical knowledge, the need to search for effective technologies to establish how they affect the development of students and the formation of a modern style of thinking. The analysis of global trends and practices of introducing elements of gamification into the education system has shown that the mastering of complex knowledge and patterns of mathematical activity, the solution of problem areas of mathematics at different levels of learning and complexity is carried out by a complex of mathematical and information methods without the integration of game elements. It has been substantiated that gaming technologies in combination with the informatization of mathematical activity give a powerful motivational charge to the study of mathematics, actualize the processes of self-organization of cognitive activity, and contribute to the development of a probabilistic style of thinking. The purpose of the study is to provide a theoretical substantiation and effective methodological support for the process of professional development of mathematics teachers in the context of gamification in mathematics study with the effect of developing a probabilistic style of thinking. The authors have developed an arrangement mechanism and determined the content of scientific and methodological support for teachers working in the constituent entities of the Russian Federation to provide additional educational services in the context of gamification in education. The developed materials, in particular, include evaluative case tests for identifying competence deficiencies in teachers, which ensure the formation of a probabilistic style of thinking based on gamification processes by managing the information saturation of the motivational field of learning. In addition, the authors proposed an additional professional education program for teachers, Mathematics in Gaming Activities (Business, Didactic and Intellectual Games) , and developed new forms of certification and assessment materials (gamification-based didactic solutions and effective practices). Using the concept of gamification, it was possible to demonstrate the activation of cognitive and motivational structures, in particular, the effective development of a probabilistic style of thinking in the process of mastering complex mathematical knowledge through its adaptation to school mathematics. The results of the study allow making it possible to bring the process of teaching students and developing their personalities to a modern qualitative level using current achievements in the field of digitalized education.
... Furthermore, there is empirical evidence about game-based learning effectiveness [13]. However, this effectiveness is a result of balancing all the following serious game elements: didactic content, game aspects, game loop, information session, educational values, transference of the learned skills and intrinsic motivation [28]. The content of serious games is usually focused on the topics of the serious games for instance, health aid [1], rehabilitation [30], marketing [7] or military practice [36]. ...
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Interaction is a fundamental part of using any computer system but it is still an issue for people with special needs. In order to improve this situation, this paper describes a new device-interaction model based on adaptation rules for user models. The aim is the adaptation at the interaction level, taking into account the interaction device features in order to improve the usability through the user experience in the education sector. In the evaluation process, several students from a special education center have participated. These students have either a physical or sensory disability or autism. The results are promising enough to consider that this model will be able to help students with disabilities to interact with a computer system which will inevitably provide tremendous benefits to their academic and personal development.
... In many cases, serious games allow teachers to apply new teaching methods (Sauve, Senecal, Kaufman, Renaud, & Leclerc, 2011). This kind of video games are designed to understand the necessities of students in the acquisition of skills, knowledge (Ghannem, 2014) and the achieving of learning outcomes (Guillén-Nieto & Aleson-Carbonell, 2012). ...
Chapter
Accessibility has been defined as the ability of an object to be used despite the condition or disability of a person. However, it is a feature that often has not been taken into account in the design of products or services, and the mobile serious game market is no exception. Accessibility guidelines were defined through the consolidation of different initiatives and good practices of video game developers as well as groups interested in providing accessibility to video games. Once the guidelines were defined, a method for evaluating the accessibility of mobile serious games was developed and applied in a mobile serious game. The purpose of this document is to propose an evaluation tool for those who wish to develop accessible mobile serious games for people with impairments and improve inclusive education.
... Given the pervasive trend toward gameplay and the challenge of creating more engaging educational practices, serious games (often referred to as educational games) have become increasingly popular among professional trainers and educators. These games are used for different purposes (e.g., training professional skills, languages, and intercultural skills) and in different contexts (e.g., history, management, mathematics, military, physics) (De Freitas & Liarokapis, 2011;Guillén-Nieto & Aleson-Carbonell, 2012;Kwon & Lee, 2016;Ritterfeld, Cody, & Vorderer, 2009;Vlachopoulos & Makri, 2017). To promote more satisfactory ways of teaching business ethics and internalizing ethical values in business (Sholihin, Sari, Yunarity, & Ilyana, 2020), there is also a growing interest in the development of serious moral games (SMGs)-computer or video games designed for the purpose of developing moral competencies (Christen, Faller, Götz, & Müller, 2013;Flanagan & Nissenbaum, 2014;Schrier, 2015;Schrier & Gibson, 2010). ...
Article
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Serious games have emerged as a promising new form of education and training. Even though the benefits of serious games for education are undisputed, there is still a further need for research on the efficacy of such games. The main goal of our research is to examine the effectiveness of a serious moral game—uFin: The Challenge—that was designed to promote moral sensitivity in business, a precondition of ethical decision-making and behavior and a core moral competency of moral intelligence. A second goal is to examine the role of metacognitive prompting and prosocial nudging in influencing learning effectiveness. Participants (N = 345) took part in an experimental game-based intervention study and completed a pre- and post-test questionnaire assessing moral sensitivity. The analyses of both questionnaire and game data suggest that merely playing this game is effective in promoting moral sensitivity. Neither self-reflection nor exposure to prosocial nudges, however, were determined to be factors that improve learning effectiveness. In contrast, those interventions even decreased the learning outcome in some cases. Overall, findings demonstrate the potential for game-based learning in the moral domain. An important avenue for future research is to examine others ways of increasing the effectiveness of the game.
... They are designed for education, skill acquisition, and attitude and behavior change for children as young as a few months. Studies providing empirical evidence for SGs as effective learning tools (Guillén-Nieto & Aleson-Carbonell, 2012;Johnson et al., 2005), reflect their success in achieving their objectives of knowledge transfer, facilitating behavior change, and developing professional skills. The effectiveness of SGs for learning is documented in studies reporting a general dominance of interactive simulation-based learning over traditional methods (Vogel et al., 2006). ...
