The document discusses various aspects of game design including:
- The process of game design which involves concepts, goals, planning, specifications and coding.
- Important skills for game development like creativity, craft and technique.
- Getting ideas and developing the game concept are important initial steps.
- Game design should provide a good experience for players and keep things simple, unique with real-time interaction.
- Testing and getting feedback is important during the development process.
This document discusses agile practices in game development based on an analysis of literature and postmortem reports of game projects. It finds that while traditional game development often follows a waterfall model, many agile practices are already being adopted, even if partially and informally. The top practices found include informal game rule and requirements definition by cross-functional teams, documentation of game mechanics and design in a project document akin to functional specifications, and iterative testing of gameplay. Overall, the adoption of agile practices could help game developers better understand fundamentals of iterative development and find ways to apply them in their work.
The Design and Development of a Prototype Community Banking GameITIIIndustries
A prototype game simulating the Bendigo Community Bank ® model was designed and developed for a client at a large regional Australian bank, Bendigo and Adelaide Bank. The purpose of the prototype was to demonstrate the value of using the game as a learning tool for the bank’s staff, to assist them in understanding the concepts of community banking. If successful, the Bank intended to prepare the game for product development and distribution. Because the timeframe for the project was only three months, the decisions to adopt the Agile Project Management and Agile Programming methodologies, to design and develop the prototype game were critical. Also key to the project’s success was the correct mix and selection of the team for the project that required programming, graphics and town planning expertise. The goal of a functioning prototype was achieved within the relatively short timeframe. The prototype met all of the client’s project requirements and in some cases exceeded expectations.
Gamification and the Lean Startup methodology (LSM) have become buzz-words in academic literature, entrepreneurship and business practices world-wide. This synopsis is based on the Master thesis: Gamification of the Lean Startup Methodology by Tore Rasmussen and Simen Øxseth.
Read more about the science behind the teaching Lean Startup Methodology with the Playing Lean board game.
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This document discusses approaches for designing serious games for use in African enterprises. It begins by defining serious games as games designed for purposes other than pure entertainment, such as education or job training. The document then outlines some challenges in designing serious games, such as balancing educational objectives with entertainment and ensuring collaboration between software engineers and domain experts. It suggests that for the African context specifically, designers should prove the profit potential of serious games projects, involve domain experts and employees iteratively to refine the design, and choose hardware and control schemes that are simple enough for all potential users. The goal is to facilitate adoption of serious games technology in Africa despite its unfamiliarity there.
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The purpose of this study is to create a digital educational game that promotes algorithmic thinking for elementary school students. However, the processes of game development differ from traditional software development which cannot guarantee its effectiveness in terms of human-machine interfaces. In this article, we propose a new game development software engineering (GDSE) as a model for game development. This new model aims to complement and mitigate the shortcomings of traditional software development. The principles of human-computer interaction are now incorporated in the new model. The GDSE includes design, development, usability inspection, game experience evaluation, educational value evaluation and release. It was used as a research method to develop a game that promotes algorithmic thinking for children. The results of this study are not only a digital educational game that promotes algorithmic thinking for children but also a new game development life cycle that guarantees the performance of digital games in terms of usability enhancement, game experience and educational value.
The document outlines a game concept for an educational game called LBE. The game aims to teach entrepreneurship skills to children ages 6-10 by simulating a design thinking process. Players work in teams of 2-4 to design and launch a space cruise ship, completing levels that represent each stage of the process. The game incorporates both cooperation and competition - teams must work together to progress while also competing against a virtual competitor. The document provides details on learning objectives, gameplay mechanics, and how the game can be used to facilitate learning.
FLUPA "Serious Games" - Olivier Zéphir - Les serious games, une interface per...Flupa
Cette intervention sera consacrée à une exploration des différents modes d’usages des serious games comme un véhicule d’expérience des activités du réel. L’application croissante des interfaces pervasives au design de jeux immersifs sera abordée. L’assistance sera également invitée à partager les futurs usages des serious games.
The document discusses various aspects of game design including:
- The process of game design which involves concepts, goals, planning, specifications and coding.
- Important skills for game development like creativity, craft and technique.
- Getting ideas and developing the game concept are important initial steps.
- Game design should provide a good experience for players and keep things simple, unique with real-time interaction.
- Testing and getting feedback is important during the development process.
