Learning Models in Educational Game Interactions: A Review

Educational games have now been used as innovative media and teaching strategies to achieve more effective learning and have an impact that tends to be very good in the learning process. However, it is important to know and systematically prove that the application of the learning model in the interaction of educational games is indeed feasible to be adopted and has an effect. This paper aims to present empirical evidence of the current situation regarding the application of learning models in the flow of educational game interactions. The method used is a systematic literature review by adopting three main stages, namely: 1) Planning; 2) Implementation; 3) Reporting. Then recommend the ten steps in the systematic literature review process along with the selection process through the test-retest approach. The initial search obtained 1,405,310 papers, then go through the selection stage. The selection process took place at stage B1 with the number of papers that successfully passed 198, at the B2 selection stage there were 102 papers, and we focus 75 papers that have passed a fairly rigorous screening and selection process on the quality assessment process for primary studies, used to answer research objectives and questions. We can confirm and conclude that 75 papers have applied the learning model in educational game interactions. The dominating domain is Education, the type of game that dominates is Educational Game, for the most dominating subjects are Programming, Student Learning Motivation as the most dominating impact, Experimental Design as a trial technique, the most widely used evaluation instruments are Questionnaires and Tests, a population that dominates between 79-2,645 people, and 8 papers to support learning in vocational education

Gender-based Engagement Model for Serious Games

Information and Communications Technology (ICT) has an important impact on the economy globally and in many regions. However, there is a lack of female involvement in ICT fields in many countries, thus motivating female students to take up ICT studies should be made a priority. ICT also improves learning quality and increases outcomes while allowing for easier control of learning systems. Serious Games can be used effectively for learning, and to encourage females to study Computer Science. However, engagement and motivation to play certain types of digital games are affected by gender preference factors, but few studies have looked into digital game design for females. Furthermore, most serious games with Computer Science content do not interest young adult females and the effect of social and cultural content in relation to female players’ gaming experience has not been fully explained. Hence this study identified effective serious game elements - motivational elements that influence a player to engage with digital games, effective educational game elements, female preference elements and elements that influence players to engage with the game. The result is a conceptual model for female engagement with serious games. The proposed model will be implemented in a game prototype design to increase the engagement of undergraduate females studying Computer Science

Agents for educational games and simulations

This book consists mainly of revised papers that were presented at the Agents for Educational Games and Simulation (AEGS) workshop held on May 2, 2011, as part of the Autonomous Agents and MultiAgent Systems (AAMAS) conference in Taipei, Taiwan. The 12 full papers presented were carefully reviewed and selected from various submissions. The papers are organized topical sections on middleware applications, dialogues and learning, adaption and convergence, and agent applications

Virtual Reality Games for Motor Rehabilitation

This paper presents a fuzzy logic based method to track user satisfaction without the need for devices to monitor users physiological conditions. User satisfaction is the key to any product’s acceptance; computer applications and video games provide a unique opportunity to provide a tailored environment for each user to better suit their needs. We have implemented a non-adaptive fuzzy logic model of emotion, based on the emotional component of the Fuzzy Logic Adaptive Model of Emotion (FLAME) proposed by El-Nasr, to estimate player emotion in UnrealTournament 2004. In this paper we describe the implementation of this system and present the results of one of several play tests. Our research contradicts the current literature that suggests physiological measurements are needed. We show that it is possible to use a software only method to estimate user emotion

Using gaming paratexts in the literacy classroom

This paper illustrates how digital game paratexts may effectively be used in the high school English to meet a variety of traditional and multimodal literacy outcomes. Paratexts are texts that refer to digital gaming and game cultures, and using them in the classroom enables practitioners to focus on and valorise the considerable literacies and skills that young people develop and deploy in their engagement with digital gaming and game cultures. The effectiveness of valorizing paratexts in this manner is demonstrated through two examples of assessment by students in classes where teachers had designed curriculum and assessment activities using paratexts

An engine selection methodology for high fidelity serious games

Serious games represent the state-of-the-art in the convergence of electronic gaming technologies with instructional design principles and pedagogies. Whilst the selection criteria for entertainment game engines are often transparent, due to the range of available platforms and engines an emerging challenge is the choice of platform for serious games, whose selection often has substantially different objectives and technical requirements depending upon context and usage. Additionally, the convergence of training simulations with serious gaming, made possible by increasing hardware rendering capacity, is enabling the creation of high-fidelity serious games which challenge existing design and instructional approaches. This paper highlights some of the differences between the technical requisites of high-fidelity serious and leisure games, and proposes a selection methodology based upon these emergent characteristics. The case study of part of a high-fidelity model of Ancient Rome is used to compare aspects of the four different game engines according to elements defined in the proposed methodology

Smart, social, flexible and fun: Escaping the flatlands of virtual learning environments

© 2019, Springer Nature Switzerland AG. This paper describes the development of intelligent, social, flexible and game-based pedagogic approaches and their applications in Virtual Learning Environment based Education. Applications of computer science technologies and techniques can enable, facilitate and change educational approaches, allowing scalable approaches that can address both individual student needs whilst managing large – sometimes-massive - cohort sizes. The benefits of these information systems include supporting the wide range of contexts met in education, in terms of individual needs and specific subject and curriculum requirements. Technologies and approaches that are considered range from the representation of knowledge and the use of intelligent systems, the use of social computing, through to the enabling opportunities of ubicomp and the practical application of game mechanics (gamification). This paper concludes with practical illustrations in the context of undergraduate computer science didactics