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Serious games (SGs), are gaining prominence as a tool for early education at home as well as in school settings. Given the mixed effects of gamification on various aspects of users' lives, it is pertinent to study its broader effects on a child's preschool and school years. Given the lack of consensus on a comprehensive measure that encapsulates these effects on an individual's routine functioning, the present study examined whether various engagement states in SGs use influence a relatively broader measure of users' functioning across significant life domains such as Quality of Life (QoL). It is argued that it would serve scholars, teachers, and parents better to understand the broader implications of SGs on children's overall QoL rather than isolated physiological and behavioral effects. Consequently, utilizing structural equation modeling, results from 335 parents of 2-10-year-olds in a developing country showed that cognitive and behavioral engagement in gamified applications appear to influence the child's QoL, but not affective engagement. Results are discussed in terms of the consequences of using game-based technology for a child's development, with far-reaching academic, personal, physical, and social implications not only for the school-going ages, but also for early teenage years. The results are promising in relation to QoL. The findings indicate the role modern technology plays in improving individuals' lives. The findings provide scholars, parents, and creators of SGs important information for their plan of action regarding children's exposure to SGs and making SGs a frequent aspect of the learning experience early in life.
... Di rilevante importanza per la comprensione dell'evoluzione dell'approccio game based sono i concetti di serious game ed edutainment. I primi sono giochi educativi ascrivibili al metodo ludico, caratterizzati dalla commistione di divertimento e obiettivi di apprendimento (Guillén-Nieto, et al., 2012). La logica dei game può declinarsi come una competizione per verificare le conoscenze apprese, tramite quiz (Mentimeter, Kahoot) in cui sperimentare decision-making o problem solving (Powers et al., 2013). ...
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Introduzione Ricostruendo la storia delle cosiddette "malattie emergenti", Fantini, riportando come esempio tipico la Sars, ricorda come essa si sia diffusa sfruttando "la rapidità dei mezzi di trasporto e la mobilità delle popolazioni come mezzo di diffusione" (Fantini, 2014, p. 42). La consapevolezza della rapidità del contagio ha spinto le autorità nel marzo 2020, in piena pandemia, a emanare una serie di provvedimenti straordinari volti al contenimento del contagio tramite un blocco sostanziale di ogni forma di mobilità e di occasione di contatti, blocco che ha riguardato anche tutto il sistema della formazione. A fronte di una proliferazione di ricerche che, a vario titolo, si sono concentrate negli ultimi mesi, su una serie di riflessioni riguardanti i processi di insegnamento/apprendimento durante l'emergenza sanitaria, gli esiti di questa "pedagogia pandemica" (Williamson et al., 2020) non sono, naturalmente, ancora noti. ABSTRACT ITALIANO La parte introduttiva del presente articolo verterà sull'esposizione del valore della didattica digitale e di come venga applicata all'interno della scuola moderna. Verrà sottolineato come durante la pandemia, dovuta al Covid-19, le metodologie didattiche innovative in presenza, nonché quelle prettamente online, siano state utili a garantire il diritto allo studio degli studenti. Nella seconda sezione il contributo, ricorrendo ad un metodo teorico narrativo, tratterà dei vari modelli di insegnamento ed apprendimento innovativi in auge, per poi, nella par te conclusiva, sottolineare la vivida importanza nella scuola contemporanea di una didattica sempre più tecnologica, digitalizzata e mediale. ENGLISH ABSTRACT The introductory part of this article will focus on the value of e-learning and how it is applied in modern schools. It will be underlined how, during the Covid-19 pandemic, innovative teaching methods in presence, as well as those purely online, have been useful in guaranteeing students' right to study. In the second section, the contribution, using a theoretical narrative method, will deal with the various models of innovative teaching and learning in vogue, and then, in the concluding part, will underline the vivid importance in the contemporary school of an increasingly technological, digital and media-based teaching. CONTRIBUTO TEORICO
... Later, they were incorporated in language learning settings, including language learning for specific purposes. An example is It's a Deal!, a game used to teach English for business purposes and intercultural competence using realistic business scenarios (Guillén-Nieto & Aleson-Carbonell, 2012). Serious games have also been helpful for learning medical content (Zhongeen, 2019) or history-related vocabulary (Chen & Hsu, 2020). ...
While the study of serious games has received due attention, few studies have investigated their potentials of simultaneously offering a route to both content and language acquisition. Understanding the interdisciplinary educational affordance of serious game play is significant, as it might provide game designers and teachers with insight into how to best design and implement serious games. In our study, the serious game Saving Lives was used to teach healthcare knowledge and English vocabulary to Iranian nursing students in an experimental group (N = 80), while control group students were taught healthcare knowledge and English vocabulary using traditional methods (N = 80). Using a mixed-methods approach (pre- and post-tests, an open- and closed-ended questionnaire), intentional content learning, incidental vocabulary acquisition, and learners’ perceptions of digital game play were investigated. Results showed statistically significant improvement in participants’ healthcare knowledge and incidental vocabulary acquisition in the experimental group compared to the control group. Vocabulary and content knowledge gains in the experimental group were the result of students’ positive attitudes toward game play, the multimodal contextual clues provided during game play, and repetitive exposure to target words in the game instructions. Using serious games to integrate content and language teaching for specific purposes, such as nursing, was found to be both a viable option for teachers and a preferable medium for fostering students’ learning and engagement. Supplemental data for this article is available online at https://doi.org/10.1080/09588221.2021.2021242 .
... Concerning the last variable included in the intervention, the teaching of Islamic culture for children, a significant improvement was found in the scores. Educating children through this strategy has been recommended as a way of erasing prejudices and stereotypes towards other cultures in the first years of a person's life [67], and experiences with serious games, such as It's a Deal, [68] confirm that intercultural awareness can be improved using these tools. While the concepts explained during the serious game are quite simple (some of them related with religion, typical food, how immigrant camps work for refugees, etc), it was seen that the children showed a particular interest on the episodes regarding Islamic Culture. ...
