Narrative categorization in digital game‐based learning: Engagement, motivation &amp; learning

Breien, Fredrik; Wasson, Barbara

doi:10.1111/bjet.13004

Cited by 58 publications

(43 citation statements)

References 39 publications

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“…In current research, Digital Game-Based Learning (DGBL) (Prensky, 2001) is regarded to constitute three major variations: 1) Serious Games, full featured video games created with the purpose to teach someone something, 2) Gamification, using a subsets of video game features, and integrating them in non-game learning systems to in some way or another enhance the learning situation, effect, or outcome, and, 3) Commercial off the Shelf (COTS) games used as an integrated part of any form of non-game-based learning and training process (Breien and Wasson, 2021). The Logo educational video game, designed by Feurzeig, Papert, and Solomon in 1967 1 , and described 7 years later by Abelson, Goodman, and Rudolph (1974) can, according to Jeremy Chen of Immersed Games, be considered the first educational video game, as it "blended mathematics and programming by allowing teaching players the basics of coding by directing a turtle-shaped cursor to draw lines" 2 .…”

Section: Narrative Digital Game-based Learningmentioning

confidence: 99%

“…The eLuna framework targets narrative DGBL categories identified in the extended Ludo Narrative Variable Model (the Variable Model) that have been shown to incur positive effects on engagement, motivation, and learning, termed fully positive effects (Breien and Wasson, 2021). The Variable Model categories, see Table 1, are sorted by ontologies World, Objects, Agents, and Events and the highlighted categories are those that are associated with fully positive effects.…”

Section: The Eluna Frameworkmentioning

confidence: 99%

“…The eLuna method is built upon previous research (Breien and Wasson, 2021) that identified a particular set of categories associated with positive effects found in narrative theories for games. In future research, the eLuna framework will be refined with increased support for Variable Model categories (Breien and Wasson, 2021).…”

Section: Future Workmentioning

confidence: 99%

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eLuna: A Co-Design Framework for Narrative Digital Game-Based Learning that Support STEAM

Breien

Wasson

2022

Front. Educ.

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STEAM education enables the cross-curricular study of subjects based on their naturally occurring relationships through holistic and integrated methods. Narratives are enablers of STEAM learning environments, something that is evident in the exploration of narrative learning from pre-recorded history until present. Narrative Digital Game-Based Learning (DGBL) use narratives to drive the game. The extended Ludo Narrative Variable Model (the Variable Model) is a narratological model for categorization of narrative DGBL. Empirical evidence from categorizing narrative DGBL on the Variable Model shows that there is a particular set of categories that incur positive effects on engagement, motivation, and learning. This article introduces the eLuna co-design framework that builds on these categories and empowers educators to participate alongside game developers in multidisciplinary design and development of narrative DGBL. eLuna comprises 1) a four-phase co-design method, and 2) a visual language to support the co-design and co-specification of the game to a blueprint that can be implement by game developers. Idun’s Apples, a narrative DGBL co-designed, co-specified, and implemented into a prototype using eLuna, is presented to illustrate the use of the method and visual language. Arguing that narrative DGBL are vessels for STEAM learning, seven eLuna co-designed games are examined to illustrate that they support STEAM. The article concludes that narrative DGBL co-designed using the eLuna framework provide high opportunity and potential for supporting STEAM, providing educators and game developers with a STEAM co-design framework that enforces positive effects on engagement, motivation, and learning.

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Section: Narrative Digital Game-based Learningmentioning

confidence: 99%

Section: The Eluna Frameworkmentioning

confidence: 99%

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eLuna: A Co-Design Framework for Narrative Digital Game-Based Learning that Support STEAM

Breien

Wasson

2022

Front. Educ.

