DESIGNING GAME APPLICATIONS OR EDUCATIVE TEACHING GAMES BASED ON INTERACTIVE MULTIMEDIA

 With the birth of technological developments, learning in schools or lectures inevitably applies computer-based learning systems, the presence of teaching process technology with the application of educational games for reciting the Koran can be an alternative learning when students are bored or feel tired during learning. Reciting the Koran refers to the activity of reading the Koran, which is a skill that every Muslim should have and needs to be instilled in children from an early age, starting before they enter school. This is an important part of forming their character. However, at an early age, children still tend to prefer playing, and limited methods of teaching the Koran may not be interesting enough for them. Therefore, an interactive learning method is needed using audiovisual aids, such as educational games. This approach not only makes learning more interesting, but also more interactive. This application can increase children's understanding and knowledge about the Islamic religion, especially in terms of reciting the Koran. By applying the concept of learning while playing, children become more comfortable, interested and happy in understanding and practicing the teachings of the Islamic religion

Designing gamified interactive systems for empathy development

[EN] The lack of empathy contributes to the development of insensitive social attitudes, so the design of interactive systems based on games or playful experiences for the development of empathic skills is of vital importance in the field of education. In this paper we propose a circular and iterative empathy development model and analyze gamification strategies that can be useful for the design of interactive systems that favor the development of empathy through pedagogical strategies in which users are exposed to affective, cognitive, reflective and social experiences that encourage the expression of behaviors of a prosocial nature.This work is funded by the European Development Regional Fund (EDRF-FEDER) and supported by the Spanish MINECO (project 2GETHER PID2019-108915RB-I00).López-Faicán, L.; Jaén Martínez, FJ. (2021). Designing gamified interactive systems for empathy development. Association for Computing Machinery. 27-29. https://doi.org/10.1145/3468002.3468236272

Wellbeing experienced by digital players: Comparing real-life and gaming perspectives

The on-growing consumption of digital games has worried many. Recent barometers show that 75% of Finnish citizens and 67% of Australians play video games. Earlier studies suggest many adverse effects on gaming. Digital games are nevertheless largely used, and thus understanding the positive experiences of gaming is important. To better understand why gaming is so popular, this research examined the positive subjective experience of gaming. The gaming preferences of players and the subjective experiences of digital gaming were examined by a web survey (N=513) distributed to Finnish and Australian gaming forums. The respondents were players from Australia and Finland, who played on average 20.16 hours per week. The players’ specific preferences for game dynamics were examined with an upgraded version of the Game Dynamics Preferences Questionnaire (Vahlo, Kaakinen, Holm & Koponen, 2017) consisting of 50 items. Using exploratory factor analysis, these game dynamics were grouped into core dynamics. A cluster analysis based on the factor scores of the questionnaire answers was then used to divide the gamers to different profiles. The survey also contained four psychological scales: self-efficacy, curiosity, subjective vitality and psychological empowerment. There were two versions of each of these scales: first participants responded to the scales from real-life perspective, then from gaming perspective. By comparing the responses given in real-life vs. gaming perspective, the positive subjective experience of gaming could be calculated. This study conducted six core dynamics: Assault and Coordinate; Manage; Affect, Aesthetics and Expression; Explore and Develop the Gameworld; Interact; and Logic and Problem Solving. Based on the dynamics, the players divided into five gaming profiles: the Wise Adventurer, the Looter­Adventurer, the Explorer, the Commander and the Companion. The profiles consisting of heavy gamers had more positive subjective experiences of gaming, compared to light gamers. All of the different gaming profiles experienced significantly more curiosity when gaming, compared to real-life. The results suggest that heavy gamers have positive subjective experiences during gaming. In the future these subjective experiences should be further examined by controlled intervention studies. KEYWORDS: Digital gaming, player profiles, gamer’s wellbein

Innovating Pedagogy 2015: Open University Innovation Report 4

This series of reports explores new forms of teaching, learning and assessment for an interactive world, to guide teachers and policy makers in productive innovation. This fourth report proposes ten innovations that are already in currency but have not yet had a profound influence on education. To produce it, a group of academics at the Institute of Educational Technology in The Open University collaborated with researchers from the Center for Technology in Learning at SRI International. We proposed a long list of new educational terms, theories, and practices. We then pared these down to ten that have the potential to provoke major shifts in educational practice, particularly in post-school education. Lastly, we drew on published and unpublished writings to compile the ten sketches of new pedagogies that might transform education. These are summarised below in an approximate order of immediacy and timescale to widespread implementation

Exploration Games:Can Game-Guided Systems Support Users in Automated Exhibition Sites?