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Extremist ideologies are proliferating nowadays in both political and social levels. Considering that youngsters are in a development stage where they are still conforming their own social identity, they become especially vulnerable to these ideologies’ influence. Therefore, it becomes critical to provide them with the psychological skills to rationalize and resist those influences. Video games, which are already a technology commonly consumed by these generations, provide a way to motivate and engage youngsters. Therefore, implementing these video games in interventions to increase psychological resilience represents an opportunity to create an innovative learning approach. Following this motivation, this paper has three main objectives: adapting a traditional emotional intelligence training program to a novel serious game based intervention, called YoungRes; providing a metric to measure the student’ evolution based on in-game behavioural patterns, instead of indirect measures; and evaluating the impact of the intervention itself after its implementation. To do so, an 11 sessions intervention was applied to 36 students from two primary schools in Spain. Quantitative and qualitative data was extracted from the experience, consisting on data extracted from the player’s behaviour and a final survey. A detailed statistical analysis carried out showed two main outcomes: first, the serious game based intervention was very appreciated by the students, specially by those who frequently play video games; second, the intervention allowed to improve several emotional intelligence competences, such as active listening and controlled breathing, as well as to promote knowledge about the Islamic culture. Finally, the authors discussed about how the game could be improved for future applications in schools.
... To provide more proves of the benefits of using gamification in education, the research of Victoria Guillén-Nieto used a serious game called "It's a deal" [13] to reveal the efficiency and effectiveness of a game-play in business 80 THE EFFECTS OF GAMIFICATION ON E-LEARNING EDUCATION English teaching. One hundred six students passed a pre-test then played the game. ...
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The concept of implementing games or gamification in education is becoming a growing area in the last decade and a blistering topic among researchers, professors and educational systems. Gaming in education aims to simplify and improve the learning process using technology. Nevertheless, accessibility and inclusion of gaming elements in the higher educational systems inside universities are considered yet. Most of the graduated students endure achieving the mandatory eLearning training to succeed in their integration inside companies. For example, engineers must follow some eLearning courses about Security, Ethics, Agility, Phishing Detection, General Data Protection Regulation...etc., which is tedious. Hence, our research seeks to ease and succeed the integration into companies by applying gamification to these eLearning courses to engage and motivate students to master them before graduation. This paper discusses the use of games in education, then presents a literature review about learning theories, game theory and design, game development process and tools. By collecting hundreds of papers from multiple research databases, we conceived a journal classification, a word frequency analysis using cloud visualization. Then a comparative study based on the topic’s occurrences in our corpus. Finally, a comparison of different conceptual models for gamification of e-learning environments. These results offer an insightful introduction to the application of game elements in educational settings and the implementation of gamification in e-learning courses.
... The first one is related to the educational benefits of digital games and these, one can claim, have been theorized and the case for them is easily a convincing one. We can cite many studies in this regard such as the following: (Greenfield, 1986;Quinn, 1997;Amory, 2001;Rieber, 1996;Prensky, Gee, 2003;Charsky, 2010;Boyle, 201;Aleson-Carbonell, & Guillén-Nieto, 2012;Burke, 2016). Based on them and others, it seems that video games are good educational tools for the following reasons: 1) They help develop intellectual and psychomotor abilities 2) They are more fun (ironically, this is the simplest principle but the more powerful) 3) They can simulate reality. ...
Article
This study introduces an educational game called “Daily Verbs” which teaches verb tenses to second language learners. The mechanics of the game is simple. The player moves a sprite through daily tasks and to each task there is a sentence attached stating the relevant tense. In the game, the researcher made use of Stephen Krashen’s principles of second language acquisition, namely, the acquisition vs. learning hypothesis, the affective filter, and the monitor hypothesis. Their manifestation in the game is explained in this study. Besides, the researcher made extensive use of John Gee’s 13 principles of learning embedded in video games. Their evidence in the game is also explained in the study. Article visualizations: </p
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Serious games have been deemed as an effective tool to engage students with various needs and expectations. Although serious games have emerged as an important assistant in education, sparse studies have systematically reviewed the related studies in the fields of bibliographic knowledge structure and their effects. Through CiteSpace, VOSviewer, and content analysis, this study concludes that: (1) Many studies have demonstrated that serious games could improve student engagement, motivation, learning strategies, and cognition; (2) The prominent advantages of serious games may be the enjoyment, followed by enhanced happiness, satisfaction, and positive attitude; (3) The study also discussed recently developed serious games and their effectiveness in education. It is suggested that future research could focus on the assessment of serious games to select the effective serious games and improve their design.
Chapter
E-Health is an application of Information and Communication Technologies (ICT) across the range of functions which affect health for example, treat patients, pursue research, educate students, track diseases and monitor public health. E-Health has become a sturdy and versatile platform that can facilitate the enhancement of information and services delivery in the health industry. E-Health readiness assessment is a basis for ICT investments in healthcare organizations. In relation to healthcare, assessing health readiness is impacted by several factors. However, even though there is an abundance of evidence of the subject of healthcare in the literature, studies that have investigated the factors impacting its assessment in the developing countries is still limited. In Iraq, e-Health readiness is still in its nascent stage. Therefore, this study aims to assess the contribution of the critical factors leading to e-Health readiness assessment in healthcare institutions in Iraq. The propose study also contributes to the body of knowledge among medical and technical staff with regard to their beliefs in the use of e-Health. In addition, these significant findings have crucial implications and valuable contributions to researchers, government agencies, insurance companies, and healthcare professionals in Iraq.
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The focus of this research is to apply Learning Style Inventory of one of the present leading scholars of Experiential Learning Theory, David Kolb to seek a probe into whether there has been a respective correlation between two variables, learning styles and learning spaces, and learners’ academic variations which come along with changing their learning modes in a world ravaged by COVID-19 pandemic. The data was analyzed via IBM SPSS data software version 25.0 to calculate and analyze the correlations. 1. In the sample of 120 MUST students, the linear regression formulation equation is shown as below: GPA Variation = 0.705 + 0.038Learning Style + 0.371Learning Space + Random Variable In conclusion, both two variables, Learning Style and Learning Space, have positive effect on dependent, respondents’ GPA variations. The variable, Learning Space, has a greater impact on respondents’ GPA variations than the other variable, Learning Style, does. When a respondent’s Learning Space remains unchanged, every time his/her learning style changes, the corresponding GPA score will also increase by 0.038. When a respondent’s Learning Style remains unchanged, every time his/her learning space changes, the corresponding GPA score will also increase by 0.371. 2. In the special case study of 30 respondents in Class 1909, learners with Initiating, Experiencing, Thinking, and Balancing Learning Styles had an increase of GPA in their Academic Year 2019/2020. For Initiating, e-learning offers them a more independent condition to make experimental actions happen. For Thinking, e-learning offers them a more well-structured learning agendas shown on the computer. For Balancing, e-learning offers them a more diverse forms of learning since they are quite adaptive to different learning environments. For Experiencing, e-learning offers them a more convenient condition to communicate with their learning group members or partners without interrupting the class. Keyword: Learning Style, Learning Space, David Kolb, Experiential Learning Theory, English Learning.
