Can games help creative writing students to collaborate on story-writing tasks?

Copyright © 2017, IGI Global. Story writing is a complex semantic and creative task, and the difficulty of managing it is made greater by attempting to write in collaboration with others. This complication can deter students from experimenting with collaboration before mastering their own practice in relative privacy. Such reticence is in spite of the fact that there are many clear benefits to collaboration. These include peer support and feedback for the student on their practice (Leach, 2014; Vygotsky, 1978), and the development of collaborative skills and experiences that are easily transferable to a range of creative contexts in future (Ravetz et al., 2013). Specially designed games have the potential to help to facilitate collaboration, by making the difficulty of telling a story as a group part of the game's challenge

Using formal game design methods to embed learning outcomes into game mechanics and avoid emergent behaviour

This paper offers an approach to designing game based learning experiences inspired by the Mechanics-Dynamics-Aesthetics (MDA) model (Hunicke et al, 2004) and the elemental tetrad (Schell, 2008) model for game design. A case for game based learning as an active and social learning experience is presented including arguments from both teachers and game designers concerning the value of games as learning tools. The MDA model is introduced with a classic game- based example and a non-game based observation of human behaviour demonstrating a negative effect of extrinsic motivators (Pink, 2011) and the need to closely align or embed learning outcomes into game mechanics in order to deliver an effective learning experience. The MDA model will then be applied to create a game based learning experience with the goal of teaching some of the aspects of using source code control to groups of Computer Science students. First, clear aims in terms of learning outcomes for the game are set out. Following the learning outcomes the iterative design process is explained with careful consideration and reflection on the impact of specific design decisions on the potential learning experience, and the reasons those decisions have been made and where there may be conflict between mechanics contributing to learning and mechanics for reasons of gameplay. The paper will conclude with an evaluation of results from a trial of computer science students and staff, and the perceived effectiveness of the game at delivering specific learning outcomes, and the approach for game design will be assessed

Students' Experiences of Interdisciplinary Learning while Building Scientific Video Games

Game jams, hackathons and similar group game creation events have become increasingly popular over the past decade (Fowler et al., 2015). They provide new and exciting opportunities for education and research. They foster creative thinking and innovation (Preston et al., 2012), and strengthen project management and communication skills (Smith & Bowers, 2016); all of which are essential skills for working in industry (Pirker et al., 2016)

Perceptions of play : using Play-Doh to enhance the student experience in bioscience higher education

Playful and kinaesthetic learning approaches are used in numerous early years (birth to 5 years old) learning environments, however studies in HE STEM disciplines are uncommon. This study aimed to explore the use of Play-Doh in an undergraduate anatomy module as a method of enhancing engagement. 63 students attended the ‘kinaesthetic play' lecture, where students worked in teams to make a variety of epithelial cell types using Play-Doh. Before and after the activity, students were asked to ‘choose one word to describe how you feel'. Before the activity, 48.3% of responses were negative (E.g. confused, worried, childish). However, after the activity not a single negative response was recorded. 98% of students reported that they enjoyed the activity and 84% reported that the activity increased their understanding. This data suggests a utility for kinaesthetic playful practice in STEM teaching. Overcoming initial student perceptions towards alternative teaching practices is a challenge to be considered during session design

