Teachers as designers of GBL scenarios: Fostering creativity in the educational settings

This paper presents a research started in 2010 with the aim of fostering the creativity of teachers through the design of Game-Based Learning scenarios. The research has been carried out involving teachers and trainers in the co-design and implementation of digital games as educational resources. Based on the results grained from the research, this paper highlights successful factors of GBL, as well as constraints and boundaries that the introduction of innovative teaching and learning practices faces within educational settings

Learning through playing for or against each other? Promoting collaborative learning in digital game based learning

The process of learning through Game Based Learning (GBL) presents both positive aspects and challenges to be faced in order to support the achievement of learning goals and knowledge creation. This study aims to characterise game dynamics in the adoption of multi-player GBL. In particular, we examine the multi-player GBL dynamics may enhance collaborative learning through a relation of positive interdependence while at the same time maintaining a certain level of competition for ensuring multi-player GBL gameplay. The first section of the paper introduces collaborative GBL and describes the combination of intragroup dynamics of cooperation and positive interdependence and an intergroup dynamic of competition to maintain gameplay. The second part of the paper describes two multi-player GBL scenarios: the multi-player game with interpersonal competition and the multiplayer game with intergroup competition. For each scenario a case analysis of existing collaborative games is provided, which may help instructional and game designers when defining the collaborative GBL dynamics. Technological requirements and best practices in the use of collaborative GBL are described in the last sections

Designing Serious Games for Education: From Pedagogical Principles to Game Mechanisms

International audienceSGs represent an important opportunity for improving education thanks to their ability to compel players and to present realistic simulations of real-life situations. The scientific community is aware that we are just at the beginning of a proper use of gaming technologies for education and training and, in particular, there is a need for scientific and engineering methods for building games not only as more realistic simulations of the physical world, but as means that provide effective learning experiences. This requires an ever closer cooperation among the various actors involved in the overall SG life- chain, putting pedagogy in a central role, given the educational target of the SGs. This paper addresses the till-now inadequate integration of educational and game design principles and proposes techniques, methods and mechanisms that allow designers with different background to dialogue among each other and to define games that are able to integrate - by design - entertainment and educational features. In particular, the paper follows a design path that starts from the definition of reference frameworks and then analyses the typical categories of design patterns, before focusing on the user-interaction modalities - seen from a pedagogical point of view - given their relevance for the end-users. In the end, we discuss the sandbox serious game model, that looks suited to implement - by design - joint pedagogical and entertainment features. We believe that the indications provided in this paper can be useful for researchers and stakeholders to understand the typical issues in SG design and to get inspiration about possible solutions that take into account the need to implement tools that are effective both as an entertainment medium and as an education tool

Formative Research on an Instructional Design Theory for Fostering Self-Efficacy Through Gamification

The merits of gamification as a learner-centered pedagogy that positively influences learner engagement and motivation are widely established in the literature; yet, few studies have ventured beyond motivation to consider the impact gamification has on self-efficacy. Moreover, guidance for the effective design and development of gamified instruction is lacking. This study describes formative research conducted on the Gamification for Enhancing Learner Self-Efficacy (GELSE) instructional design theory, which was developed to guide the design of gamification aimed at fostering self-efficacy. The goal of formative research is to identify improvements for an instructional design theory based on a designed instance of the theory. The GELSE theory was applied to an undergraduate community health nursing course in a fully online, accelerated degree program. The theory was evaluated by answering the following questions: 1) What methods of the GELSE instructional design theory were perceived to be more effective?, 2) What methods of the GELSE instructional design theory were perceived to be less effective?, and 3) What improvements can be made to the GELSE instructional design theory?. Data was collected in this qualitative study through open-ended questionnaires, focus group interviews, semi-structured one-on-one interviews, and observations of online learner activities and social interactions. The results show that the GELSE instructional design theory is effectual for guiding the design of gamified instruction intended to foster learner self-efficacy. Additionally, the findings from the research yielded a number of recommendations for improving the GELSE theory

An actionable guide to creating Educational Escape Rooms: handbook

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Computational thinking development and assessment through tabletop escape games

International audienceThe development and assessment of computational thinking (CT) is garnering a lot of attention and research since the last decade. However, CT learning is perceived as a time-consuming and frustrating experience by many K-12 and university students. Hence, educators are coming up with various methodologies to make CT both accessible and engaging for learners, thus leading to a spurt in various game-based learning (GBL) approaches in this field, ranging from board games to educational robotic games. This paper strives to evaluate tabletop escape games as a potential tool to develop CT as a competency among K-12 learners and the assessment of its effectiveness in achieving the learning outcomes. To do this, the authors conducted a literature review of existing papers on tabletop games that use the theme of an escape game to develop and assess CT as a competency. Based on a systematic analysis of the existing literature, they conducted an analytical review of three papers on tabletop games in CT to identify the CT components being developed, the evaluation methods explained in them, the current limitations faced by the authors of these three papers and the possible ways to circumvent such limitations. This paper also covers the design aspects to be considered for the development of a CT-based educational escape game to support and evaluate this competency and its components