Article
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3D printing is a technology that allows manufacturing objects from a virtual model. The field of education has appropriated its use due to its potential to contribute to the teaching-learning process, especially for the education of the visually impaired. Visually impaired people develop their skills through alternative means, mainly using auditory and tactile landmarks as a way of obtaining information. Within the innovative perspectives for education, this study aims to propose a learning tool using 3D printing technology to build a board game employed for the use of unplugged programming language in the education of children visually impaired for their development of logical thinking skills. The learning tool production started in its modeling performed using specific software that generated 3D virtual models. Later, these files were sent to a 3D printer for printing, using the fused filament fabrication, originating physical copies of modeled objects. Then, the objects, now printed, went through a finishing process for their completion. Part of the game components received braille indications accordingly to the proposed in this study. As a result, we obtained a game prototype adapted for the visually impaired, made through 3D printing, with the potential to assist in the teaching-learning process.
Book
This book sheds light on the emerging research trends in intelligent systems and their applications. It mainly focuses on three different themes, including software engineering, ICT in education, and management information systems. Each chapter contributes to the aforementioned themes by discussing the recent design, developments, and modifications of intelligent systems and their applications.
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Recently, mobile payment services are becoming more and more popular. However, compared to other parts of the world, Malaysia’s mobile payment services are still in the infancy stages. Hence, this study looks to study the variables that impact Malaysian customers’ intention to adopt mobile payment services in the retailing industry. In achieving this objective, a conceptual model was developed via an integration of the Information System Success Model and Trust Transfer Theory. An online survey was conducted that yielded 359 usable responses for this study which was subsequently analyzed using PLS-SEM. The results show that customer satisfaction and trust in mobile payment have a significant relationship with the intention to adopt mobile payment services in the retailing industry. From the results of this study, there were several insights proposed to retailers, mobile payment technology companies, and mobile payment application developers. In addition, this study fills the theoretical gap of comprehending the main antecedents influencing customers’ intention to adopt mobile payment services in the retailing industry via an integrated model.
Chapter
Mobile payment has been defined by many as the employment of wireless and other such technologies to pay for goods, services, and bills through mobile devices. While this method of payment has increased in popularity in Malaysia, its adoption rate among Malaysians categorized as baby boomers has not been as promising even though this group of people has high levels of spending. Unfortunately, the adoption of such payment methods has been the prime focus of many recent studies in this area, and this has consequently caused many scholars to overlook resistance. Hence, this study addresses the gap by utilizing an extended Innovation Resistance Theory. With this theory, variables such as usage, value, risk, tradition, image, as well as information barriers are used to comprehensively examine the behavioral intention of baby boomers to adopt mobile payment. A survey was conducted and 310 usable responses were collected from baby boomers across Malaysia. These participants had very limited to no experience with mobile payment. The data was then analyzed and it was found that barriers included in this study have significant relationships with the behavioral intention of baby boomers in Malaysia to adopt mobile payment. The present study provides contributions to many stakeholders to encourage Malaysian baby boomers to use mobile payment services.
Chapter
Live-stream shopping is growing exponentially in Malaysia but limited research has been conducted to investigate the driving factors that lead consumers to shop via live-stream. Thus, this research is aimed to establish the factors that affect the purchase intention of Malaysian online shoppers on live-stream shopping to fill this research gap. An integrated research model of Uses and Gratification Theory and Source Credibility Theory was used to investigate the purchase intention in a live-stream context. The integration of these three theories would provide a more comprehensive result as compared to merely adopt only one theory. A self-administered questionnaire was distributed in several states in Malaysia which yielded 252 sets of usable responses. The data collected was analyzed to provide empirical support for the hypotheses developed. This research then provides vast practical and theoretical contributions from the results obtained. In particular, this study provides better comprehension to retailers in understanding the motivating factors that lead consumers to complete the checkout process and thus assist in designing their business strategy accordingly.
Chapter
Reading is considered one of the main skills that English as a foreign language learner needs to acquire successfully in their studies and lives. Yet, Jordanian learners suffer from a deficiency in reading and their achievement scores show weaknesses in reading. One of the suggested solutions to improve their reading is integrating serious games in the educational process since that serious games have been successfully applied in many disciplines. Still, there is a lack of research that explores the best practice of using serious games in classrooms. Hence, this paper aims to examine the effects of a serious game and blended learning model called lab rotation on students’ achievement in reading. The research design used in this study was the pre-experimental design that was conducted among fifty Jordanian undergraduate students who registered in the “Effective communication skills” subject for semester II, 2017 at Yarmouk University, Jordan. Moreover, a combination of quantitative and qualitative methods was employed in the data collection and analysis processes. The study’s results showed that utilizing a serious game and lab rotation model can improve students’ achievement in reading. Moreover, the study explored how students’ achievement in reading was improved after integrating the serious game and lab rotation model.
Article
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Despite considerable discussion on the benefits of digital educational games, empirical research on their effectiveness in primary schools in China is limited. This case study aimed to promote the sustainable development of digital educational games in primary schools in China by examining the effect of digital educational games on primary school students’ vocabulary acquisition and ascertaining their perceptions and attitudes toward this approach. Given the purposes of this study, an embedded mixed methods research design was employed. Two Grade 4 classes at a Chinese primary school were recruited in this study. During the quasi-experiment, the experimental class (n = 50) was provided with educational game software, Quizlet, while the control class (n = 50) was taught through a traditional teaching method. The results show that integrating educational games into language education in the primary schools was effective in improving students’ vocabulary acquisition. This study makes a case for further research of digital educational games in language classrooms at a primary level in China. Implications are made regarding the future sustainable implementation of digital educational games in primary schools in China.
