Developing an Evaluation Framework for Analysing Educational Simulation Games

Despite the emergence of new methodologies for analysing and evaluating games using usability testing and heuristics evaluation frameworks, there is still lack of inclusive game heuristics for analysing educational simulation games. To address this, we conduct two case studies: professional critic game reviews and focus group interviews. We have looked at the effects of games on players’ gaming experiences in different gaming context (i.e. playing educational versus (vs.) entertaining simulation games). Findings show various game design similarities & differences between playing these simulation games. It also highlights game design issues. In this paper, we propose a new game evaluation heuristics model (GADDIE) that consists of Game Analysis (GA), Design (D), Development (D), Implementation (I) and Evaluation (E). These heuristics were compiled as a result of game design issues identified from the professional critic game reviews and the focus group interviews. On the basis of the data obtained it is argued that the GADDIE model could provide further guidance that leads on from previous research, since it encapsulates research findings, game design principles, human computer interaction, usability testing guidelines, educational perspectives and overall our experiences as educators and game researchers. Consequently, the proposed framework would support our ongoing research project in game evaluation process (educational vs. entertaining), and other researchers, more effectively

Raising awareness on Archaeology: A Multiplayer Game-Based Approach with Mixed Reality

International audienceOur research deals with the development of a new type of game‐based learning environment: (M)MORPG based on mixed reality, applied in the archaeological domain. In this paper, we propose a learning scenario that enhances players' motivation thanks to individual, collaborative and social activities and that offers a continuous experience between the virtual environment and real places (archaeological sites, museum). After describing the challenge to a rich multidisciplinary approach involving both computer scientists and archaeologists, we present two types of game: multiplayer online role‐playing games and mixed reality games. We build on the specificities of these games to make the design choices described in the paper. The proposed approach aims at raising awareness among people on the scientific approach in Archaeology, by providing them information in the virtual environment and encouraging them to go on real sites. We finally discuss the issues raised by this work, such as the tensions between the perceived individual, team and community utilities, as well as the choice of the entering point in the learning scenario (real or virtual) for the players' involvement in the game

Video games as source of learning and upkeeping the English language skills:Final Fantasy XIV players’ point of view

Abstract. Throughout the years gaming has become increasingly more popular and because of that the researchers have started to notice its beneficial effects in English language learning: the more people look into the topic, the more they find pointers that reveal the importance of gaming in learning for especially the younger generation. This study discusses the connection between gaming and English language learning and upkeep of the skills from the Final Fantasy XIV players’ point of view. Six participants were interviewed about their connections with gaming and how games have affected their English language learning and how game to this day are a part of the upkeep of the language. The purpose of this study is to gain understanding on how gaming has improved the participants’ English skills and furthermore upkept the already learned language, while figuring out if there would be a way to implement gaming like environment into the current education system. The results reveal that most of the participants felt like they did not learn much from the formal education side compared to other sources like books and films. Biggest issue seemed to be the lack of interaction with other people. None of them felt like the school succeeded in teaching the oral conversations and general interaction was lacking without the support from their gaming hobby where the participants used English daily. All of the participants also think that the current educational system could benefit from gaming like environment for learning.Videopelit englannin kielen oppimisen ja taitojen ylläpitämisen lähteenä Final Fantasy XIV -pelaajien näkökulmasta. Tiivistelmä. Vuosien saatossa pelien pelaamisesta on tullut yhä suositumpaa ja tämän takia tutkijat ovat alkaneet huomata pelaamisen myönteisiä vaikutuksia englannin kielen oppimisessa: mitä enemmän aihetta tutkitaan, sitä enemmän löydetään viitteitä siitä, että pelaaminen on merkittävä osa etenkin nuoren sukupolven oppimista. Tämä tutkimus käsittelee pelaamisen ja englannin kielen oppimisen yhteyttä ja kielen osaamisen ylläpitoa Final Fantasy XIV -pelaajien näkökulmasta. Kuutta osallistujaa haastateltiin heidän ajatuksistaan pelaamiseen liittyen ja siitä kuinka pelit ovat parantaneet osallistujien englannin kielen taitoa ja lisäksi myös kuinka pelit ovat ylläpitäneet jo opittua kieltä. Tavoitteena oli samalla löytää vastaus kysymykseen voisiko pelipohjaista oppiympäristöä soveltaa nykyiseen koulutusjärjestelmään. Tulokset osoittavat, että osallistujat eivät kokeneet oppineensa koulussa juuri mitään verrattuna muihin oppimisen lähteisiin, kuten kirjoihin ja elokuviin. Suurin ongelma kaikkien osallistujien mielestä tuntui olevan vuorovaikutuksen puute. Kukaan heistä ei kokenut, että koulujärjestelmä olisi onnistunut suullisen keskustelun ja kanssakäymisen opettamisessa. Yleinen vuorovaikutuspuuttui täysin ilman heidän peliharrastuksensa tukea, jossa osallistujat käyttivät englantia päivittäin. Kaikki osallistujat olivat myös sitä mieltä, että nykyinen koulujärjestelmä voisi hyötyä pelien pelaamiseen perustuvasta oppimisympäristöstä

Facilitating immersion, engagement and flow in multi-user virtual environments

Virtual worlds are providing myriad opportunities for the development of innovative curricula for tertiary educators. They provide a virtual meeting space for those students and lecturers who are geographically remote from one another, rendering distance irrelevant and facilitating the formation of community. This paper will look at those factors - physical, social, virtual and those related to pedagogy - which facilitate immersion in virtual worlds; that suspension of disbelief which generates the feeling of presence or 'being there', crucial to promoting student engagement and ultimately, flow

