MIDI-AM Model to Identify a Methodology for the Creation of Innovative Educational Digital Games

Abstract

Educational game applications' production considers technical, pedagogical, and aesthetic resources guided by the type of device used, interfaces, and themes. In addition, it considers users' tastes and preferences, trends in society, and the environment. However, no evidence in the recent literature allows developers to identify entire patterns or structures in serious games production. This chapter analyzes university experiences and research related to the design, development, and use of ludic games application for mobile devices' MIDI-AM model series games as tested in local environments. These games are aimed at children in their first years of primary school education. The MIDI-AM model is proposed as a methodology that considers a technical and aesthetic platform to guide serious game applications' production and monitoring. These are suggested as supporting tools for the traditional teaching-learning process.

Visual Metrics for Educational Videogames Linked to Socially Assistive Robots in an Inclusive Education Framework

“…The platform created as part of this research called MIDI-LOLY is a Human-Robot-Game (HRG) platform in which a social robot, "LOLY," is linked with different digital educational games [7]. These EDGs are made up of animated stories about primary education curricular content and level games called MIDI-AM (an acronym for Children's Interactive Educational Multimedia), developed as mobile applications [8]. Together, it seeks to improve the learning experience of children, who are studying the first years of primary education, and especially to capture and motivate the attention of children with autism spectrum disorder (ASD), thus promoting inclusive education [7].…”