Η επίδραση ψηφιακών παιχνιδιών ελεύθερης διάδρασης στις αφηγηματικές δεξιότητες μαθητών Δημοτικού Σχολείου: Μαθησιακά αποτελέσματα και διδακτική αξιοποίηση

Με αφετηρία την ερευνητική υπόθεση ότι η παιγνιακή εμπειρία εξαρτάται από τον βαθμό της ελευθερίας επιλογής που προσφέρουν τα ψηφιακά παιχνίδια, η παρούσα διδακτορική διατριβή, μέσα από μια σειρά πειραματικών προσπαθειών, επιχειρεί (α) να διερευνήσει και να αποσαφηνίσει τα πρωτογενή χαρακτηριστικά των ψηφιακών παιχνιδιών από τα οποία προκύπτουν οι βαθμοί προκαθορισμένης ή όχι δομής και διάδρασης, (β) να μελετήσει τον ρόλο των χαρακτηριστικών αυτών στην παραγωγή διασκεδαστικού (fun) και μαθησιακού (learning) δυναμικού των ψηφιακών παιχνιδιών, (γ) να εξετάσει τη σχέση μεταξύ της παιγνιακής εμπειρίας και του είδους του ψηφιακού παιχνιδιού, αν δηλαδή το ψηφιακό παιχνίδι εστιάζει περισσότερο στη διάσταση του game (ψηφιακά παιχνίδια δομημένης διάδρασης) ή στη διάσταση του play (ψηφιακά παιχνίδια ελεύθερης διάδρασης), (δ) να διαμορφώσει ένα μοντέλο βαθμονόμησης της ελευθερίας επιλογής, ώστε τα ψηφιακά παιχνίδια να μπορούν να ταξινομηθούν με αντικειμενικό τρόπο σε διαβαθμίσεις ενός συνεχούς από παιχνίδια περισσότερο ελεύθερης σε παιχνίδια περισσότερο δομημένης πλοκής και διάδρασης, και (ε) να διερευνήσει την επίδραση των ψηφιακών παιχνιδιών ελεύθερης διάδρασης στις αφηγηματικές δεξιότητες μαθητών Ε΄ Δημοτικού σε σχέση με ψηφιακά παιχνίδια δομημένης διάδρασης. Τα ευρήματα των ερευνών, οι οποίες διεξήχθησαν για τις ανάγκες της διδακτορικής διατριβής, παρέχουν σημαντικές ενδείξεις που μας επιτρέπουν, επί της αρχής, να συμπεράνουμε ότι (α) τα ψηφιακά παιχνίδια ελεύθερης διάδρασης δημιουργούν θετικότερη παιγνιακή εμπειρία σε σύγκριση με τα ψηφιακά παιχνίδια προκαθορισμένης πλοκής και διάδρασης, (β) η έννοια της ελευθερίας επιλογής μπορεί να μετρηθεί ποσοτικά και ποιοτικά στα ψηφιακά παιχνίδια προκειμένου να αποτιμηθεί ο βαθμός ελευθερίας τους και μπορούν να ταξινομούνται σε διαβαθμίσεις ενός συνεχούς φάσματος από τις απόλυτα ελεύθερες δραστηριότητες έως τις απόλυτα δομημένες και με προσχεδιασμένους στόχους δραστηριότητες και (γ) η χρήση ψηφιακών παιχνιδιών ελεύθερης διάδρασης επιδρά θετικά ως προς τη γλωσσική συνοχή και τη νοηματική συνεκτικότητα των αφηγηματικών κειμένων που παράγονται από μαθητές σχολικής ηλικίας, πάντα σε συνδυασμό με παρεμβατικά προγράμματα φιλαναγνωσίας και διδασκαλίας τεχνικών παραγωγής αφηγηματικών κειμένων, με την οποία οι μαθητές εξοικειώνονται με τα δομικά χαρακτηριστικά των αφηγηματικών κείμενων. Τα αποτελέσματα της παρούσας διδακτορικής διατριβής αποτελούν το έναυσμα για μελλοντικές ερευνητικές προσπάθειες, που θα στοχεύσουν στη διερεύνηση της επίδρασης των ψηφιακών παιχνιδιών ελεύθερης διάδρασης στην παραγωγή διαφορετικών κειμενικών ειδών, π.χ. περιγραφικά, επιχειρηματολογικά, πραγματολογικά κείμενα, αλλά και την αξιοποίηση των ψηφιακών παιχνιδιών ελεύθερης διάδρασης ως μια ισχυρή αφόρμηση, για μεγαλύτερο παρακείμενο (paratext) ή παρακειμενικότητα, που παράγουν οι παίκτες γύρω από την εμπειρία τους με τα παιχνίδια, διερευνώντας εάν αυτό μπορεί να οδηγήσει σε μεγαλύτερη και ποιοτικότερη παραγωγή λόγου.Beginning with the research hypothesis that players' experience depends on the degree of freedom of choice offered by digital games, this doctoral dissertation, through a series of experimental efforts, attempts (a) to examine and clarify the primary features of digital games which predetermine the concept of game structure in free-form and formally-structured digital games, (b) to study the role of these features in the production of fun and learning potential of digital games, (c) to examine the relationship between players' experience and different forms of digital games, (d) to formulate a model for the assessment of freedom of choice, so that different digital games to be placed at various points on an axis between free creativity and rule-bound complexity and (e) to examine the impact of free-form digital games on 5th grade primary school students’ narrative skills compared to formally-structured digital ones. The findings of these researches indicate that (a) free-form digital games create a more positive gaming experience compared to formally-structured ones, (b) the concept of freedom of choice in digital games can be measured quantitatively and qualitatively in order to arrive at typologies that will allow to place different digital games at various points on a continuum between free creativity and rule-bound complexity and (c) the use of free-form digital games has a positive effect on primary school students’ narrative skills, in terms of linguistic cohesion and semantic coherence, always combined with intervention programs for reading as well as teaching techniques for the production of narrative texts. The results of this doctoral dissertation enable future research efforts, which will aim to examine the effect of free-form digital games on the production of different textual genres, as well as the use of free-form digital games as a motivator for the production of greater paratext around their gaming experience, exploring whether this can lead to greater and higher quality of text production