The Role of Massively Multiplayer Role-Playing Games in Facilitating Vocabulary Acquisition for English Language Learners: A Mixed-Methods Study

Slow vocabulary development and poor comprehension among English Language learners (ELLs) (August, Carlo, & Snow, 2005) have resulted in an academic achievement gap between ELLs and native English-speaking learners in the United States (Klingner, Artiles, & Barletta, 2006; Wilde, 2010). This mixed-methods sequential explanatory research aims to help narrow the academic gap by providing increased engagement and interaction opportunities to ELLs. In this study, I replicated and extended Bourgonjon et al. (2010)’s study identifying the predictive factors of students’ acceptance for using video games in the classrooms. A sequential qualitative study with 11 selected participants was conducted to explain how the factors, tested in the first quantitative phase of study, facilitate ELLs’ vocabulary growth. I triangulated the results of the two phases and the discussion of the findings to answer my research questions. Based on the data collected from 371 participants via a web-based survey, I tested the reliability and validity of the adapted survey scale items using inter-item correlations, factor analysis, and internal consistency reliability tests. Then, I formulated and validated path models to test the hypotheses related to relationships among variables. Results from the analysis concluded that the factor of perceived learning opportunity is an important predictors for players’ preference for using MMORPGs in the L2 English classroom. The follow-up qualitative study aims to explain why certain factors identified in the first phase were significant predictors that impact players’ preference to use MMORPGs to obtain L2 English vocabulary. Evidence shows that game texts and social interactions are major learning opportunities provided by MMORPGs. I expect that this study, along with further research in this area, will help teachers integrate MMORPGs or related game mechanics into their regular instruction to provide increased engagement and interaction opportunities to English language learners

Online gaming and addiction: a psychosocial investigation using mixed methods

Online virtual worlds known as Massively Multiplayer Online Role-Playing Games (MMORPGs) have gained increased popularity over the last decade. MMORPGs provide a sophisticated environment that enables complete immersion within the virtual world to the extent that it may become an alternative reality to its users. Some researchers have suggested that online gaming addiction is growing in prevalence among adolescents and adult gamers. It has been proposed that research is needed to establish the incidence and prevalence of MMORPG addiction. The aim of this body of research was to examine the impact of MMORPGs (psychologically and socially) on peoples' lives for the purpose of providing an empirical research base on which future research in the area can build. Using a mixed methods approach for data collection and analysis, an online scoping study, interview study and two questionnaire studies were conducted. The thesis provides a detailed conceptualisation of the psychological processes involved in MMORPG playing. The thesis was directed by previous research into video games, online gaming and addiction which provided a substantive picture of the psychosocial effects of online gaming. The findings showed that there were both positive and negative effects associated with online gaming; gamers used MMORPGs to alleviate negative feelings and to meet new people, learn about new cultures, and build friendships. Gamers also provided detailed descriptions of personal problems that had arisen due to playing MMORPGs. A small percentage of gamers (3.6%) were classified as addicted to MMORPGs, these gamers may find it difficult to control their game playing behaviour. However, there are still gaps in our knowledge of MMORPGs. Overall, the research has shown that the psychology of MMORPGs is an important topic that requires further in-depth investigation. The present research has revealed valuable information about the impact of MMORPGs on the lives of gamers that can be built upon by other researchers. Implications of the findings regarding excessive playing and addiction to MMORPGs, and social responsibility were discussed, and recommendations for future research studies were proposed

Negotiations for meaning in the context of a massively multiplayer online role-playing game

This study investigated negotiations for meaning as conditions for second language (L2) learning in the context of a massively multiplayer online role-playing game, World of Warcraft (WoW) (Blizzard Entertainment, 2004). Varonis and Gass’s (1985) and Smith’s (2003a) models were used to identify negotiation episodes during on-task and off-task talks among the participants while playing WoW. The participants were six non-native (NNS) and one native English speaker (NS). The NNSs were divided into two teams of three: Team 1 (T1) pre-intermediate and Team 2 (T2) upper-intermediate. The NS played the game with both teams. The study lasted for six months and resulted in 59.96 hours of recorded audio and nine hours of screen-recorded gaming sessions. Negotiation patterns were compared across the L2 proficiency levels and three different types of dyads. The results revealed that (a) T1 encountered more communication breakdowns, but T2 engaged in more negotiations, (b) T1 engaged in more complex negotiations, (c) breakdowns and negotiations occurred more during off-task talk, and (d) breakdowns were triggered more by the NS’s utterances in T1 and by NNSs’ utterances in T2. The results also showed the participants’ abundant L2 use to undertake authentically contextualized game-driven tasks, meticulous involvement in bi- and multi-lateral negotiations, and creative strategies to resolve incomprehension

Exploring Effects of Intrinsic Motivation and Prior Knowledge on Student Achievements in Game-Based Learning

This study investigates the effects of students’ intrinsic motivation and prior knowledge on student achievement in learning Chinese in a game-based learning environment. A total of 140 fourth-grade students from an elementary school in South Korea participated in this study. An instructional game called “Hanjamaru,” which is designed to teach Chinese characters, was implemented for four weeks. During the experiment, students’ prior knowledge, intrinsic motivation in gaming, and achievements learning Chinese were quantitatively measured. Findings from this study demonstrate that both students’ prior knowledge and intrinsic motivation affect their achievements in learning Chinese. Also, there students’ prior knowledge and intrinsic motivation affected each other; that is, a group low in intrinsic motivation but with higher prior knowledge showed comparatively higher student achievements. These findings suggest that students’ prior knowledge should also be considered while designing and adopting game-based learning in order to engage students with different levels of intrinsic motivation

What World of Warcraft is Teaching Us About Learning.

Ph.D. Thesis. University of Hawaiʻi at Mānoa 2017