The Art of Serious Game Design: A Framework and Methodology

Serious games developed for learning have gained popularity due to their promise for better learning outcomes. However, designing these games can be costly, take a long time, and may not lead to the desired outcomes if an adequate design process is not followed. Especially critical in this process is the creation of an effective game concept. Based on our experience in serious game development and the research gap we identified from the relevant literature, we developed the Art of Serious Game Design (ASGD) framework and methodology to aid developers in the concept- development stage of the serious game design process to address the needs of multidisciplinary teams through a practical step-by-step methodology. The ASGD methodology offers good potential in helping multidisciplinary serious game design teams improve the design process and, ultimately, the outcomes of serious games. We evaluated ASGD through a mixed-method approach and found that multidisciplinary game design teams perceived its positive effects in efficiency, structure and flow, usability, and team support. The actual prototype design process reflected these perceptions as well. ASGD was applied in practice to lead the design of a serious game during concept development, which produced a structured and detailed game concept with well-integrated learning outcomes in a timely manner. We conclude that the ASGD framework and methodology constitute a valuable tool for multidisciplinary teams working on the development of a serious game concept because of its ability to enhance brainstorming (through iteration) and streamline communication between team members

eLuna: A co-design framework for narrative digital game-based learning that support STEAM

STEAM education enables the cross-curricular study of subjects based on their naturally occurring relationships through holistic and integrated methods. Narratives are enablers of STEAM learning environments, something that is evident in the exploration of narrative learning from pre-recorded history until present. Narrative Digital Game-Based Learning (DGBL) use narratives to drive the game. The extended Ludo Narrative Variable Model (the Variable Model) is a narratological model for categorization of narrative DGBL. Empirical evidence from categorizing narrative DGBL on the Variable Model shows that there is a particular set of categories that incur positive effects on engagement, motivation, and learning. This article introduces the eLuna co-design framework that builds on these categories and empowers educators to participate alongside game developers in multidisciplinary design and development of narrative DGBL. eLuna comprises 1) a four-phase co-design method, and 2) a visual language to support the co-design and co-specification of the game to a blueprint that can be implement by game developers. Idun’s Apples, a narrative DGBL co-designed, co-specified, and implemented into a prototype using eLuna, is presented to illustrate the use of the method and visual language. Arguing that narrative DGBL are vessels for STEAM learning, seven eLuna co-designed games are examined to illustrate that they support STEAM. The article concludes that narrative DGBL co-designed using the eLuna framework provide high opportunity and potential for supporting STEAM, providing educators and game developers with a STEAM co-design framework that enforces positive effects on engagement, motivation, and learning.publishedVersio

Advances in Teaching & Learning Day Abstracts 2005

Proceedings of the Advances in Teaching & Learning Day Regional Conference held at The University of Texas Health Science Center at Houston in 2005

An Intelligent Tutoring System for Learning TOEFL

An e-learning system is increasingly gaining popularity in the academic community because of several benefits of learning anywhere anyplace and anytime. An Intelligent Tutoring System (ITS) is a computer system that aims to provide immediate and customized instruction or feedback to learners, usually without requiring intervention from a human teacher.(ITSB) is the tutoring system Builder Which designed and improved to help teachers in building intelligent tutoring system in many fields. In this paper, we have an example and an evaluating are presented of building an intelligent tutoring system for teaching TOEFL using ITSB tool

Supply chain management as the key to a firm’s strategy in the global marketplace

Purpose: This research aims to analyze the intersection of two literature streams: that of strategy and supply chain management (SCM). This review should create a better understanding of “strategic SCM” by focusing on relevant theories in the strategic management field and their intersection with SCM to develop a joint research agenda. Design/Methodology/Approach: We conducted a correspondence analysis on the content of 3,402 articles from the top SCM journals. This analysis provides a map of the intellectual structure of content in this field to date. The key trends and changes were identified in strategic SCM research from 1990-2014 as well as the intersection with the key schools of strategic management. Findings: The results suggest that SCM is key to a successful deployment of strategy for competing in the global marketplace. The main theoretical foundations for research in this field were identified and discussed. Gaps were detected and combinations of theoretical foundations of strategic management and SCM suggest four poles for future research: agents and focal firm; distributions and logistics strategic models; SCM competitive requirements; SCM relational governance. Research limitations/implications: Scholars in both the strategy and the SCM fields continue to search for competitive advantages. Much recent research indicates that strategic SCM can be a critical source for that advantage. One of the limitations of our research is that the analysis does not include every journal that published an article mentioning SCM. However, the 34 journals selected are reputed to be the most influential on SCM and focused primarily on SCM. Practical implications: The map of the intellectual structure of research to strategic SCM highlights the need to combine different theoretical approaches to the complex phenomenon of SCM. Practitioners should consider the supply chain as an informal organization and should devote time and resources to build a shared advantage across the supply chain. They should also consider the inherent benefits and risks that sharing Originality/value: The paper demonstrates that strategic SCM needs a balanced and rigorous combination of theoretical approaches to deliver more theory-driven evidences. Our research combines both a qualitative analysis and a quantitative methodology that summarizes gaps and then outlines future research from a large sample of articles. This methodology is an original contribution to this field and offers some assistance for enlarging the sample of future literature reviews

