Didactic Mini Video Games – Students’ and Teachers’ Point of View

Paunova-Hubenova, Elena

doi:10.12955/cbup.v7.1417

Cited by 8 publications

(4 citation statements)

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“…The educational video game "Let's save Venice" was designed and developed within the e-Creha Erasmus+ project [9]. The video game is a 3D educational maze enriched by 2D and 3D mini-games of various types [52] representing different didactic tasks. The game was designed by means of the serious game development platform APOGEE [51], for three months [20].…”

Section: Design Methodology Of Maze Gamementioning

confidence: 99%

“…The game design was based on a formal, XML description of the enriched maze created in an incremental and iterative process and presenting the structure and the interior of the maze, together with the learning multimedia content and presentation and settings of the didactic mini-games. The XML description, together with game graphics and audio resources, were supplied to a custom plugin installed in the Unity 3D editor [52] and responsible for the generation of 3D mazes. The generated maze game lacks personalization of content and adaptation of task difficulty though such features are supported by the design process [53,54].…”

Section: Design Methodology Of Maze Gamementioning

confidence: 99%

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“Let Us Save Venice”—An Educational Online Maze Game for Climate Resilience

et al. 2021

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Climate resilience competencies improve people’s capacity to recognize and adopt strategies for mitigating negative climate effects. Especially concerning the built cultural heritage protection in the coastal areas, both professionals and citizens have to be prepared for water-related extreme events, such as floods, sea-level rise, and altered precipitation. Considering these challenges, the authors explore the efficiency of serious video games and describe the process of design and validation of the pilot educational online maze game “Let us save Venice”. More specifically, the main research question motivating the study is to identify what the experience factors and the mini-games are that contribute mostly to raising awareness to climate resilience and built heritage sustainability. The question implies two main research objectives: first, to explore what role user-centered game design plays in creating immersive and enjoyable educational video maze games, and second, to investigate which factors influence user experience and game playability in the design phase, and how they contribute to learnability and raising awareness. The background section of the article focuses on a preliminary study of the educational potential of serious games and introduces the EU-funded project e-Creha. Then, it explores the process of game design, development, and validation, focusing on metrics such as game learnability and game experience. The results outline the main findings that immersion, positive affect, and competence appeared to be the main experience factors contributing to raising awareness to climate resilience and built heritage sustainability. Lastly, the discussion section provides further directions for game improvement and future work.

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Section: Design Methodology Of Maze Gamementioning

confidence: 99%

Section: Design Methodology Of Maze Gamementioning

confidence: 99%

“Let Us Save Venice”—An Educational Online Maze Game for Climate Resilience

et al. 2021

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“…This pilot questionnaire is spread with the help of teachers who took part in our previous survey. More than half of teachers -63% state that although they are eager to implement GBL, they do not currently use it because of the lack of such resources (Paunova-Hubenova, 2019). Before answering the questions, the respondents were asked first to watch a 5-min video demonstrating the gameplay of a sample educational maze game in history and, next, to play this game.…”

Section: Methodsmentioning

confidence: 99%

Personalization of serious games for learning

Bontchev

Terzieva

Paunova-Hubenova

2021

ITSE

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Purpose The purpose of this paper is to present principles for personalization of both learning content and gameplay in serious games for learning, which are based on a combined model of the student that comprises user, learner and player-related aspects of the student’s profile. Each of the considered user, learner and player sub-models has a static and dynamic group of characteristics. These characteristics assist general approaches for learning mazes game personalization applied to embedded mini-games (designed as information units, learning objects and educational tasks) so that to be adjustable and to enable learners to acquire knowledge more effectively. Design/methodology/approach A student modelling approach was applied to design the personalization of learning content in the educational maze game and each of them contained mini-games. To evaluate the student’s preferences about the types of mini-games and ways of their personalization depending on individual and group student characteristics, the authors conducted an online survey. Findings This study presents examples of personalization of four types of mini-games available in maze halls, namely, question, searching, arranging and action games. Next, the research discusses findings from an online survey aiming at the evaluation of the preferred types of mini-games and the way of their personalization. There are analysed results concerning the impact of the student model characteristics on the preferred ways of personalization in educational maze games, together with criteria for personalization of educational resources according to student’s level of knowledge, age, goals and learning style. Research limitations/implications A significant limitation of the research is the relatively small number of survey participants and the lack of studying the impact of learning and playing styles over game personalization. Another limitation of the study is the inclusion of only some of the mini-games within the demonstration maze, which respondents play before answering the survey questions. Originality/value This paper presents original research on the personalization of educational maze game based on a model of the student profile that comprises both static and dynamic properties reflecting user, learner and player-related aspects of the student character, together with results obtained from an online survey.

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“…Online study materials are currently applied in language learning. Using video games and activities in language lessons is met with enthusiasm by both students and teachers (Bonchev, 2019;Paunova-Hubenova, 2019). On the other hand, human-centered learning presupposes an exchange of information in direct communication between learners in the class.…”

Section: Introductionmentioning

confidence: 99%

Communicative Techniques in Forign Language Learning in the Field of Sport

Hristakieva

2020

PSS

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This article presents ideas and models for English language learning, using elements of two communicative learning methods for the specific purposes of sport practice. It is part of a pedagogical experiment, carried out with students from the National Sport Academy “V.Levski”, Sofia, organized into an experimental group (34) and a control group (34). The aim of the experiment was to study the influence of interactive techniques applied in the specialized English language course for sport terminology. The experimental course work involved using elements of different interactive learning methods to teach sport terminology to the experimental group of students for about 30-40 minutes of every academic class of 90 minutes. Initial and final tests of the basic language skills and knowledge of sports terminology were carried out with the experimental and control group of students, in order to establish their language competences before and after the experimental course. The results from the tests were processed with statistical methods – variation analysis and Student’s t-test (dependent and independent samples). The results from the initial and final tests of the two groups have shown that students from the experimental group have improved their language skills, their confidence in using the language and their knowledge of sports terms to a greater extent than the control group. Applying interactive techniques in language learning for the needs of sport specialists leads to better results in their language acquisition.

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Didactic Mini Video Games – Students’ and Teachers’ Point of View

Cited by 8 publications

References 1 publication

“Let Us Save Venice”—An Educational Online Maze Game for Climate Resilience

“Let Us Save Venice”—An Educational Online Maze Game for Climate Resilience

Personalization of serious games for learning

Communicative Techniques in Forign Language Learning in the Field of Sport

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