Questions related to Educational Games
Hello, everyone. I would like to hear your thoughts on something related to educational games and game-based learning.
Currently, there exists a body of knowledge of game learning analytics (GLA), which encompasses everything related to learning analytics for educational games. As far as I know, many researchers have explored how to allow educators conduct GLA through, e.g., analytics dashboards. But what about allowing educators to modify the content of the educational game? For example, a teacher may want to lengthen or shorten levels in a Super Mario Bros-like educational game. Have there been any studies on this matter? I have only found studies on allowing educators to modify assessments in educational games; however, since "game content" can consist of many types of design elements (levels, enemies, mechanics, etc.), "content modification" can go beyond merely modifying assessments.
In my mind, educators should ideally be allowed to conduct GLA on their students' game-based performances and modify various aspects of the game's content (again, not just assessments). Does this kind of technology exist yet? Has any researcher attempted to explore it yet? Do you know a different topic or type of technology that resembles or intersects with this topic?
Thank you very much for your thoughts on this matter.
Computer games become a didactic instrument complementing training on simulators of machines, devices, cars, aircraft, etc.
However, it is not the only field of the didactic process in which computer games can turn out to be a good instrument in the field of modern educational techniques.
In view of the above, the evolution of gaming should aim, inter alia, towards the development of educational games that will effectively perform the functions of effective instruments of modern educational techniques.
In view of the above, the current question is: In which areas of the didactics process, computer games can be a good instrument of modern educational techniques?
Please, answer, comments. I invite you to the discussion.
Do you think artificial intelligence will be implemented for computer games?
What can be the effects of artificial intelligence implemented for computer games?
Please, answer, comments.
I invite you to the discussion.
Yes, this is a very important issue. The issue of communication with the use of new online media is very important in the context of an efficiently run education process.
We are currently communicating widely across various online media, including via email. Some of the email mailboxes we use have anti-spam restrictions, which makes communication difficult. The development of communication through various online media, also through social media portals is an important issue in education. New media should be effectively used in the education process, but not always their technical specification is fully suitable for the needs of communication development in the context of the ongoing education process. However, as far as possible, new online media should be used in education, because young people use them widely and can be an excellent additional tool in the field of teaching instruments, eg for the purpose of efficiently searching for the necessary, current information.
In view of the above, I would like to ask you: Should new internet media be used in educational processes?
Please, answer, comments. I invite you to the discussion.
Educational games have been seen as effective tools for enhancing learners' learning (game-based learning platforms). However, in recent times, we have noticed some problems with the isolation of games users (in general). Can educational games also increase the isolation of learners?
I was wondering if anyone could recommend me a paper or three discussing or revolving around the game-reality barrier in educational games?
To clarify, I am currently doing research on how people learn from playing educational games about sustainability issues of all shapes, sizes and formats. A concern of mine is that educational games might be perceived as just that - games, with no roots or parallels in reality.
While I do know that there are several good examples of how game-based learning could be effective, I am still curious as to how the potential barrier between games and reality might affect the learning outcomes of those who play.
Any and all suggestions for peer-reviewed papers and / or books are highly welcome!
Background - we played Jenga last night: you know, 54 pieces of wood stacked up on 18 levels one on another. You take the piece out and put it on top and so on. Building continues until the tower falls and the person causing it to fall loses.
Question: what is really a success? Starting with 18 levels you go up but is it better to win on level 24 or lose on level 31? It takes quite some effort and mastery to exceed level 30...
Well? What would you choose and why?
I am looking for some research papers to understand design and evaluation of tangible educational toys, especially for visually impaired children. Please recommend some in your comments.
How can I measure the effectiveness of teacher provided scaffolding instruction in classroom by using educational games to enhance math learning quantitatively or via mixed methods? What are the recommended theoretical frameworks that should I consider? Any recommendations?
In my recent research into the use of educational games, I have noticed that there appears to exist an overall distaste for playing them.
I was wondering - do any of you have any comprehensive, peer-reviewed papers or even books explaining why educational games are often considered to be worse or inferior to more commercially successful games? While I do have my suspicions, it would be great to gain some proper insight from others in the field.
Many thanks in advance!
- Kristoffer S. Fjællingsdal
The following features and activities, like fantasy games, simulated games, curiosity and the level of challenge are most likely to promote intrinsic motivation in the learner. Can anyone suggest any scholarly articles on how these activities motivate the child in the classroom?
I'm conducting a study in order to discuss the research challenges in the process of evaluating educational games. So, I will be happy for the opportunity to discuss with you about the main challenges you perceive about the educational game's evaluation.
Please, let me know, in your opinion, what is the biggest research challenge in the evaluation of educational games?
I'm conducting a study in order to discuss the research challenges in the development process of educational games. So, I will be happy for the opportunity to discuss with you about the main challenges you perceive about the educational game's development/design.
