Towards a Lightweight Approach for Modding Serious Educational Games: Assisting Novice Designers

Serious educational games (SEGs) are a growing segment of the education community’s pedagogical toolbox. Effectively creating such games remains challenging, as teachers and industry trainers are content experts; typically they are not game designers with the theoretical knowledge and practical experience needed to create a quality SEG. Here, a lightweight approach to interactively explore and modify existing SEGs is introduced, a toll that can be broadly adopted by educators for pedagogically sound SEGs. Novice game designers can rapidly explore the educational and traditional elements of a game, with a stress on tracking the SEG learning objectives, as well as allowing for reviewing and altering a variety of graphic and audio game elements

The integration of mobile learning app-based quiz-games in higher education teaching of anatomical sciences

Background: Mobile learning (mLearning) and gamification are two potential pedagogical tools that are continuously evolving in Higher Education. Their efficiency as learning tools is not fully understood and their use by staff is sporadic and sometimes viewed poorly compared to traditional methods. Aim: To determine a framework of best practice for the integration of mLearning app based quiz-games into the Higher Education (HE) teaching of anatomical sciences. This thesis presents three studies, which aim to 1) evaluate mLearning quiz-games as a revision tool for an anatomy online examination 2) and 3) investigate the effect of pre-seminar mLearning quiz gameplay on knowledge acquisition, retention and engagement in anatomy. Method: The data collection was performed over a two year period in a level 4 anatomy module for Sport and Exercise Science students. All three studies employed an experimental mixed methods approach within an action research framework to allow the development of the project in a naturalistic way. Study One was completed over two cohorts, 2014-15 (n=125) and 2015-16 (n=121). The module has four assessment points, A1, A2, A3, A4 where A1-3 are online assessments with a mixture of Multiple Choice Questions, labelling and matching questions and A4 is a viva voce. Students did A1, A2 and A4 as normal but at A3 they were offered a choice to revise as normal, the control group (n= 164) or to play mLearning games (n=87) for 15 minutes prior to the assessment on a tablet or smartphone device. All students completed a modified Study Process Questionnaire (SPQ) post-assessment and then for triangulation of data online focus groups were completed (n=84) as well as extended semi-structured interviews (n=9). Study Two was completed in 2015-16 using the same module as Study One. Over two consecutive weeks students were videoed in a two hour seminar session where in week one they did 15 minutes of no formal class preparation (n=87) and in week two they did 15 minutes of mLearning games (n=87). Students did a plenary and recap class Socrative quiz every week where the plenary scores indicate knowledge acquisition and the difference between the plenary and recap scores of subsequent weeks indicates knowledge retention. Observational behavioural engagement analysis was completed using an adapted coding system and students completed the National Survey of Student Engagement following each seminar. Study Three was completed on the same cohort in semester two using a randomised repeated measures design for the knowledge acquisition and knowledge retention scores over three weeks with three 15 minute interventions; Games, Control and Games plus question generation before class. Results: Study One found that the Games group performed better at A3 with no difference at A2 or A1 (p<0.0.01) but no differences were found in the SPQ surface and deep learning motives and strategies. Students revealed reasons for using mLearning quiz-games were primarily the fun, visual stimulation, instant feedback and accessibility. Study Two found that playing quiz-games prior to class increased on-task behaviours and peer interaction and improved knowledge acquisition and retention scores (p<0.01). Study Three agreed but found no difference in the Games-plus questions group compared to the control or games groups. Conclusions: The studies reveal the positive effect that mLearning quiz-games can have on achievement and engagement both in class and as a revision tool prior to assessment. The results of all three studies have been used to inform the proposed Mobigames framework for the integration of mLearning quiz-games in HE teaching. The framework has four key aspects: Information, Facilitation, Learning and Timing

Do digital technologies enhance anatomical education?