Chapter
With the acceleration of globalization, global competence has become an important competence for children to adapt to the future. In order to enable factorary and middle school students to master certain knowledge and skills, develop and improve their global competence during the learning process, a serious game app called “Global Adventure” is designed to promote children’s knowledge, skills, attitudes and values of global competence in the game. The game has the best effect on the improvement of the skills which achieving three-level skills development of “perception”-“conformation”-“production”. The development of the knowledge is followed by realizing four-level knowledge development of “conceptualization”-“comprehension”-“application”-“evaluation”. The frequency of developing young people’s attitudes and values is relatively less, but achieving five-level emotional development of “receiving”-“responding”-“valuing”-“believing”-“behaving”. The four games all involve 8–9 domains of the four global competence factors, but the educational value they play is different. The game environment under the cooperative mode improves children’s global competence better than the game environment under the single player mode. The audio-visual game mode can further promote the improvement of children’s global competence. Global environmental issues play the most significant educational value.
Article
In this study, gamification with game-based activities was implemented in an undergraduate information technologies course in a university. While the qualitative results of this mixed methods revealed what aspects of gamification supported students’ learning in this course, the quantitative analysis of responses to pre- and post-testing showed that the implementation of gamification positively affected students’ motivation and engagement in the course. After the implementation, semi-structured interviews were conducted with the students to solicit their views of the treatment and its contribution to their learning. The interview results showed positive psychological effects; students who were unmotivated at the beginning of the semester had become more participatory and engaged in the course after experiencing learning through gamification. Overall, the findings of this study show that gamification warrants further examination as an effective pedagogical approach that can increase students’ motivation to learn and engagement in class.
Chapter
The integration of digital games into learning aligns with society's needs in the 21st century. Although research shows that digital games have numerous benefits for students, such as psychological and language improvements, some teachers are skeptical of using digital games for classroom activities, due to their perceived negative impact. In this study, six ELL teachers in the upper Midwest of the United States were interviewed to examine their perceived appropriateness of digital games in teaching and learning. Findings indicate that the majority of the ELL teachers interviewed perceived serious games in a positive light, while they unanimously agreed that violent digital games could have a negative impact on a child's psychological, emotional, and social life. The teachers highlighted the rate at which children play those games, their violent nature, appropriateness, cyber bulling implication, and the need for an oversight from parents and teachers as reasons why.
Article
Background Our suite of openly available virtual games for nursing education is used worldwide, resulting in a need to better understand the learners’ experience. Method We evaluated the games, by providing a link at the end of our games to an abbreviated version of the Player Experience Inventory and through qualitative feedback from an open-ended question. Results A total of 568 players completed the survey. Findings confirmed that the virtual gaming simulation design choices we made during development were strongly linked to positive psychosocial consequences which in turn promoted game playing. Conclusions The simulations were well received by a diverse group of respondents.
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This study aimed to determine the Technological Pedagogical Content Knowledge (TPACK) competence of Vocational High School teachers. A descriptive method was implemented through a survey. This study location was 3 Vocational High Schools in Bandung City, West Java Province, Indonesia. Furthermore, the participants were 90 teachers. The TPACK competency evaluation instrument for Vocational High School teachers was based on its components, namely Technological Knowledge (TK), Content Knowledge (CK), Pedagogical Knowledge (PK), Pedagogical Content Knowledge (PCK), Technological Pedagogical Knowledge (TPK), Technological Content Knowledge (TCK), and Technological Pedagogical Content Knowledge (TPACK). The results of this study showed the TPACK competence of the Vocational High School teachers was 3.68 which was classified as high. The maximum and minimum score was 3.84 and 3.58 for the Content Knowledge and Technological Knowledge component, respectively. This indicates that the teachers had the highest competence in knowledge of subject matter content and the lowest in understanding and applying technology to learning. Therefore, there was still a need for efforts to improve the competence of these teachers in understanding and applying technology in learning.
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The increase of digital games, beginning in the mid-1990s, and the more recent development of massively multiplayer online games (MMOs) have enlarged the possibilities for players to interact in and with foreign languages, sometimes involving multiple languages synchronously (Cornille et al., 2012). The present study shows that the incorporation of ICT with digital games in ESP enables the creation of a virtual environment that changes the learning process from a traditional passive experience to one of discovery, exploration, and excitement in a less stressful setting. In particular, we carried out a survey during the year 2021-2022 to explore students' perceptions of and attitudes towards the use of digital game apps in the course Communication in English for Tourism III, which is taught at the University of Valencia (Spain). Our findings show that students' viewpoints towards the use of digital games were found to be highly positive, which contributed to creating a pleasanter classroom environment and fostered a better academic outcome.
Article
The main goal of this study was to investigate the impact of a serious game on university students’ learning about cultural heritage content and to reveal the factors affecting their learning experiences during the serious gameplay. The serious computer game “Europe in a museum,” which includes tangible and intangible cultural heritage visuals of several European countries, was used in the study. The main research design was a mixed-methods sequential explanatory design. The participants were 50 freshman students studying in the Digital Game Design department at a private university. Pre-knowledge test, post-test and delayed post-test instruments were used to collect quantitative data, while semi-structured interviews were implemented to obtain qualitative data. Based on independent-measures t-tests, post-test and delayed post-test scores of the students’ cultural heritage knowledge for students who played the serious game were significantly higher than those of students taught by traditional methods. Content analysis results showed that game design, gameplay and instructional content were the main themes affecting players’ learning experiences during the serious gameplay. According to the students, the narrative used to convey the story of the game created a better playing and learning experience. The students indicated that the challenges must be consistent with the expectations of the gamers. They also noted that concise and clear presentation of cultural heritage content within the game had a positive impact on their learning experiences. This study contributes to the literature in showing the long-term effect of serious games on cultural heritage learning. Factors influencing the cultural heritage learning experience of players during serious gameplay can be a guide for instructors, instructional technologists and game designers.
