Digital Heritage Gamification: An Augmented-Virtual Walkthrough to Learn and Explore Tangible Cultural Heritage

In the last decade, cultural heritage including historical sites are reconstructed into digital heritage. Based on UNESCO , digital heritage defines as “cultural, educational, scientific and administrative resources, as well as technical, legal, medical and other kinds of information created digitally, or converted into digital form from existing analogue resources”. In addition, the digital heritage is doubling in size every two years and expected will grow tenfold between 2013 and 2020. In order to attract and stir the interest of younger generations about digital heritage, gamification has been widely promoted. In this research, a virtual walkthrough combine with gamifications are proposed for learning and exploring historical places in Malaysia by using mobile device. In conjunction with Visit Perak 2017 Campaign, this virtual walkthrough is proposed for Kellie’s Castle at Perak. The objectives of this research are two folds 1) modelling and design of innovative mobile game for virtual walkthrough application, and 2) to attract tourist to explore and learn historical places by using sophisticated graphics from Augmented Reality. The efficiency and effectiveness of the mobile virtual walkthrough will be accessed by the International and local tourists. In conclusion, this research is speculated to be pervasively improve the cultural and historical knowledge of the learners

EGameFlow in a Serious Game: Gaming Experience with the Same Game Design but Different Learning Content

The development effort of game-based learning applications is very time-consuming and costly, especially when applications are developed that provide students an enjoyable gaming experience and support them to achieve their learning objectives. This is largely to be explained by the iterative development process with the conduction of playtests. Therefore, this study analyzes whether an identical gaming and learning experience is achieved with the same game design but different learning contents. A serious game for learning information literacy that was developed and iteratively improved through three conducted playtests is used in this study. The results show that an identical gaming and learning experience is achieved. This makes it possible to re-use the game design in combination with other learning contents without negatively affecting the learner’s playing and learning experience

Gamifying Navigation in Location-Based Applications

Location-based games entertain players usually by interactions at points of interest (POIs). Navigation between POIs often involve the use of either a physical or digital map, not taking advantage of the opportunity available to engage users in activities between POIs. The paper presents riddle solving as a navigational method for a location-based game. 10 families with 2-6 persons and at least one child in the age range 9- 11 years old participated in the evaluation. Results show that riddle solving as a navigational method is more enjoyable than a 2D digital map. Additional findings from video recordings, field notes, questionnaires, logging and semi-structured interviews revealed that riddle solving has potential for engaging users in learning activities

Tourists as Mobile Gamers: Gamification for Tourism Marketing

Gaming as a cutting-edge concept has recently been used by some innovative tourism sectors as a marketing tool and as a method of deeper engagement with visitors. This research aims to explore the gamification trend and its potential for experience development and tourism marketing. Using a focus group, this paper discusses gaming and tourism, and explores what drives tourists to play games. The results suggest tourists’ game playing motivation is multidimensional. Players tend to start with purposive information seeking, then move on to an intrinsic stimulation. Socialization is also an important dimension. The research demonstrates several implications for tourism marketing

Design and Implementation of a Serious Game to Increase Learning Success Using Information Literacy as an Example

Heutzutage sind Fähigkeiten im Umgang mit Informationen eine Schlüsselkompetenz für den Erfolg im Studium und späteren Berufsalltag. Trotz der allgemeinen Wertschätzung entsprechender Fähigkeiten, ist das Erlernen von Informationskompetenz mit einigen Herausforderungen verbunden. Game-based Learning (GBL) bietet eine Möglichkeit diesen zu begegnen und die Studierenden beim Erlernen entsprechender Kenntnisse und Fähigkeiten zu unterstützen, so dass Lernerfolg positiv beeinflusst wird. Gegenstand dieser Arbeit ist daher basierend auf dem Design-Science-Paradigma die Gestaltung einer GBL-Anwendung zum Erlernen der Informationskompetenz und Evaluation bezüglich des erreichten Lernerfolgs. Um Anforderungen an die Gestaltung zu definieren, werden zunächst zwei systematische Literaturanalysen initiiert, einerseits zu spielerischen Möglichkeiten der Informationskompetenzvermittlung und andererseits zu Lernerfolg im Kontext des GBL. Dabei identifizierte Gestaltungsmöglichkeiten fließen direkt in die GBL-Anwendung dieser Arbeit mit ein: das Serious Game "'Lost in Antarctica"'. Entlang eines Spiel-Design-Prozesses aus der kommerziellen Spielentwicklung wird die Gestaltung vorgenommen. Dies beinhaltet die Definition der Lerninhalte und -ziele, die Konzeptualisierung der Spielidee und mehrere Iterationen von Prototypen und Playtests. Insgesamt drei Iterationen erfolgen mit einer schrittweisen Verbesserung des Spiel- und Lernerlebnisses. Im Anschluss folgt die Überführung des Serious Games in die Lehrpraxis, um eine Evaluation des erreichten Lernerfolgs durchzuführen. Zwei empirische Studien zur Lernerfolgsmessung werden durchgeführt, zum einen eine Vergleichsstudie, wobei eine klassische Frontalveranstaltung, bestehend aus Vorlesung und Übung, mit einem selbstständigem Lernen im Serious Game verglichen wird und zum anderen eine semesterbegleitende Studie, bei der unterschiedliche Einflussfaktoren des Lernerfolgs (z.B. objektive und subjektive Wissensveränderungen oder Qualität des Lernangebots) untersucht werden. Allgemein zeigen die Ergebnisse eine positive Beeinflussung des Lernerfolgs. Anschließend folgt eine Generalisierung, indem in einer weiteren Studie gezeigt wird, dass ein Serious Game, welches anhand solch eines Spiel-Design-Prozesses entwickelt wurde, ein gleiches Spiel- und Lernerlebnis hervorruft, wie Serious Games mit einem identischen Spiel-Design aber anderen Lerninhalten. Außerdem werden zur weiteren Förderung der Wiederverwendung Leitlinien formuliert.Nowadays, information literacy skills are a key competence for success during studies and later in professional life. Despite the general appreciation of corresponding skills, learning information literacy is associated with some challenges. Game-based learning (GBL) is an opportunity meet these challenges and to support students in learning relevant knowledge and skills, so that learning success is positively influenced. Based on the Design-Science-Paradigm, the subject of this thesis is, therefore, the design of a GBL application for learning information literacy and evaluation of the achieved learning success. Two systematic literature analyses will be initiated to define requirements for the design, one on playful possibilities of learning information literacy and the other on learning success in the context of game-based learning. The design possibilities identified in the process will be directly integrated into the GBL application of this work: the serious game "'Lost in Antarctica". Following a game design process from commercial game development, the design is carried out. This includes the definition of learning contents and objectives, conceptualization the game idea and several iterations of prototypes and playtests. A total of three iterations are done with a step-by-step improvement of the game and learning experience. The design of the serious game is followed by the transfer of the serious game into the teaching practice to evaluate the achieved learning success. Two empirical studies on the measurement of learning success are performed. One is a comparative study in which a traditional frontal teaching consisting of lecture and exercise is compared with self-realiant learning in the serious game, and the other one is a semester study in which different factors that influence learning success (e.g. objective and subjective knowledge changes or quality of the learning application) are analyzed. In general, the results show that learning with the serious game has a positive influence on learning success. This is followed by a generalization by showing in a further study that a serious game developed using such an extensive game design process creates the same game and learning experience as a serious games with an identical game design but adapted learning content. Furthermore, guidelines are formulated to further promote reuse