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Educational video games for Bulgarian orthodox iconography

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Technology-enhanced learning applies video games as research, teaching or measurement tools helping teachers to stimulate learning by experiencing novelty, challenge and engagement in development of various skills and competences. There are proposed many educational games providing high level of learner’s motivation and contributing to the effectiveness of teaching process, however, teachers are still unable to build customize games appropriately fitting the curriculum content. The paper presents an educational 3D maze video game introducing Bulgarian orthodox iconography. The maze game is defined declaratively as structure and learning content and, next, is generated by means of a special software platform for generation of customizable desktop video maze games for education. Initial experimental results show high level of immersion, followed by presence in virtual environment, flow, and absorption.

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Educational video games for Bulgarian orthodox iconography

  1. 1. EDUCATIONAL VIDEO GAMES FOR BULGARIAN ORTHODOX ICONOGRAPHY Boyan Bontchev1, Desislava Paneva-Marinova2, Lubomil Draganov2 1Faculty of Mathematics and Informatics, Sofia University (BULGARIA) 2Institute of Mathematics and Informatics, Bulgarian Academy of Sciences (BULGARIA) bbontchev@fmi.uni-sofia.bg, dessi@cc.bas.bg, lubomil@gmail.com
  2. 2. Agenda  Introduction  Modern Applied Video Games for Education  Methods for Bulgarian orthodox iconography study  Game design of the generated and customized educational maze  The Maze, 3D Zoom and 3D Quiz game for Bulgarian Orthodox Iconography  Video demonstration  Conclusions 2 ICERI’201614-16 of November, 2016 Seville, Spain
  3. 3. Introduction  Technology-enhanced learning applies video games as research, teaching or measurement tools - experiencing novelty, curiosity and challenge in development of various skills and competences  Modern game-based learning (GBL) allows learners to exercise at play five distinct axes of freedom  Video games boost enjoyment, motivation and engagement of learners in an interactive virtual playing environment  Engagement, immersion, presence inside a virtual environment, flow and psychological absorption  Teachers are still unable to build or customize an appropriate game in their teaching domain ICERI’201614-16 of November, 2016 Seville, Spain 3
  4. 4. Modern educational video games  massive invasion of applied video games for educational purposes is highly correlated with modern understanding of the need of experiential learning  video games provide to learners form of fun and structured play, motivating goals, interactivity, outcomes and feedback, win states, challenging competition, creative problem solving, social interaction and visual narrative  positive impact of paying on learning achievements.  3D educational mazes are very attractive for players and are very suitable for non-linear gameplay, where the player has several options to proceed ICERI’201614-16 of November, 2016 Seville, Spain 4
  5. 5. ICERI’201614-16 of November, 2016 Seville, Spain 5 Maze Editor Transitions table Property Editor Titles … Texts … Graphics … Python Scripts Brainstorm API 3D Maze Game Engine Brainstorm Run Time Environment Embedded Mini-Games 3D video game Property Metadata Graph Editor Generation of maze video games A software architecture of a platform for generation of customizable video maze games for education
  6. 6. Study of Orthodox iconographic art  Main activities for studying Fine Arts (including Orthodox iconographic art) - research and analysis of the domain: main trends in the development of the domain, directions and dynamics of that development, factors and conditions that influenced the changes, etc.  Main teaching methods: project-based learning and understanding-by-design learning-by-doing learning-by-authoring and creative thinking practices real painting tasks (or project) based on their individual/independent iconographic art observation and analysis. ICERI’201614-16 of November, 2016 Seville, Spain 6
  7. 7. Structure of the Maze game ICERI’201614-16 of November, 2016 Seville, Spain 7
  8. 8. Partial view of the introduction room of the maze ICERI’201614-16 of November, 2016 Seville, Spain 8
  9. 9. View of one of the maze tunnels ICERI’201614-16 of November, 2016 Seville, Spain 9
  10. 10. View of one of the 3D quizzes ICERI’201614-16 of November, 2016 Seville, Spain 10
  11. 11. View of one of the 3D Zoom game ICERI’201614-16 of November, 2016 Seville, Spain 11
  12. 12. Flow mental state as function of challenge and player’s ability/skills (Csikszentmihalyi, 1997) ICERI’201614-16 of November, 2016 Seville, Spain 12 LowChallenge/ComplexityHigh Individual average Anxiety Arousal Flow Worry Apathy Boredom Relaxation Low Skills High Control
  13. 13. Post-game survey - Game Engagement Questionnaire (Brockmyer et al., 2009) ICERI’201614-16 of November, 2016 Seville, Spain 13 Term Game Mean SD Presence Maze 3.8125 0.7741 3D Quiz 3.8854 0.7147 3D Zoom 3.9375 0.6645 Absorption Maze 2.8646 0.7766 3D Quiz 2.8021 0.6875 3D Zoom 2.8333 0.6981 Flow Maze 3.1417 0.5587 3D Quiz 3.1375 0.5089 3D Zoom 3.1625 0.5131 Immersion Maze 3.9583 1.1971 3D Quiz 4.1667 1.0495 3D Zoom 4.3750 0.8242 Engagement Maze 3.4443 0.6267 3D Quiz 3.4979 0.5065 3D Zoom 3.5771 0.4210
  14. 14. Video demonstration See gameplay video at: https://youtu.be/P4rMkLXp_IM 14 ICERI’201614-16 of November, 2016 Seville, Spain
  15. 15. Conclusions We plan to apply game features in further applications related to pilgrimage tourism and cultural heritage literacy. Gamer style-based adaptations and customization should be considered. Web-based releases of both the generation platform and educational games, which will result in massive use of this approach for creation of customized maze games and game-based learning. 15 ICERI’201614-16 of November, 2016 Seville, Spain
  16. 16. Thank you for your attention!  Questions and/or proposals?  Boyan Bontchev, bbontchev@fmi.uni-sofia.bg 16 ICERI’201614-16 of November, 2016 Seville, Spain

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