Conference Paper
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The elderly population in most of the countries has risen from year to year. Number of elderlies that staying alone at home also increase accordingly since the number of children in one family is decreasing. The cost of hiring caregivers is normally expensive and might cause financial burden to a family in the longterm. Fortunately, with advance technology, alternative approaches such as Global Monitoring System, smart clothing as well as embedded health care system in smart phone and smart watch could be the alternative approaches to monitor the health of some elderly that is able to live alone. The most feasible and cost-saving approach for in-house monitoring should be setting up sensors at different locations in a smart home for independent elderly that stay alone. Daily activities recorded through the sensors can be collected and analyzed to detect if there is any anomaly found. In this paper, analysis of staying alone elderly’s daily activities and behaviors are performed. This analysis is important to further developing suitable model that can be used to detect the anomalies in their routine home activity patterns.
Article
The utilization of digital video game was rarely applied for the reading skill. Consequently, there were still no research exploring the integrations of the digital game and the learning of reading skill for long periods, as the jargon of lifelong learning. Therefore, this paper aimed at enriching the perspectives of the integrations of the digital game and a reading skill, at exploring the pedagogical perspectives towards its integrations and at discussing the dilemmas the digital game for teaching and learning a reading skill. This study employed qualitative-interpretative design, while the data were gathered via library research without any participants or respondents. The results highlighted three points. The first point was that the integrations of reading skill through the digital game had to consider the digital game values, the digital game patterns and the reading skill components. The second point was that the pedagogical perspectives had to ponder games’ instructions, teachers’ roles and students’ roles. The third point was dilemmas toward those integrations which were classified as the psychological and pedagogical effects both positively and negatively.
Article
Several institutions worldwide are reflecting on the relevance of training and exercises to critical infrastructure protection and resilience. This is witnessed, for instance, by Council Directive 2008/114/EC in the EU and the Homeland Security Exercise and Evaluation Program in the US. Contributing to the research actions in the field, the present article discusses methodological approaches, tools, techniques, and technologies relevant to this domain. In particular, we report on a recent training initiative elaborated by the authors and involving a game-based, modelling-and-simulation-backed, computer-assisted exercise for critical infrastructure expert audiences. This was developed taking advantage of JRC's Geospatial Risk and Resilience Assessment Platform (GRRASP) and critical infrastructure analysis methodologies integrated therein. The overarching objective was to enhance system thinking and raise awareness of resilience aspects while familiarizing participants with specific analysis tools and scientific models.
Article
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Innovative and interesting learning should be pursued by the teacher so that students will be more motivated to learn and can get better learning outcomes. In this study, we tried to test the effectiveness of the demonstration method assisted by e-Agenda simulation video learning media on the learning competence and motivation of filing subjects. The study was conducted with a quasi-experimental y with nonequivalent control group design in SMK Negeri 1 Salatiga. There were 62 respondents in this study. Data were collected by two methods, namely tests and questionnaires. Independent sample tests were used for data analysis techniques. The findings showed that e-Agenda learning media can improve students' cognitive and psychomotor learning outcomes between students who learn to use e-Agenda learning media and students who learn to use manual agenda. We also found that e-agenda learning media influences student motivation. Thus, we concluded that the e-Agenda learning media can improve students' learning competencies and motivation. In addition, it also affects students to be more motivated to learn diligently. Future studies should explore other factors affecting media effectiveness.
Article
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Serious games are the focus of the current research agenda. They show promise for allowing students to learn and practice skills. In fewer studies, they are used for the development of academic competencies. Therefore, it is of interest to deepen the research on the benefits of serious games in academic education and training. This article presents a study using serious games aimed at higher education academics’ training for the development of digital competencies. The study was carried out with 56 academics, using the serious game called AstroCódigo. The study analyzed the level of acceptance of serious games using the TAM model and what factors the academics believe affect this acceptance. It is important to know possible barriers that affect the development of actions oriented to the formation of academic competencies through serious games, which can also affect the adoption of games as a resource for teaching situations. None of prior studies have focused on analyzing the technological acceptance of serious games used for the development of academic competencies. The results of this research indicate that participants believe that using serious games can be beneficial to drive digital competencies. However, there are aspects such as the highest academic qualification, work experience, professional development, perceived usefulness, ease of use, and fear of change associated with age rank which can play a negative role in the use and acceptance of digital technologies by academics, particularly serious games. These results may be a clue to the barriers linked to the fact that most of the participants in this study do not use serious games in their classes or for their digital skills training. Additionally, the possibility to try and fail and the increased level of challenges proposed in the serious games, related to enjoyment, were valued by academics, during the sessions with AstroCódigo. These findings open the door to organize strategies for academic training in digital competencies within higher education institutions. They can also impact the design decisions of new serious games.
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Parties in the construction industry legal relationship are officiated through construction contracts comprising principles and elements of contracting parties' obligations and management process. The contract is rather legaloriented, which is sometimes tricky to understand. Most of the students are struggling with the Professional Practice subject. Based on the preliminary survey, students encountered issues in understanding the conditions of the contract, and its standard clauses (81 clauses) are getting more complex and challenging. It leads to the dry subject syndrome. Games of Contract (GoC) is developed in gaining students' interest in understanding construction contracts in a leisure-learning environment throughgamification. GoC is a board game that provides a platform to offer the students an overview of the construction contract. GoC provides the information on the process of post-contract stages, from the site possession until the preparation of the final certificate. The board game is administered by answering questions related to the clauses in the contract. Additionally, the game is created to enhance the students' knowledge about the Post Contract Administration, which they can apply for their future endeavours in the construction industry. The novelty of the board game is significantly focusing on improving teaching and learning service to provide an atmosphere for students who are fun, motivated, and have high learning performance. Moreover, the continuous engagement with thegame-based learning system beyond the novelty effect relies on creating theengagement meaningful and beneficial for the students.
