scholarly journals Lost in Learning: Hypertext Navigational Efficiency Measures Are Valid for Predicting Learning in Virtual Reality Educational Games

2020 ◽  
Vol 11 ◽  
Author(s):  
Chris Ferguson ◽  
Herre van Oostendorp
Keyword(s):  
Virtual Reality ◽  
Educational Games ◽  
Educational Game ◽  
Knowledge Test ◽  
Efficiency Measures ◽  
Unobtrusive Measure ◽  
Different Types ◽  
Cognitive Overload ◽  
Two Measures ◽  
Global And Local

The lostness measure, an implicit and unobtrusive measure originally designed for assessing the usability of hypertext systems, could be useful in Virtual Reality (VR) games where players need to find information to complete a task. VR locomotion systems with node-based movement mimic actions for exploration and browsing found in hypertext systems. For that reason, hypertext usability measures, such as “lostness” can be used to identify how disoriented a player is when completing tasks in an educational game by examining steps made by the player. An evaluation of two different lostness measures, global and local lostness, based on two different types of tasks, is described in a VR educational game using 13 college students between 14 and 18 years old in a first study and extended using 12 extra participants in a second study. Multiple Linear Regression analyses showed, in both studies, that local lostness, and not global lostness, had a significant effect on a post-game knowledge test. Therefore, we argued that local lostness was able to predict how well-participants would perform on a post-game knowledge test indicating how well they learned from the game. In-game experience aspects (engagement, cognitive interest, and presence) were also evaluated and, interestingly, it was also found that participants learned less when they felt more present in the game. We believe these two measures relate to cognitive overload, which is known to have an adverse effect on learning. Further research should investigate the lostness measure for use in an online adaptive game system and design the game system in such a way that the risk of cognitive overload is minimized when learning, resulting in higher retention of information.

scholarly journals Assessment of Educational Game Materials and Poster Practices with Rubrics by Expert Educators and Students

2018 ◽  
Vol 5 (13) ◽  
pp. 79
Author(s):  
Figen Altay ◽  
Kevser Bozkurt
Keyword(s):  
Correlation Analysis ◽  
Educational Games ◽  
Educational Game ◽  
Test Results ◽  
Knowledge Test ◽  
Significant Difference ◽  
Scoring Rubrics ◽  
Sample Test ◽  
The Difference ◽  
Poster Presentations

The purpose of this study was to investigate the difference between evaluations of the educational game materials and poster practices by students’ own peers and by expert educators using the rubrics created by expert educators and students together. Study included 10 students and 3 educators attended educational game materials course. Students were informed about basic skills of movement, game, game types, game equipment, analytical rubric, and educational game lectures were given to the students for 6 weeks and 80 minutes each week. 12-question knowledge test was used regarding educational games, analytical scoring rubrics, developing game materials and preparing posters. Materials and posters presented in the course were recorded. Evaluation scales were selected by students and expert teachers. Selected peers and educators evaluated 25 videos. One-way analysis of variance and correlation analysis were used for the reliability and repeatability measurements of the students and teachers. R values of 0.96-0.92 were found between students and 0.78-0.86 between educators. For knowledge tests of the groups, according to Wilcoxon paired two-sample test, there was a significant difference in test results (p<.05). The t test was used in the results of the student and educator video evaluations and there was no significant difference between the scores given by the expert educators and the students to the material and poster presentations (p>.05). In conclusion, this study showed that students could make evaluations as good as expert educators when given an answer key such as a scoring rubric that will help them in the evaluation.

Toward a Propensity-Oriented Player Typology in Educational Mobile Games

2018 ◽  
Vol 8 (2) ◽  
pp. 55-67
Author(s):  
Mehran Gholizadeh ◽  
Fattaneh Taghiyareh ◽  
Saeed Alvandkoohi
Keyword(s):  
Educational Games ◽  
Linear Regression Analysis ◽  
Multiple Linear Regression Analysis ◽  
Educational Game ◽  
Game Based Learning ◽  
Mobile Games ◽  
Mobile Game ◽  
Different Types ◽  
Player Game

