Toward a Taxonomy Linking Game Attributes to Learning

Bedwell, Wendy L.; Pavlas, Davin; Heyne, Kyle; Lazzara, Elizabeth H.; Salas, Eduardo

doi:10.1177/1046878112439444

Cited by 330 publications

(357 citation statements)

References 48 publications

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“…Balancing learning outcomes with location-based features is a key association to be embedded in the design stage as means of galvanising games to afford motivation, learning construction and transferability. Such associations are challenging, however, due to the lack of a consistent classification or taxonomy that maps learning with game attributes, it is complex to align learning outcomes with location-based game attributes [11]. As noted, practitioners and researchers alike are overwhelmed by how game attributes may afford specific instances of learning and thereby create inconclusive evidence on how location-based games can be used for learning, inquiry and creativity.…”

Section: Mapping Learning Attributes To Game Mechanicsmentioning

confidence: 99%

“…Similar to Amory's framework, the SGM lacks in providing a genuine mapping of learning with game attributes in a more categorised-structured approach in order to contribute on a systematic and constructive solution to learning-game mechanics classification. Bedwell et al [11] carried out a game's attribute taxonomy, derived from a literature review analysis. A limited number of categories emerged, such as action language, assessment, conflict challenge, control, environment, human interaction, immersion, rules/goals and game matrix.…”

Section: Mapping Learning Attributes To Game Mechanicsmentioning

confidence: 99%

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Identifying and classifying learning entities for designing location-based serious games

Anastasiadou

Lameras

2016

2016 11th International Workshop on Semantic and Social Media Adaptation and Personalization (SMAP)

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Publisher: IEEE © 2016 IEEE. Personal use of this material is permitted. Permission from IEEE must be obtained for all other uses, in any current or future media, including reprinting/republishing this material for advertising or promotional purposes, creating new collective works, for resale or redistribution to servers or lists, or reuse of any copyrighted component of this work in other works.Copyright © and Moral Rights are retained by the author(s) and/ or other copyright owners. A copy can be downloaded for personal non-commercial research or study, without prior permission or charge. This item cannot be reproduced or quoted extensively from without first obtaining permission in writing from the copyright holder(s). The content must not be changed in any way or sold commercially in any format or medium without the formal permission of the copyright holders. This document is the author's post-print version, incorporating any revisions agreed during the peer-review process. Some differences between the published version and this version may remain and you are advised to consult the published version if you wish to cite from it.Identifying and classifying learning entities for designing location-based serious games Despina Anastasiadou, Petros LamerasThe Serious Games Institute, Coventry University Coventry, UK DAnastasiadou@cad.coventry.ac.uk, PLameras@cad.coventry.ac.ukAbstract-This paper investigates the development of a classification of features inherent in the design and development of Location Based Experiences (LBEs) with a special focus on games for teaching and learning. The paper aims to identify and associate learning features, such as feedback, activities, outcomes and assessment with location-driven mechanics, such as location-based activities, entities, conditions and actions that constitute the overarching elements of a proprietary location-based games authoring tool. We anticipate that this will pave the way for developing a model taxonomy that may be utilised to support and optimise future end-user profiles for serious game creation, games design for informal learning paths in science museums, science centres and field trips, learning methodologies development and metadata creation. The classification draws on the findings of a tailored approach applied to design and develop an authoring environment, the MAGELLAN platform, for creating locationbased games and mobile location-driven scenarios directly influenced by end-user requirements and evaluation of trainee's feedback. Ultimately, the classification is conceived as part of a broader framework that defines and enables the creation of location-driven games by associating them with learning elements, through visualised design for expert and non-expert users as potential game authors. In an iterative process, the MAGELLAN Authoring Tool and subsequent user training and piloting process is featured as a test-bed, where the proposed taxonomy will be applied and evaluated.