Designing an engaging learning universe for situated interactions in virtual environments

A thesis submitted to the University of Bedfordshire, in partial fulfilment of the requirements for the degree of Doctor of Philosophy (PhD)Studies related to the Virtual Learning approach are conducted almost exclusively in Distance Learning contexts, and focus on the development of frameworks or taxonomies that classify the different ways of teaching and learning. Researchers may be dealing with the topic of interactivity (avatars and immersion are key components), yet they do so they mainly focusing on the interactions that take place within the virtual world. It is the virtual world that consists the primary medium for communication and interplay. However, the lines are hard to be drawn when it comes to examining and taxonomising the impact of interactions on motivation and engagement as a synergy of learners’ concurrent presence. This study covers this gap and sheds light on this lack—or, at least, inadequacy—of literature and research on the interactions that take place both in the physical and the virtual environment at the same time. In addition, it explores the impact of the instructional design decisions on increasing the learners’ incentives for interplay when trying to make sense of the virtual world, thus leading them to attain higher levels of engagement. To evaluate the potential of interactions holistically and not just unilaterally, a series of experiments were conducted in the context of different Hybrid Virtual Learning units, with the participation of Computer Science & Technology students. One of the goals was to examine the learners’ thoughts and preconceptions regarding the use of virtual worlds as an educational tool. Then, during the practical sessions, the focus was placed on monitoring students’ actions and interactions in both the physical and the virtual environment. Consequently, students were asked as a feedback to report their overall opinion on these actions and interactions undertaken. The study draws a new research direction, beyond the idea of immersion and the development of subject-specific educational interventions. The conclusions provide suggestions and guidelines to educators and instructional designers who wish to offer interactive and engaging learning activities to their students, as well as a taxonomy of the different types of interactions that take place in Hybrid Virtual Learning contexts

Integrating Gamification Principles into Photography Skill Learning: The Influence of Games on Student Motivation

Changes to the global economic environment have introduced innovations in technology that replace human workers to complete repetitive tasks. Due to the removal of these jobs, workers are required to develop new skills to compete for emerging jobs. However, lack of motivation to learn skills and content taught in schools has been a problem that creates the possibility that current students will not be prepared to enter the future workforce. To help improve intrinsic motivation and skills development, gamification has been explored as a mechanism for learning. The aim of this study was to explore the six intrinsically motivating factors required for gamified design (Malone & Lepper, 1987) and their effect on learning outcomes. One hundred thirty-one middle school students participated in the game CLICK that was designed to teach them photography skills. At the conclusion of the game, students were tested on their photography knowledge and given the Intrinsic Motivations Survey to record feelings about their game experience. Multiple regression analysis was conducted on test and survey data for all students, female students only, and male students only. Findings from these analyses show that curiosity and control predicted test scores for all students and male students. There were no predictor variables that predicted test scores for female students, but the number of participants for female and male groups was too small and should not be used to inform gamified design for gender-specific applications. A maximum likelihood estimation SEM model was generated using test and survey data from all students and had an excellent fit to the data (Model χ2 = 9.35, p = .499; RMSEA < .001; CFI = 1.000; TLI = 1.002). This model showed that curiosity, control, and challenge had direct and indirect effects on test scores. Findings from this study show that: (a) curiosity is a necessary factor that needs to be embedded into gamified design; (b) control needs to be managed to avoid poor learning outcomes; and (c) challenges need to be implemented to promote curiosity and avoid control issues

Let There Be Dragons! Towards Designing an Engaging Quest that Enhances Curiosity and Learning About Genetics

This study implemented a convergent parallel mixed methods approach to investigate game-based learning within an educational game compared to a modified entertainment game. Participants (N=31) were recruited from public middle and high schools as well as home school groups. Comparative data of participants’ perceptions, preferences and learning outcomes were investigated to inform better educational game design. This study also considers player personality to determine how dispositional curiosity influences an individual’s approach, acceptance, and interaction with novel learning environments, specifically games. Findings show a statistically significant gain in genetics academic knowledge after the game-based learning intervention. The difference in knowledge gained for the two games was not statistically significant. All dimensions of engagement, motivation and curiosity were statistically significantly higher for the modified entertainment game. Increases in scientific curiosity was statistically significantly higher for the modified entertainment game while scientific curiosity statistically significantly decreased after playing the educational game. Qualitative analysis revealed five themes and provided deeper understanding of game design features that enhance learning, curiosity and engagement from the player’s perception. Integration of quantitative and qualitative results suggest overall convergence and enhanced understanding of theoretical and practical implications of this research and identifies key relationships between game design, player perceptions and learning outcomes to inform better educational game design and implementation