Space games: evaluating game-based virtual reality in higher education

With increasing global dependence on satellite technology, space traffic has grown exponentially over the last decade. Enhanced education and training of future mission operators will be necessary to meet this growing demand. The complexity of satellite mission operations poses a challenge in education and training. Remote spacecraft are elusive and difficult for a trainee to visualize and involve a steep learning curve. However, the integration of game-based virtual reality into spacecraft simulation and training may assist in overcoming these challenges. This research study explored the integration of game-based virtual reality into a university course involving spacecraft operations. Virtual spacewalks allowed student participants to conduct visual inspections and interact directly with spacecraft components. The immersive virtual reality environment prolonged cognitive engagement and game mechanics influenced motivation, both cornerstones in learning. After completing the training scenarios, user experience was assessed with several validated scales measuring system usability, user satisfaction, cognitive loading, and any potential simulator sickness. Results revealed satisfactory scores in all categories with minimal simulator sickness. The integrated use of game-based virtual reality in the classroom provided an enhanced learning experience in a safe and repeatable environment that might be difficult with traditional teaching methods. This paper will evaluate game-based virtual reality when integrated into higher education or other training environment

Game-based learning in building services engineering vocational and professional education

The application of digital games and gamification mechanics to non-gaming contexts have emerged as one of the prime subject interest in different sectors, such as education, marketing, health, technology design, etc. in recent years. Game-Based Learning approach in higher education has drawn teaching academics increased attention. Many believe that the game play approach could offer many benefits including, socialization, engagement, and problem solving to the millennial students. In engineering education at undergraduate level, new methodologies and tools are being developed using game dynamics to present scientific evidence in many different engineering disciplines, e.g. mechanical engineering, civil engineering, manufacturing etc. In this paper, a literature review relevant to gamification and game-based learning approach in higher education for engineering is conducted. A discussion on some of the examples regarding engineering education is given. Game techniques, gamification practices applying to building services engineering training are critically evaluated

Gamificacion in education and active methodologies at Higher education

In recent years, there has been an increasing interest in applying Gamification in Education, which can be defined as the application of game design elements to learning activities. Its purpose is to motivate students by creating an engaging learning experience that can keep students focused on the learning task and its application in the classroom, is still in its emergent stages. Gamification is a great challenge for education, particularly in Higher Education Institutions (HEI) in such a traditional context, as is the case with courses like Management and Administration Business, Finance and Accounting, Marketing and Market Research, Chemistry, Accounting and Administration and Business Communication. This paper presents a study, applied in the 2016/2017 and 2017/2018 academic years, in which the teaching method focuses on a blended learning approach, through the implementation of a flipped classroom model and also through the introduction of online gamification activities such Kahoot! application. Kahoot is a game-based learning platform, used as educational technology that can easily be used for initial, formative and summative assessment of students’ knowledge using individual or collaborative team work mode, adding vitality, student engagement, and also meta-cognitive supports to higher education classrooms with limited instructor or student training required. The participants, in the study, were about 3 000 students of 17 different subjects from the aforementioned courses, of the Malaga University and Polytechnic of Porto. The results of this study suggest that this model improves student learning and are of relevance to researchers, educators and game-based learning designers.Universidad de Málaga. Campus de Excelencia Internacional Andalucía Tec

Pengembangan Alat Permainan Edukatif ( Ape ) Jenis Balok Untuk Meningkatkan Kualitas Pembelajaran Di Taman Kanak-kanak