The pivotal role of identifying types of players is inevitable in the game contexts, and educational games are not an exception. This article aims to present a model of player-game interaction in the mobile game-based learning setting regarding the behavioral propensity. This model comprises five different features inherited from the player typology literature including precision, perfection, punctuality, presence, and pace. To this end, we analyzed the activities of players in a mobile educational game and then tried to classify players based on their preferences in how to deal with the game. Furthermore, as a step toward determining the association of features with each other, multiple linear regression analysis was conducted. The outcome of the investigations resulted in a model representing player interaction with the game in a way that it could be used to classify different types of players in educational mobile games.

scholarly journals A Case Study of Educational Games in Virtual Reality as a Teaching Method of Lean Management

Electronics ◽  
2021 ◽  
Vol 10 (7) ◽  
pp. 838
Author(s):  
Martin Krajčovič ◽  
Gabriela Gabajová ◽  
Beáta Furmannová ◽  
Vladimír Vavrík ◽  
Martin Gašo ◽  
...  
Keyword(s):  
Virtual Reality ◽  
Teaching Method ◽  
Traditional Approach ◽  
Educational Games ◽  
Industrial Engineering ◽  
Educational Game ◽  
Second Phase ◽  
Lean Management ◽  
Teaching Process

(1) At present, it is important to bring the latest technologies from industrial practice into the teaching process of educational institutions, including universities. The presented case study addresses the application of educational games in virtual reality to the teaching process in a university environment. (2) The study took place at the Department of Industrial Engineering of the University of Žilina in Žilina and consisted of two phases. In the first phase, students’ satisfaction with current teaching methods was examined. The second phase focused on an educational game in virtual reality, which introduced a non-traditional approach for teaching lean management, namely the tool 5S. (3) This game was designed by the study authors and created in the Godot game engine. The educational game was provided to students during class. After completing the game, participants were asked to fill out a questionnaire. The aim was to enable students to express their opinion on the educational game and to identify the main benefits of this approach in the teaching process. (4) In the study’s final phase, based on the acquired knowledge, the authors examined the benefits and disadvantages of virtual reality educational games for the teaching process of industrial engineering tools.

A Design of Educational Game to Prevent Cyber-Bullying among Teenagers and An Analysis of Its Effect (Preprint)

2019 ◽  
Author(s):  
Hyung Yoon
Keyword(s):  
Game Design ◽  
Quantitative Research ◽  
Educational Games ◽  
Educational Game ◽  
Quantitative Research Methods ◽  
Prevention Education ◽  
Future Design ◽  
Sensitive Topics ◽  
Mode Of Development

UNSTRUCTURED This paper is a case study on the design of an educational game for the prevention of cyberbullying and an analysis of its educational effect. I selected a game titled “Angry Daddy,” which was developed based on the request of Korean government authority and analyzed the mode of development of the game and its educational effect. For this research, both qualitative and quantitative research methods were used. Moreover, advice regarding the game design was obtained from many experts belonging to various fields. Based on the analysis of the game design and its educational effect, it was confirmed that the following factors are important to design an educational game meant for the prevention of cyberbullying and to enhance its educational effect: First, cooperation between content experts and game development experts is essential to develop an educational game. Second, it should be verified whether the contents and the format of the game are appropriate by analyzing the play test results of the target audience. Third, it is essential to prepare a manual to guide teachers to apply the game to the field. Fourth, it was confirmed that educating students on sensitive topics like cyberbullying is very effective when educational games that make them feel and experience the outcomes of bullying are utilized. This research is expected to be helpful for future design of educational games and the research and development of the format of cyberbullying prevention education.

scholarly journals Developing Educational Games for Preschool Children to Improve Dietary Choices and Exercise Capacity

2021 ◽  
Vol 13 (6) ◽  
pp. 3340
Author(s):  
Veronica Piziak
Keyword(s):  
Dietary Habits ◽  
Educational Games ◽  
Family Participation ◽  
Culturally Appropriate ◽  
School Year ◽  
Sweetened Beverages ◽  
Dietary Choices ◽  
Hispanic Populations ◽  
Different Types ◽  
Summer Session

This article describes the processes used to develop two different types of games used to improve the consumption of healthful foods and increase exercise in preschool Hispanic populations. They were created to meet criteria for effectiveness: age and culturally appropriate, fun, and foster family participation. The first, a pictorial bilingual food bingo game, emphasized vegetable and water consumption and the limitation of sugar-sweetened beverages. A population was selected to study the effectiveness in changing dietary habits, and we were able to show a significantly improved consumption of vegetables at home after using the game during the school year. Next, we developed bilingual video games used to teach nutrition and enhance exercise. The animal characters and narrative were created to allow immersion. The concept was that the animals needed the children’s help to obtain food, exercise tasks were assigned, and nutritional foods were discussed. Focus groups were reviewed for the effectiveness of the concept, ease of usability, and appropriateness for the target audience. The videos were tested in a summer session, and teachers concluded that after two viewings the children enhanced their exercise, bonded to the animals, and were answering the nutrition questions correctly.

