Playability Design Patterns

Ibrahim, Amer; Vela, Francisco Luís Gutiérrez; Padilla-Zea, Natalia; Sánchez, José Luis

doi:10.4018/978-1-4666-1987-6.ch005

Cited by 3 publications

(2 citation statements)

References 4 publications

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“…EVGs have proved to be very popular due to the fact that they teach, build and strengthen certain skills and concepts while being enjoyable. During our research we found many EVGs that appeared on the market before their efficacy had been ensured (González Sánchez et al, 2009;Ibrahim et al, 2011Ibrahim et al, , 2012a, as a result, numerous games have failed, due to the failure of designers to achieve the player objectives in a fun and attractive learning environment, and due to the lack of standards that connect educational and playful contents in an integrated environment (De Freitas, 2006;Kelle et al, 2011). Also, Royle (2008) related the failure of some EVGs to the lack of motivation and educational content "Such efforts have failed either because games designed to educate do not engage their intended audience, or because truly engaging games do not provide enough educational value."…”

Section: Introductionmentioning

confidence: 91%

Playability Guidelines for Educational Video Games

Ibrahim

Vela

Paderewski

et al. 2012

International Journal of Game-Based Learning

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Learning through play is currently an effective and attractive educational strategy. However, are all educational video games (EVG) successful and do they always keep the player motivated? Here, the authors emphasize that the success of an EVG will be more achievable if the game quality is measured, and suggest the use of playability property as a suitable and effective tool to do this. To this end, they present a set of guidelines that are based on Educational Playability (Playability in EVG), which were compiled by analyzing the existing game guidelines to achieve a good EVG design, to form a basis for evaluating the EVG quality, acting as useful tools for developers to enhance videogame playability. The authors propose that through the use of guidelines an acceptable level of playability can be achieved and this ensures the players’ motivation, which is a complicated process requiring the consideration of many aspects (playful, educational, etc.).

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Section: Introductionmentioning

confidence: 91%

Playability Guidelines for Educational Video Games

Ibrahim

Vela

Paderewski

et al. 2012

International Journal of Game-Based Learning

Self Cite

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show abstract

“…In general terms, "playability" [6] can be defined as: "a set of properties that describe the player experience using a specific game system whose main objective is to provide enjoyment and entertainment when the player plays alone or in company". In extension, the educational playability is not limited to playful objectives but must take into account educational objectives, such as learning while having fun, improving the abilities of students to solve complex problems, reinforcing players' skills and improving player experience [7] (Table 1). Table 1.…”

Section: What Can We Learn From Video Games?mentioning

confidence: 99%

Breaking the Rules: Gamification of Learning and Educational Materials

González¹,

Area²

2013

Proceedings of the 2nd International Workshop on Interaction Design in Educational Environments

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The printed textbooks and the traditional instruction are in crisis. Some countries already have announced the establishment of educational politics destined to substitute the textbooks by digital educational materials. But, what characteristics should have these new alternative teaching materials to the traditional textbooks?. In this paper we explore the design features to gamify educational materials. So, we explore the mechanics of video games, wondering why games produce "engagement" in his players. Finally, we present a set of properties that can be taken into account as design guidelines for educational gamified materials. This set of properties secure the engagement of educational materials.

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Digital Textbooks. What's new?

Gonçalves¹,

Silva²,

Nogueira³

2015

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Using digital textbook (from now on, DTB) in the learning context has been gradually gaining importance in the 21 st century educational scenarios. Nevertheless, there is ambiguity in the literature and in the educational field as far as the advantages and efficiency of the widespread use of digital textbook. In order to understand, in the Portuguese context, the implications foreseen, as far as the learning process is concerned, on the use of digital textbook, the present study focuses on students' perceptions of some pedagogical and functional issues related to the use of digital textbook and was carried on at a higher School of Education in Oporto. A total of sixty-six students from postgraduate classes (future teachers/educators of children from five up to eleven years old) participated in the study by completing a survey questionnaire regarding their representations on their familiarity, perceived pedagogical advantages, textbook format preferences (print vs. digital) and learning potentiality of the digital textbook. The results illustrate the importance given to digital textbook, and despite the fact that the students were, to a large extent, unaware of the concept of digital textbook, their perceptions on the usability and pedagogical aspects indicate, on the one hand, the need for continued growth in the number and variety of digital textbook made available and, on the other hand, that more research on this subject is needed.Resumen: El uso de libros de texto digital (de ahora en adelante , LTD) no contexto educativo foi gañando pouco a pouco importancia nos escenarios educativos do século 21. Sin embargo, hay una ambigüedad en la literatura y en el ámbito educativo cuanto a las ventajas y la eficacia de la utilización generalizada del libro de texto digital. Con el fin de entender, en el contexto portugués, las consecuencias, para el proceso de aprendizaje, del uso de libro de texto digital, el presente estudio se centra en las percepciones de los estudiantes sobre algunas cuestiones pedagógicas y funcionales relacionados con el uso de libros de texto digitales y se llevó a cabo en una Escuela Superior de Educación situada en el Porto. El total de sesenta y seis estudiantes de clases de posgrado (futuros profesores / educadores de niños de cinco hasta once años) participaron en el estudio, completando el cuestionario con respecto a sus representaciones cuanto a su familiaridad, ventajas pedagógicas percibidas, formato preferencial de lectura (impresión vs digitalmente) y la potencialidad para el aprendizaje del libro de texto digital. Los resultados ilustran la importancia que se da a los libros de texto digitales, y aunque los estudiantes expresan, en gran medida, un desconocimiento del concepto de libro de texto digital, sus percepciones cuanto a su uso y a los aspectos pedagógicos indican, en primer lugar, la necesidad de un crecimiento continuo tanto cuanto a su importe cuanto a la variedad de libros disponibles en texto digital y, además, que se necesita más investigación sobre este tema.Palabras c...

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Playability Design Patterns

Cited by 3 publications

References 4 publications

Playability Guidelines for Educational Video Games

Playability Guidelines for Educational Video Games

Breaking the Rules: Gamification of Learning and Educational Materials

Digital Textbooks. What's new?

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