Educational Games - Science topic

Based on my research and published work titled 'IVAL: Immersive Virtual Anatomy Laboratory for enhancing medical education based on virtual reality and serious games, design, implementation, and evaluation,' I firmly believe that the use of virtual reality has a positive effect on people, particularly in the context of education and training.

Our study involved developing and evaluating the effectiveness of IVAL, an Immersive Virtual Anatomy Laboratory that leverages VR and serious games to enhance the learning experience for medical students studying anatomy. The results were highly promising, with participants reporting high levels of satisfaction, success, and learning outcomes.

Through IVAL, students were able to immerse themselves in a 3D representation of the skeletal system, providing a deeper spatial understanding and retention of anatomical concepts. The immersive and interactive nature of VR technology created an engaging learning environment that surpassed traditional methods like studying cadavers or 2D diagrams.

Moreover, our findings suggest that VR simulations can potentially supplement or even replace the need for cadavers in anatomy education, addressing ethical concerns and resource constraints faced by many institutions.

I encourage you to read our paper (link: https://www.researchgate.net/publication/376621926_IVAL_Immersive_Virtual_Anatomy_Laboratory_for_enhancing_medical_education_based_on_virtual_reality_and_serious_games_design_implementation_and_evaluation) to gain a comprehensive understanding of the design, implementation, and evaluation of IVAL, as well as the positive implications of incorporating VR technologies in medical education.

Dear Mr. Atmaja!

Hereby below I searched articles that might be of value for YOU:

1) Dorfner, N., Zakerzadeh, R. Academic Games as a Form of Increasing Student Engagement in Remote Teaching. Biomed Eng Education 1, 335–343 (2021). https://doi.org/10.1007/s43683-021-00048-x Open access:

2) Pakinee, A., Puritat, K. Designing a gamified e-learning environment for teaching undergraduate ERP course based on big five personality traits. Educ Inf Technol 26, 4049–4067 (2021). https://doi.org/10.1007/s10639-021-10456-9 Free access:

3) Agbo, F.J., Oyelere, S.S., Suhonen, J. et al. Co-design of mini games for learning computational thinking in an online environment. Educ Inf Technol 26, 5815–5849 (2021). https://doi.org/10.1007/s10639-021-10515-1 Free access:

4) Noora, L. Laakso et al. 2021. Developing students’ digital competences through collaborative game design, Computers & Education, Volume 174, December 2021, Free access:

Yours sincerely, Bulcsu Szekely

As part of pro-environmental education, new Internet media, including social media, should be used. These media should also be used to promote pro-environmental activities and achieve the goals of sustainable development. These issues can be combined.

I invite you to the discussion,

Thank you very much,

Regards,

Dariusz Prokopowicz

Agree with Jaba Tkemaladze

Uses in games beyond NPCs

Georgios N. Yannakakis suggests that academic AI developments may play roles in-game AI beyond the traditional paradigm of AI controlling NPC behavior. He highlights four other potential application areas:

Rather than a procedural generation, some researchers have used generative adversarial networks (GANs) to create new content. In 2018 researchers at Cornwall University trained a GAN on a thousand human-created levels for DOOM (1993); following training, the neural net prototype was able to design new playable levels on its own. Similarly, researchers at the University of California prototyped a GAN to generate levels for Super Mario. In 2020 Nvidia displayed a GAN-created clone of Pac-Man; the GAN learned how to recreate the game by watching 50,000 (mostly bot-generated) playthroughs.

Yes,Sure,Modern educational methods and means of communication have effectively contributed to the success of the educational process

This depends on the nature of games, social situation and child psychology.

I have been conducting research in serious games for health for some time now. Our first thought on the subject was that the gamification of rehabilitation programs would make patients forget about their daily situation and focus on enjoying the session through solely playing the game. However, and after a number of clinical trials with patients and discussions with medical experts, we found that creating a link between the game and the rehabilitation of the patient can motivate them even more.

While patients would appreciate forgetting about their preoccupation through a game, clarifying how this game can help translate their effort into reality (i.e. helping them recover their range of motion).

