The design principles for flow experience in educational games

Educational games have to be well designed to incorporate learner engagement, an integral component of educational effectiveness. One foundation of designing educational engagement is flow theory. This article presents a flow framework that describes the building blocks of flow experience that can be used to design appealing and effective educational games for formal and informal learning contexts. The framework provides the principles for good educational game design, based upon associative, cognitive and situative learning theories, including engagement and pedagogic elements with a focus upon feedback and flow principles. Furthermore, the paper clarifies the relation between the flow experience and immersion. We tested the flow framework in the RealGame case study, which revealed that the RealGame business simulation game was well designed and effective at engaging student.We found tht the university student; flow experience in the game was high and the findings indicated that sense of control, clear goals and challenge-skill dimensions of flow scored the highest, but a rewarding experience and feedback dimensions also scored highly by the students. Overall, the results indicate that flow framework is a useful tool in studying game-based learning experiences

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

Invited to labour or participate: intra- and inter-generational distinctions and the role of capital in children’s invited participation

This paper applies aspects of Bourdieu’s conceptual toolkit related to capital, and analyses inter- and intra-generational relations of influence. Applying Bourdieu’s concepts to examples of case studies from a children’s parliament in Finland, and with reference to an adult resident forum, moments of continuity and disruption in the relatively stable patterns of distinction between children and adults emerge. Children in school councils (at times) are labourers for agendas set by teachers, but the children at the top of the structure’s hierarchy can benefit from cultural capital and a functional capital that enables them to set agendas and direct the work of others. The political capital of the person presenting views from the participation sphere and the dominant symbolic capital of market logics appear to have a greater impact than generation on the influence participants achieve. Unquestioned acceptance of this differentiation suggests that new approaches to invited participation structures are needed

Generating Computational Models for Serious Gaming

Westera, W. (2013, 25 October). Generating computational models for serious gaming. Presentation at the GALA Serious Gaming Conference, Paris, France.Many serious games include computational models that simulate dynamic systems. These models promote enhanced interaction and responsiveness. Under the social web paradigm more and more usable game authoring tools become available that enable prosumers to create their own games, but the inclusion of dynamic simulations remains a specialist’s job involving knowledge of mathematics, numerical modeling and programming. This presentation explains a methodology for specifying and running a specific subset of computational models without the need of bothering with mathematical equations. The methodology comprises a knowledge elicitation procedure for identifying and specifying the required model components, whereupon the mathematical model is automatically generated. The approach is based on the fact that many games focus on optimisation problems that are covered by a general class of linear programming models. The presentation thus sketches the principles of a creativity tool that removes barriers for harvesting the creative potential of teachers and students

CENGO: a web-based serious game to increase the programming knowledge levels of computer engineering students

In recent years, games are used to increase the level of knowledge and experience of individuals working in different domains. Especially in the education field, there are several different serious games to teach the subjects of the lectures or other educational materials to students in an enjoyable way. Hence, this study proposes a quantitative research approach to increase the programming knowledge levels of the first-year undergraduate students at computer engineering departments. For this aim, a responsive web platform was developed to teach the syntax and logic of C programming language by using some game elements. Therefore, the students have a chance to repeat the topics related to C programming language continuously since the platform is always accessible. To figure out the efficiency of the designed environment, 10 first-year computer engineering students were selected. According to the results obtained from the user tests, this game can be used as an educational tool, which supports the traditional training methods, to increase the knowledge levels of students about the syntax and logic of C programming language

Science teachers’ experiences of inquiry-based learning through a serious game:a phenomenographic perspective

This study employed a phenomenographic approach to investigate science teachers’ conceptions of inquiry-based learning through a serious game. Simaula is a prototype game designed and used as a virtual practicum for eliciting understandings on how in-game inquiry was appeared to, or experienced by, the participating teachers. Group interviews with 20 secondary education science teachers revealed four qualitatively different ways of experiencing inquiry-based learning through Simaula: (a) as uncovering insights about student’s learning needs, interests and emotions; (b) as generating ideas and concepts for meaningful inquiry; (c) as a set of operations for designing and carrying out scientific research; and (d) as authentic inquiry for enabling knowledge building processes. Seven dimensions of variation have been identified viewed as contextual influences on conceptions of in-game inquiry constituting discernment of: epistemic inquiry-based learning modes; role of teacher; role of student; game-play focus; core mechanics focus; feedback and progress mechanics and game uncertainty. The results illuminated a partial in-game inquiry approach with distinct epistemic modes from developing empathy and meaning making to knowledge construction and knowledge building. The findings also indicated that game design elements played central role in shaping conceptions of in-game inquiry from focusing on rules and logic as means to completing the game’s level to understanding the complexity of core mechanics for developing and transferring in-game inquiry to the real classroom. This insinuates that distinct game design properties may be considered in terms of extending intrinsic in-game inquiry experiences to actual in-class inquiry practice

Deconstructing Engagement: Rethinking Involvement in Learning

Background. The discourse of learner engagement has become prevalent in formal education research and practice in recent years. However, the term has multiple meanings and various constructions, particularly in the context of games and learning, where the coming together of two different disciplinary constructs creates ambiguity and tensions. Aim. The notions of engagement with education and engagement with games are not necessarily mutually compatible, and this article aims to explore this. Method. This article starts by exploring the use of the term by deconstructing the idea of engagement, and highlighting issues with the way in which people use it in different contexts. Next, it discusses practical and theoretical limitations of the concept, such as the assumed link between engagement and learning and measurement of engagement. Results. The core contribution of the article is a synthesis of the complex literature in this field presented as a model of engagement with learning based on six ways of constructing engagement: participation, attention, captivation, passion, affiliation, and incorporation. Conclusion. The article concludes by discussing the benefits and possible uses of this model, and highlighting necessary further research to forward the field of games and learning in this area

The serious games ecosystem: Interdisciplinary and intercontextual praxis

This chapter will situate academia in relation to serious games commercial production and contextual adoption, and vice-versa. As a researcher it is critical to recognize that academic research of serious games does not occur in a vaccum. Direct partnerships between universities and commercial organizations are increasingly common, as well as between research institutes and the contexts that their serious games are deployed in. Commercial production of serious games and their increased adoption in non-commercial contexts will influence academic research through emerging impact pathways and funding opportunities. Adding further complexity is the emergence of commercial organizations that undertake their own research, and research institutes that have inhouse commercial arms. To conclude, we explore how these issues affect the individual researcher, and offer considerations for future academic and industry serious games projects