A praxeological perspective for the design and implementation of a digital role-play game

Sanchez, Éric; Monod-Ansaldi, Réjane; Colot, Vincent; Safadi-Katouzian, Sina

doi:10.1007/s10639-017-9624-z

Cited by 24 publications

(12 citation statements)

References 17 publications

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“…Many researchers such as Virvou and Eythimios [6] were confronted to the difficulty of adapting the user interface to the needs of teachers because they waited for the end of the project to involve end-user. The use of Design-Based Research (DBR) seems like a good alternative to maximize the acceptability of authoring tools in class [7] [8]. This movement started in the 1990s and was developed to address several central issues of Technology Enhanced Learning (TEL) such as the need to find solutions with the end-users (teachers and students) and the need to study learning phenomena in the real world rather than in a laboratory.…”

Section: Designing Mobile Learning Game Authoring Toolsmentioning

confidence: 99%

Lessons Learned from the Development of a Mobile Learning Game Authoring Tool

Gicquel

Marfisi-Schottman

George

2019

Lecture Notes in Computer Science

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Students and schools are increasingly equipped with smartphones and tablets. These mobile devices can enhance teaching in many ways. Mobile Learning Games (MLGs) for example, have shown great potential for increasing student's motivation and improving the quality of situated learning. For the past few years, the research community has been working on authoring tools that allow teachers to create and distribute their own MLGs. The development of these authoring tools is challenging and time consuming and even more so if the objective is for these tools to actually be used in classrooms. The Design-Based Research (DBR) paradigm was precisely developed to address these central issues of Technology Enhanced Learning. It involves co-designing and testing with end-users from the beginning of the project. Although DBR increases the acceptance of new educational tools, it also adds several challenges, including the complexity of involving teachers and students in real-world situations and creating several versions of the tools that will be improved iteratively. In this paper, we aim at providing design principles and practical guidance on the way to develop such authoring tools, based on our experience. We conclude on lessons learned from this project and discuss some systematic issues we faced.

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Section: Designing Mobile Learning Game Authoring Toolsmentioning

confidence: 99%

Lessons Learned from the Development of a Mobile Learning Game Authoring Tool

Gicquel

Marfisi-Schottman

George

2019

Lecture Notes in Computer Science

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“…The abundance of game design tools [31] as well as the growing "modding" possibilities provided by games themselves [22] have positively contributed to the expansion of this field. The participatory nature of educational games [32,33] is on several occasions used to create learner-centered learning experiences, where both teachers and students are part of the design process [34]. Kalmpourtzis [32] ran participatory educational game design activities, where kindergarten students could create educational games around pre-algebraic patterning for their peers, showing that student participation in making games had a positive impact on their mathematical problem posing skills.…”

Section: Game Design For Learning In Higher Educationmentioning

confidence: 99%

Constructive Alignment in Game Design for Learning Activities in Higher Education

Roméro¹,

Kalmpourtzis²

2020

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The Bologna process has led European universities to review quality assurance in Higher Education. Active learning, competency-based education as well as outcome-based teaching and learning have been encouraged as means to maintain quality assurance in Higher Education. The aims of this paper are (a) to introduce the context of European Higher Education quality assurance challenges and review existing initiatives in game design in Higher Education, and (b) analyze the game design process in the Game Based Learning course of the MSc SmartEdTech program through the prism of constructive alignment. The analysis of student deliverables, in the form of Game Design Documents, shows improvement on how students approach educational game design but also points out some aspects for improvement on the course structure. The study also considers opportunities and limits of game design for learning in Higher Education in the specific context of online education.

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“…To take this temporal aspect into account, the work carried out by the Learning Analytics community focuses on timestamped traces representing learners' activity with the digital environment and theses traces enable for the visualization of learners' activity played with chronograms (e.g. [13]). Specific patterns might be identified in the traces collected from learners' activity (e.g [13]).…”

Section: Traditional Approach For Playing Analyticsmentioning

confidence: 99%

“…[13]). Specific patterns might be identified in the traces collected from learners' activity (e.g [13]). These patterns are key indicators of students' strategies.…”

Section: Traditional Approach For Playing Analyticsmentioning

confidence: 99%

See 1 more Smart Citation

Let’s Listen to the Data: Sonification for Learning Analytics

Sanchez

2019

Communications in Computer and Information Science

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This paper falls in the field of playing analytics. It deals with an empirical work dedicated to explore the potential of data sonification (i.e. the conversion of data into sound that reflects their objective properties or relations). Data sonification is proposed as an alternative to data visualization. We applied data sonification for the analysis of gameplays and players' strategies during a session dedicated to game-based learning. The data of our study (digital traces) was collected from 200 pre-service teachers who played Tamagocours, an online collaborative multiplayer game dedicated to learn the rules (ie. copyright) that comply with the policies for the use of digital resources in an educational context. For one typical individual (parangon) for each of the 5 categories of players, the collected digital traces were converted into an audio format so that the actions that they performed become listenable. A specific software, SOnification of DAta for Learning Analytics (SODA4LA), was developed for this purpose. The first results show that different features of the data can be recognized from data listening. These results also enable for the identification of different parameters that should be taken into account for the sonification of diachronic data. We consider that this study open new perspectives for playing analytics. Thus we advocate for new research aiming at exploring the potential of data sonification for the analysis of complex and diachronic datasets in the field of educational sciences.

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A praxeological perspective for the design and implementation of a digital role-play game

Cited by 24 publications

References 17 publications

Lessons Learned from the Development of a Mobile Learning Game Authoring Tool

Lessons Learned from the Development of a Mobile Learning Game Authoring Tool

Constructive Alignment in Game Design for Learning Activities in Higher Education

Let’s Listen to the Data: Sonification for Learning Analytics

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