Quality measurement for serious games

Suryapranata, Louis Khrisna Putera; Soewito, Benfano; Kusuma, Gede Putra; Gaol, Ford Lumban; Warnars, Harco Leslie Hendric Spits

doi:10.1109/comcom.2017.8167098

Cited by 16 publications

(7 citation statements)

References 17 publications

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“…Serious games "can be used as learning media because of several reasons, such as the ability to support constructive, experiential, situated, and procedural learning; engage and motivate players, and promote self-regulated learning" [23]. As learning media, serious games "need to have ability to motivate its player in order to play the game until the end so the player can finish the game while understanding learning materials given in the game" [23]. They are promoting and opening new horizons for active learning and providing a learning -by-doing experience [24].…”

Section: Serious Gamesmentioning

confidence: 99%

Designing a framework and validating a tool for evaluating the educational quality of serious games: a meta-synthesis

Bakhtiari

Habibzadeh²

2023

IJSG

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In recent decades, at the same time as the quantitative growth in the industry of serious games, its quality has also been the focus of investors, researchers, and developers. Therefore, the purpose of this research is to design a framework and validate a tool for evaluating the educational quality of serious games. (i.e., a questionnaire). Evaluation frameworks and questionnaires are fundamental tools for designing and developing serious games. The method of this research was meta-synthesis with a mixed approach. Based on this, 5807 articles were identified during the years 1995 to 2021, and finally, 29 articles were selected for analysis. By analyzing these articles, basic dimensions, components, and indicators were extracted and turned into an evaluation tool using thematic analysis with the purpose of validation. First, the content validity of this tool was obtained by purposive sampling technique with the participation of 30 serious game experts. Then, for the validity of the constructs, a sample equal to the community was assumed, and the tool was sent to the members of the National Computer Games Foundation, and 537 people participated in completing the tool. Finally, the data were analyzed using confirmatory factor analysis. The findings of first and second-order factor analysis confirmed all dimensions, components, and indicators of the tool with a factor load (above 0.40) and a significant coefficient (above 1.96). Therefore, this meta-synthesis led to the design of the framework and the validation of the educational quality evaluation tool of serious games with 4 dimensions, 25 components, and 138 indicators. We argue that the proposed framework and tool are able to evaluate the educational quality of a serious game and cover its design project end to end. We thus propose them as a suitable resource for researchers and developers of serious games.

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Section: Serious Gamesmentioning

confidence: 99%

Designing a framework and validating a tool for evaluating the educational quality of serious games: a meta-synthesis

Bakhtiari

Habibzadeh²

2023

IJSG

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“…In their article, Pavapootanont and Prompoon [23] present metrics to evaluate the quality of a video game based on the concepts of comprehension, usability, operability, and attractiveness. Suryapranata et al [24] also present in their work metrics based on [23] although oriented towards serious games. Their work is focused on assessing concept learning and motivation.…”

Section: Game Assessmentmentioning

confidence: 99%

“…Following the methodology presented in [23,24], Tables 1 and 2 show a series of questions that analyze the content and gameplay concepts of the video game. Each of these objectives will be assessed by analyzing the concepts of: All these questions were answered by the students in the sample group, each of them rated on a scale between 1 and 5 following the Likert scale, where 1 indicates the option "Strongly disagree" and 5 corresponds to "Strongly agree".…”

Section: Game Assessmentmentioning

confidence: 99%

“…In order to be able to evaluate both the cultural interest and the addiction level of the playful experience, user tests have been carried out. The designed tests were extracted from scientific articles that analyze these topics [23,24]. In terms of education, and with the aim of evaluating whether the use of the created playful virtual experience is an effective tool in the learning of Ancient Roman concepts, two different ways of teaching these concepts were compared, applying each of them to an independent sample of students.…”

Section: Introductionmentioning

confidence: 99%

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Learning History Using Virtual and Augmented Reality

2021

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Master lectures of history are usually quite boring for the students, and to keep their attention requires a great effort from teachers. Virtual and Augmented Reality have a clear potential in education and can solve this problem. Serious games that use immersive technologies allow students to visit and interact with environments dated in different ages. Taking this in mind, this article presents a playful virtual reality experience set in Ancient Rome that allows the user to learn concepts from that age. The virtual experience reproduces as accurately as possible the different buildings and civil constructions of the time, making it possible for the player to create Roman cities in a simple way. Once built, the user can visit them, accessing the buildings and being able to interact with the objects and characters that appear. Moreover, in order to learn more information about every building, users can visualize them using Augmented Reality using marker-based techniques. Different information has been included related to every building, such as their main uses, characteristics, or even some images that represent them. In order to evaluate the effectiveness of the developed experience, several experiments have been carried out, taking as sample Secondary School students. Initially, the game’s quality and playability has been evaluated and, subsequently, the motivation of the virtual learning experience in history. The results obtained support on the one hand its gameplay and attractiveness, and on the other, the student’s increased interest in studying history, as well as the greater fixation of different concepts treated in a playful experience.

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“…Game is one kind of play activity, in a pretended reality, which player try to achieve at least one goal by acting based on rules [3]. Game is not only for fun and entertainment [4].…”

Section: Introductionmentioning

confidence: 99%

Perfecting A Video Game with Game Metrics

Junaidi¹,

Julianto

Anwar

et al. 2018

TELKOMNIKA

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A state of a perfect video game is what developers has b een seeking for their product developments, to achieve the selected state, several standards and methods needs to b e applied. These standards and methods are special: they are b oth verifiab le and quantifiable, to make their action and end goal a clear one, the terms for this standards and methods are called 'game metrics' and we decided that this is a must-have tool or method to b e implanted in a development of a game b ecause it will b oost your standards rapidly and will b e ab le to tell you ab out your own progress of the development.

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Quality measurement for serious games

Cited by 16 publications

References 17 publications

Designing a framework and validating a tool for evaluating the educational quality of serious games: a meta-synthesis

Designing a framework and validating a tool for evaluating the educational quality of serious games: a meta-synthesis

Learning History Using Virtual and Augmented Reality

Perfecting A Video Game with Game Metrics

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