Improving Students’ Narrative Skills through Gameplay Activities: A Study of Primary School Students

This paper aims to explore the impact of freeform digital games on primary school students’ narrative skills, in terms of linguistic cohesion and semantic coherence, compared to other digital media, such as formally structured digital games and movies. A total of 128 Year 6 Primary school students participated in this research. Initially, students were divided into three groups. In all three groups, an educational intervention programme was applied. At the end of this phase, each student was asked to produce a narrative discourse (pre-test) about Crusoe’s survival on the mysterious island. Subsequently, students of each group were involved in activities with different digital material. At the last part of the research, students were asked to produce a narrative discourse (post-test) which was compared to the pre-test discourse, to determine whether there had been an improvement in the narrative discourse produced by the students of the three groups. The results presented in this paper show that the narrative discourses of students who played with the freeform digital game showed statistically significant improvement in cohesion and coherence compared to the discourse of students who played with the formally structured digital game and the students who watched the film. © 2022 by the authors; licensee CEDTECH by Bastas

Exploring the impact of freeform gameplay on players' experience: an experiment with maze games at varying levels of freedom of movement

This paper describes an experiment which aims to examine whether different versions of the same game, which differ only in terms of freedom of movement that incurs varying degrees of freeform gameplay, elicit different kinds of player experiences. Seventy one children aged 9 and 11 from a Greek primary school participated in a research experiment with these different game versions. Post-tests were used to measure the children's opinion of these games and differences in the appeal of the versions were then attributed to the feature of freeform gameplay. The findings from the study demonstrated that the digital game that offers the greatest extent of freeform gameplay led to better gaming experience than the digital games with lower extent of freeform gameplay. The main contribution of the paper, therefore, is that the research conducted provides some evidence that freeform gameplay is an important factor of positive gaming experience, and as such it should be optimized. This can only be done by considering at the same time the cognitive capabilities and pre-existing skills and knowledge of users, in the sense that only a level of freeform gameplay harmonized with user capabilities can lead users to learn, which is the ultimate goal of serious games