IMPLEMENTASI METODE PARTISIPATORI BERBANTUAN MEDIA MINDOMO DALAM PEMBELAJARAN MENULIS CERITA PENDEK DI SMAN 15 BANDUNG

Penelitian ini dilatarbelakangi oleh permasalahan yang dihadapi siswa dalam menulis cerita pendek. Masalah tersebut di antaranya, kesulitan menemukan inspirasi, menuangkan ide, mengembangkan gagasan, mengungkapkan pemikirannya, menuliskan kerangka karangan, hingga kesulitan menyusun unsur-unsur yang terdapat di dalam cerita pendek. Penelitian ini bertujuan untuk mendeskripsikan sekaligus membuktikan pengaruh metode partisipatori berbantuan media Mindomo dalam pembelajaran menulis cerita pendek. Metode yang digunakan dalam penelitian ini adalah eksperimen semu dengan desain Nonequivalent Control Group Design. Sampel yang terlibat dalam penelitian ini merupakan siswa kelas XI SMAN 15 Bandung. Sampel tersebut dikelompokkan menjadi 2 kelas, yakni kelas eksperimen dan kelas kontrol dengan masing-masing kelas berjumlah 30 siswa. Data dikumpulkan melalui prates dan pascates. Adapun observasi digunakan sebagai data penunjang dalam penelitian. Data yang telah terkumpul kemudian diolah dan dianalisis. Melalui uji-t, diketahui adanya perbedaan signifikan antara kemampuan menulis cerita pendek kelas eksperimen yang mengimplementasikan metode partisipatori berbantuan media Mindomo dengan kemampuan menulis kelas kontrol. Dengan ini, maka dapat disimpulkan bahwa metode partisipatori berbantuan media Mindomo berpengaruh terhadap kemampuan menulis cerita pendek siswa. This research is motivated by the problems faced by students in writing short stories. These problems include the difficulty of finding inspiration, expressing ideas, developing ideas, expressing their thoughts, writing an essay outline, to the difficulty of arranging the elements contained in short stories. This study aims to describe and at the same time prove the effect of the participatory method assisted by Mindomo media in learning to write short stories. The method used in this research is a quasi-experimental design with Nonequivalent Control Group Design. The samples involved in this study were students of class XI SMAN 15 Bandung. The sample was grouped into 2 classes, the experimental class and the control class with 30 students in each class. Data were collected through pretest and posttest. The observations are used as supporting data in the study. The data that has been collected is then processed and analyzed. Through the t-test, it is known that there is a significant difference between the ability to write short stories in the experimental class that implements the participatory method assisted by Mindomo and the writing ability of the control class. With this, it can be concluded that the participatory method assisted by Mindomo media affects the students' ability to write short stories

Using gamification to teach and engage students in the act of summary writing

This study uses the concept of gamification to engage first-year students in the act of summary writing. The researcher argues that writing instructors should consider ways to gamify concepts in their curriculum to bring novelty and active involvement to course materials. The researcher uses Robson et al.’s (2015) mechanics, dynamics, and emotions framework and Groh’s (2012) principles of relatedness, competence, and autonomy to explain and justify the integration of gamification to the summary genre. Of the typical gaming elements used in gamification, the researcher relies on the uses of digital badges as a motivator and as a sign of credentials for students. Using data from 17 students, 88.2% strived to earn the badges. The survey revealed that 64.7% found the use of badges to be one of the driving forces behind their understanding of the summary conventions, and 47% believed the use of gamification helped them write better summaries overall

EDUCATION GAME AS AN EFFORT DELIGHTFUL LEARNING IN THE ELEMENTARY SCHOOL

This study aims to develop a thematic learning media in the era of industrial revolution 4.0 by using educational games for elementary students that are valid, practical and effective. Thematic learning media using educational games is closely related to innovation and the use of technology following the demands of the industrial revolution 4.0 era to increase student’s attractiveness in learning. Thematic media learning was the result of development by using adobe flash CS6 program. The contained of media was thematic learning that integrates of several subjects. The development model used was 4-D (define, design, develop, disseminate). The research data was obtained from the validity test (media validation sheet), practicality (student and teacher response questionnaire), and effectiveness (student learning activities and results). Data were analyzed descriptively. The results showed that the thematic learning media was valid (media content according to curriculum, attractive design and layout, ease of operation, easy to understand students' language, and clear presentation according to student characteristics), practical (clear contents and objectives, easy to read, attractive appearance, and student interest increases), and effective (can increase student activity and learning outcomes). Learning media using educational games can create a fun learning proces