Towards Modelling Effective Educational Games Using Multi-Domain Framework

Ahmad, Mifrah; Rahim, Lukman Ab.; Osman, Kamisah; Arshad, Noreen Izza

doi:10.4018/978-1-5225-7601-3.ch014

Cited by 1 publication

(1 citation statement)

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“…Coexisting is nearly impossible in many cases, yet there is always a way to try and provide a common language as a "tool". In relation to structuring and prototyping (the fastest and easiest way), there is an evaluation of game strategies discussed which were rather general and have been published in the previous article as well [24].…”

Section: Five Basic Elements Through "Elemental Pentad" By George Kalmentioning

confidence: 99%

Categorizing Game Design Elements into Educational Game Design Fundamentals

Ahmad¹

2020

Game Design and Intelligent Interaction

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Educational games have become a highly prominent tool in schools to deliver an exciting learning experience. Large amount of literature discusses the importance of how educational games are designed has been highlighted that delivering learning through educational games design and how the game designers require crucial skills to design. Educational game design requires elements which are considered during the designing process. Looking at the projection of "Game designing or the process of game design is a complex task, and it is still being investigated". Therefore, this chapter intends to discuss recent and prominent proposed game design elements that demonstrate their important characteristics in designing educational games. Consequently, two highly significant game design theorists with established fundamental elements of games are discussed. With critically understanding the elements, this chapter provides categorizing various existing game elements into established fundamental elements. Henceforth, it demonstrates a clearer overview of how game design elements can be categorized and applied. Future recommendations are also discussed.Keywords: educational games, game design, design elements, key elements, game-based learning, fundamental of the games that are well-recognized. Therefore, recent articles have addressed the rise in tension between stakeholders (game designers, teachers, developers, learners, students, players) involved in designing an EG and what causes the failure. Designers are required to enhance the educational tools by integrating game elements and core concepts to maximize the tools' effectiveness, to increase the possibilities of achieving learning outcomes, levels of engagement, and motivation [7,8]. In addition to that, designing EG requires multiple consideration of multiple stakeholders such as game designers, developers, educators, teachers, and software engineers.Game-based learning (GBL) has been defined by identifying its principles and mechanisms [9]. The principles target intrinsic motivation, learning through "fun", authenticity (i.e. contextualized learning), self-reliance/autonomy, and experiential learning. Mechanisms include rules, clear but challenging goals, fantasy, progressive levels of difficulty, interactivity, player control, uncertainty, feedback, and a social element. This study focuses on the definition of GBL defined by Perrotta [9] as it involves game mechanics that are related to game design aspects. This may be due to a little consensus between researchers and among teachers as to how games could be used for educational purposes. GBL is specifically designed to teach specific concepts or to strengthen competencies. There exists a broad scope of games including digital and non-digital ones [1,[10][11][12].Understanding the game design is a complex job. As defined, "Design is a process by which a designer creates a context to be encountered by a participant, and from which meaning emerges" [13]. Game design (GD) is defined as a variety of game design elements a...

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Section: Five Basic Elements Through "Elemental Pentad" By George Kalmentioning

confidence: 99%