Patrick Felicia's research while affiliated with Waterford Institute of Technology and other places

Publications (30)

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This chapter discusses the results of a systematic literature review, a needs analysis through a pupil survey, and a case study of classroom observations in the context of primary education. The results of the overall findings, limitations, underlying issues, and emerging concepts are associated to how game-based learning (GBL) works and what it me...
Chapter
This chapter discusses the results of a systematic literature review, a needs analysis through a pupil survey, and a case study of classroom observations in the context of primary education. The results of the overall findings, limitations, underlying issues, and emerging concepts are associated to how game-based learning (GBL) works and what it me...
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This paper presents findings from a study carried out between May and October 2013. Based on a survey, which was developed by the MoGaBa VET project partners, the study aimed at understanding the factors that influence the way vocational instructors perceive and use game-based learning. A total of 267 trainers from eight European countries took par...
Article
This paper aims to show best practices of GBL design for engagement. It intends to show how teachers can implement GBL in a collaborative, comprehensive and systematic way, in the classrooms, and probably outside the classrooms, based on empirical evidence and theoretical framework designed accordingly. This paper presents the components needed to...
Article
Full-text available
This paper presents findings from a study carried out between May and October 2013. Based on a survey, which was developed by the MoGaBa VET project partners, the study aimed at understanding the factors that influence the way vocational instructors perceive and use game-based learning. A total of 267 trainers from eight European countries took par...
Article
In this review, we investigated game design features that promote engagement and learning in game-based learning (GBL) settings. The aim was to address the lack of empirical evidence on the impact of game design on learning outcomes, identify how the design of game-based activities may affect learning and engagement, and develop a set of general re...
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The attention to learners with special needs, in particular those with intellectual disabilities, is an area of continuous development. It is considered important to develop adaptive educational solutions for the integration of people with educational difficulties according to their needs. Digital games provide an attractive and direct platform in...
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This paper expands on Gee’s (2004) notion of “affinity spaces” by placing them in the context of games, media stars, and their fans and combining cultural studies and new literacies approaches. The Guild, a web series about the misadventures of MMO-players, written by and starring actor, writer, producer, and gamer Felicia Day, is examined. On Watc...
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Educational games have great potential as tools for motivating and engaging students, in addition to teaching learning content and objectives, but have had difficulty proving their potential through traditional means. This article proposes that recent advances in the achievement systems of entertainment games can be used to measure motivation and e...
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Digital Games are becoming a new form of interactive content and game playing provides an interactive and collaborative platform for learning purposes. Collaborative learning allows participants to produce new ideas as well as to exchange information, simplify problems, and resolve the tasks. Context based collaborative learning method is based on...
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Stroke is the main cause of long term disability worldwide. Of those surviving, more than half will fail to regain functional usage of their impaired upper limb. Typically stroke upper limb rehabilitation exercises consist of repeated movements, which when tracked can form the basis of inputs to games. This paper discusses two systems utilizing Wii...
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This paper reviews three classic theorists’ writing on games, learning, and development. Piaget, Vygotsky, and Bruner all wrote about games and play as important to thinking and learning. This review attempts to synthesize their perspectives as a means to revisit underused theoretical perspectives on the role of games in education. The views of Pia...
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In this work, the authors analyze the video game genres’ features and investigate potential mappings to specific didactic approaches in the context of Physics education. To guide the analysis, the authors briefly review the main didactic approaches for Physics and identify qualities that can be projected into game features. Based on the characteris...
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Most game-designers likely stick to the assumption that background music is a design feature for fostering fun and game play. From a psychological point of view, these (intuitive) aspects act upon the intrinsic motivation and the flow experience of players. However, from a pure cognitive perspective on instructional design, background music could a...
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It is a common misconception that game-based learning is, by its very nature, engaging for the majority of learners. This is not necessarily the case, particularly for learners in Higher Education who may need to be persuaded of the value of learning games. For some learners, games may simply not be perceived as engaging–either in terms of an initi...