Development and Validation of a Questionnaire to Measure Perceptions of Freedom of Choice in Digital Games

The purposes of this study were (a) to develop a valid and reliable questionnaire using both the structural characteristics of digital games and students perceptions of the concept of freedom of choice in digital games, (b) to validate items to be used in questionnaire to measure perceived freedom of choice, (c) to identify the factors that underlie freedom of choice in digital games and (d) to generate a model to predict preferred freedom of choice in digital games from gender, age, familiarity with digital game and frequency of digital game use. The study consisted of four phases. First, 9 items were developed though a comprehensive literature review and a focus groups method. Second, the items were refined through three layers of review. Third, 290 primary school students rated the results of the reviews. Fourth, exploratory factor analysis (EFA) were employed to analyze the data. The results of the Freedom of Choice (FoC) Questionnaire were statistically significant with a total of 9 items across two factors (exploratory freedom - outcome freedom). Furthermore, a model was constructed, based on a multiple regression, in order to predict preferred freedom of choice in digital games from different demographic characteristics of players. This work can be implemented in serious games; if serious games include the characteristics of free-form play can lead to more engaging and more free-form learning processes, which can better support innovative approaches to learning and, more generally, to the acquisition of 21st century transferable skills.This effort is contextualized within a broader research plan for using digital games (adventure games, in particular) as learning frameworks, with a view to ultimately taking stock of positive player experience drivers, such as freedom of choice, as enablers for better player/learner engagement and more effective learning

Exploring the impact of freeform gameplay on players’ experience: an experiment with maze games at varying levels of freedom of movement

This paper describes an experiment which aims to examine whether different versions of the same game, which differ only in terms of freedom of movement that incurs varying degrees of freeform gameplay, elicit different kinds of player experiences. Seventy one children aged 9 and 11 from a Greek primary school participated in a research experiment with these different game versions. Post-tests were used to measure the children’s opinion of these games and differences in the appeal of the versions were then attributed to the feature of freeform gameplay. The findings from the study demonstrated that the digital game that offers the greatest extent of freeform gameplay led to better gaming experience than the digital games with lower extent of freeform gameplay. The main contribution of the paper, therefore, is that the research conducted provides some evidence that freeform gameplay is an important factor of positive gaming experience, and as such it should be optimized. This can only be done by considering at the same time the cognitive capabilities and pre-existing skills and knowledge of users, in the sense that only a level of freeform gameplay harmonized with user capabilities can lead users to learn, which is the ultimate goal of serious games

The impact of freeform digital games on primary school students’ narrative skills: learning outcomes and teaching utilization