Point of view from this research is : what is the effort to develop education game tool can increase economic velue of waste wood and quality of teaching in Kindergarten in some aspects like students creativity, developing of cognitif, idea power, creativity power, psicomotoric, emotion, social and language of students ? The aim of this research are divided into two kinds ; a.Long range aim and b. Short range aim. Long range aim from this research are to build corporation among university ( Teacher Training and Education Faculty Muhammadiyah University of Purwokerto whit Education Institution of Early Age ( 1st, 2nd and 3rd Government Kindergarten of Dukuhwaluh Village, Kembaran District, Banyumas Regency. Advantage from this research are ; 1. Advantage from society economic view with encreasing of their income and opened of new job vacancy for wood craft with miking educative game tool made by waste wood; 2. Advantage from technology and science can add or enrich educatif game tool for education institution of early age; 3. Advantage for Teacher Training and Education Faculty Muhammadiyah University of Purwokerto can get data from result of this research about influence of Kindergarten; 4. Advantage for 1st, 2nd, and 3rd Government Kindergarten of Dukuhwaluh Village is gotten Educative Game Tool as cooperation with Teacher Training and Education Faculty of Muhammadiyah University of Purwokerto.Variable from this research are; increasing economic value of waste wood, wood craft creativity in making Educative Game Tool, creativity of Kindergarten Teacher in applicating of educative game tool. Method of collecting data from this research are observation, interview and documentation. Method of data analysis use statistic analysis of frecuensy distribution and fenomenologic. Conclution from this research are ; 1. Developing of educative game tool can increase economic value of waste wood; 2. Creativity of wood craft can be increased by making educative game tool; 3. Kindergarten Teacher can increase their creativity by applicating educative game tool in teaching activities either increasing of their process quality or students result; 4. Using educative game tool can add motivation and develop happines condition in teaching activities so can increase students creativity, cognitif, idea power, creativity power, psicomotoric, emotion, social and their language. Key words: Educative Game Tool, Economic Value , Teaching Quality of Kindergarten

Evaluating System Usability, Workload Suitability, and User Experience of Game-Based Virtual Reality in Spaceflight Education and Training

Game-based instruction and immersive virtual reality are enhanced pedagogical methods beneficial in training environments involving complex disciplines, ranging from medical applications to construction engineering technology. This study investigated the use of game-based virtual reality (GBVR) when applied to the complex field of spaceflight education and training. As modern society places increasing demand on space-based amenities, the need for proficient satellite operators will also increase, requiring more accessible and advanced training options. Satellite ground control training scenarios, immersed in the GBVR environment, were developed and deployed to university student participants. Multiple validated scales were employed to measure the GBVR system regarding three main attributes: system usability, workload suitability, and user experience. Results revealed that the GBVR system usability scores ranked above average on the System Usability Scale (SUS). Secondly, the workload suitability ranked within the accepted mean value range of the National Aeronautics and Space Administration (NASA) Task Load Index (TLX). And lastly, the user experience scores were similar to popular video game scores on the Game User Experience Satisfaction Scale (GUESS-18). Even with a small sample size (n = 10), the findings indicate that GBVR is a feasible tool when applied to a complex discipline such as spaceflight education and training

Evaluating System Usability, Workload Suitability, and User Experience of Game-Based Virtual Reality in Spaceflight Education and Training

Game-based instruction and immersive virtual reality are enhanced pedagogical methods beneficial in training environments involving complex disciplines, ranging from medical applications to construction engineering technology. This study investigated the use of game-based virtual reality (GBVR) when applied to the complex discipline of spaceflight education and training. As modern society places increasing demand on space-based amenities, the need for proficient satellite operators will also increase, requiring more accessible and more advanced training options. Spaceflight training scenarios, immersed in the GBVR environment, were developed and deployed to university student participants. Multiple validated scales were used to measure the GBVR system regarding three main attributes. System usability ranked above average on the System Usability Scale (SUS), user experience ranked above average on the Game User Experience Satisfaction Scale (GUESS-18), and workload ranked within 1.5% of the accepted mean value of the NASA Task Load Index (TLX). These results revealed positive feasibility and usability of GBVR applications when correctly deployed in a learning environment

