Integrating Instructional Design Principles in Serious Games Authoring Tools: Insights from Systematic Literature Review

Ahmad, Azhan; Law, Effie; Moseley, Alex

doi:10.1145/3419249.3420133

Cited by 7 publications

(4 citation statements)

References 26 publications

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“…Although the tools analyzed in this work, improve the possibilities of intervention for development of MSGs by non-technical users, we agree with recent research [29] that points out the need to advance in the development of tools that improve usability. At this point it is fundamental the access and use of the tools do not became in a technical problem.…”

Section: Discussionsupporting

confidence: 86%

“…Finally, it was important to take into account the context of application (UNRN), the possibility of using the tool in Spanish language and / or in a visually way. This reduced the possibilities to the following ATs: MOLE [11], SG Generator [30], U-Adventure [23], TaleBlazer [29], VEDILS [13]. However the first two were discarded because at the time of the evaluation, the tools were still in the version of prototype.…”

Section: Spainmentioning

confidence: 99%

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Serious Mobile Games Development. Possibilities and Challenges for Teachers

Lovos

Basciano

Gil

et al. 2021

Communications in Computer and Information Science

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The possibilities that digital games allow in a didactic proposal are not new, however, and in relation to the specific experiences of integration of digital games in teaching and learning scenarios, a limitation is observed given by the adaptability of them to specific contexts. Thus, it is important to advance in the search for tools that are preferably free and open access that allow teachers to create their own games or edit others created by third parties, based on profiles with different degrees of programming knowledge. This work presents the results obtained from the search, selection and analysis of tools, including web platforms, software applications, and / or frameworks, which allow the creation of serious games, particularly those considered mobile, and which include interactions using augmented reality through QR codes and / or user location, by users with different technical profiles.

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Section: Discussionsupporting

confidence: 86%

Section: Spainmentioning

confidence: 99%

Serious Mobile Games Development. Possibilities and Challenges for Teachers

Lovos

Basciano

Gil

et al. 2021

Communications in Computer and Information Science

View full text Add to dashboard Cite

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“…Another limitation of these tools is that the games they allow to create are generally much simpler and limited compared to most entertainment video games, which is an important limitation taking into account that learners expect to find in educational video games the same elements they encounter in the entertainment games they play outside learning environments [29]. Authors of [30] pointed out that existing teacher-oriented authoring tools for educational video games offer few challenges or activities that can be embedded in these games, a complex workflow, and a limited design role for educators. In order to overcome these shortcomings, these authors call for more flexible authoring tools capable of allowing educators to create educational video games.…”

Section: Introductionmentioning

confidence: 99%

“…In addition to a lack of teacher-oriented authoring tools for educational video games, there is no doubt that end-user development has received insufficient attention in gamebased learning research [30], [31]. In this regard, it should be remarked that, in spite of the considerable amount of existing research devoted to educational video games, there is still a lack of studies examining teachers' perceptions toward teacher-oriented authoring tools for educational video games, as well as of studies analyzing the effect of the games created with such tools in students' perceptions and performance.…”

Section: Introductionmentioning

confidence: 99%

SGAME: An Authoring Tool to Easily Create Educational Video Games by Integrating SCORM-Compliant Learning Objects

Gordillo¹,

Barra

Quemada

2021

IEEE Access

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Previous research on game-based learning has provided firm empirical evidence that playing educational video games can positively impact students' motivation and learning outcomes at all levels of education and disciplines. However, the use and uptake of game-based learning in educational settings is being hampered by the lack of authoring tools capable of allowing teachers to easily create educational video games and adapt them according to their needs and contexts of use. Moreover, in order to determine to which extent this kind of tools are useful for teachers to conduct effective game-based learning experiences, further research is required to evaluate these tools from the teachers' perspective, as well as to evaluate the instructional effectiveness of the educational video games that teachers can create by using them. This article contributes to fill this research gap by presenting a teacher-oriented authoring tool for educational games called SGAME, as well as by examining the teachers' perceptions toward this tool and the effect of the educational video games it allows to create on students' perceptions and learning outcomes. A total of three evaluation instruments were used: a questionnaire to collect teachers' perceptions toward the SGAME authoring tool, another questionnaire to collect students' perceptions toward a game created with SGAME, and a pre-test and a post-test to measure the students' learning gains achieved by playing this game. A total of 201 teachers and 79 students participated in the evaluation reported in this article. The results of this article show that SGAME is an easy-to-use authoring tool that allows teachers to create motivating and effective educational video games.

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