Please, let me know, in your opinion, what is the biggest research challenge in the development/design of educational games?
CALL FOR CHAPTERS
NEW Proposal Submission Deadline: July 15, 2017
Handbook of Research on Immersive and Digital Educational Games: Innovative Approaches
The Cologne Game Lab - TH-Koln have developed a mobile game for Arabic literacy and psychosocial well-being support. The research project is granted by the international initiative EduApp4Syria. The core audience is the children refugee population, between 5 and 10 years old, in the countries around Syria. It's a humanitarian research project, the game will be available for free in March.
During the development of the game we test it shortly in Red Cross refugee camp in Germany.
We need now to set up longitudinal studies in Lebanon, Jordan, Turkey and Iraq, between April and September. We are looking for Educational Sciences departments of universities in these countries, able to manage the field test and share future international publications.
If you are interested or know potential partners, please, contact us.
I'm working on project on professional training simulators. One of our goals is to design as engaging simulators as possible. We are going to use pre-ejection period (measured with ECG+ICG) as one of effort indicators.
My concern is whether the movement of arms and head which is necessary to train someone with our simulator will generate unacceptable artefacts?
Does anybody have an experience with games/simulators studies with ECG+ICG?
In https://www.researchgate.net/publication/308325606_Geospatial_Data_Based_Environment_for_Educational_and_Gaming_Purposes_The_Pilot_INSPIRE4Youth?ev=prf_pub we are trying to define some educational scenarios based on Geospatial information. We would like ask you about your experience with utilization of digital maps.
Conference Paper Geospatial Data Based Environment for Educational and Gaming...
I am looking for information on the history of learning and games. Any recommendations on books? Articles? Museums? etc... would be appreciated.
I had the opportunity to play it with a group of Latin American professionals in Montevideo in June 2015 and it was a very interesting experience. The Game was idealized by Martim Smolka from Lincoln Institute of Land Policy and Carlos Morales from Erasmus University.
I have designed a piece of Interactive Fiction (IF) for my General Maritme English class. It is loosely based around the NCIS TV series. It is a "whodunnit", which the learners must solve, thus solving the reading comprehension exercise. The issue is : it takes about a hundred hours of work to create a story which the learners solve in under three hours. (the tool I used was ADRIFT 4.0).
Does anyone know of an easy-to-use tool to create IF... possibly faster?
Thank you for your answers.
I am currently working on adaptivity within video games. To fulfill my research I need to gather data about players (log files, traces, metrics...) to analyze them and generate statistics. I was wondering if anyone knows where I can find samples of data of video games.
I´m working in a research in secondary trying to develop Information skills in students of 14 years old, and want a know any other research that could give any ideas about how do it with videogames
I am looking for examples of gamification applied to ocean literacy and results of such applications. Does anyone know of any examples?
Can anyone help me with finding didactic a nd educational games as well as technological devices to specific cases of dyslexic children?
In the US at least - we are somewhat hampered by policy related mandates on what should be taught and how it should be taught and assessed. This inhibits the integration of technology for many of the high impact practices that theory would lead us to believe will make a large difference in student learning. What changes do you think need to be put in place to change the current architecture in such a way to afford better technology-mediated/integrated learning? I would love to hear not just about changes to US policy - but also policies that other countries have put in place that are making a difference with respect to the use of technology in the classroom.
I am calling for academics who are interested in contributing in a paper. I have already carried out a thorough literature review on the subject... I am enclosing an abstract herewith:
I am looking for a good overview or review paper about psychological benefits of educational games. There are plenty of resources in the web. However, I would like to refer one or two good research papers which provides overview in order to help creating a curriculum for middle-school kids. Thanks in advance
I've had a proceeding on edutainment based-portal for cultural education. But there still question and something bother with the term edutainment when i found an article said its not suitable for early age student since it suppose to be more motory then sensory.
From my research edutainment base on term education that entertaining as e learning base system that use a lot of interactive educational game.
I need your excellence and enriching input on differentiation between edutainment, e-learning and interactive educational games?
can you give example?
I'm researching the educational potentials of digital learning games based on whole body interaction (use the whole body of the user to interact with digital technologies). Within that I'm particularly interested in assessing three main aspects:
- reflective action: understood as whether the learning and understanding is directly embedded into their playing behavior.
- meaning construction: understand how children interpret the learning game and how they make sense of it.
- strategy formation: understood as whether children change strategy during the game and why.
I am specifically curious in how game designers approach serious games. Preferably the literature covers the techniques used, the process undergone, and/or insights into their decision making in the development of a digital game with a purpose besides entertainment.
Today's students are often categorized as "digital natives" and "always on". The question I am interested in is how ICT can support the method of gamification to include technologies that students are used to utilizing in their daily lives?