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To control the COVID-19 outbreak, the Malaysia government has to tighten the rules and add on some standard operating procedures (SOP) for all premises. There will be an entrance registration for people that enter any shops, malls, schools, or offices. This entrance registration will take their identities, such as name, contact number, and current temperature. Thus, the government can easily track down and notify the person if the virus transmission occurs. This paper is mainly about improving the daily registration system to monitor the movement of Malaysians during the Covid-19 outbreak. With that needs in mind, a Radio-frequency Identification (RFID) based identity authentication system is developed and presented in this paper. Users do not need to fill in the manual form or scan the Quick Response (QR) code repeatedly, and instead, they are required to just key in the personal data once at the entrance. The RFID tag is applicable to be used as a self-registration at all premises. It can also keep track of the user identity, and the data will be recorded automatically through a monitoring application every time the users enter or leave the premises.KeywordsCOVID-19RFIDMonitoring applications
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The ongoing pandemic has transformed communication modes globally. Especially in the case of higher education, where countermeasures against coronavirus disease 2019 (COVID-19) have affected students’ learning experience. This study emphasized the case of business simulation games, where critical factors were underlined to define learners’ intention to use an online learning environment through the lens of task technology fit (TTF) as a theoretical stance. This study considered the statistical analysis of 523 students who attended the business simulation module online at the tertiary level of education. Findings conclude that flow experience is the most critical factor to define learners’ perceived TTF in the case of an online learning experience. However, the learners’ self-efficacy is significant enough to map learners’ intentions to use an online environment for learning. The study discussed several theoretical and practical implications for learners’ educators and policymakers.
Thesis
This thesis investigated and explored if and how boundary objects and their perspective can contribute to the meaningful design of innovation for the healthcare sector. The concept of boundary objects has found its way into healthcare and health contexts. Boundary object scan have many forms and can trigger different learning mechanisms: identification, coordination, relfection, and transformation. The reflection and transformation mechanisms are underrepresented in existing literature, but pursuing the reflective mechanism in design, development, and implementation projects is beneficial for a fluid and smooth integration of innovation into practice. Our case studies show that it is significant to trigger the reflective mechanism during the design and innovation process. By applying methods and prototypes as boundary objects and by approaching interventions to be developed as boundary objects, we see good effects in terms of acceptance, adoption, and creating (co-)ownership of the innovation, whit an inclusive design as outcome. The boundary object focus and perspective adds value to existing change and innovation frameworks by not pursuing consensus but harmony in differences. Results of this thesis are useful for both the growing design discipline in health as for policymakers in healthcare who have to come up with innovative strategies to meet the challenges healthcare faces today. Future work should focus on a more unambiguous use of the concept in healthcare, a pursuit to trigger the reflective mechanism in innovative processes in health, and adopt more 'designerly ways of knowing’ in health by applying design research in complex healthcare issues.
Article
This article aims to improve learning by proposing a process to design a serious game as an environment where the player deduces knowledge through the challenges of the game, using the knowledge to be acquired as a strategy. The proposed process is a combination of the Good Principles of Learning based on video games and the Knowledge Generation Model for Visual Analytics. Taking into account the proposed method, a design will be generated that uses the game mechanics to collect data, measure and evaluate the change in player behavior within the game in relation to the different game states.
Chapter
A serious game has been introduced as an alternative tool to support teaching and learning. It integrates entertainment and non-entertainment elements to encourage the voluntary learning of knowledge and skills. One of the essential entertainment elements in the serious game to motivate learning is the enjoyment element. However, studies on models to analyze this enjoyment element are still limited. Most models present isolated and specific approaches for specific games that cannot scale to other games. In this chapter, a generic enjoyment analytics framework is proposed. The framework aims to capture learners' enjoyment experience using open-ended feedback, analyze the feedback using sentiment analytics models, and visualize the results in an interactive dashboard. Using this framework, the lecturers would interpret the learners' experience towards the topic and the game and capture difficulties the learners may encounter during the game. It would help the lecturers to decide follow-up actions required for the learners to improve the learning.
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Mucho se ha escrito en los últimos tiempos acerca de las posibilidades y controversias del uso de los videojuegos en educación. Para conocer las tendencias en investigación, a través de la productividad, impacto, colaboración y difusión, se realizó un análisis bibliométrico sobre 226 documentos disponibles en la base de datos Scopus. Además, se complementó con un análisis de contenido de los 62 artículos disponibles en acceso abierto. Los resultados muestran el interés por el estudio de esta cuestión y el auge en la última década, el peso de países como España, y el elevado impacto de casi la mitad de los artículos. Además, se confirma lo esperado según la Ley de Lotka y Bradford. Las investigaciones confirman que los videojuegos tienen efectos positivos en el aprendizaje, la motivación y la dinámica de la clase, sin olvidar el papel fundamental del profesorado, el diseño y la finalidad del propio juego. Por último, se señalan futuras líneas de investigación vinculadas a la necesaria formación del profesorado o la evaluación de los videojuegos desde una vertiente pedagógica.
Article
Lublin is a city located in the eastern part of Poland, which is an important place of cultural heritage, being the venue where the Polish-Lithuanian Union was signed 450 years ago in 2019. This article presents “Architectural Jewels of Lublin,” a computerized serious board game for two players. The aim of the game is to collect points for recognizing models of the city's historic architectural objects and their correct position on the board. They represent the landmarks of the historic Old Town quarter. Another point of the game is to answer questions about the cultural heritage of Lublin. 3D models of historic buildings were initially designed manually and then 3D printed in FFF (Fused Filament Fabrication) technology. The correct location of the object on the board is identified by sensors working in the RFID (Radio-Frequency IDentification) technology supported by two microcontrollers of an Arduino platform, which were connected to the software managing the whole game shown on a tablet monitor. The game is used both to promote Lublin at numerous cyclical cultural and science popularization events, and during conferences and seminars organized for circles representing cultural heritage from Poland and abroad. It is aimed at presenting a way to integrate many different contemporary digital technologies that can serve education in the area of cultural heritage. The game, in contrast to popular games using VR and AR technologies, combines in an interesting way physical and digital space using modern computer technologies. The research carried out on the participants of the game has shown its high effectiveness in raising the historical awareness of its participants, as well as the players’ positive attitude toward the game.