DEVELOPMENT OF COGNITIVE SKILLS THROUGH COMPUTER EDUCATIONAL GAMES

2021 ◽  
Author(s):  
Todorka Terzieva
Keyword(s):  
Foreign Language ◽  
Cognitive Skills ◽  
Educational Games ◽  
Educational Process ◽  
Educational Game ◽  
Educational Institutions ◽  
Game Based Learning ◽  
New Knowledge ◽  
Subject Areas ◽  
The Relationship

This article presents the results of a study on the possibilities of computer educational games for the development of various cognitive skills for learners. The advantages they offer in the learning process are highlighted. Special emphasis is placed on the relationship between game-based learning and mental development of learners. Examples of game-based learning from leading educational institutions at different stages of the educational process are given. A prototype of an educational game with several interactive puzzles is presented. They are designed to teach students in mathematics and philology (learning a foreign language). The developed prototypes can be used to acquire new knowledge or to assess the acquisition of knowledge and skills in various subject areas.

Emotional Agents in Educational Game Design

2021 ◽  
Vol 11 (4) ◽  
pp. 72-89
Author(s):  
Mirela Gutica ◽  
Stephen Petrina
Keyword(s):  
Game Design ◽  
Educational Games ◽  
Learning Technologies ◽  
Educational Game ◽  
Emotional Engagement ◽  
Emotional States ◽  
Post Test ◽  
Quasi Experimental ◽  
Students Attitudes ◽  
Emotional Agents

Evaluating the subjective playing experience and engagement in learning is important in the design of advanced learning technologies (ALTs) that respond to the learners' cognitive and emotional states. This article addresses students' attitudes toward an educational game, Heroes of Math Island, and their responses to the emotional agent, an animated monkey. Fifteen students (seven boys and eight girls) from grades six and seven participated in this quasi-experimental study (pretest, intervention, post-test, followed by post-questionnaire and interview). This research presents a detailed analysis of students' subjective reactions with respect to Heroes of Math Island and to the underlying mathematics content, their learning gains and emotions triggered during gameplay, and design issues resulting from the evaluation of the game and of its emotional agent. The findings from this study inform how ALTs and educational games can be designed in order to be effective and provide emotional engagement, enjoyment, and learning.

A Psycho-Pedagogical Framework for Multi-Adaptive Educational Games

2011 ◽  
Vol 1 (1) ◽  
pp. 45-58 ◽  
Author(s):  
Michael D. Kickmeier-Rust ◽  
Elke Mattheiss ◽  
Christina Steiner ◽  
Dietrich Albert
Keyword(s):  
Game Design ◽  
Educational Games ◽  
Educational Game ◽  
Key Factors ◽  
Embedded Assessment ◽  
Non Invasive ◽  
Motivational States ◽  
Individual Support ◽  
Learning Game ◽  
The Individual

One of the trump cards of digital educational games is their enormous intrinsic motivational potential. Although learning game design is often understood on a one-fits-all level, the actual motivational strength of an educational game strongly depends on the individual learners, their very specific goals, preferences, abilities, strength and weakness, personality, and experiences with gaming. Considering motivation being a fragile and constantly changing state, it is important to continuously assess learning and gaming processes and the oscillations of motivation and immersion within a game. With this premise in mind, the authors developed a psycho-pedagogical approach to a non-invasive embedded assessment of motivational states and learning progress, feeding into a dynamic, ontology-driven learner (and gamer) model. To evaluate the approach, the demonstrator games were subject to intensive quantitative and qualitative experimental research. Results show that a meaningful personalization and an individual support are key factors of the success of learning games.

scholarly journals Pelatihan Pembuatan Alat Permainan Edukatif Berbasis Pendekatan Saintifik bagi Guru PAUD di Kota Palembang