This document discusses agile practices in game development based on an analysis of literature and postmortem reports of game projects. It finds that while traditional game development often follows a waterfall model, many agile practices are already being adopted, even if partially and informally. The top practices found include informal game rule and requirements definition by cross-functional teams, documentation of game mechanics and design in a project document akin to functional specifications, and iterative testing of gameplay. Overall, the adoption of agile practices could help game developers better understand fundamentals of iterative development and find ways to apply them in their work.
The Design and Development of a Prototype Community Banking GameITIIIndustries
A prototype game simulating the Bendigo Community Bank ® model was designed and developed for a client at a large regional Australian bank, Bendigo and Adelaide Bank. The purpose of the prototype was to demonstrate the value of using the game as a learning tool for the bank’s staff, to assist them in understanding the concepts of community banking. If successful, the Bank intended to prepare the game for product development and distribution. Because the timeframe for the project was only three months, the decisions to adopt the Agile Project Management and Agile Programming methodologies, to design and develop the prototype game were critical. Also key to the project’s success was the correct mix and selection of the team for the project that required programming, graphics and town planning expertise. The goal of a functioning prototype was achieved within the relatively short timeframe. The prototype met all of the client’s project requirements and in some cases exceeded expectations.
Gamification and the Lean Startup methodology (LSM) have become buzz-words in academic literature, entrepreneurship and business practices world-wide. This synopsis is based on the Master thesis: Gamification of the Lean Startup Methodology by Tore Rasmussen and Simen Øxseth.
Read more about the science behind the teaching Lean Startup Methodology with the Playing Lean board game.
IRJET- An Approach of Methodology for Designing Serious Games within the Cont...IRJET Journal
This document discusses approaches for designing serious games for use in African enterprises. It begins by defining serious games as games designed for purposes other than pure entertainment, such as education or job training. The document then outlines some challenges in designing serious games, such as balancing educational objectives with entertainment and ensuring collaboration between software engineers and domain experts. It suggests that for the African context specifically, designers should prove the profit potential of serious games projects, involve domain experts and employees iteratively to refine the design, and choose hardware and control schemes that are simple enough for all potential users. The goal is to facilitate adoption of serious games technology in Africa despite its unfamiliarity there.
Game development software engineering: digital educational game promoting al...IJECEIAES
The purpose of this study is to create a digital educational game that promotes algorithmic thinking for elementary school students. However, the processes of game development differ from traditional software development which cannot guarantee its effectiveness in terms of human-machine interfaces. In this article, we propose a new game development software engineering (GDSE) as a model for game development. This new model aims to complement and mitigate the shortcomings of traditional software development. The principles of human-computer interaction are now incorporated in the new model. The GDSE includes design, development, usability inspection, game experience evaluation, educational value evaluation and release. It was used as a research method to develop a game that promotes algorithmic thinking for children. The results of this study are not only a digital educational game that promotes algorithmic thinking for children but also a new game development life cycle that guarantees the performance of digital games in terms of usability enhancement, game experience and educational value.
The document outlines a game concept for an educational game called LBE. The game aims to teach entrepreneurship skills to children ages 6-10 by simulating a design thinking process. Players work in teams of 2-4 to design and launch a space cruise ship, completing levels that represent each stage of the process. The game incorporates both cooperation and competition - teams must work together to progress while also competing against a virtual competitor. The document provides details on learning objectives, gameplay mechanics, and how the game can be used to facilitate learning.
FLUPA "Serious Games" - Olivier Zéphir - Les serious games, une interface per...Flupa
Cette intervention sera consacrée à une exploration des différents modes d’usages des serious games comme un véhicule d’expérience des activités du réel. L’application croissante des interfaces pervasives au design de jeux immersifs sera abordée. L’assistance sera également invitée à partager les futurs usages des serious games.
Review of developmental strides towards the edutainment domainIRJET Journal
This document reviews the development of the edutainment domain, which combines education and entertainment. It discusses how educational games can motivate students and improve learning compared to traditional teaching methods. The document conducted a survey of 112 users that found strong interest in developing educational games, especially for technical fields. However, it notes that high-quality educational games may be limited by costs and business concerns. Overall, the review found that educational games have potential to improve student motivation and learning while developing new concepts, though deeper and more rigorous research is still needed.
This document discusses the development of a 2D platform game for children up to 5 years old that incorporates a physics engine. The game aims to teach basic concepts of physics like friction and collisions through play, while also imparting kindergarten lessons on alphabets. It was created using GameSalad and an integrated 2D physics engine to govern environmental objects and the player character. Various tests were conducted including functionality, compatibility, beta and regression testing to ensure quality.