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In this talk we will be looking at our work in progress on the graphic adventure "It's a Deal!" which we are creating with the support of the research project COMINTER-SIMULNEG (I+D HUM2006-12989) for the purpose of developing intercultural communicative competence (ICC) in business English. The graphic adventure uses a simulated experience to provide the targeted users—Spanish men and women in international trade―with the opportunity to become aware that each culture has its own rules of the game, as well as to discover which rules apply in British culture and practice using these rules in business English.
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In Intercultural Business Communication and Simulation and Gaming Methodology, Victoria Guillén-Nieto, Carmen Marimón-Llorca and Chelo Vargas-Sierra serve up an interesting set of articles on intercultural business communication (IBC). It is important to assume, from the very beginning, that IBC is a complex disciplinary endeavour, as many studies in the last fifty years have clearly highlighted. Thus, Hall (1959 & 1966), Hofstede (1980 & 1983), Trompenaars and Hampden-Turner (1997) or Schwartz (1999) have pointed out fairly different perspectives that should be considered while analysing communication. In fact, we cannot avoid studying intrapersonal, interpersonal, organizational, or national perspectives in order to understand the way someone can communicate within a business framework. It is important to analyse how anyone can improve his/her competence in order to communicate effectively in a business-based environment. Some years ago Bargiela-Chiappini and Nickerson (2003) stated that interculturality should play an important role in order to communicate effectively in business settings. Thus, the fundamental constructs of communication involve an array of well-established and highly developed fields of enquiry. There are many approaches, theories and methodologies that tend to overlap. Among those methodologies which can help us improve our communicative competence in business settings is the simulation and gaming methodology, a target of this book as well. The volume is divided into three main sections: an introductory section "explaining intercultural communication", comprising three different chapters. The second section, devoted to "applied linguistic research on intercultural business communication", is clearly the longest one, being formed by seven contributions. Finally, the third section, "simulation and gaming methodology as a vehicle for communicative competence in intercultural business settings", comprises three different texts.
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Most serious games have been developed without a proper and comprehensive design theory. To contribute to the development of such a theory, this article presents the underlying design philosophy of LEVEE PATROLLER, a game to train levee patrollers in the Netherlands. This philosophy stipulates that the design of a digital serious game is a multiobjective problem in which trade-offs need to be made. Making these trade- offs takes place in a design space defined by three equally important components: (a) Play, (b) Meaning, and (c) Reality. The various tensions between these three com- ponents result in design dilemmas and trilemmas that make it difficult to balance a serious game. Each type of tension is illustrated with one or more examples from the design of LEVEE PATROLLER.
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This article is concerned with Internet games that critically address political issues. Developers and players of six online games were interviewed about the expressive and engaging power of the games, in particular with respect to the performance of a ‘political self’. Both qualitative and quantitative methods were used in order to explore this issue in some detail. Interviews with the six game-developers revealed that building a game contributed to the enhancement of their everyday political engagement. Players were addressed by an online questionnaire which also included playing a political game (N = 80). The results showed an impact of playing a political game on their knowledge and opinion about the issue addressed in the game.The results also suggested that the construction and expression of a ‘political self’ through the act of playing a political game may have consequences in the real world.
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Scholars, educators, and media designers are increasingly interested in whether and how digital games might contribute to civic learning. However, there are three main barriers to advancing understanding of games’ potential for civic education: the current practices of formal schooling, a dearth of evidence about what kinds of games best inspire learning about public life, and divergent paradigms of civic engagement. In response, this article develops a conceptual framework for how games might foster civic learning of many kinds. The authors hypothesize that the most effective games for civic learning will be those that best integrate game play and content, that help players make connections between their individual actions and larger social structures, and that link ethical and expedient reasoning. This framework suggests an agenda for game design and research that could illuminate whether and how games can be most fruitfully incorporated into training and education for democratic citizenship and civic leadership.
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This article examines developments in business simulation gaming during the past 40 years. Covered in this article are a brief history of business games, the changing technology employed in the development and use of business games, changes in why business games are adopted and used, changes in how business games are administered, and the current state of business gaming. Readers interested in developments in other areas of simulation gaming (urban planning, social studies, ecology, economics, geography, health, etc.) are encouraged to look at other articles appearing during the 40th anniversary year of Simulation & Gaming and at the many fine articles that appeared in the silver anniversary issue of Simulation & Gaming (December 1995).
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Experiential Learning Theory (ELT) provides a holistic model of the learning process and a multilinear model of adult development, both of which are consistent with what we know about how people learn, grow, and develop. The theory is called “Experiential Learning ” to emphasize the central role that experience plays in the learning process, an emphasis that distinguishes ELT from other learning theories. The term “experiential ” is used therefore to differentiate ELT both from cognitive learning theories, which tend to emphasize cognition over affect, and behavioral learning theories that deny any role for subjective experience in the learning process. Another reason the theory is called “experiential ” is its intellectual origins in the experiential works of Dewey, Lewin, and Piaget. Taken together, Dewey’s philosophical pragmatism, Lewin’s social psychology, and Piaget’s cognitivedevelopmental genetic epistemology form a unique perspective on learning and development. (Kolb, 1984). The Experiential Learning Model and Learning Styles
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The purpose of this study was to evaluate computer games or components of the games that would lend themselves for use in an educational setting. Participants included 20 men and 20 women who volunteered to participate. All participants played four randomly assigned computer-based shareware or freeware games from among eight categories. Participants offered numerous suggestions for instructional applications of the noneducational games. Results suggested diverse patterns of preference and use between genders. Participants indicated many key features regarded as essential for an effective gaming environment as well as those that distracted them from play. Trial and error was observed to be the dominant strategy used across all game categories. In addition, participants suggested numerous educational applications for common categories of computer games.
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The abstract for this document is available on CSA Illumina.To view the Abstract, click the Abstract button above the document title.
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The abstract for this document is available on CSA Illumina.To view the Abstract, click the Abstract button above the document title.
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