I have read similar results in other research, notably for children with diabetes, who became more motivated when the game was presented as a tool that relates to their real life problem.

A. Fuchslocher, J. Niesenhaus, and N. Krämer, “Serious games for health: An empirical study of the game ‘ Balance’ for teenagers with diabetes mellitus,” Entertain. Comput., vol. 2, no. 2, pp. 97–101, 2011.

I invite you to visit my profile if you wish to know more about our research.

Regards,

Halim

Earl Nightangale’s definition is the best one in my opinion, “Success is the progressive realization of a worthy idea.“

Success is not then achievement but the feeling while chasing a goal.

Following link will be helpful to find your requirements please. www.icchp.org

What age are the kids and that is key in the method you use and how you could scaffold them, it also depends on the platform(game) you would be using, does it have scaffolding in-built into the teaching. If it does there should be a teacher dashboard where you could see where the students are struggling as it an individual level you would have to asses your effectiveness, if your using generic games on an ipad with no formal scaffolding in the game, its the totally different method but it would depend on the age and the kind of game, many math games are barely teaching anything other than drilling students with a point carrot system.

Hello!

Maybe some of these papers can help you out?

Wish you all the best!

Michelle

I believe that it is especially challenging to design meaningful and theoretically-informed treatment- and control-conditions when evaluating educational games. Instead of comparing a game-based treatment condition vs. a non-game-based "conventional" control condition (which can be a rather fuzzy comparison), it often makes more sense to compare different design-variants of the same game. I recommend to read the following article, explaining different approaches:

Mayer, R. E. (2011). Multimedia learning and games. In S. Tobias & J. D.

Fletcher (Eds.), Computer games and instruction (pp. 281–305). Char-

lotte, NC: Information Age.

I would say this: introducing a task into a game has the very high potential to spoil the play; introducing play into an activity has the very high potential to spoil the task. Achieving harmonious (even synergistic) balance between task and play is the goal... it is not easily done, and will probably look different for every learning objective and game genre.

I personally consider practical challenges like budget, staff, etc. to be secondary to this overarching concern about the player experience. Even a tiny, inexpensive, individually developed game might strike a supremely successful balance; even well-funded, highly professionalized teams can miss the mark entirely.

 NEW  Proposal Submission Deadline: July 15, 2017

HI professor Guardiola

i think your project is intresting but im so busy now and unfortunately, i cant help you.

 Maybe you could set a control group of professionals actually doing the work in real life (or a reasonable facsimile), also recored by ECG and use that baseline to differentiate them from the game users.

Dear Alfred, we are now working on next concept http://sdi4apps.eu/2016/09/google-docs-for-maps-collaborative-whiteboard-for-drawing-on-maps/. Do you think, that such sharing of ideas could be usefull for education?

Simone:

Here's what I found in RG:

Best regards,

Debra

HIS Laboratory - Erasmus University - Rotterdam

Might be hard to find a suitable amount of data.

Maybe you could use Let's play videos and Audio visual analysis of player experience proposed by Marczak and Schott (http://press.etc.cmu.edu/files/Game-Research-Methods_Lankoski-Bjork-etal-web.pdf). 

Marczak and Schott are basically describing ways to programmically extracting data from the video / audio of game (when one does not have access to log files). Of course, one can hand code those events, but that is a slow solution.  

Alternative would be asking players to sent you their log files of a certain game or taking people to lab to play a game (that generate suitable log files).

Also this one

Dear Rui,

There is a nice simulation of tsunami in SL. You can see the vodeo following the link below:

I'm very interested to see how virtual reality could be used as an environment to simulate dangerous situations like an accident scene or a civil construction environment. With modern technologies users' presence and agency can be enhanced drammatically. Also augmented reality can play an important role, if you want to recreate a dangerous situation by inducing the perceptional and cognitive reaction of students by projecting them into an immersive learning environment. 

Good evening Magda,

could be something you are looking for. A good collection anyway.

