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GAME-BASED LEARNING
INTERVENTIONS FOR CHILDREN
Dr Sylvester Arnab
http://sylvesterarnab.com
BLOCK 1
INPUT-SESSION
30 min
GAME-BASED DESIGN PROCESS
No fixed formula
• Lack of standard methodologies or formulaic frameworks that
guarantee success and efficacy
• There are ...
Overview
+
A design
process that
takes into
account existing
considerations
Holistic approach
Holistic approach
Intervention
mapping approach
Step 1 Needs
Analysis
Step 2 Matrices of
change
Step 3 Practical
strategies
Step 4 Program
d...
Considerations
• Objective of intervention
• Engagement and motivation
• Behavioral or attitudinal change
• Learning gains...
Learning versus
Gaming
Arnab, S., Lim, T., Carvalho, M. B., Bellotti, F., de Freitas, S., Louchart, S., Suttie, N., Berta,...
LM-GM mapping
Game-based intervention design
process
Game-based intervention design
process
Arnab, S. and Clarke, S. (2017), Towards a trans-disciplinary methodology for a gam...
Pre-production stage
EPIC: A Framework for Using Video Games in Ethics
Education (Schrier, 2015)
• Strategies
• S1. Emotion, mood, and tone
• S...
Production stage
Post-Production Stage
Game-based intervention design
process
Arnab, S. and Clarke, S. (2017), Towards a trans-disciplinary methodology for a gam...
EXERCISE
GOAL: Broad acceptance and adoption of
the platform
KPIs: Frequency of use, learning success
(development)
TYPE A...
Transdisciplinary game based intervention design
Transdisciplinary game based intervention design
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Transdisciplinary game based intervention design

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A quick introduction to the game-intervention design approach based on:

Arnab, S. and Clarke, S. (2017), Towards a trans-disciplinary methodology for a game-based intervention development process.. British Journal of Educational Technology, 48: 279–312. doi:10.1111/bjet.12377

Published in: Education
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Transdisciplinary game based intervention design

  1. 1. GAME-BASED LEARNING INTERVENTIONS FOR CHILDREN Dr Sylvester Arnab http://sylvesterarnab.com BLOCK 1
  2. 2. INPUT-SESSION 30 min GAME-BASED DESIGN PROCESS
  3. 3. No fixed formula • Lack of standard methodologies or formulaic frameworks that guarantee success and efficacy • There are empirical studies that can serve as benchmarks for establishing scientific validity for the efficacy of using games to motivate learning and achieve learning outcomes. • The development does not normally follow a specific set of guidelines or process
  4. 4. Overview + A design process that takes into account existing considerations Holistic approach
  5. 5. Holistic approach
  6. 6. Intervention mapping approach Step 1 Needs Analysis Step 2 Matrices of change Step 3 Practical strategies Step 4 Program development Step 5 Implementation plan Step 6 Evaluation Plan
  7. 7. Considerations • Objective of intervention • Engagement and motivation • Behavioral or attitudinal change • Learning gains • Competencies/skills (hard and soft skills) • Type/Context of intervention • In/non/formal • Individual • Classroom setting • Community based • Measures/KPI • Quantitative • Qualitative • Short Term • Long Term • Types of learning • Constructivism • Problem-based learning • Inquiry-based learning • Exploratory • Etc.
  8. 8. Learning versus Gaming Arnab, S., Lim, T., Carvalho, M. B., Bellotti, F., de Freitas, S., Louchart, S., Suttie, N., Berta, R. and De Gloria, A. (2015), Mapping learning and game mechanics for serious games analysis. British Journal of Educational Technology, 46: 391–411. doi: 10.1111/bjet.12113
  9. 9. LM-GM mapping
  10. 10. Game-based intervention design process
  11. 11. Game-based intervention design process Arnab, S. and Clarke, S. (2017), Towards a trans-disciplinary methodology for a game-based intervention development process. British Journal of Educational Technology, 48: 279–312. doi:10.1111/bjet.12377
  12. 12. Pre-production stage
  13. 13. EPIC: A Framework for Using Video Games in Ethics Education (Schrier, 2015) • Strategies • S1. Emotion, mood, and tone • S2. Diaries or personal reflection devices • S3. Role-taking and role-playing • S4. Story or narrative • S5. Modeling through avatar or character • S6. Choices and consequences • S7. Simulation • S8. Social interaction and collaboration • S9. Deliberation, dialogue, and discourse • S10. Applications to real-world issues • S11. Procedural exploration and interaction • S12. ‘Nudges’ or contextual and/or personalized clues • Educational Goals • E1. Enhance ethical awareness • E2. Enhance emotional intelligence • E3. Practice care or empathy- related skills • E4. Practice ethical reasoning • E5. Practice ethical reflection • E6. Enhance character • E7. Cultivate facility with major ethics issues, approaches, and frameworks
  14. 14. Production stage
  15. 15. Post-Production Stage
  16. 16. Game-based intervention design process Arnab, S. and Clarke, S. (2017), Towards a trans-disciplinary methodology for a game-based intervention development process. British Journal of Educational Technology, 48: 279–312. doi:10.1111/bjet.12377
  17. 17. EXERCISE GOAL: Broad acceptance and adoption of the platform KPIs: Frequency of use, learning success (development) TYPE AND GOAL OF INTERVENTION Objective of intervention • Engagement and motivation • Behavioral or attitudinal change • Learning gains • Competencies/skills (hard and soft skills) Measures/KPI • Quantitative • Qualitative • Short Term • Long Term

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