Intrinsic fantasy: motivation and affect in educational games made by children

The concept of intrinsic fantasy has been considered central to the aim of usefully applying the positive affect of computer games to learning. Games with intrinsic fantasy are defined as having “an integral and continuing relationship with the instructional content being presented”, and are claimed as “more interesting and more educational” than extrinsic fantasy games [1]. Studies of children making educational games have shown they usually create extrinsic games for curriculum learning content. In this study, children were encouraged to create non-curriculum games, more easily distanced from the extrinsic preconceptions of formal schooling. Forty, 7-11 year olds took part in this study (17 boys and 23 girls), designing and making their own games at an after-school club. Despite non-curriculum learning content, no more intrinsic games were created than in previous studies. The children failed to create their own pedagogical models for non-curriculum content and did not see the educational value of intrinsic fantasy games. The implications for transfer and learning in intrinsic games are discussed whilst the definition of intrinsic fantasy itself is questioned. It is argued that the integral relationship of fantasy is unlikely to be the most critical means of improving the educational effectiveness of digital games

Deep Q-Learning for Nash Equilibria: Nash-DQN

Model-free learning for multi-agent stochastic games is an active area of research. Existing reinforcement learning algorithms, however, are often restricted to zero-sum games, and are applicable only in small state-action spaces or other simplified settings. Here, we develop a new data efficient Deep-Q-learning methodology for model-free learning of Nash equilibria for general-sum stochastic games. The algorithm uses a local linear-quadratic expansion of the stochastic game, which leads to analytically solvable optimal actions. The expansion is parametrized by deep neural networks to give it sufficient flexibility to learn the environment without the need to experience all state-action pairs. We study symmetry properties of the algorithm stemming from label-invariant stochastic games and as a proof of concept, apply our algorithm to learning optimal trading strategies in competitive electronic markets.Comment: 16 pages, 4 figure

How can exploratory learning with games and simulations within the curriculum be most effectively evaluated?

There have been few attempts to introduce frameworks that can help support tutors evaluate educational games and simulations that can be most effective in their particular learning context and subject area. The lack of a dedicated framework has produced a significant impediment for uptake of games and simulations particularly in formal learning contexts. This paper aims to address this shortcoming by introducing a four-dimensional framework for helping tutors to evaluate the potential of using games- and simulation- based learning in their practice, and to support more critical approaches to this form of games and simulations. The four-dimensional framework is applied to two examples from practice to test its efficacy and structure critical reflection upon practice

Constraints and autonomy for creativity in extracurricular gamejams and curricular assessment

The engagement observed by the players of the games that they play is a desirable quality that has not gone unnoticed in the field of education, leading to concepts such as gamification of education, game-based learning and serious games for training. Game designer Sid Meier is often cited as defining games as being ‘a series of interesting decisions’. The concept of choice implies an autonomous selection from a constrained set of options. This article reflects on the impact of autonomy and constraints, and extrinsic and intrinsic motivators on students’ software development work during both curricular and extracurricular activities. Finally, a model for the design of games for game-based learning is proposed in terms of autonomy and constraints with respect to learning outcomes

Gender Differences and Digital Learning Games – One Size Does not fit all

The intrinsic motivation demonstrated towards digital games provides the opportunity for its use as a learning tool irrespective of gender differences. This has resulted in the combination of the motivation of games with curricular content referred to as Digital Game-Based Learning. While some related studies have argued that there are no gender differences in the motivational appeal of digital educational games, others present an opposing view. This paper reports the result of an investigation into the motivational appeal of digital educational games for 11-14 years old girls and boys. There is evidence that this age group is pivotal to the shrinking pipeline phenomenon in which fewer females progressively engage with computer science education and careers. The investigation involved a two stage study composed of a qualitative exploratory study, which identified the key criteria for the successful appeal of some digital entertainment games to young girls and boys and a main study. The main study generate both qualitative and quantitative data to further investigate the motivational appeal of digital educational games for learning basic computer science concepts for both girls and boys of age 11-14 years old. For the main study, two experimental games for learning basic computer science concepts were created based on the key criteria identified from the exploratory study. The first included the game characteristics that appeared to support the motivational appeal of the girls. The second game was antithetical to the first. Both genders from the participating population engaged with both games and online questionnaires were used to capture data on their perception of both games. The outcome of the investigation which involved 304 participants (girls = 152 and boys =152) from Southeast England, United Kingdom provided the empirical evidence in support of the argument that there are gender differences in the motivational appeal of digital educational game characteristics which can either support or thwart motivation i.e. one size does not fit all. The result of this investigation should support educationists, researchers and digital educational game designers in having an inclusive approach towards the creation of digital educational games for learning

Kaleidoscope JEIRP on Learning Patterns for the Design and Deployment of Mathematical Games: Final Report

Project deliverable (D40.05.01-F)Over the last few years have witnessed a growing recognition of the educational potential of computer games. However, it is generally agreed that the process of designing and deploying TEL resources generally and games for mathematical learning specifically is a difficult task. The Kaleidoscope project, "Learning patterns for the design and deployment of mathematical games", aims to investigate this problem. We work from the premise that designing and deploying games for mathematical learning requires the assimilation and integration of deep knowledge from diverse domains of expertise including mathematics, games development, software engineering, learning and teaching. We promote the use of a design patterns approach to address this problem. This deliverable reports on the project by presenting both a connected account of the prior deliverables and also a detailed description of the methodology involved in producing those deliverables. In terms of conducting the future work which this report envisages, the setting out of our methodology is seen by us as very significant. The central deliverable includes reference to a large set of learning patterns for use by educators, researchers, practitioners, designers and software developers when designing and deploying TEL-based mathematical games. Our pattern language is suggested as an enabling tool for good practice, by facilitating pattern-specific communication and knowledge sharing between participants. We provide a set of trails as a "way-in" to using the learning pattern language. We report in this methodology how the project has enabled the synergistic collaboration of what started out as two distinct strands: design and deployment, even to the extent that it is now difficult to identify those strands within the processes and deliverables of the project. The tools and outcomes from the project can be found at: http://lp.noe-kaleidoscope.org