Also:

And we used this for inclusion research: http://dyslexia.yale.edu/Technology.html

Very best, Heiner

Hi Kimberly, I think that policies that hamper or constrain teacher autonomy are the ones that have the biggest impact on teachers using technology in the classroom. Many of my students, in-service teachers, express a great deal of fear about trying new things in the classroom.  They are afraid of principals and district personnel who don't understand or misunderstand what they are trying to do. Policies that have weakened the power of unions have also contributed to this sense of vulnerability that leaves teachers waiting to be told what to do.

Games are an excellent tool to engage students.  However, when the teacher is involved in the game; students will become even more engaged because they can see that authority figure in a different light which they will greatly enjoyed.  Learning then turns into a positive experience which will be remembered for years to come.

I should have posted this earlier. MindShift at KQED has a nice guide to digital games in learning:

Shapiro, J., & Tekinbas, K. S. (2014). Mind/Shift guide to digital games & learning (pp. 41). Online: KQED Mind/Shift.

Available: http://www.kqed.org/assets/pdf/news/MindShift-GuidetoDigitalGamesandLearning.pdf

Take a look at these:

I think I agree with Mitchel Resnick, Edutainment? No Thanks.

I Prefer Playful Learning:

Let me quote from the above paper:

"So why don’t I like edutainment? The problem is with the way that creators of today’s edutainment products tend to think about learning and education. Too often, they view education as a bitter medicine that needs the sugar-coating of entertainment to become palatable. They provide entertainment as a reward if you are willing to suffer through a little education. Or they boast that you will have so much fun using their products that you won’t even realize that you are learning—as if learning were the most unpleasant experience in the world."

Thus the teaching and learning from a talented teacher is the bast! Thus the problem is: Should we use bad teachers+Edutainment etc. of have a method to find the talented teachers?

As for e-learning, it has a nice property: You can repeat questioning without having to do this in frond of the whole class. Also the material is there whenver you need it. An e-class can be really wonderful, but it need hard work!

Children playing educational games is intended for Skill Learning (the learning process), Sync the content taught with Body movement and coordination, highly flexible body postures with playful attitudes and gestures...

What helped me a lot was: Leonard A. Anetta: The "I's" Have It: A Framework for Serious Educational Game Design, in: Review of General Psychology 2010, Vol. 14, No. 2, 105–112. The paper is concerned with very basic issues of serious game design and with the pedagogic strategies you may implement therein to advance learning. If need be, I can also provide the PDF, just ask.

Bayne and Ross (2007); Bennett, Maton, and Kervin (2008); and Margaryan, Littlejohn, and Vojt (2011) have provided compelling evidence that “digital natives” may be a myth. I have experienced this in my online class when I observe the “digital natives” experiencing difficulties utilizing technology from their everyday lives in contexts slightly different than what they are used to. They also seem to support the above mentioned studies in that they do not want a complete technological immersion as part of their learning experience.

That being said, I am quite interested in applying gamification techniques when it comes to the online classroom and am looking to develop methods to use in my class. For myself, my students are experiencing some difficulties utilizing Google+ as their discussion platform. They may know Facebook, but G+ is a mystery to them and one they apparently do not want to solve on their own. I plan to develop gamification methods that will encourage them to learn G+ features and use them in a slightly more sophisticated manner than the current group of students. I will be matching desired action to particular gamification techniques that have proved successful in similar situations (such as FourSquare’s completion bar as they fill out their profile information and Stack Overflow’s leveling method that implies experience and knowledge, or like Research Gate’s point system!). I may use a reward system such as badges in the beginning, but I do want them to develop intrinsic motivation to communicate with their classmates so whatever I develop will need to gently push them in that direction – posting because they enjoy communicating with others in the course and/or want to contribute to knowledge building. My next step perhaps leads into your question – can the school’s ICT support an automated method to accomplish this?

I apologize as this is much more than you probably wanted to know, but I am looking for fellow educators with which to discuss these issues and perhaps flesh out logistics and concepts.