This article delves into the potential of incorporating elements fromadventure games into museum exhibitions, with a particular focus on automatedexhibition sites. We advocate that principles derived from adventure games canadeptly bridge the two primary expectations of exhibitions: enlightenment andexperience. Exploration-based games, such as Explore the Redoubt (XTR)crafted for automated venues, enable users to fulfill both these objectives. XTR,conceived to address the prevailing research voids, integrates game mechanicsinto the automated exhibition environment, enhancing visitor motivation andengagement. It harnesses interactive digital mediums to present cultural heritagein a relaxed, informal manner.Existing research scarcely touches upon the design of experiential learninggames developed for automated sites, which encompass both indoor and outdoordisplays. Our methodology contemplates the transformation of visitor conduct atexhibitions, morphing them into avid knowledge seekers. We challenge theadequacy of current user experience models in portraying exhibitions striving toprovide both enlightenment and an immersive experience. Consequently, weintroduce a framework for museum interactions that deeply engages users, urgingthem to define their exploration trajectories, seamlessly fusing enlightenment,and engagement. Our study is set in a 17th-century redoubt where initialobservations indicated greater outdoor engagement compared to indoor spaces.This observation fueled our initiative to amplify indoor visitor participation.After testing XTR with 30 participants and employing a combination ofobservations and interviews, we derived key insights on designing digitalexploration games that seamlessly combine enlightenment and engagement. Weconclude with three design strategies to enhance visitor curiosity and exploration

Utilizing Educational Technology and Its Application on PAI Learning

This research focuses on the use of educational technology in learning Islamic Religious Education (PAI) and the challenges it faces. Educational technology, which involves the application of scientific and technical principles and theories to the teaching-learning process, has shown significant potential to enrich learning methods and facilitate access to diverse learning resources. Some examples of its application in PAI include the use of Al-Qur'an applications, videos and animations, online discussion forums, and Islamic educational games. However, this research also found various challenges, including limited infrastructure, lack of digital literacy, and the need to adapt learning methods from conventional to digital. To overcome this challenge, this research suggests the need for developing technological infrastructure, increasing digital literacy, and further research on the adaptation of digital learning methods in the context of PAI. This research shows that, despite the challenges, educational technology has great potential to enrich Islamic education learning and provide better and more flexible learning opportunities for student

Enhancing fan experience during live sports broadcasts through second screen applications

When sports fans attend live sports events, they usually engage in social experiences with friends, family members and other fans at the venue sharing the same affiliation. However, fans watching the same event through a live television broadcast end up not feeling so emotionally connected with the athletes and other fans as they would if they were watching it live, together with thousands of other fans. With this in mind, we seek to create mobile applications that deliver engaging social experiences involving remote fans watching live broadcasted sports events. Taking into account the growing use of mobile devices when watching TV broadcasts, these mobile applications explore the second screen concept, which allows users to interact with content that complements the TV broadcast. Within this context, we present a set of second screen application prototypes developed to test our concepts, the corresponding user studies and results, as well as suggestions on how to apply the prototypes’ concepts not only in different sports, but also during TV shows and electronic sports. Finally, we also present the challenges we faced and the guidelines we followed during the development and evaluation phases, which may give a considerable contribution to the development of future second screen applications for live broadcasted events

Vanishing Leaves: A Study of Walt Whitman Through Location-Based Mobile Technologies

Vanishing Leaves is a location-based mobile experience (LBME), which employs mobile devices equipped with GPS and high-speed wireless internet capabilities to take users to Brooklyn Heights to learn about the poet Walt Whitman and his connection to the neighborhood where he lived, worked, and published the first edition of his masterwork Leaves of Grass. Through this active first-person immersive learning experience, Vanishing Leaves embraces experimental scholarly methods that extend outside the classroom and off the page in order to engage learners and invite them to create meaningful, personal connections to writers and their literary works. The following white paper details the core concepts and inspiration underlying the development of Vanishing Leaves, including Whitman’s mobile composing practices and the importance influence of walking on his work, as well as ecocomposition theory and its exploration of the dynamic relationship between the writer, their discourse, and the environment. Following this groundwork, a detailed examination of the capabilities of mobile devices relevant to this project is offered. This analysis highlights important research, concepts, and existing projects that illuminate the potential for LBMEs to help us better understand cultural figures, their historical contexts, and the important connection between place and discourse surrounding cultural texts. Finally, an overview of the development of Vanishing Leaves will provide details regarding its methods and objectives, as well as some of the major challenges and lessons learned throughout the process. This white paper, instructions for playing Vanishing Leaves, and access to supplemental materials will be made available online at: http://vanishingleaves.com