79 research outputs found
A Conceptual Teacher-Learner Model for a Collaborative Learning with Serious Games
This paper introduces a conceptual Teacher-Learner framework for a collaborative learning with serious games. An initial study identified twelve attributesof educational serious games that can be used to support effective learning. These attributes are used in the conceptual framework to support learning and pedagogy in combination with a game. A considerable number of serious games have been developed over the last ten years, with varying degrees of success. Due to a lack of clear standards and guidelines for game developers; it is difficult to justify claims that a specific game meets the learnerâs requirements and/or expectations. This paper defines a conceptual model for serious games that will contribute to their design and the measurement of achievement in meeting the learnersâ requirements
Validation of Serious Games Attributes Using the Technology Acceptance Model
The paper introduces a conceptual model for the design of serious games and uses the Technology Acceptance Model (TAM) for its validation. A specially developed game introduced international students to public transport in Southampton. After completing the game, participants completed a short questionnaire and the data was analysed using structural equation modelling (SEM). The results identified the attributes and combinations of attributes that led the learner to accept and to use the serious game for learning. These findings are relevant in helping game designers and educational practitioners design serious games for effective learning
IAMS framework: a new framework for acceptable user experiences for integrating physical and virtual identity access management systems
The modern world is populated with so many virtual and physical Identity Access Management Systems (IAMSs) that individuals are required to maintain numerous passwords and login credentials. The tedious task of remembering multiple login credentials can be minimised through the utilisation of an innovative approach of single sign-in mechanisms. During recent times, several systems have been developed to provide physical and virtual identity management systems; however, most have not been very successful. Many of the available systems do not provide the feature of virtual access on mobile devices via the internet; this proves to be a limiting factor in the usage of the systems. Physical spaces, such as offices and government entities, are also favourable places for the deployment of interoperable physical and virtual identity management systems, although this area has only been explored to a minimal level. Alongside increasing the level of awareness for the need to deploy interoperable physical and virtual identity management systems, this paper addresses the immediate need to establish clear standards and guidelines for successful integration of the two medium
Security, user experience, acceptability attributes for the integration of physical and virtual identity access management systems
A number of systems have been developed in the recent history to provide physical and virtual identity management systems; however, most have not been very successful. Furthermore, alongside increasing the level of awareness for the need to deploy interoperable physical and virtual identity management systems, there exists an immediate need for the establishment of clear standards and guidelines for the successful integration of the two mediums. The importance and motivation for the integration of the two mediums is discussed in this paper with respect to three perspectives: Security, which includes identity; User Experience, comprising Usability; and Acceptability, containing Accessibility. Not many systems abide by such guidelines for all of these perspectives; thus, our proposed system (UbIAMS) aims to change this and provide its users with access to their services from any identity access management system rather than merely providing access to a specific set of system
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An Emerging Model of Creative Game-based Learning
We consider the integration of creative approaches to problem solving into pervasive games is a natural extension of play for creative thinking â one that can innovatively drive technology-led changes to the facilitation of creative thinking and pose a new genre in serious gaming for learning. This paper presents an initial proposal of a new model of creative game-base learning (CGBL), which emerged through mapping of established characteristics of climates that encourage creativity and innovation to characteristics of effective serious games
DISCO, a Formal Model of Serious Games to Help Teachers at the Design Stage
International audienceThis paper proposes a formal model of serious game understandable and usable by teachers in higher education. Serious games are often mentioned in higher education, but their use is restricted other than for teachers always looking for renewal. Indeed, there is a lack of tools to facilitate their creation and use, especially for teachers. This article presents serious games of the type case study designed empirically. To overcome this empirical aspect, we derive a formal model of serious play and methodology closely associating teachers in the creative process. We want to improve no only the design stage but also the use of serious games produced by teachers with their students. This model, called DISCO, will be the basis of a current work including an experimental approach taking into account the context of the job of teachers
Un modeÌle formel de jeux seÌrieux de type eÌtude de cas pour lâenseignement supeÌrieur : le modeÌle DISCO
National audienceCet article propose un modeÌle formel de jeux seÌrieux utilisable et compreÌhensible par les enseignants du supeÌrieur. Depuis quelques anneÌes ces derniers sont confronteÌs aÌ de multiples eÌvolutions de leur meÌtier dues aÌ des facteurs divers : nouvelles geÌneÌrations dâeÌtudiants connecteÌs, apparition des MOOC ou encore usage des jeux seÌrieux. Ces derniers ont fait lâobjet de nombreux appels dâoffres ou dâappels aÌ projets dans lâenseignement supeÌrieur, mais leur usage est restreint en dehors des pionniers toujours en queÌte de renouveau. De fait, les outils facilitant leur creÌation et leur usage manquent, en particulier aÌ destination des enseignants. Cet article preÌsente une famille de jeux seÌrieux de type eÌtudes de cas conçus de manieÌre empirique. Pour deÌpasser cet aspect empirique, nous extrayons un modeÌle formel de jeux seÌrieux et une meÌthodologie impliquant fortement les enseignants au processus de creÌation. Nous souhaitons ainsi ameÌliorer aÌ la fois lâeÌtape de conception mais aussi lâusage des jeux seÌrieux produits par les enseignants et leurs eÌtudiants. Ce modeÌle, baptiseÌ DISCO, sera la base dâun travail suivi dâune deÌmarche expeÌrimentale prenant en compte le contexte de travail des enseignants et dont les premiers jalons sont donneÌs ici
Designing an application to support game-based learning: gathering functional requirements from a qualitative approach
This article seeks to contribute to the deepening of knowledge when designing game-based learning activities. During the design process, the specification stage is particularly relevant, being the functional requirements an important component of this process. Qualitative approaches to its gathering have gained relevance and aroused interest within the scientific community, being of most importance to describe studies that use these methodologies. This study describes the gathering of functional requirements, from a qualitative approach, to design an application for cataloging and evaluating educational games. A focus group of eight experts was set up; the functional requirements of the application were gathered according to the Communicative Design Paradigm, aiming to identify the indicators of the proposed application, using the Octalysis gamification framework.in publicatio
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