This document discusses the development of a 2D platform game for children up to 5 years old that incorporates a physics engine. The game aims to teach basic concepts of physics like friction and collisions through play, while also imparting early education on alphabets. It was created using GameSalad and an integrated 2D physics engine to govern environmental objects and player movement. The game went through various testing stages including functionality, compatibility, beta and regression testing to ensure quality.
Towards a Game Modelling Language; Pieter van der Hijden; in: Proceedings of the ISAGA 2001 Conference; International Simulation and Gaming Association, Bari, Italy, 2001.
A state of a perfect video game is what developers has been seeking for their product
developments, to achieve the selected state, several standards and methods needs to be applied. These
standards and methods are special: they are both verifiable and quantifiable, to make their action and end
goal a clear one, the term s for this standards and methods are called ‘game metrics’ and we decided that
this is a must-have tool or method to be implanted in a development of a game because it will boost your
standards rapidly and will be able to tell you about your own progress of the development.
Designing Business Simulation Games using STELLA®, iThink® and isee NetSim™
Business simulation games and game-based learning provide many opportunities to engage business leaders, policymakers, stakeholders, and students in both learning and better decision-making. In this webinar, Ken Thompson of Bioteams Design will present simulation games and explain effective design techniques for publishing games to the web using isee NetSim™.
Gain an appreciation for how tools such as STELLA and iThink can be used to quickly build effective simulation games for learning and development. The webinar will start by providing context on the rapidly growing market for business simulation games, game-based learning, gamification, and informal learning. Examples of iThink business simulation games will then be presented. The webinar will conclude by covering the key aspects of STELLA/iThink which must be mastered to build simulation games.
Specific STELLA/iThink topics include:
Exploiting time-based graphical variables to automatically change the background game world
Using arrays to manage complexity and create agent-based dynamics in a game
Designing user interfaces for tablet and touchscreens, including sliders and on-off button combinations
Incorporating images to professionalize simulations and to allow multiple languages
Managing game parameters effectively with Excel
Leveraging the power of isee NetSim as a means to securely deploy simulations over the web
The document discusses considerations for making serious games successful. It provides examples of how serious games have helped companies achieve business goals like compliance training, leadership development, and customer service training. It also discusses metrics like return on investment and how serious games can reach larger audiences more cost effectively than traditional training methods. Platform considerations are also discussed, emphasizing the need for solutions that are practical, affordable, and compatible with organizations' technology environments.
This document summarizes a meetup event about gameful interaction design and games user research. The event featured a presentation by Dr. Lennart Nacke on his work studying gamification and games user experience. He discussed models of player experience, examples of gamifying non-game applications, and research methods used to study player behavior and evaluate user experience, such as observation, physiological sensors, and biometric storyboards. The presentation aimed to demonstrate how understanding user experience through research can lead to more engaging game and gamified design.
Special Event Meetup on Gamification
Agenda:
5:45 - 6:00: Welcome & Networking
6:00 - 6:15: News and Introduction
6:15 – 7:15: Studies in Gameful Interaction Design and Games User Research + Q&A
7:15 - 7:30: Networking
This document discusses developing a serious game to teach product-service system (PSS) design principles. Originally created for Rolls-Royce, the game simulates designing and servicing washing machines to maximize profits. Players make design choices from catalogs considering factors like lifetime and costs. Moving the game online would make it more accessible and flexible for training. The proposed architecture would drive the simulation in Unity 3D and allow virtual interactions like interviews to teach PSS concepts remotely.
Elg 5100 project report anurag & jayanshuAnurag Das
The document describes a study that developed a size estimation model for board-based desktop games. The authors identified relevant parameters like number of rules, players, animation complexity, etc. They collected data from over 60 open source games to analyze the parameters and derive a linear regression model. The model was then assessed using various accuracy metrics and validated through cross-validation. A case study demonstrated how the model can be used to estimate the size of a new board game.
Damian Brown, Kirk Taylor--Serious Games InteractiveSeriousGamesAssoc
“Simulation Solutions for the Training of Manual Assembly Processes”
Employees today learn differently and turn towards technology as their main source of information. Keeping employees up to date with changes occurring within the organization is key to success. It is therefore important to support their development with appropriate technology.
uAdventure simplifying narrative serious games development - icalt 2019 (1)Baltasar Fernández-Manjón
uAdventure aims to simplify serious games development for non-experts by providing an authoring tool built on Unity. It focuses on point-and-click adventure games which are effective for education. The tool includes a narrative model editor, simplified scene editor, and integrated learning analytics. An evaluation found non-technical users could create simple games using the tool after reading documentation, though some improvements were identified. The tool looks to further simplify serious games creation and analyze learning from the games.
