SGAME: An Authoring Tool to Easily Create Educational Video Games by Integrating SCORM-Compliant Learning Objects

Abstract

Previous research on game-based learning has provided firm empirical evidence that playing educational video games can positively impact students' motivation and learning outcomes at all levels of education and disciplines. However, the use and uptake of game-based learning in educational settings is being hampered by the lack of authoring tools capable of allowing teachers to easily create educational video games and adapt them according to their needs and contexts of use. Moreover, in order to determine to which extent this kind of tools are useful for teachers to conduct effective game-based learning experiences, further research is required to evaluate these tools from the teachers' perspective, as well as to evaluate the instructional effectiveness of the educational video games that teachers can create by using them. This article contributes to fill this research gap by presenting a teacher-oriented authoring tool for educational games called SGAME, as well as by examining the teachers' perceptions toward this tool and the effect of the educational video games it allows to create on students' perceptions and learning outcomes. A total of three evaluation instruments were used: a questionnaire to collect teachers' perceptions toward the SGAME authoring tool, another questionnaire to collect students' perceptions toward a game created with SGAME, and a pre-test and a post-test to measure the students' learning gains achieved by playing this game. A total of 201 teachers and 79 students participated in the evaluation reported in this article. The results of this article show that SGAME is an easy-to-use authoring tool that allows teachers to create motivating and effective educational video games.

Meneroka Perspektif Guru Terhadap Penggunaan Kaedah Pembelajaran Berasaskan Permainan: Sebuah Tinjauan Literatur Sistematik

“…Bagi meningkatkan pengalaman dan pelibatan murid, pembelajaran berasaskan permainan yang dikenali sebagai PBP mengintegrasikan elemen permainan seperti cabaran, ganjaran dan ciri interaktiviti ke dalam aktiviti pengajaran dan pembelajaran (Huizenga et al, 2017). Sejak kebelakangan ini, pembelajaran berasaskan permainan mula mendapat perhatian kerana berpontensi untuk meningkatkan motivasi, pelibatan, dan hasil pembelajaran murid (Gordillo et al, 2021a). Guru memainkan peranan yang cukup penting untuk memastikan kejayaan pembelajaran berasaskan permainan di dalam bilik darjah.…”

Cardissey: Uma Plataforma para a Produção de Jogos de Cartas com Propósitos

“…Em um domínio diferente, mas seguindo o mesmo objetivo de produc ¸ão de jogos educacionais, tem-se o SGAME de [Gordillo et al 2021]. Trata-se de uma plataforma web planejada especialmente para o desenvolvimento de jogos educacionais sem a necessidade de conhecimentos de programac ¸ão de computadores ou editores de mídia avanc ¸ados.…”

“…Entretanto, [Silva 2016] e [Boyle et al 2016] argumentam que um dos obstáculos ao desenvolvimento de jogos educacionais por pessoas não experientes se deve à complexidade de uso das ferramentas de desenvolvimento existentes no mercado. Por esse motivo, já é possível encontrar na literatura ferramentas mais simplificadas destinadas a elaborac ¸ão de jogos por usuários sem ou com pouco conhecimento em design de jogos ou em programac ¸ão de computadores, a exemplo do Kahoot [Dellos 2015] e do "Quiz" [Silva 2016] baseados em jogos de texto estilo quiz, e do SGame de [Gordillo et al 2021] baseado em jogos gráficos estilo plataforma.…”

Building digital escape rooms for learning: From theory to practice

“…However, there are perceived barriers. Educational games have a reputation for being costly and time consuming to produce, 4 and educators can perceive that they lack the technology skills to build effective games 5 . A potential solution may be the wide range of low‐cost, game‐building resources that have become available in recent years.…”

“…Educational games have a reputation for being costly and time consuming to produce, 4 and educators can perceive that they lack the technology skills to build effective games. 5 A potential solution may be the wide range of low-cost, game-building resources that have become available in recent years. These technologies allow educators without programming skills to create games that they can tailor to their own teaching context.…”