Low-fidelity Prototype Design for Serious Game for Slow-reading Students

Abidin, Saffa Raihan Zainal; Fadzilah, Siti; Sahari, Noraidah

doi:10.14569/ijacsa.2019.0100335

Cited by 9 publications

(7 citation statements)

References 25 publications

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“…A detailed overview of the classification of fidelity dimensions can be found in Zdralek (2000). Low-fidelity prototypes are used to quickly and without great cost generate feedback for an idea in early development phases (Abidin et al 2019, Giacomelli et al 2018. Paper prototypes are a specific form of low-fidelity prototypes.…”

Section: Prototyping and Testing During The Development Of The Seriou...mentioning

confidence: 99%

How to Evaluate Serious Games Concepts: A Systematic Prototyping and Testing Approach

Schade

Stagge

2022

ECGBL

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The challenge in developing a serious game is to find the perfect balance between learning and playing. The development process should include an appropriate involvement of the target group and enable a systematic evaluation of this balance through prototyping and testing. The goal is to create an entertaining and purposeful learning experience and thus enable knowledge growth. This paper presents the evaluation results of the serious game E.F.A. with the target group – managers in the social service sector. The first prototype was tested in an early phase as a paper prototype by experts in media didactics and subject experts. Early stage testing is a decisive factor for the development of serious games. However, the accessibility of the target group is not always given for fast testing and iterative improvement. After collecting expert feedback and incorporating it into the game, the high-fidelity prototype was created and tested by the target group. Those test runs were followed by group interviews. Their results are the focus of this paper which aims at answering the following research questions: How did the target group experience the serious game and their increase in knowledge? To what extent can the evaluation results with the target group be linked to the early tests with the paper prototype? How does the feedback vary and what conclusions can be drawn from this? The results of the paper show that the serious game was rated very differently among the target group. Some generally praised the playful approach. Others criticized the game as childish and unsuitable for the target group. The feedback obtained from different user groups with the help of different prototypes varied for a set of evaluation criteria such as playing time, remembered knowledge and dialogs. For each evaluation criteria recommendations are given regarding the test group and type of prototype.

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Section: Prototyping and Testing During The Development Of The Seriou...mentioning

confidence: 99%

How to Evaluate Serious Games Concepts: A Systematic Prototyping and Testing Approach

Schade

Stagge

2022

ECGBL

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“…Game-based learning is a creative method of educating, improving learning, and excitement to cater to the requirements of numerous children, particularly those who are left behind. According to [52][53][54][55][56], the game-based application has been designated an instructional entertainment tool to encourage players to learn the skills during the play.…”

Section: A Game-based Learningmentioning

confidence: 99%

Heuristics and Think-aloud Method for Evaluating the Usability of Game-based Language Learning

Ishaq¹,

Rosdi²,

Zin³

et al. 2021

IJACSA

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Digital learning environments are increasingly becoming popular in recent years. The rising usage of cell phones has invited researchers to design and develop learning applications and games for mobile phones. Specifically, gamebased language learning is being promoted by researchers in many parts of the world. "Language Learning Serious Game (LLSG)" is based on a theoretical model constructed by the researcher that supports children learning English as a second language in a cultural context. The usability of such games is evaluated based on well-defined heuristics and other standard methods. This research aims to appraise the usability of LLSG through heuristics and think-aloud approaches while involving all essential stakeholders, including language experts, students, teachers, and game developers. The researcher proposed the heuristics in a cultural context, whereas the think-aloud review is compiled from the rigorous discussion session involving these stakeholders to evaluate the LLSG. The findings obtained from the heuristics evaluation reveal that the usability of LLSG is acceptable. On the other hand, various interesting suggestions and reviews were gathered from the discussion between experts and students. This evaluation will further improve the future versions of the game.

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“…However, the game to consider is that involving pedagogy, which is a serious game. Abidin et al (2019) state that a serious game can refer to the game's purpose in imparting a message, whether in education or training. Serious games can help students learn flexibly regardless of time and place and reduce dependency on teachers.…”

Section: Introductionmentioning

confidence: 99%

“…According to Auzar (2012), the process of T&L through a serious game is active learning because it promotes the active involvement of students through two-way interaction with software without relying entirely on teachers. Abidin et al (2019) state that designing games for children are challenging because they differ from adults in characteristics, and it is essential to understand their needs. Much software in the market are designed specifically for students with learning problems, and the rest are for children with normal learning abilities.…”

Section: Introductionmentioning

confidence: 99%

Serious Game Conceptual Model of Brain-Based Learning for Halus Student

Abidin¹,

Noor²

2021

JST

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Malaysian society, including students who use technology in their daily lives, have made technology a necessity. Among the media technologies that have a place in students’ hearts are serious games, convey information, emphasizing learning and not entertainment. A serious game is capable of creating self-directed active learning. In this study, the authors analyzed the key features of serious games that encourage learning in an academic environment. However, not many software specializes in problems for slow-reading students. This study aims to establish the elements used in in-game application software and the approaches and strategies used to develop a serious game design conceptual model for such students based on the acquired elements. The elements were obtained through two methods, i.e., systematic literature review and preliminary studies. This work identifies 48 potential studies in 2009-2020, using various well-known digital libraries. The analysis of the selected documents applying the inclusion criteria resulted in 12 articles used to design serious games. This study integrates brain-based learning strategies into game and learning components. This serious game conceptual model expects to provide a meaningful learning experience for those children who are left behind to achieve their learning goals and increase their motivation to stay excited in learning.

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Low-fidelity Prototype Design for Serious Game for Slow-reading Students

Cited by 9 publications

References 25 publications

How to Evaluate Serious Games Concepts: A Systematic Prototyping and Testing Approach

How to Evaluate Serious Games Concepts: A Systematic Prototyping and Testing Approach

Heuristics and Think-aloud Method for Evaluating the Usability of Game-based Language Learning

Serious Game Conceptual Model of Brain-Based Learning for Halus Student

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