Gamification is the use of game based elements such as point scoring, implementation of goals, and competition and game principals in non game contexts. It is the application of elements of video games, game thinking, and game mechanics to help solve everyday real life problems. It has emerged as a promising area of imparting education. It transforms students from passive participants to active ones. It assumes that students learn best when they are also having fun. The goal of gamification is to maximize teaching and engagement by capturing student interest and inspiring them to continue learning. This paper provides an overview on gamification in education and its applications. Matthew N. O. Sadiku | Uwakwe C. Chukwu | Abayomi Ajayi-Majebi | Sarhan M. Musa "Gamification in Education: An Overview" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-6 | Issue-7 , December 2022, URL: https://www.ijtsrd.com/papers/ijtsrd52425.pdf Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/education/52425/gamification-in-education-an-overview/matthew-n-o-sadiku
Game Based learning is very powerful tool for helping the students to learn difficult concept in a very simple way of teaching . It is very useful in both the teachers and the students. Bring high level of engagement to students during the learning process.Game-based learning is a teaching method that uses the power of games to define and support learning outcomes. A GBL environment achieves this through educational games that have elements such as engagement, immediate rewards and healthy competition. All so that while students play, they stay motivated to learn.Game-based learning can be defined as lessons which are competitive, interactive, and allow the learner to have fun while gaining knowledge. The best game-based learning has three main elements. The first element is competition. This need not be against another student or the teacher.Game-based learning is an active learning technique that uses games to improve student learning. The learning, in this case, comes from playing the game, which promotes critical thinking and problem-solving skills. Game-based training is a training method that uses games and other interactive activities to teach learners new skills and knowledge. Trainers can create a more enjoyable learning experience, which can help learners stay motivated and engaged throughout the training process.Educational games in the classroom can bring high levels of engagement to students during the learning process. When students engage in a game, their motivation increases, leading to better participation and the ability to form connections and positive memories of learning.According to research, using games in teaching can help increase student participation, foster social and emotional learning, and motivate students to take risks. One study of the popular multiple-choice quiz game Kahoot found that it improved students' attitudes toward learning and boosted their academic scores.An objective is a goal that a player must achieve to progress in a game. In some games, objectives are constant and presented only at the beginning of a level. In other games, objectives change and must be displayed to keep the player up to date.Today's game-based learning asks students to work toward a goal by choosing actions and experiencing whatever outcomes those decisions lead to. When students make educated and informed decisions, the positive outcome moves them forward in the game. When they make guesses or uninformed decisions, they reap the consequences and must continue to practice to improve their results. Constantly thinking about advancing in the game allows students to be active rather than passive learners.
In modern video games, players learn through repetition and failure. When goals are accomplished through trial, error and learning, players advance to new levels in the game. Most players start a video game slowly by learning the skills they need to navigate the world more accurately. The skills that they develop add up over time .
The document discusses the use of games and simulations in training at the Defense Acquisition University. It provides an overview of DAU's mission and vision, the different career fields served, and the research showing that immersive learning simulations produce better results than other forms of training and provide a return on investment. The document advocates for greater use of games, simulations and emerging technologies in corporate training curriculums.
The document discusses the design of a holistic game development curriculum that focuses on transferable technical skills needed by the game industry. It emphasizes teaching skills like programming, mathematics, computer graphics, and physics that are applicable not just to games but other fields. The curriculum combines theoretical and practical learning, and adapts to changes in technology. It aims to avoid being too narrowly focused on games alone and ensures students develop long-term employable skills for both game and non-game industries.
The document proposes a new model called IMIE (identification, modeling, implementation and evaluation) for creating learning games. The IMIE model aims to address limitations in existing models by providing simpler, clearer steps that do not require extensive computer skills. It includes defining roles for key actors like the teacher, pedagogue and game creator to ensure better collaboration between stages. The modeling phase involves applying a set of sub-models (domain, motivation and scenario) to the educational content to facilitate the pedagogical-play balance in the implementation phase. The IMIE model is presented as a way to help designers develop learning games in an easy and effective manner according to educational standards.