2021 ◽  
Vol 3 (4) ◽  
pp. 332
Author(s):  
Hasmalena Lena ◽  
Rukiyah Rukiyah ◽  
Syafdaningsih Syafdaningsih ◽  
Mahyumi Rantina ◽  
Febriyanti Utami ◽  
...  
Keyword(s):  
Early Childhood ◽  
Learning Process ◽  
Educational Games ◽  
Educational Game ◽  
Teaching Skills ◽  
Online Teachers ◽  
Teaching Aids ◽  
Childhood Play ◽  
Scientific Approach ◽  
Training Activities

Alat Peraga/Permainan Edukatif (APE) bagi anak usia dini memegang peranan penting sebagai media stimulasi, pembelajaran dan permainan, sedangkan bagi guru merupakan sarana yang membantu dalam penyampaian pembelajaran. Pelatihan ini bertujuan agar guru PAUD dapat membuat APE serta untuk mengembangkan keterampilan-keterampilan guru dalam membuat inovasi dalam pembuatan APE untuk anak usia dini. Kegiatan ini dilakukan pada hari Sabtu, 8 Agustus 2020 secara online melalui aplikasi Zoom Meeting. Materi yang disampaikan meliputi, (1) Hakikat alat permainan edukatif, (2) Jenis-jenis APE, (3) Keterampilan pembuatan APE, (4) Langkah-langkah pembuatan APE, dan (5) Praktik pembuatan APE dalam proses pembelajaran sesuai karakteristik anak. Kegiatan pelatihan dilaksanakan melalui aplikasi zoom meeting dengan jumlah 36 orang peserta guru PAUD. Model kegiatan yaitu pendampingan dan metode kegiatan yang digunakan presentasi dan peragaan serta unjuk kerja. Berdasarkan hasil evaluasi terjadi peningkatanan pengetahuan guru-guru PAUD setelah pelatihan, hal ini ditunjukkan dengan hasil bahwa guru mampu membuat rancangan alat permainan edukatif, , guru mempu menerapkan alat permainan edukatif walapun dilakukan secara daring dan guru mampu mengimplementasikan kepada anak tentang alat permainan edukatif berbasis pendekatan saintifik. Teaching aids/educational games (APE) for early childhood play an important role as a medium of stimulation, learning and games, while for teachers, it is a tool that helps in learning delivery. This training aims to make PAUD teachers make APE and develop teaching skills in making innovations in making APE for early childhood. This activity was carried out on Saturday, August 8, 2020, online through the Zoom Meeting application. The materials presented include (1) The nature of educational game tools, (2) Types of APE, (3) Skills for making APE, (4) Steps for making APE, and (5) Practice of making APE in the learning process according to children's characteristics. . The training activities were carried out through the Zoom Meeting application with a total of 36 PAUD teacher participants. The activity model is mentoring and activity methods used by presentations and demonstrations as well as performance. Based on the evaluation results, there was an increase in the knowledge of PAUD teachers after training, and this was shown by the results that teachers were able to design educational game tools, teachers were able to apply educational game tools even though they were done online. Teachers were able to implement to children about scientific approach-based educational game tools.

scholarly journals Virtual Reality and Assistive Technologies: A Survey

2018 ◽  
Vol 18 (2) ◽  
pp. 30-57
Author(s):  
Shamima Yasmin
Keyword(s):  
Virtual Reality ◽  
Virtual Environments ◽  
Virtual Environment ◽  
Assistive Technologies ◽  
Sensory Substitution ◽  
Body Movements ◽  
Rehabilitation Therapy ◽  
Extensive Survey ◽  
Different Types ◽  
Mental Exercise

This paper conducts an extensive survey on existing Virtual Reality (VR)-based rehabilitation approaches in the context of different types of impairments: mobility, cognitive, and visual. Some VR-based assistive technologies involve repetitions of body movements, some require persistent mental exercise, while some work as sensory substitution systems. A multi-modal VR-based environment can incorporate a number of senses, (i.e., visual, auditory, or haptic) into the system and can be an immense source of motivation and engagement in comparison with traditional rehabilitation therapy. This survey categorizes virtual environments on the basis of different available modalities. Each category is again subcategorized by the types of impairments while introducing available devices and interfaces. Before concluding the survey, the paper also briefly focuses on some issues with existing VR-based approaches that need to be optimized to exploit the utmost benefit of virtual environment-based rehabilitation systems .

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