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“…We used the guidelines provided by Kitchenham and Charters (2007) to conduct our systematic review. These guidelines have been widely used in various disciplines, including in the educational technology literature (eg, Breien & Wasson, 2021). They are consistent with similar guidelines such as Standard Preferred Reporting Items for Systematic Reviews and Meta‐Analyses (PRISMA) (Moher et al., 2009), as both of them recommend search strategy, identifying inclusion and exclusion criteria, data collection, quality assessment, data extraction and analysis and reporting the findings as the key steps for undertaking the review.…”

Section: Methodsmentioning

confidence: 99%

Adult learning in online communities of practice: A systematic review

Abedini

Abedin

Zowghi

2021

Brit J Educational Tech

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Adult learning is a lifelong process whereby knowledge is formed through the transformation of adults' experience. Research on online adult learning has been on the rise in recent years, thanks to the innovative opportunities provided to adults by digital technologies. Online communities of practice (OCOPs) a one of such opportunities, which offer the potential to bring geographically dispersed adult learners together through a common interest. Despite an increased growth in the use of OCOPs by adults in various professional sectors, there is still a lack of understanding of the characteristics of online adult learning in OCOPs, and the facilitators and hinderers influencing engagement in these communities. This paper presents a comprehensive synthesis of research literature on online adult learning in OCOPs to understand its characteristics and what may facilitate or hinder adults' engagement in these communities. A review has been conducted using a systematic, rigorous and standard procedure, aiming to summarise and synthesise existing research on the topic and to provide analytical criticism. In total, thirty‐seven studies were included in this review. Findings revealed that members of OCOPs are independent, experience‐centred, problem‐centred, self‐motivated, goal‐oriented, and lifelong learners with the purpose to achieve professional outcomes. Moreover, the results revealed how the engagement of adults in OCOPs could lead to improving learning processes. Findings also showed that the level of engagement is influenced by aging, fatigue caused by a busy life, resistance process due to learning new technologies, lack of personal evolution, interactive learning settings, motivation, self‐regulation and competition factors. This study revealed facilitators and hinderers of engagement in OCOPs. The study extended andragogy to digital environments and contributes to the theory by making sense of characteristic of adult learning in OCOPs. Practitioner notesWhat is already known about this topic The importance of lifelong learning for adults in the digital era has been stressed by past studies. Digital technologies have offered new opportunities for professional adults to continuously develop their skills and knowledge. Online communities of practice can facilitate self‐directed and individual‐centred learning. What this paper adds Enhances our understanding of online adult learners as lifelong learners taking advantage of OCOPs for professional and personal development. Provides a systematic literature review (SLR) of recent studies on online adult learners' characteristics. Presents facilitators and hinderers of adults' engagement in OCOPs. Makes recommendations on future research and practice into lifelong learning in the digital era. Implications for practice and/or policy There is a need to reframe the way lifelong learning via OCOPs is defined, to account for adults' needs more effectively, where individuals are better engaged to share their experiences that are valuable to them and connects them with their peers to build sustainable online communities.

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“…Therefore, they provide flow experience, which is a phenomenon where people enjoy and concentrate on activity without any disruption from outside [ 18 ]. Moreover, GBL environments increase student achievement [ 19 ] and engagement, so helps learning [ 20 ] and it becomes an effective learning environment [ 21 ].…”

Section: Introductionmentioning

confidence: 99%

BiLSTM and dynamic fuzzy AHP-GA method for procedural game level generation

İnce

2021

Neural Comput & Applic

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The use of games in daily life, especially in education, has been in an incline during the COVID-2019 pandemic. Thus, game-based learning environments have caused an increase in the need of game contents, but generation of the game contents and levels is a time-consuming and costly process. Generated game contents and levels should be balanced, dense, aesthetic and reachable. Also, the time as well as the costs spent should be decreased. In order to overcome this problem, automatic and intelligent game content and level generation methods have emerged, and procedural content generation (PCG) is the most popular one of these methods. Artificial intelligence techniques are used for procedural game level generation instead of traditional methods. In this study, bidirectional long short-term memory (BiLSTM) and fuzzy analytic hierarchy process-genetic algorithm (FAHP-GA) methods were used to generate procedural game levels. This proposed hybrid system was used in a developed educational game as a case study to create game levels. The performance of the proposed study was compared to the other multi-criteria decision-making (MCDM) methods, and also further statistical analyses were investigated. The results showed that the BiLSTM-based FAHP-GA method can be used for procedural game level generation effectively.

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Narrative categorization in digital game‐based learning: Engagement, motivation & learning

Cited by 58 publications

References 39 publications

eLuna: A Co-Design Framework for Narrative Digital Game-Based Learning that Support STEAM

eLuna: A Co-Design Framework for Narrative Digital Game-Based Learning that Support STEAM

Adult learning in online communities of practice: A systematic review

BiLSTM and dynamic fuzzy AHP-GA method for procedural game level generation

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