Anatomy has been taught by traditional methods for centuries. However, there has been an explosion of a variety of digital training resources for anatomical education. There is also a requirement from regulatory bodies to embrace digital technologies in teaching, yet no formal analysis has been undertaken as to the effectiveness of these products and tools. A comprehensive electronic database search was performed to identify the use, and effectiveness or otherwise, of digital technologies in anatomy, medicine, surgery, dentistry and the allied health professions. The data was pooled, analysed and we identified 164 articles. We identified two groups – those that did, and those that did not, have empirical data for analysis of the effectiveness of digital technologies in anatomical education. We identified three categories within this –pro, neutral and against the use of digital technologies. For the pro category, there were 35 (21.3%) empirically tested articles, and 91 (55.5%) non-empirically tested articles identified. In the neutral category, there were 19 (11.6%) empirically tested articles, and 16 (9.8%) non-empirically tested articles. Only 3 articles were against the use of digital technologies, and were in the empirically tested category. The majority of literature related to digital technologies in anatomical education is supportive of its use. However, most of the literature is not supported with empirical data related to the use of digital technologies in anatomy specific education within the health and related disciplines. Further studies need to be conducted as to the effectiveness of technology in medical/healthcare related education

Do digital technologies enhance anatomical education?

Anatomy has been taught by traditional methods for centuries. However, there has been an explosion of a variety of digital training resources for anatomical education. There is also a requirement from regulatory bodies to embrace digital technologies in teaching, yet no formal analysis has been undertaken as to the effectiveness of these products and tools. A comprehensive electronic database search was performed to identify the use, and effectiveness or otherwise, of digital technologies in anatomy, medicine, surgery, dentistry and the allied health professions. The data was pooled, analysed and we identified 164 articles. We identified two groups – those that did, and those that did not, have empirical data for analysis of the effectiveness of digital technologies in anatomical education. We identified three categories within this –pro, neutral and against the use of digital technologies. For the pro category, there were 35 (21.3%) empirically tested articles, and 91 (55.5%) non-empirically tested articles identified. In the neutral category, there were 19 (11.6%) empirically tested articles, and 16 (9.8%) non-empirically tested articles. Only 3 articles were against the use of digital technologies, and were in the empirically tested category. The majority of literature related to digital technologies in anatomical education is supportive of its use. However, most of the literature is not supported with empirical data related to the use of digital technologies in anatomy specific education within the health and related disciplines. Further studies need to be conducted as to the effectiveness of technology in medical/healthcare related education

Constructionist Learning in Anatomy Education: What Anatomy Students Can Learn through Serious Games Development

In this paper we describe the use of 3D games technology in human anatomy education based on our MSc in Medical Visualisation and Human Anatomy teaching practice, i.e. students design and develop serious games for anatomy education using the Unity 3D game engine. Students are engaged in this process not only as consumers of serious games, but as authors and creators. The benefits of this constructionist learning approach are discussed. Five domains of learning are identified, in terms of what anatomy students, tutors, and final users (players) can learn through serious games and their development process. We also justify the 3D engine selected for serious game development and discuss main obstacles and challenges to the use of this constructionist approach to teach noncomputing students. Finally, we recommend that the serious game construction approach can be adopted in other academic disciplines in higher education. Keywords: Serious games, game engines, game development, medical education, human anatomy, anatomy education, constructionist learning

The Dynamics of Student Learning within a High School Virtual Reality Design Class

This mixed method study investigated knowledge and skill development of high school students in a project-based VR design class, in which 3-D projects were developed within a student-centered, student-directed environment. This investigation focused on student content learning, and problem solving. Additionally the social dynamics of the class and the role of peer mentoring were examined to determine how these factors influenced student behavior and learning. Finally, parent and teachers perceptions of the influence of the class were examined. The participants included freshmen through senior students, parents, teachers and the high school principal. Student interviews and classroom observations were used to collect data from students, while teachers and parents completed surveys. The results of this study suggested that this application of virtual reality (VR) learning environment promoted the development of; meaningful cognitive experiences, creativity, leadership, global socialization, problem solving and a deeper understanding of academic content. Further theoretical implications for 3-D virtual reality technology are exceedingly promising, and warrant additional research and development as an instructional tool for practical use

She is a computer scientist: a quantitative comparison between the effectiveness of game design studios and robotics at enhancing women\u27s learning of, self-efficacy in, attitudes toward, and domain identification with computer science