Beginning with the research hypothesis that players' experience depends on the degree of freedom of choice offered by digital games, this doctoral dissertation, through a series of experimental efforts, attempts (a) to examine and clarify the primary features of digital games which predetermine the concept of game structure in free-form and formally-structured digital games, (b) to study the role of these features in the production of fun and learning potential of digital games, (c) to examine the relationship between players' experience and different forms of digital games, (d) to formulate a model for the assessment of freedom of choice, so that different digital games to be placed at various points on an axis between free creativity and rule-bound complexity and (e) to examine the impact of free-form digital games on 5th grade primary school students’ narrative skills compared to formally-structured digital ones. The findings of these researches indicate that (a) free-form digital games create a more positive gaming experience compared to formally-structured ones, (b) the concept of freedom of choice in digital games can be measured quantitatively and qualitatively in order to arrive at typologies that will allow to place different digital games at various points on a continuum between free creativity and rule-bound complexity and (c) the use of free-form digital games has a positive effect on primary school students’ narrative skills, in terms of linguistic cohesion and semantic coherence, always combined with intervention programs for reading as well as teaching techniques for the production of narrative texts. The results of this doctoral dissertation enable future research efforts, which will aim to examine the effect of free-form digital games on the production of different textual genres, as well as the use of free-form digital games as a motivator for the production of greater paratext around their gaming experience, exploring whether this can lead to greater and higher quality of text production.Με αφετηρία την ερευνητική υπόθεση ότι η παιγνιακή εμπειρία εξαρτάται από τον βαθμό της ελευθερίας επιλογής που προσφέρουν τα ψηφιακά παιχνίδια, η παρούσα διδακτορική διατριβή, μέσα από μια σειρά πειραματικών προσπαθειών, επιχειρεί (α) να διερευνήσει και να αποσαφηνίσει τα πρωτογενή χαρακτηριστικά των ψηφιακών παιχνιδιών από τα οποία προκύπτουν οι βαθμοί προκαθορισμένης ή όχι δομής και διάδρασης, (β) να μελετήσει τον ρόλο των χαρακτηριστικών αυτών στην παραγωγή διασκεδαστικού (fun) και μαθησιακού (learning) δυναμικού των ψηφιακών παιχνιδιών, (γ) να εξετάσει τη σχέση μεταξύ της παιγνιακής εμπειρίας και του είδους του ψηφιακού παιχνιδιού, αν δηλαδή το ψηφιακό παιχνίδι εστιάζει περισσότερο στη διάσταση του game (ψηφιακά παιχνίδια δομημένης διάδρασης) ή στη διάσταση του play (ψηφιακά παιχνίδια ελεύθερης διάδρασης), (δ) να διαμορφώσει ένα μοντέλο βαθμονόμησης της ελευθερίας επιλογής, ώστε τα ψηφιακά παιχνίδια να μπορούν να ταξινομηθούν με αντικειμενικό τρόπο σε διαβαθμίσεις ενός συνεχούς από παιχνίδια περισσότερο ελεύθερης σε παιχνίδια περισσότερο δομημένης πλοκής και διάδρασης, και (ε) να διερευνήσει την επίδραση των ψηφιακών παιχνιδιών ελεύθερης διάδρασης στις αφηγηματικές δεξιότητες μαθητών Ε΄ Δημοτικού σε σχέση με ψηφιακά παιχνίδια δομημένης διάδρασης. Τα ευρήματα των ερευνών, οι οποίες διεξήχθησαν για τις ανάγκες της διδακτορικής διατριβής, παρέχουν σημαντικές ενδείξεις που μας επιτρέπουν, επί της αρχής, να συμπεράνουμε ότι (α) τα ψηφιακά παιχνίδια ελεύθερης διάδρασης δημιουργούν θετικότερη παιγνιακή εμπειρία σε σύγκριση με τα ψηφιακά παιχνίδια προκαθορισμένης πλοκής και διάδρασης, (β) η έννοια της ελευθερίας επιλογής μπορεί να μετρηθεί ποσοτικά και ποιοτικά στα ψηφιακά παιχνίδια προκειμένου να αποτιμηθεί ο βαθμός ελευθερίας τους και μπορούν να ταξινομούνται σε διαβαθμίσεις ενός συνεχούς φάσματος από τις απόλυτα ελεύθερες δραστηριότητες έως τις απόλυτα δομημένες και με προσχεδιασμένους στόχους δραστηριότητες και (γ) η χρήση ψηφιακών παιχνιδιών ελεύθερης διάδρασης επιδρά θετικά ως προς τη γλωσσική συνοχή και τη νοηματική συνεκτικότητα των αφηγηματικών κειμένων που παράγονται από μαθητές σχολικής ηλικίας, πάντα σε συνδυασμό με παρεμβατικά προγράμματα φιλαναγνωσίας και διδασκαλίας τεχνικών παραγωγής αφηγηματικών κειμένων, με την οποία οι μαθητές εξοικειώνονται με τα δομικά χαρακτηριστικά των αφηγηματικών κείμενων.Τα αποτελέσματα της παρούσας διδακτορικής διατριβής αποτελούν το έναυσμα για μελλοντικές ερευνητικές προσπάθειες, που θα στοχεύσουν στη διερεύνηση της επίδρασης των ψηφιακών παιχνιδιών ελεύθερης διάδρασης στην παραγωγή διαφορετικών κειμενικών ειδών, π.χ. περιγραφικά, επιχειρηματολογικά, πραγματολογικά κείμενα, αλλά και την αξιοποίηση των ψηφιακών παιχνιδιών ελεύθερης διάδρασης ως μια ισχυρή αφόρμηση, για μεγαλύτερο παρακείμενο (paratext) ή παρακειμενικότητα, που παράγουν οι παίκτες γύρω από την εμπειρία τους με τα παιχνίδια, διερευνώντας εάν αυτό μπορεί να οδηγήσει σε μεγαλύτερη και ποιοτικότερη παραγωγή λόγου