IDR : a participatory methodology for interdisciplinary design in technology enhanced learning

One of the important themes that emerged from the CAL’07 conference was the failure of technology to bring about the expected disruptive effect to learning and teaching. We identify one of the causes as an inherent weakness in prevalent development methodologies. While the problem of designing technology for learning is irreducibly multi-dimensional, design processes often lack true interdisciplinarity. To address this problem we present IDR, a participatory methodology for interdisciplinary techno-pedagogical design, drawing on the design patterns tradition (Alexander, Silverstein & Ishikawa, 1977) and the design research paradigm (DiSessa & Cobb, 2004). We discuss the iterative development and use of our methodology by a pan-European project team of educational researchers, software developers and teachers. We reflect on our experiences of the participatory nature of pattern design and discuss how, as a distributed team, we developed a set of over 120 design patterns, created using our freely available open source web toolkit. Furthermore, we detail how our methodology is applicable to the wider community through a workshop model, which has been run and iteratively refined at five major international conferences, involving over 200 participants

A Software Radio Challenge Accelerating Education and Innovation in Wireless Communications

This Innovative Practice Full Paper presents our methodology and tools for introducing competition in the electrical engineering curriculum to accelerate education and innovation in wireless communications. Software radio or software-defined radio (SDR) enables wireless technology, systems and standards education where the student acts as the radio developer or engineer. This is still a huge endeavor because of the complexity of current wireless systems and the diverse student backgrounds. We suggest creating a competition among student teams to potentiate creativity while leveraging the SDR development methodology and open-source tools to facilitate cooperation. The proposed student challenge follows the European UEFA Champions League format, which includes a qualification phase followed by the elimination round or playoffs. The students are tasked to build an SDR transmitter and receiver following the guidelines of the long-term evolution standard. The metric is system performance. After completing this course, the students will be able to (1) analyze alternative radio design options and argue about their benefits and drawbacks and (2) contribute to the evolution of wireless standards. We discuss our experiences and lessons learned with particular focus on the suitability of the proposed teaching and evaluation methodology and conclude that competition in the electrical engineering classroom can spur innovation.Comment: Frontiers in Education 2018 (FIE 2018

ITS for Teaching TOEFL

Abstract: An e-learning system is increasingly gaining popularity in the academic community because of several benefits of learning anywhere anyplace and anytime. An Intelligent Tutoring System (ITS) is a computer system that aims to provide immediate and customized instruction or feedback to learners, usually without requiring intervention from a human teacher.(ITSB) is the tutoring system Builder Which designed and improved to help teachers in building intelligent tutoring system in many fields .In this paper we have an example and an evaluating are presented of building an intelligent tutoring system for teaching TOEFL using ITSB tool

The Abertay Code Bar – unlocking access to university-generated computer games intellectual poperty

Progress report on a digital platform and dual licensing model developed to unlock access to a University repository of new and legacy computer games based Intellectual Property (IP) assets for educational and commercial use. The digital creative industries have been identified by a number of governments as a priority area in delivering sustainable economic growth. Code Bar is an innovation that allows digital products to be commercially successful beyond the end of the Dare competition or coursework submission. To be selected for Code Bar, game products must be well designed for both player and market; technically robust (i.e. operating consistently and reliably on a single/multiple platforms), and be free from ambiguity around 3rd party IP. We describe various technical, pedagogic and legal challenges in developing the digital platform, licensing model and packaging of computer games products for release through the platform. The model is extendable beyond computer games to other software products

E-SKILLS IP – MASTERING THE 21ST CENTURY SKILLS

In this paper we will present the results of a case study carried out with attendees of an Erasmus Intensive Programme (e-skills IP - Competences for Collaboration and Knowledge Sharing in Digital Society), which has promoted the development of 21st century skills among participants. The 21st century skills are a set of abilities that students need to develop in order to succeed in the information age. The Intensive Programme took place during 2014 spring in Timisoara, Romania involving the participation of teachers (with skills in the areas of ICT, digital literacy, non-formal education and intervention, design & illustration and teacher education) and students (of teacher training, social education and intercultural relations and migration fields) from four different countries. The classes covered different tools and six tutors were involved. At the end, attendees were: able to master the different tools & applications; capable to use and select the most adequate web 2.0 tools & applications according with a specific situation; able to create and manage their PLE/N; able to share and work collaboratively in a synchronous and asynchronous way; able to communicate an idea and to interact with peers from different countries. The working methodology was hands on workshop based and a package of a two and a half weeks of sessions covering a variety of web 2.0 tools was prepared and delivered to the participants. The e-skills IP had a positive impact in the participants since they saw their 21st century skills enhanced along with foreign language skills improvement. They had the opportunity to learn about different cultures through the nation nights activities and to discover a bit more about cultural aspects of the host region/country through the social events. A website was built in order to aggregate all the contents and results of the IP. The IP gave an intense overview about the different tools that are available in the web 2.0 and that can be very useful for teaching/learning activities. Learning, literacy and life skills are key competences in this information age, with an impact not only in our daily lives but also in our professional and academic careers.info:eu-repo/semantics/publishedVersio