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The Mobile Learning Network currently in its third year, is a unique collaborative initiative encouraging and enabling the introduction of mobile learning in English post-14 education. The programme, funded jointly by the Learning and Skills Council and participating colleges and schools and supported by LSN has involved nearly 40,000 learners and...
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This paper documents an investigation evaluating if adult offenders can benefit from a facilitated serious-games design project as part of their probation program. Research has observed a participatory design group of adult offenders working with their probation managers and a PhD researcher to create a new serious-game for use by the probation ser...
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Digital games and their power as a tool for acquiring knowledge, training skills and changing behavior are – for some laymen – associated with rather negative concepts, and are thought to pose a general health risk. This paper shortly reviews and evaluates the scientific evidence for both positive and negative outcomes. It describes how particularl...
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Interactive technologies provide today’s youth a low stakes sandbox to collect experiences (Gee, 2004) and try tasks and identities (Gee, 1991) that push the boundaries of “known” and open up the world of possibility. Pairing affordances of video games with the possible selves framework (Markus & Nurius, 1986), research involved using The Sims 2 li...
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This paper outlines a simple and effective model that can be used to evaluate and design educational digital games. It also facilitates the formulation of strategies for using existing games in learning contexts. The model categorizes game goals and learning objectives into one or more of four possible categories. An overview of the model is provid...
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This paper examines the idea that contemporary strategic board games represent an informal, interactional context in which complex computational thinking takes place. When games are collaborative – that is, a game requires that players work in joint pursuit of a shared goal -- the computational thinking is easily observed as distributed across seve...
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DataPlay is a research project inspired by the concept of a “ludic age” (Chaplin & Zimmerman, 2008), where the challenges of extracting knowledge from the “data deluge” of the information age (Economist, 2010) are met with game-based approaches to information design. This paper examines Mannahatta: The Game in order to illustrate the issues involve...
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One of the trump cards of digital educational games is their enormous intrinsic motivational potential. Although learning game design is often understood on a one-fits-all level, the actual motivational strength of an educational game strongly depends on the individual learners, their very specific goals, preferences, abilities, strength and weakne...
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Serious games are effective and engaging learning resources for people with disabilities, and guidelines exist to make games accessible to people with disabilities. During research into designing accessible interfaces and games, it was noted that people who are blind often report enjoying playing Wii Sports. These games are pick-up-and-play games f...
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This chapter explains the importance of acknowledging users’ personalities, learning styles, and emotions in the design of educational games. It argues that the application of educational theories combined with knowledge of subjects’ personality traits and an increased emotional depth offer a substantive approach to understand and improve the natur...
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This study was conducted to investigate the relationship of students’ attitude toward mathematics, attitude toward a game, gaming performance, gender, and ethnicity as they relate to learning in an educational gaming environment. During the four-month instructional period, fifty 2nd grade students from three classes used a mobile game. This study u...
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This chapter describes how to design a motivating educational game for middle school students using digital-game based learning techniques in a problem-based learning environment. Specifically, The Alien Rescue Game (TARG), a problem-based digital-game based learning program, is compared to commercial digital games to determine how to design a moti...
Article
For a long time, users' emotions and behaviours have been considered to obstruct rather than to help the cognitive process. Educational systems have based their learning strategies almost solely at a cognitive level and the internal state of the learner has often been ignored. Even if it is now recognized that learners' personalities and learning s...
Chapter
This chapter explains the importance of acknowledging users’ personalities, learning styles, and emotions in the design of educational games. It argues that the application of educational theories combined with knowledge of subjects’ personality traits and an increased emotional depth offer a substantive approach to understand and improve the natur...
Article
Video games represent ideal learning environments in which users can improve their skills and learn in a safe and controlled manner. They often implement well-known instructional strategies such as social learning, discovery learning or zone of proximal development. However, despite evidence of the impact of personalities on learning (e.g. Multiple...