Studying children's experience during free-form and formally structured gameplay

In this research, we present an assessment study exploring the hypothesis that psychophysiological responses and associated facial expressions should differ significantly while players are engaged in free-form versus formally structured digital games. In the context of this study, real-time psychophysiological measurements of skin trans-conductance (STC) and heart rate (HR) combined with a simultaneous assessment of facial expressions were employed to identify classifiers representing players’ arousal (i.e., excitement) and valence (i.e. pleasure). Formal assessment methods were also used, based on Self-Assessment Manikin (SAM) questionnaires. Experiments on two discrete types of gameplay involved free-form and formally structured games, respectively. The former, according to the model for the quantitative and qualitative assessment in adventure digital games, is considered as a freeform game (Minecraft), while the latter, (Subway Surfers) is considered as a formally structured game. Analysis of results suggests that children playing Minecraft feel less constrained, appear happier, and find freeform gameplay more pleasant and easy-going than when playing Subway Surfers. In conclusion, the study conducted hereby corroborates with our initial hypothesis and reinforces opinions that motivation may be optimized for the positive gaming experience, by altering levels of freedom and constraints in gameplay design. © 2021 Elsevier B.V

A systematic review of physical–digital play technology and developmentally relevant child behaviour

New interactive physical-digital play technologies are shaping the way children play. These technologies refer to digital play technologies that engage children in analogue (non-digital) forms of behaviour, either alone or with others. Current interactive physical-digital play technologies include robots, digital agents, mixed or augmented reality devices, and smart-eye based gaming. Little is known, however, about the ways in which these technologies could promote or damage child development. This systematic review was aimed at understanding if and how these physical-digital play technologies promoted developmentally relevant behaviour (related to transferable skills and physical activity) in typically developing 0 to 12 year-olds. Psychology, Education, and Computer Science databases were searched producing 635 papers. A total of 31 papers met the inclusion criteria, of which 17 were of high enough quality to be included for synthesis. A theoretical framework was developed to guide our review and a thematic analysis was applied to find patterns across empirical studies. Results indicate that these new interactive play technologies could have a positive effect on children’s developmentally relevant behaviour. The review identified specific ways in which different behaviours were promoted by the play interactivity. Providing information about own performance promoted self-monitoring. Slowing interactivity, play interdependency, and jointly object accessibility promoted collaboration. Offering delimited choices promoted decision making. Problem solving and physical activity were promoted by requiring children to engage in them to keep playing. Four overarching principles underpinned the ways in which phygital play technologies afforded child behaviour. These included social expectations framing play situations, the directiveness of action regulations (i.e., inviting, guiding or forcing behaviours), the technical features of play technologies (digital play mechanics and physical characteristics), and the alignment between play goals, play technology and the play behaviours promoted