Learning at work through a multi-user synchronous simulation game

Baranauskas, C.; Neto, Nelson G. Gomes; Borges, Marcos Augusto Francisco

doi:10.1504/ijceell.2001.000397

Cited by 24 publications

(11 citation statements)

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“…Others (e.g., Gredler, 1996) stated that the essential elements of a game are the task, the player's role, the multiple paths to the goal, and the degree of player control. Baranauskas, Neto, and Borges (1999) stated that the essence of gaming is challenge and risk. Csikszentmihalyi (1990) discussed how Roger Caillois (1958Caillois ( /2001, the French psychological anthropologist, classified games into four broad classes based on the kind of experiences they provide.…”

Section: Descriptions and Classifications Of Gamesmentioning

confidence: 99%

The Effectiveness of Instructional Games: A Literature Review and Discussion

Hays¹

2005

390

280

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Section: Descriptions and Classifications Of Gamesmentioning

confidence: 99%

The Effectiveness of Instructional Games: A Literature Review and Discussion

Hays¹

2005

390

280

View full text Add to dashboard Cite

“…Recent efforts have focused on similar attributes (e.g., rules), but also include quantifiable outcomes, the player's effort level, player attachment to the game outcome, and negotiable consequences (Juul, 2003). Still others have focused on a more parsimonious view of essential game elements, suggesting that challenge and risk are the most crucial attributes (Baranauskas, Neto, & Borges, 1999).…”

mentioning

confidence: 99%

Toward a Taxonomy Linking Game Attributes to Learning

Bedwell

Pavlas

Heyne

et al. 2012

Simulation & Gaming

329

314

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The serious games community is moving toward research focusing on direct comparisons between learning outcomes of serious games and those of more traditional training methods. Such comparisons are difficult, however, due to the lack of a consistent taxonomy of game attributes for serious games. Without a clear understanding of what truly constitutes a game, scientific inquiry will continue to reveal inconsistent findings, making it hard to provide practitioners with guidance as to the most important attribute(s) for desired training outcomes. This article presents a game attribute taxonomy derived from a comprehensive literature review and subsequent card sorts performed by subject matter experts (SMEs). The categories of serious game attributes that emerged represent the shared mental models of game SMEs and serve to provide a comprehensive collection of game attributes. In order to guide future serious games research, the existing literature base is organized around the framework of this taxonomy.

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“…Thorton claims that the most important aspect of the game is interactivity [21]. Challenge and risk are the main characteristics pointed out by Baranauskas [22]. Malone points out four elements of computer games: fantasy, curiosity, challenge, and control [23].…”

Section: Properties Of Computer Gamesmentioning

confidence: 99%

Learning programming with serious games

Zapušek¹,

Rugelj²

2013

EAI Trans GBL

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Students who are learning to program often have difficulties understanding cognitively complex concepts. Teaching programming is mainly focused on the syntax and features of programs, rather than to a deeper understanding of programming constructs and abstract concepts. Computer game stimulates active learning and presentation of learning content in a variety of contexts that are funny and engaging for students. This has a positive impact on the motivation to learn. This paper deals mainly with defining the programming knowledge and common problems with teaching programming, comparing the properties of novice and experts programmers and introducing the semantic method of teaching programming where one would teach only the semantics of programming constructs unbound to specific programming language in an interactive motivating setting of educational computer game. In this paper we discuss the main characteristics of computer games and specific features which makes them useful in the educational setting. As an example of presented method we introduce a game on the presentation of variables in programming. The game is based on visualizations of different types of variables and on the interpretation of the assignment sentence. The game actively encourages interactivity and deeper learning.

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Learning at work through a multi-user synchronous simulation game

Cited by 24 publications

References 0 publications

The Effectiveness of Instructional Games: A Literature Review and Discussion

The Effectiveness of Instructional Games: A Literature Review and Discussion

Toward a Taxonomy Linking Game Attributes to Learning

Learning programming with serious games

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