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Section: Mapping Learning Attributes To Game Mechanicsmentioning

confidence: 99%

Section: Mapping Learning Attributes To Game Mechanicsmentioning

confidence: 99%

Identifying and classifying learning entities for designing location-based serious games

Anastasiadou

Lameras

2016

2016 11th International Workshop on Semantic and Social Media Adaptation and Personalization (SMAP)

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“…Moreover, such activities are often content-focused-that is, the primary focus is on the information content that should be delivered to the player-thus placing content at the heart of design (e.g., [32]). This tendency can be seen in many games that have desired cognitive goals (e.g., [11,[26][27][28]33,34]). …”

Section: Information Content and Representationmentioning

confidence: 99%

“…Because cognitive gameplay is an emergent phenomenon, it can be designed only indirectly via the design of game components. Many game components influence gameplay (e.g., information content, player-game interactions, mechanics, graphics, goals, narrative, and rules), and various design frameworks have been developed that consider some of these components (e.g., [11]). However, little research has been aimed at developing frameworks that can support systematic design of cognitive gameplay.…”

Section: Introductionmentioning

confidence: 99%

Player–Game Interaction and Cognitive Gameplay: A Taxonomic Framework for the Core Mechanic of Videogames

2017

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Abstract:Cognitive gameplay-the cognitive dimension of a player's experience-emerges from the interaction between a player and a game. While its design requires careful consideration, cognitive gameplay can be designed only indirectly via the design of game components. In this paper, we focus on one such component-the core mechanic-which binds a player and game together through the performance of essential interactions. Little extant research has been aimed at developing frameworks to support the design of interactions within the core mechanic with cognitive gameplay in mind. We present a taxonomic framework named INFORM (Interaction desigN For the cORe Mechanic) to address this gap. INFORM employs twelve micro-level elements that collectively give structure to any individual interaction within the core mechanic. We characterize these elements in the context of videogames, and discuss their potential influences on cognitive gameplay. We situate these elements within a broader framework that synthesizes concepts relevant to game design. INFORM is a descriptive framework, and provides a common vocabulary and a set of concepts that designers can use to think systematically about issues related to micro-level interaction design and cognitive gameplay.

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“…The learning mechanic/game mechanic, or LM-GM model [89] then tries to match particular learning mechanics to particular game activities. Similar approaches of aligning gameplay with learning exist [90,91]. These can be viewed steps towards finding a relation between the design aspects of a game and the effects and effectiveness of that game as a tool for learning.…”

Section: Learningmentioning

confidence: 99%

Processes and Models for Serious Game Design and Development

Braad

Žavcer

Sandovar

2016

Entertainment Computing and Serious Games

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Abstract.A serious game needs to combine a number of different aspects to help the end user in reaching the desired effects. This requires incorporating a broad range of different aspects in the design, stemming from a broad range of different fields of expertise. For designers, developers, researchers, and other stakeholders it is not straightforward how to organize the design and development process, to make sure that these aspects are properly addressed. In this chapter we will discuss a number of ways of organizing the design and development process and various models that support specific design decisions during this process, concluding with a discussion of design patterns for serious games.Keywords: serious game design, game development process, design science research. IntroductionA serious game incorporates play as well as a myriad of other aspects: motivation, learning content, feedback. For designers, developers, but also researchers and other stakeholders, it is not straightforward what steps to take from a problem statement towards a game that can be played by the intended users. This chapter provides an overview of various approaches, models, and frameworks that can be used to support the design and development of serious games. This chapter is organized into four main sections. In the first section, we will discuss a number of important aspects pertaining to the context in which a serious game is designed and the context in which the game is intended to be used. Subsequently, we will take on a high level perspective and discuss a number of processes that are being used to design and develop serious games. In the third section, we will present a number of design models that assist in making design choices to achieve particular effects with the resulting game. This approach is becoming more and more formalized using a design patterns approach, which are discussed in the final section.At the end of the chapter, a number of future research questions and suggested reading material are included. ContextA serious game only becomes an effective tool to foster learning, promote healthy behavior, or change behavior, when it is played by players. Necessarily, playing takes place in a specific context and it is often hard for a game designer to foresee the time, place, culture, and other contextual aspects that affect the player experience. Considering this context for which a serious game is designed is therefore an important step of the design process: from this context stems an important set of specific design requirements for the serious game.Before we can discuss particular development process frameworks or more detailed design models to support design decisions, we will first explore the context. We will do so by pointing out a number of different, and often opposing, perspectives. From a user perspective, we will start with the different views that designers and users have of the game. From a game perspective, we emphasize that they differ a large amount in the audience and purposes that they address. F...

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Toward a Taxonomy Linking Game Attributes to Learning

Cited by 330 publications

References 48 publications

Identifying and classifying learning entities for designing location-based serious games

Identifying and classifying learning entities for designing location-based serious games

Player–Game Interaction and Cognitive Gameplay: A Taxonomic Framework for the Core Mechanic of Videogames

Processes and Models for Serious Game Design and Development

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