The document discusses a study analyzing the instructional design of popular video games in order to identify deficiencies and promote technical communication's involvement in video game development. The researcher played three popular games - Batman: Arkham City, Bioshock Infinite, and Tomb Raider - in two hour sessions, recording notes to evaluate elements like NPC instructions, task instructions, and training. The literature review discusses prior research showing instructional design is important for player engagement and enjoyment, but has been overlooked by the video game industry. The study aims to examine how technical communicators could help address this issue and increase sales through more accessible game design.
Track 4. New publishing and scientific communication ways: Electronic edition, Information metrics and digital educational resources
Authors: Antonio Jose Rodrigues Neto, Maria Manuel Borges and Licinio Roque
This study analyzes the use of social networks like Facebook and Twitter by two major Spanish radio stations, Cadena SER and COPE, to promote their on-demand programming content. The study uses quantitative methods to analyze the number of followers and level of interaction for selected radio programs on each network's social media accounts. The results show that Twitter tends to have more impact than Facebook. The most followed COPE programs are about football on Facebook and cycling on Twitter, while the most followed SER programs are about football on Facebook and basketball on Twitter. In general, radio programs' use of social networks is heterogeneous, but social media can be a useful promotional tool, though not all programs maximize this potential.
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Review of developmental strides towards the edutainment domainIRJET Journal
This document reviews the development of the edutainment domain, which combines education and entertainment. It discusses how educational games can motivate students and improve learning compared to traditional teaching methods. The document conducted a survey of 112 users that found strong interest in developing educational games, especially for technical fields. However, it notes that high-quality educational games may be limited by costs and business concerns. Overall, the review found that educational games have potential to improve student motivation and learning while developing new concepts, though deeper and more rigorous research is still needed.
This document discusses the development of a 2D platform game for children up to 5 years old that incorporates a physics engine. The game aims to teach basic concepts of physics like friction and collisions through play, while also imparting kindergarten lessons on alphabets. It was created using GameSalad and an integrated 2D physics engine to govern environmental objects and the player character. Various tests were conducted including functionality, compatibility, beta and regression testing to ensure quality.
This document discusses the development of a 2D platform game for children up to 5 years old that incorporates a physics engine. The game aims to teach basic concepts of physics like friction and collisions through play, while also imparting early education on alphabets. It was created using GameSalad and an integrated 2D physics engine to govern environmental objects and player movement. The game went through various testing stages including functionality, compatibility, beta and regression testing to ensure quality.
Towards a Game Modelling Language; Pieter van der Hijden; in: Proceedings of the ISAGA 2001 Conference; International Simulation and Gaming Association, Bari, Italy, 2001.
A state of a perfect video game is what developers has been seeking for their product
developments, to achieve the selected state, several standards and methods needs to be applied. These
standards and methods are special: they are both verifiable and quantifiable, to make their action and end
goal a clear one, the term s for this standards and methods are called ‘game metrics’ and we decided that
this is a must-have tool or method to be implanted in a development of a game because it will boost your
standards rapidly and will be able to tell you about your own progress of the development.
Designing Business Simulation Games using STELLA®, iThink® and isee NetSim™
Business simulation games and game-based learning provide many opportunities to engage business leaders, policymakers, stakeholders, and students in both learning and better decision-making. In this webinar, Ken Thompson of Bioteams Design will present simulation games and explain effective design techniques for publishing games to the web using isee NetSim™.
Gain an appreciation for how tools such as STELLA and iThink can be used to quickly build effective simulation games for learning and development. The webinar will start by providing context on the rapidly growing market for business simulation games, game-based learning, gamification, and informal learning. Examples of iThink business simulation games will then be presented. The webinar will conclude by covering the key aspects of STELLA/iThink which must be mastered to build simulation games.
Specific STELLA/iThink topics include:
Exploiting time-based graphical variables to automatically change the background game world
Using arrays to manage complexity and create agent-based dynamics in a game
Designing user interfaces for tablet and touchscreens, including sliders and on-off button combinations
Incorporating images to professionalize simulations and to allow multiple languages
Managing game parameters effectively with Excel
Leveraging the power of isee NetSim as a means to securely deploy simulations over the web
The document discusses considerations for making serious games successful. It provides examples of how serious games have helped companies achieve business goals like compliance training, leadership development, and customer service training. It also discusses metrics like return on investment and how serious games can reach larger audiences more cost effectively than traditional training methods. Platform considerations are also discussed, emphasizing the need for solutions that are practical, affordable, and compatible with organizations' technology environments.
