A Case Study of Game Design for E-Learning

Ho, Pei‐Chi; Chung, Szu-Ming; Tsai, Ming-Hsin

doi:10.1007/11736639_57

Cited by 11 publications

(8 citation statements)

References 3 publications

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“…Baker et al [11] note that fun and ease of play are key components of their game design while Ho et al [15] note seven game design elements: (i) goal, (ii) rules, (iii) competition, (iv) challenge, (v) fantasy, (vi) safety, and (vii) entertainment. Don't Break the Build focuses on the game design elements identified by McGonigal [18]:…”

Section: Designmentioning

confidence: 99%

Dont Break the Build: Developing a Scrum Retrospective Game

Marshburn¹,

Sieck²

2019

Proceedings of the Annual Hawaii International Conference on System Sciences

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This study discusses the design and observed play of a game-based Scrum retrospective. The game builds on the existing wealth of retrospective activities but adds in actual game play. The game is created in such a way as to satisfy the definition of a game and includes a win/loss state uncommon within typical retrospective activities. Leveraging existing design paradigms, the game looks to capitalize on the reported benefits of using games in team building and learning environments. The game fulfills the goals of a Scrum retrospective for the team to inspect and adapt processes by guiding the team in focused discussion regarding their performance and observations during the proceeding Sprint. The study provides an overview of the game design and mechanics and provides observations and results from post-game questionnaires. Finally, the study proposes changes to the game based on results of the observations and discusses future research possibilities.

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Section: Designmentioning

confidence: 99%

Dont Break the Build: Developing a Scrum Retrospective Game

Marshburn¹,

Sieck²

2019

Proceedings of the Annual Hawaii International Conference on System Sciences

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“…We developed a DGBL design model for history learning after reviewing previous studies, which indicate that DGBL software should have two main components, pedagogical and game. For pedagogical component, DGBL include 8 elements: engagement [14] [17][18], learning goal determination [17][18][19][20], motivation [17][18][19] [21][22], critical thinking [17][18], psychological needs [17], explorations [17], challenge [3] and competition [17][18][19][20]. For game design component, history DGBL software applied 12 elements of game design: feedback [3] [17][18] [21], fantasy [3], fun [14] [18], rules [19], entertainment [19][20], immersive [8] [18] [20], active participation [21], interaction [17], task [20], narrative [18][19], control [19] and imagination [19].…”

Section: Figure 1 Requirement Engineering Process Which Produces Gammentioning

confidence: 99%

“…Feedback enable students to receive information as requested at the correct timing, reduce misunderstanding and enable students to apply the information correctly [17]. Moreover, feedback provided for wrong answer can encourage students to continue their game [20] and is also used to build positive self-assessment [19]. Fantasy can be satisfied by virtual situation imagination and feeling [19].…”

Section: Figure 1 Requirement Engineering Process Which Produces Gammentioning

confidence: 99%

“…Moreover, feedback provided for wrong answer can encourage students to continue their game [20] and is also used to build positive self-assessment [19]. Fantasy can be satisfied by virtual situation imagination and feeling [19]. Enjoyment and entertainment can prevent students from stopping playing games.…”

Section: Figure 1 Requirement Engineering Process Which Produces Gammentioning

confidence: 99%

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Design and Evaluation of History Digital Game Based Learning (DGBL) Software

Zin

Yue

2013

JNIT

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The aim of this study was to design and evaluate a Digital Game Based Learning software for history subject. The methodology used was Instructional Design-Digital Game Based Learning (ID-DGBL) Model adapted from ADDIE and game development as well as 5E intructional models. Design elements include learning theories, pedagogy and game components. The effectiveness evaluation used quasi-experimental tecnique via pre and post tests. The samples involved were 60 secondary school students; 30 in experimental group who used the software after class lesson and 30 in control group who used conventional method. Both the independent t test result show that there is significant difference of achievements between the control group (mean score = 35.80) and the experimental group (mean score = 72.30), p < 0.05. The usability test results show that the software has good (mean > 4.00) design for all constructs evaluated (multimedia, interface, contents, feedback, ease of use and immersion). Motivation and learning opporturnity for history DGBL software are also high. Evaluation results indicate that the History DGBL software can entertain, attract, engage and motivate students to learn history subject. Students had fun and felt entertained learning through illustration of historical events when they play the games immersively. Evaluation results suggest that history DGBL software can be used as an alternative teaching and learning tool to promote student's learning of history subject.

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“…The term educational games is commonly used to describe computer games that are used as educational tools and provide interactive and appealing activities that attract students' interest for learning (Gunter, Kenny, & Vick, 2008 ). These games reinforce students' intrinsic motivation through the sense of challenge; they pique their curiosity, enforce a sense of security as well as stimulate their imagination (Ho, Chung, & Tsai, 2006 ). Also, students are able to achieve specifi c goals and view the success results immediately, not only when they complete the game but also when they pass the game's stages, a process that increases their self-confi dence and helps them trust their decision making skills.…”

Section: Introductionmentioning

confidence: 99%