Towards a Taxonomy of Instruments for Facilitated Design and Evaluation of Video Games for Education

Dankov, Yavor; Bontchev, Boyan

doi:10.1145/3407982.3408010

Cited by 22 publications

(4 citation statements)

References 13 publications

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“…As perception refers to "organization, identification, and interpretation of information to represent and understand the environment" [31], we identified the Assessment game attribute category as a suitable one. Assessment game attribute presents the measurement of achievement (e.g., scoring) within a game and how the player advances toward game goals [32]. Assessment is provided with feedback, scoring/goals progress, levels, and leaderboards.…”

Section: Selecting Game Elementsmentioning

confidence: 99%

Gamified Learning Theory: The Moderating role of learners' learning tendencies

Zaric

Roepke²,

Lukarov³

et al. 2021

IJSG

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The Gamified Learning Theory implies that gamification does not affect learning directly but stimulates a learning-related behavior in a mediating or moderating process. A learner-related behavior can, to some extent, be predicted based on the way learners tend to perceive, understand and utilize information. These different ways of learning are known as learning tendencies. This study investigates the moderator role of learning tendencies on gamification success concerning learners' academic participation, engagement, and experience. For this, Felder-Silverman Learning Style Model is used for the identification of learners' tendencies. In our study, 69 Computer Science students were randomly assigned to one control and two treatment groups. Students in the treatment groups were assigned two different gamified courses, while the control group attended a non-gamified course. This allowed us to analyze the individual effect of each gamification design and compare and see which gamification design was more appropriate for a learner with particular tendencies. Our results indicate that gamification design positively contributes to academic participation, affects learners' engagement in gamified environments, and that students' learning tendencies moderated students' engagement.

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Section: Selecting Game Elementsmentioning

confidence: 99%

Gamified Learning Theory: The Moderating role of learners' learning tendencies

Zaric

Roepke²,

Lukarov³

et al. 2021

IJSG

View full text Add to dashboard Cite

show abstract

“…The bottom part of the diagram represents a complete user-centered design schema, i.e., it is a detailed view of the game development and evaluation life cycle of the platform. The APOGEE software platform includes multiple developed software instruments [10,38] for the creation and evaluation of video games for education, with specifically designed and developed functionalities, according to the application of the Taxonomy of Instruments for Management and Evaluation of the Design of Video Games for Education-TIMED-VGE taxonomy [39]. The platform includes assistive and analytics software instruments that support the management of the design and analysis of data [35].…”

Section: User-centered Design In Educational Video Maze Gamesmentioning

confidence: 99%

“Let Us Save Venice”—An Educational Online Maze Game for Climate Resilience

et al. 2021

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Climate resilience competencies improve people’s capacity to recognize and adopt strategies for mitigating negative climate effects. Especially concerning the built cultural heritage protection in the coastal areas, both professionals and citizens have to be prepared for water-related extreme events, such as floods, sea-level rise, and altered precipitation. Considering these challenges, the authors explore the efficiency of serious video games and describe the process of design and validation of the pilot educational online maze game “Let us save Venice”. More specifically, the main research question motivating the study is to identify what the experience factors and the mini-games are that contribute mostly to raising awareness to climate resilience and built heritage sustainability. The question implies two main research objectives: first, to explore what role user-centered game design plays in creating immersive and enjoyable educational video maze games, and second, to investigate which factors influence user experience and game playability in the design phase, and how they contribute to learnability and raising awareness. The background section of the article focuses on a preliminary study of the educational potential of serious games and introduces the EU-funded project e-Creha. Then, it explores the process of game design, development, and validation, focusing on metrics such as game learnability and game experience. The results outline the main findings that immersion, positive affect, and competence appeared to be the main experience factors contributing to raising awareness to climate resilience and built heritage sustainability. Lastly, the discussion section provides further directions for game improvement and future work.

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“…Usually, these games are used and applied in tune with learning strategies to achieve the desired goals (Blanco, Marchiori, Torrente, Martínez-Ortiz, & Fernández-Manjón, 2013;Tay, Goh, & Safiena, 2022). Educational video games are designed and created for specific groups of learners, depending on their characteristics (El Mawas, Bratu, Caraman, & Muntean, 2019;Dankov & Bontchev, 2020). User-oriented design is one of the critical factors for ensuring the high efficiency and realization of the success of the created game for the respective group of learners .…”

Section: Introductionmentioning

confidence: 99%

Educational Video Games as Tools for Raising Awareness of the Protection and Preservation of Cultural Heritage

Dankov,

Dankova

2023

DiPP

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This paper focuses on educational video games with a thematic orientation related to conserving and preserving Cultural Heritage (CH). Educational video games are effective and contemporary tools for influencing and educating users. Not only the educational content is integrated into these games, but they also embody the pedagogical and moral messages of the educator, which are transmitted to the learners in an entertainment game. This paper proposes a classification of educational video games in the domain of cultural heritage according to the significance and importance of Cultural Heritage objects in the three categories, presented in detail in the paper. The recommendations to designers included in the classification will help them purposefully design and develop educational video games for CH. These games will have pedagogical principles and form additional knowledge, values, and attitude in users towards the conservation of the CH at international, national, and local levels. The proposed classification of educational video games for CH will promote CH-related educational video games and provide ideas and opportunities for future developments for such educational video games. In this way, educational video games for CH will serve as powerful tools for raising awareness of protecting and preserving Cultural heritage.

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Towards a Taxonomy of Instruments for Facilitated Design and Evaluation of Video Games for Education

Cited by 22 publications

References 13 publications

Gamified Learning Theory: The Moderating role of learners' learning tendencies

Gamified Learning Theory: The Moderating role of learners' learning tendencies

“Let Us Save Venice”—An Educational Online Maze Game for Climate Resilience

Educational Video Games as Tools for Raising Awareness of the Protection and Preservation of Cultural Heritage

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