This document summarizes a meetup event about gameful interaction design and games user research. The event featured a presentation by Dr. Lennart Nacke on his work studying gamification and games user experience. He discussed models of player experience, examples of gamifying non-game applications, and research methods used to study player behavior and evaluate user experience, such as observation, physiological sensors, and biometric storyboards. The presentation aimed to demonstrate how understanding user experience through research can lead to more engaging game and gamified design.
Special Event Meetup on Gamification
Agenda:
5:45 - 6:00: Welcome & Networking
6:00 - 6:15: News and Introduction
6:15 – 7:15: Studies in Gameful Interaction Design and Games User Research + Q&A
7:15 - 7:30: Networking
This document discusses developing a serious game to teach product-service system (PSS) design principles. Originally created for Rolls-Royce, the game simulates designing and servicing washing machines to maximize profits. Players make design choices from catalogs considering factors like lifetime and costs. Moving the game online would make it more accessible and flexible for training. The proposed architecture would drive the simulation in Unity 3D and allow virtual interactions like interviews to teach PSS concepts remotely.
Elg 5100 project report anurag & jayanshuAnurag Das
The document describes a study that developed a size estimation model for board-based desktop games. The authors identified relevant parameters like number of rules, players, animation complexity, etc. They collected data from over 60 open source games to analyze the parameters and derive a linear regression model. The model was then assessed using various accuracy metrics and validated through cross-validation. A case study demonstrated how the model can be used to estimate the size of a new board game.
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uAdventure aims to simplify serious games development for non-experts by providing an authoring tool built on Unity. It focuses on point-and-click adventure games which are effective for education. The tool includes a narrative model editor, simplified scene editor, and integrated learning analytics. An evaluation found non-technical users could create simple games using the tool after reading documentation, though some improvements were identified. The tool looks to further simplify serious games creation and analyze learning from the games.
Gamification is the use of game based elements such as point scoring, implementation of goals, and competition and game principals in non game contexts. It is the application of elements of video games, game thinking, and game mechanics to help solve everyday real life problems. It has emerged as a promising area of imparting education. It transforms students from passive participants to active ones. It assumes that students learn best when they are also having fun. The goal of gamification is to maximize teaching and engagement by capturing student interest and inspiring them to continue learning. This paper provides an overview on gamification in education and its applications. Matthew N. O. Sadiku | Uwakwe C. Chukwu | Abayomi Ajayi-Majebi | Sarhan M. Musa "Gamification in Education: An Overview" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-6 | Issue-7 , December 2022, URL: https://www.ijtsrd.com/papers/ijtsrd52425.pdf Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/education/52425/gamification-in-education-an-overview/matthew-n-o-sadiku
Game Based learning is very powerful tool for helping the students to learn difficult concept in a very simple way of teaching . It is very useful in both the teachers and the students. Bring high level of engagement to students during the learning process.Game-based learning is a teaching method that uses the power of games to define and support learning outcomes. A GBL environment achieves this through educational games that have elements such as engagement, immediate rewards and healthy competition. All so that while students play, they stay motivated to learn.Game-based learning can be defined as lessons which are competitive, interactive, and allow the learner to have fun while gaining knowledge. The best game-based learning has three main elements. The first element is competition. This need not be against another student or the teacher.Game-based learning is an active learning technique that uses games to improve student learning. The learning, in this case, comes from playing the game, which promotes critical thinking and problem-solving skills. Game-based training is a training method that uses games and other interactive activities to teach learners new skills and knowledge. Trainers can create a more enjoyable learning experience, which can help learners stay motivated and engaged throughout the training process.Educational games in the classroom can bring high levels of engagement to students during the learning process. When students engage in a game, their motivation increases, leading to better participation and the ability to form connections and positive memories of learning.According to research, using games in teaching can help increase student participation, foster social and emotional learning, and motivate students to take risks. One study of the popular multiple-choice quiz game Kahoot found that it improved students' attitudes toward learning and boosted their academic scores.An objective is a goal that a player must achieve to progress in a game. In some games, objectives are constant and presented only at the beginning of a level. In other games, objectives change and must be displayed to keep the player up to date.Today's game-based learning asks students to work toward a goal by choosing actions and experiencing whatever outcomes those decisions lead to. When students make educated and informed decisions, the positive outcome moves them forward in the game. When they make guesses or uninformed decisions, they reap the consequences and must continue to practice to improve their results. Constantly thinking about advancing in the game allows students to be active rather than passive learners.