Paper Session II-C - Education With Global Reach

The Air Command and Staff College (ACSC) has assembled a space infrastructure consisting of equipment technology essential for curriculum development, demonstrations training, exercises, war games, and independent research at the Operational Level of War. Students and faculty now integrate aerospace doctrine and the SAF infrastructure equipment into their campaign planning exercises and operational level war games to greatly enhance their understanding of operational forces planning and execution support. This SAF is critical to the successful execution of the Academic Year (AY) 1994 and future AY curriculums. Students and faculty have access to real-time tactical command and control and near-real time battlefield information by taking advantage of available space technology. This high quality real world situation display training, war game support, and technology applications research is available throughout the entire academic year. The equipment in this Space Application Facility is fully integrated into the ACSC curriculum, including, the ACSC PC based series of exercises and war games designed by the ACSC faculty from Toolbook software. The Space Applications Facility allows for training and education to be relevant to the theater and the threat we intend to face. The SAF will also eventually provide for real-time internet with worldwide exercises and war games, to include the National Training Center. Central to this concept is the ACSC PC based war game system and aerospace power technology application initiative

Exploring gamification approach in hazard identification training for Malaysian construction industry

In recent years gaming products have increasingly been used to enhance learning and training development in academic and commercial sectors. Games have become more pervasive; they have been adopted for use in many industries and sectors such as defense, medicine, architecture, education, and city planning and government as tools for workers development. In Malaysia, it has been reported that the construction industry holds the third highest record of occurrences of accidents at work. Therefore, safety training is inevitable to reduce the alarming rate of accidents on construction sites. However, currently, available safety training approaches are still lacking in terms of delivering hands-on training and are more theoretical- instead of being more practical-based. This is due to the nature of the construction environment itself in which safety training involving certain hazards that cannot be implemented hands-on as it may bring harm to trainers, trainees and the environment. Gaming is an approach that applies technology to provide an almost real experience with interactive field training, and also supporting the theory of learning by doing with real case scenario. The purpose of this paper is to seek and explore the differences in existing gamification genres such as simulation game, role-playing, action game, strategy game and etc. Data were collected through available literature. The findings of the study show that serious game is a suitable genre to be adopted as an approach in hazard identification training for the construction industry in Malaysia

Eye tracking in maritime immersive safe oceans technology

This paper presents the integration of eye tracking in the MarSEVR (Maritime Safety Education with VR) technology to increase the precision of the trainee focus on delivering the learning episodes of the technology with enhanced impressiveness and user engagement. MarSEVR is part of the Safe Oceans concept, a green ocean technology that integrates several VR safety training applications to reduce maritime accidents that result into human casualties, sea pollution and other environmental damages. The paper indicates the research delivery architecture driven by Hevner's design science in information systems Research for usability, use experience (UX) and effectiveness. Furthermore, this technology integration is approached from a game design perspective for user engagement but also from a cognitive and neuroscience perspective for pedagogical use and purposes. The paper addressees the impact of the eye tracking technology in the maritime sector operations, training market, and competitive research. Lastly areas of further research are presented and the efforts to link and align finger tracking and hand recognitions technologies with eye tracking for a more complete VR training environment

Teachers’ experiences and perceptions regarding mobile augmented reality games: a case study of a teacher training

The literature has been recognizing the potential of mobile technologies, augmented reality (AR) and game-based approaches in Education and recommends its adoption. Considering the scarcity of this type of educational resources in the Portuguese context, it is relevant to create opportunities for teachers and researchers to collaborate in the development of high-quality open resources to be integrated into games available for all. To this end, a 50-hour continuous training course for teachers was conducted to promote collaborative development of mobile AR game-based resources for Science, Technology, Engineering and Mathematics learning. In this contribution, data from a questionnaire applied at the beginning of the training is analysed to support assessment of teachers’ previous experiences and initial perceptions regarding mobile learning, AR use in Education and game-based learning. The questionnaire was anonymous and 14 out of 16 teachers gave informed consent to participate in this study. This data was triangulated with information collected through participant observation from two researchers who were also the trainers and the authors of this paper. Results reveal that teachers with different profiles attained this training. Nevertheless, most teachers revealed naïve perspectives on mobile and game-based learning and were unaware of AR technologies and their potential use in education. Teacher profiles varied from those who acknowledge not knowing and not using either of the three approaches in their teaching practices, nor in their personal learning experiences, to those who seem to have somewhat accurate ideas. This work is relevant as this case study is an empirical account of teachers practices and perspectives on mobile AR games.publishe