The underrepresentation of women in computer science is a serious issue with ramifications that affect not only women working in the field, but also the field at large and the national economy. While the problem is attributed to several interconnected causes, such as computer knowledge, experience, and familiarity; they do not tell the entire story, nor do they point to a global trend. Studies indicate that these factors did not stop the computer science field from achieving a balanced male-female ratio in non-western countries. Since no single factor can be attributed as the primary cause of this complicated problem, and in an effort to minimize the issue and move computer science in western countries closer toward an egalitarian model, the approach taken to enhance the representation of women in computer science needed to be multifaceted. The most common factors revealed in the literature as possible contributors to the problem were listed and categorized. Based on these factors, the study hypothesized a model (Amal’s Model) and tested its effectiveness at predicting students’ domain identifications with computer science. Following this, the study suggested and tested the impact of coupling constructionist gaming with studio pedagogy in a game design studio on students’, especially women’s, learning of, self-efficacy in, attitudes toward, and domain identifications with computer science. The results compared the implementation of the game design studio with robotics and traditional pedagogical practices. The participant body (N=94) was composed primarily of computer science majors and non-majors who were enrolled during the Fall 2017 semester. The research design included block randomization in order to make sure that the male-female ratio was relatively balanced across all of the groups. A pre-posttest experimental design was utilized to compare students’ learning of, self-efficacy in, attitudes toward, and domain identifications with computer science in three groups: game design studio, robotics and coding, and a control group, with special attention to any gender-based differences that were revealed during the study. The data were analyzed using statistical tests and results showed that Amal’s Model was significantly effective at predicting students’ (both men’s and women’s) domain identifications with computer science. The study showed that aspects of Amal’s Model, including students’ learning of, self-efficacy in, and attitudes toward computer science, were significant predictors of their computer domain identifications with the field. The results concluded that increasing women’s domain identifications with the field, to match domain identification levels held by men, would, in turn, encourage women to pursue a degree in the field. Results from the current study showed that the game design studio had a significant impact on students’ (both men’s and women’s) learning of, self-efficacy in, attitudes toward and domain identifications with computer science when compared with the control group. When robotics was added to the comparison, the game design studio was effective at improving students’ learning and attitudes, and significantly effective at improving their self-efficacy and domain identifications from the pre-test to the pos-test. Unlike the findings produced by several other studies conducted in this area, when students in the study were asked about the suitability of the field for women, the majority of women and men involved agreed that the field is suitable for women. In analyzing the results for apparent gender-related changes in students’ learning, self-efficacy, attitudes, and domain identifications from pre-test to the post-test, it was found that both teaching approaches were effective at improving men’s and women’s learning from the pretest to the post-test. Regardless of the differences between groups in men’s learning of, self-efficacy in, attitudes toward, and domain identification with the field, the differences were statistically insignificant across the groups. While women in the robotics and coding group had significantly higher self-efficacy beliefs than the control group, women in the game design studio showed significant improvements, not only in their self-efficacy, but in their learning, attitudes and domain identifications when compared with the control group. Even though women in the game design studio had slightly lower domain identification levels than men in the same group, they demonstrated the highest statistical improvement in their domain identification with computer science when compared to not only the control group, but also the robotics and coding group. The study demonstrated that women in the control group consistently had the lowest scores in their learning of, self-efficacy in, attitudes toward, and domain identifications with computer science. The results, including current findings and recommendations for enhancing the representation of women in computer science, and suggestions for future studies, were discussed in great detail

Learning through Games: Essential Features of an Educational Game

This study investigated the following research questions: (1) Do instructional games augment learning? (2) What is the impact of the challenge and fantasy features in instructional games on learning? For the purpose of this study, a game called Humatan was designed to teach human anatomy to high school students based on the Baltimore County Public Schools curriculum. Four different versions of the Humatan game were created: 1. A game with only the challenge feature turned on 2. A game with only the fantasy feature turned on 3. A game with both the challenge and fantasy features turned on 4. A game with challenge and fantasy turned off High school students from Baltimore County Public Schools (n=202) were randomly assigned to play one of the above four versions of the Humatan game after taking a pretest on human anatomy. After playing the game, they also took a posttest and a survey to obtain information related to their Grade Point Average (GPA), Socioeconomic Status (SES), game skillfulness, gender, and the ethnicity. Since there were no existing survey instruments available for measuring game skillfulness, the researcher created a new survey instrument which was validated by the Survey Research Laboratory in the University of Illinois at Chicago. All the four groups showed an improvement in learning, which suggests that instructional games augment learning. Students who played the game version with only the challenge feature turned on (n=48) scored a higher average gain score than the students who played other variations of the game. Analysis of variance showed a main effect of challenge on the gain score, F (3, 198) = 4.71, p = .003. Students who played with only the fantasy feature turned on (n=52) obtained the lowest average gain score. This implies that the challenge feature significantly improved learning and the fantasy feature did not significantly improve learning. The GPA, SES, game skillfulness, gender, and the ethnicity of the students did not show any significant impact on learning