In modern video games, players learn through repetition and failure. When goals are accomplished through trial, error and learning, players advance to new levels in the game. Most players start a video game slowly by learning the skills they need to navigate the world more accurately. The skills that they develop add up over time .
The document discusses the use of games and simulations in training at the Defense Acquisition University. It provides an overview of DAU's mission and vision, the different career fields served, and the research showing that immersive learning simulations produce better results than other forms of training and provide a return on investment. The document advocates for greater use of games, simulations and emerging technologies in corporate training curriculums.
The document discusses the design of a holistic game development curriculum that focuses on transferable technical skills needed by the game industry. It emphasizes teaching skills like programming, mathematics, computer graphics, and physics that are applicable not just to games but other fields. The curriculum combines theoretical and practical learning, and adapts to changes in technology. It aims to avoid being too narrowly focused on games alone and ensures students develop long-term employable skills for both game and non-game industries.
The document proposes a new model called IMIE (identification, modeling, implementation and evaluation) for creating learning games. The IMIE model aims to address limitations in existing models by providing simpler, clearer steps that do not require extensive computer skills. It includes defining roles for key actors like the teacher, pedagogue and game creator to ensure better collaboration between stages. The modeling phase involves applying a set of sub-models (domain, motivation and scenario) to the educational content to facilitate the pedagogical-play balance in the implementation phase. The IMIE model is presented as a way to help designers develop learning games in an easy and effective manner according to educational standards.
The document discusses a study analyzing the instructional design of popular video games in order to identify deficiencies and promote technical communication's involvement in video game development. The researcher played three popular games - Batman: Arkham City, Bioshock Infinite, and Tomb Raider - in two hour sessions, recording notes to evaluate elements like NPC instructions, task instructions, and training. The literature review discusses prior research showing instructional design is important for player engagement and enjoyment, but has been overlooked by the video game industry. The study aims to examine how technical communicators could help address this issue and increase sales through more accessible game design.
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Track 4. New publishing and scientific communication ways: Electronic edition, Information metrics and digital educational resources
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This study analyzes the use of social networks like Facebook and Twitter by two major Spanish radio stations, Cadena SER and COPE, to promote their on-demand programming content. The study uses quantitative methods to analyze the number of followers and level of interaction for selected radio programs on each network's social media accounts. The results show that Twitter tends to have more impact than Facebook. The most followed COPE programs are about football on Facebook and cycling on Twitter, while the most followed SER programs are about football on Facebook and basketball on Twitter. In general, radio programs' use of social networks is heterogeneous, but social media can be a useful promotional tool, though not all programs maximize this potential.
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Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Towards Gameplay Ontology for Game Based Learning System Design Process Monitoring
1. TEEM ‘14
Technological Ecosystems for Enhancing Multiculturality
Salamanca , October 1 -3 , 2014
TOWARDS GAMEPLAY ONTOLOGY FOR GAME BASED
LEARNING SYSTEM
DESIGN PROCESS MONITORING
Kaouther RAIES
Faculty of Economic Sciences and Management of Sfax
Maha KHEMAJA
The Higher Institute of Applied Sciences and Technology of Sousse
2. OUTLINE
2
oIntroduction
oGBLS Design Process: Problems and Defects
oRelated works
oProposal
oConclusion and perspective
TEEM ‘14
3. INTRODUCTION
Game Based Learning Systems (GBLS) provides
increasingly motivating learning environment.
There use in real scenarios is limited by several
factors that span all over the product life cycle
affecting the design, implementation and
deployment phases.
Their design process requires specific skills and
expertise in term of theoretical and technical
knowledge’s background.
3
TEEM ‘14
5. 5
Challenges of integrating enough educational outcomes
without sacrificing the fun characteristics.
Difficulties of optimizing the design process to produce a
GBLS that respects the gameplay in different phases.
TEEM ‘14
.
Designing GBLS where fun qualities and serious aspects are
integrating requires specific skills and expertise.
7. 7
GBLS DESIGN METHODOLOGIES
EMERGO: Methodology and generic toolkit for
developing and delivering serious games for
higher education [1]
DODDLE Document Oriented Design and Development
of Experimental Learning [2]
The global methodology for creating
collaborative learning games [3]
TEEM ‘14
8. 8
MODELS AND STEPS OF GBLS DESIGN
PROCESS
Design patterns for Game design to
facilitate communication between actors
participating in that process[4]
Fundamental steps to follow for producing a GBLS [5]
TEEM ‘14
10. 10
Extracts domain
specific
knowldge
Defines
gameplay
Learning process
design.
