Conceptual Model of Game Aesthetics for Perceived Learning in Narrative Games

Abubakar, Juliana A.; Ahmad, Mohd Khairie; Zulkifli, Abdul Nasir; Bahrin, Abdul Syafiq

doi:10.18517/ijaseit.7.3.2201

Cited by 8 publications

(4 citation statements)

References 35 publications

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“…In addition, literature studies have also been performed to establish initial conceptual models. The expert review method adapted from Abubakar et al (2016) is then used to verify the conceptual model.…”

Section: Figure 1 Methods Of Conceptual Model Developmentmentioning

confidence: 99%

Developing a Conceptual Model of Learning Analytics in Serious Games for STEM Education

Zaki

Zain

Noor

et al. 2020

JPII

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Utilizing serious games as teaching aid can stimulate students’ interest in learning and enhancing students’ understanding of STEM learning. The use of serious game on learning analytics for STEM learning provides assessment data to measure students’ performances and achievements of predefined learning outcomes. While numerous researches on learning analytic in serious games have been conducted, studies on their association with STEM learning are scarce. Past studies also indicate that teachers use serious games in teaching but yet to utilize serious games as assessment tools. This situation leads to the need of developing a conceptual model of learning analytics in serious games for STEM education (APPS-STEM). The conceptual model was initially developed through the focus group approach and literature review to examine the learning metrics of serious games, which is appropriate for STEM learning before being verified by experts. Based on the result from expert review, the conceptual model of APPS-STEM contains nine themes, namely effectiveness, problem-solving thinking and creativity, flexibility, key stakeholders, emotions, serious game design, curriculum profiles, learning profiles, and target user norms. This conceptual model is expected to serve as a guide for stakeholders to implement learning analytics in serious games design for STEM learning. Further study will be the development of serious game prototypes to determine the effectiveness of the APPS-STEM model in the STEM learning paradigm.

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Section: Figure 1 Methods Of Conceptual Model Developmentmentioning

confidence: 99%

Developing a Conceptual Model of Learning Analytics in Serious Games for STEM Education

Zaki

Zain

Noor

et al. 2020

JPII

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“…The ability to monitor and improve customer satisfaction requires an understanding of user experience (UX) and user interface (UI). Player motivation, learning content, and gameplay are three more elements that may aid in the learning process and help determine how much is learned and how significant the important traits are (Abubakar et al, 2017). Text, image, visual perspective, music, sound effect, voice, color, graphic, layout, shape, form, and texture are all examples of interface requirement in creating a user interface for game-based learning.…”

Section: User Interface Game-based Learningmentioning

confidence: 99%

Screening Video Game Screen Addiction using User Interface Preference among Students

Shawalludin

Sanmugam

Mohamed

et al. 2022

E-BPJ

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This research investigated the relationship between user interface with screen addiction in understanding its contribution among tertiary student from various programmed / courses in Universiti Teknologi MARA Kedah Branch, Malaysia (N=579). User interface and screen addiction have been used as the primary components of video game analysis. The result analysis indicates that playing video game were suggested to be underlie the recent increasement of time spent on screen-based technologies and has been assume similar with mental health problem. The finding highlighted the significance of usage devices with the screen addiction-based user interface preference. Keywords: video game; screen addiction; user interface eISSN: 2398-4287© 2022. The Authors. Published for AMER ABRA cE-Bs by e-International Publishing House, Ltd., UK. This is an open access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/). Peer–review under responsibility of AMER (Association of Malaysian Environment-Behaviour Researchers), ABRA (Association of Behavioural Researchers on Asians/Africans/Arabians) and cE-Bs (Centre for Environment-Behaviour Studies), Faculty of Architecture, Planning & Surveying, Universiti Teknologi MARA, Malaysia. DOI:

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“…Aesthetics reflects a subjective experience that is evoked by players during the process of interaction with the game interface [28]; [29]; [30], namely using sound, sight, and motion [31].…”

Section: Antecedents Of Satisfaction With Serious Gamesmentioning

confidence: 99%

Antecedents to Learners’ Satisfaction with Serious Games: An Investigation Using Partial Least Square

Chambilla¹,

Tomiuk²,

Zuccaro³

et al. 2021

Adv. sci. technol. eng. syst. j.

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Conceptual Model of Game Aesthetics for Perceived Learning in Narrative Games

Cited by 8 publications

References 35 publications

Developing a Conceptual Model of Learning Analytics in Serious Games for STEM Education

Developing a Conceptual Model of Learning Analytics in Serious Games for STEM Education

Screening Video Game Screen Addiction using User Interface Preference among Students

Antecedents to Learners’ Satisfaction with Serious Games: An Investigation Using Partial Least Square

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