Extending the Activity Theory Based Model for Serious Games Design in Engineering to Integrate Analytics

Abstract

Serious Games (SG) have been shown to have instructional potential and a number of formal models, frameworks and methodologies have emerged to support their design and analysis. The Activity Theory-based Model of Serious Games (ATMSG) facilitates a systematic and detailed representation of educational SG describing how game elements are connected together to contribute to pedagogical goals. This paper proposes and presents an extension to the ATMSG framework to facilitate the identification, selection and integration of analytics into serious games. A practical example of the approach in use in the analysis and design phase of a SG for engineering is demonstrated.

Penerapan materi ilmu pengetahuan alam pada serious game sosialisasi mitigasi bencana berbasis model teori aktivitas dan taksonomi bloom

“…Sebagai fokus awal, kami menyarankan materi sains yang digunakan merupakan materi Ilmu Pengetahuan Alam, dengan subbab bumi dan antariksa untuk kelas empat sekolah dasar. ; 2) Serious Game yang diajukan dalam penelitian ini berbasis model Teori Aktivitas (Carvalho, 2016;Callaghan, McShane, & Eguíluz, 2018) dan melingkupi tiga ranah Taksonomi Bloom (Ahmad & Hussin, 2017;Haring, Warmelink, Valente, & Roth, 2018).…”

Cultural literacy acquisition through video game environments of a digitally born generation.

“…The Learning Mechanics and Game Mechanics (LM-GM) model (Arnab et al, 2015) provided a clear graphical representation of the game flow as the basis for establishing the relationships between the components that translate pedagogical practices ("learning mechanics") into concrete game mechanics and a predefined list of elements to support the analysis. A modified version of LM-GM, the Activity Theory-based Model of Serious Games (ATMSG) was elaborated by Carvalho and colleagues (Carvalho et al, 2015) and later extended by Callaghan and colleagues (Callaghan, McShane, Eguíluz, & Savin-Baden, 2018). It uses the conceptual framework of activity theory to understand the structure of serious educational games connecting the components of a serious game and its educational goals.…”

“…After careful consideration, to support Chuzme's game design phase, the ATMSG model was chosen for its complex and dynamic view on serious games, while the overall design process was guided by the serious instructional design process, developed by The third phase, "Design phase 1 and 2", is where the game takes shape. Here, the Activity Theory-based Model's perspective is used (Callaghan et al, 2018;Carvalho et al, 2015). In this model, educational SGs are intricate, dynamic systems composed of three main activities-playing, learning, and teaching-and they have two subjects-the learner (player/student) and the instructor (responsible for game design and development).…”

“…ATMSC's hierarchical structure focuses on different levels of detail, providing a flexible tool to analyse and design interaction and gameplay, dividing activities into actions and the game itself into smaller pieces (Callaghan et al, 2018;Carvalho et al, 2015). Figure 33 describes the fivestep approach to applying ATMSC.…”

“…Figure 33 describes the fivestep approach to applying ATMSC. Figure 33 Five-step approach for applying ATMSC (adopted from (Callaghan et al, 2018;Carvalho et al, 2015)).…”