Edits scenario
Defines Artistic
aspects
GBLS DESIGN PROCESS
TEEM ‘14
11. A Semantic Service Oriented Architecture for an appropriate
environment [6]:
Enables enterprises participating in that process to not
only transform internal systems to be more service
oriented, but also permits best collaboration amongst
them.
Grants more agile business processes because it
reduces the gap between business process modeling
and implementation.
Allows an increased collaboration within and across
enterprises.
11
GBLS DESIGN PROCESS
TEEM ‘14
12. GBLS GAMEPLAY: THE CORNERSTONE OF
GBLS DESIGN
12
The gameplay is considered as the GBLS core, since it reflects the
overall experience during the interaction between the player and the
system.
Lack of formal models to precisely define
gameplay for GBLSs has been for a long
time a traditional problem.
TEEM ‘14
13. GBLS GAMEPLAY: THE CORNERSTONE OF GBLS
13
Having a formal model to provide an
automatic treatment and
interpretation of the gameplay which
can solve communication and
interoperability problems.
Enable reuse of knowledge
related to gameplay design to
avoid time as well as money
consuming issues.
Foster opportunities to
share knowledge
associeted to gameplay
among actors and tools
participating in the
GBLS design process
DESIGN
TEEM ‘14
Monitoring the GBLS
design process by
providing informations
related to game
environment, artistic
aspect and pedagogical
aspect.
14. GBLS GAMEPLAY: THE CORNERSTONE OF GBLS
The whole process of GBLS design must respect
underlined points specified in the gameplay.
Optimization of GBLS design process by avoiding
eventual deviation with regards to gameplay.
Helping Game designers by guiding them to the
right direction by monitoring the game design
process.
Controlling every step and decision in order to
avoid unnecessary waste of time and money.
14
DESIGN
TEEM ‘14
17. CONCLUSION AND PERSPECTIVE
GBLS gameplay ontology and its role in monitoring the GBLS design
processResponds to GBLS users’ needs and solves many problems like
flexibility, modularity, and reusability .
Giving them the appropriate presentation of gameplay to produce
more attractive and efficient GBLS, where learning outcomes are
integrating with fun aspects.
17
Lighten and reduce actors’ workload.
Validate this ontology with more GBLSs used by childreen or
adolescent.
TEEM ‘14
18. REFERENCES
[1]: R. Nadolski, H. Hummel, H. Van Den Brink , R. Hoffakker , A. slootmaker, H. Kurvers,
and J. Storm. 2008. EMERGO: A methodology and toolkit for developing serious games in
higher education, Simulation & Gaming, vol. 39, n°3, p. 338 -352.
[2]:M. Mcmahon. 2009. Games-Based Learning Advancements for Multi-Sensory Human
Computer Interfaces: Techniques and Effective Practices, In : Games-Based Learning
Advancements for Multi-Sensory Human Computer Interfaces, IGI Glob-al, p. 98-118
[3]:I. Marfisi-Schottman, A. Sghaiers, and S. Georges. 2009. Vers une industrialisation de
la conception et de la production de Serious Games. Envi-ronnements Informatiques pour
l’Apprentissage Humain , EIAH. Le mans, France, p. 75-84.
[4]:B. Marne, W. John, B. Kim-Bang, and J. M.Labat.2012. The Six Facets of Serious
Game Design: A Methodology Enhanced by Our Design Pattern Library. In Proceedings of
7th European Conference on Technology Enhanced Learning, Saarbrücken, Germany,
pp. 208-221, (Springer-Verlag).
18
19. [5]:E. Sanchez, M.Ney, and J.M.Labat. 2011. Articuler motivation et apprentissage grâce
aux facettes du jeu sérieux. Revue internationale des technologies en pédagogie
universitaire / International Journal of Technologies in Higher Education, vol. 8, n° 1-2,
p. 48-57
[6]: Raies, K., KHemaja, M.,and Brahem,R.2013. "Towards Game Based Learning
Design Process Based on Semantic Service Oriented Architecture (SSOA), "in
Proceedings of the 7th European Conference On Games-Based Learning, pp.698--705,
Porto.
19
REFERENCES