Citations

... Arising due to their current use; It is seen that digital games that cause negative effects such as addiction, aggressive behaviors and health problems are not educational-purposed (Anderson et al., 2010;Gentile, 2011;Kuss, 2013). The studies state that the negative effects of digital games such as addiction and aggressive behaviors are exaggerated in educational-oriented use, and the positive effects they will provide in their use as educational tools are ignored (Bösche & Kattner, 2013). Therefore, teachers' awareness of non-educational digital game addiction may cause them to ignore or not distinguish the positive effects that may occur against educational digital games, have prejudices and negative thoughts, reduce their use in educational environments, and even not to use them. ...
... An A TC that implernents an adaptive learner model can be multimodal. Not only can it contain domain-specific knowledge and processes of numeracy, as in our examples, but it can also include embedded assessment of motivational states (Kickmeier-Rust et al., 2011) and even biofeedback or online measures of brain activity (Galan and Beal, 2012;Mostow et al., 2011). The increasing processing power of computers allows for an increasing number of variables or dimensions to be handled by the adaptive models. ...
... From a technological perspective, the usage of digital games in the learning experience of students with Intellectual Disability (ID) is discussed in [19]. Technologies can be used to assist students with disabilities in accessing the information required to perform the learning process successfully. ...
... La resolución de problemas en este entorno permite al estudiante comprender cómo funciona un sistema y cómo él o ella interactúa con éste (Chang et al., 2015;Toprac, 2011). A la vez, demanda la puesta en escena de sus habilidades, viéndose enfrentado a un escenario retador para lograr el mejor resultado posible (Barnett y Koslowski, 2002). ...
... For students, the use of mobile devices in the learning process is an escape gate from traditional forms of education, walls, time-schedules, framed curriculum, controlled communication and uncomfortable chairs, since they can transfer their learning process to a customized environment with contextualized content and visuals, open communication, collaboration and experimentation in an endless cyberspace, all from the comfort of their chosen location (Olson, 2010;Shin, Norris, & Soloway, 2011). Game experiences can mirror daily routine scenarios, allow the provision of instant feedback, and be flexible in their flow. ...
... Hingga saat ini, permainan telah berkembang secara bervariasi. Saat ini, sebagian besar orang didorong untuk menggunakan game sebagai sarana bermain dan hiburan (Felicia & Jabbar, 2016). ...
... In experimental settings, the same authors determined that an experimental group with game playing experience experienced improvement in cognitive ability and short-term memory. Felicia and Pitt (2009) reported that digital games have implicit educational benefits. They allow players to develop cognitive and motor skills, which in turn assist in the improvement of students' mathematics skills. ...
... On the other hand, it is extremely difficult to develop such well-designed game environments where players can fully immerse and utilize their knowledge in problem-solving (Fu et al. 2009). When educational media and digital learning environments put too much emphasis on content delivery, it is difficult to motivate learners to enjoy learning (Felicia and Pitt 2007). Thus, more and more educators and researchers are taking constructionist approach as an alternative to develop educational media and learning environments (e.g., Felicia and Pitt 2007;Wijers et al. 2008;Richard and Kafai 2015;Tan and Kim 2015). ...
... In the vocational education and training (VET) sector, individual and collaborative game scenarios can be used to simulate situations and tasks of everyday work life or typical professional situations. While the beneficial effects of GBL have been extensively studied, teachers and trainers often remain reluctant to implement GBL approaches in formal educational settings for technical, institutional and organisational reasons, such as difficulties in finding suitable games for teaching or the lack of guidelines on how to use games for teaching [13]. These findings are consistent with the results of the needs analysis conducted at the beginning of the authors' current project GATE:VET -GAmification in TEaching at VET schools, which is presented in this paper and focuses on the question of how teachers can be qualified to successfully integrate GBL in vocational educational. ...
... Many researchers agree that integrating digital games into teaching and learning has everything needed to turn them into effective instructional and learning tools (for example, [5, [25][26][27]). Digital games enable students to acquire twenty first-century skills including critical thinking skills, research skills, communication skills, selfregulated learning skills, creativity, computing and programming skills, and strategic thinking, which rarely occur in traditional learning [6, 14, [28][29][30][31]. ...