EGameDesign: Guidelines for Enjoyment and Knowledge Enhancement

Yu, Sheng-Chin; Fu, Fong-Ling; Su, Chiu Hung

doi:10.1007/978-3-642-03697-2_4

Cited by 1 publication

(2 citation statements)

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“…Most frameworks are theoretically grounded in literature for a pedagogical base and game design principals. Some of the pedagogical theories used include Blooms taxonomy, Piaget's schemes and Gagne's events of instruction, Vygotsky zones of proximal development, experiential learning theory and instructional design principals [4,15,16,31].…”

Section: Rq2mentioning

confidence: 99%

“…However, it has been a constant challenge for educational game designers to understand the different aspects embedded in gamebased learning [1]. Lately, several researchers have proposed design frameworks/ models/ guidelines to guide educational game design [2][3][4][5][6][7][8][9][10][11][12][13][14][15][16]. According to Neil [17] usually all proposed design models tend to communicate some core foundational elements, yet they differ in their approach and results.…”

Section: Introductionmentioning

confidence: 99%

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Insights into Design of Educational Games: Comparative Analysis of Design Models

Tahir

Wang

2018

Advances in Intelligent Systems and Computing

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The study reports on an ongoing research that intends to identify and validate the core dimensions for Game-Based-Learning (GBL) and further explore the shift in dimensional focus between different phases of educational game development life cycle: pre-production (design), production (development) and post-production (testing and maintenance). Hence, this paper presents the initial work focusing on design phase by presenting a comparative analysis of educational game design models using GBL attributes, validity and framework attributes as analytical lens. The main objective is to analyze the fundamental GBL attributes in existing design models; to identify the common attributes which demonstrate their importance for design phase and highlight any need for further research in terms of attribute validation and framework improvement. This study also highlights the strengths and weakness of existing design frameworks. The results of analysis underline learning/pedagogical aspects and game factors as the most essential attributes for design phase of educational games. Comparative analysis also guides researchers/practitioners to better understand GBL through various properties of different existing design models and highlights the open problems such as lack of tool support, empirical validation, independent evaluations, adaptability and absence of concrete guidance for application to make more informed judgments.

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Section: Rq2mentioning

confidence: 99%