Int. J. Game Based Learn.最新文献_第9页

Gamifying the Media Classroom: Instructor Perspectives and the Multidimensional Impact of Gamification on Student Engagement 媒体课堂的游戏化:教师视角及游戏化对学生参与的多维影响

Int. J. Game Based Learn. Pub Date : 2017-10-01 DOI: 10.4018/IJGBL.2017100102

Katie Seaborn, D. Fels, R. Bajko, Jaigris Hodson

引用次数: 1

Examining the Characteristics of Digital Learning Games Designed by In-service Teachers 在职教师设计的数字化学习游戏的特点研究

Int. J. Game Based Learn. Pub Date : 2017-10-01 DOI: 10.4018/IJGBL.2017100104

Yunjo An, Li Cao

{"title":"Examining the Characteristics of Digital Learning Games Designed by In-service Teachers","authors":"Yunjo An, Li Cao","doi":"10.4018/IJGBL.2017100104","DOIUrl":"https://doi.org/10.4018/IJGBL.2017100104","url":null,"abstract":"Inordertobetterunderstandteachers’perspectivesonthedesignanddevelopmentofdigitalgamebased learning environments, this study examined the characteristics of digital learning games designedbyteachers.Inaddition,thisstudyexploredhowgamedesignandpeercritiqueactivities influencedtheirperceptionsofdigitalgame-basedlearningenvironmentsandlearningthroughgame design.Qualitativedatawerecollectedfromfiftygamedesigndocumentsandparticipantresponses to reflectionquestions.Theanalysisofgamedesigndocuments showed that themajorityof the participantsdesignedimmersivegame-basedlearningenvironmentswhereplayersarerequiredto usehigherorderthinkingandreal-worldskillsaswellasacademiccontenttocompletemissions orsolveproblems.Theresultsofthisstudyprovideimportantimplicationsforteacherprofessional developmentaswellasforeducationalgamedevelopment. KEywoRDS Challenges, Digital Learning Games, Educational Game Design, Engagement, Game Design Strategies, GameBased Learning, Scaffolding, Teacher Perceptions, Teachers as Game Designers","PeriodicalId":148690,"journal":{"name":"Int. J. Game Based Learn.","volume":"90 4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130953013","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 6

Wise Humanising Creativity: Changing How We Create in a Virtual Learning Environment 智慧的人性化创造力:改变我们在虚拟学习环境中的创造方式

Int. J. Game Based Learn. Pub Date : 2017-07-31 DOI: 10.4018/IJGBL.2017100103

Kerry Chappell, Christopher S. Walsh, Heather Wren, Karen Kenny, Alexander Schmölz, Elias Stouraitis

{"title":"Wise Humanising Creativity: Changing How We Create in a Virtual Learning Environment","authors":"Kerry Chappell, Christopher S. Walsh, Heather Wren, Karen Kenny, Alexander Schmölz, Elias Stouraitis","doi":"10.4018/IJGBL.2017100103","DOIUrl":"https://doi.org/10.4018/IJGBL.2017100103","url":null,"abstract":"This article interrogates how a particular conception of creativity: ‘wise humanising creativity' (WHC) is manifest within a virtual learning environment (VLE) with children and young people. It reports on the outcomes of C2Learn, a three-year European Commission funded project which introduced innovative digital gaming activities to foster co-creativity in the VLE between players. Theoretically the paper builds on previous work, which has conceptualised the potential for WHC within VLEs, as well as other educational contexts. Within C2Learn, arguments have been made for WHC as an antidote to overly-marketised, competitive notions of creativity, as well as for WHC supporting a view of childhood and youth as empowered—rather than ‘at risk'—within digital environments. In particular, this paper focuses on outcomes of the project's final piloting in England, Greece and Austria across the primary and secondary age ranges. This research employed a bespoke co-creativity assessment methodology developed for the project. In order to document WHC, this methodology opted to evidence developments in lived experience via qualitative methods including teacher and student interviews, fieldnotes, video capture, observation and student self-assessment tools. The paper articulates how WHC manifests in C2Learn's unique VLE or C2Space, and its potential to develop more nuanced understandings of creativity across digital environments. It then goes on to consider WHC as a useful concept for changing how we create within VLEs, and the implications for educational futures debates and wider understanding of creativity in education as a less marketised and more ethically driven concept.","PeriodicalId":148690,"journal":{"name":"Int. J. Game Based Learn.","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131748793","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 6

Playing Digital Security: Youth Voices on their Digital Rights 玩数字安全:青年的数字权利之声

Int. J. Game Based Learn. Pub Date : 2017-07-01 DOI: 10.4018/IJGBL.2017070102

Conceição Costa, Carla Sousa, J. Rogado, Sara Henriques

{"title":"Playing Digital Security: Youth Voices on their Digital Rights","authors":"Conceição Costa, Carla Sousa, J. Rogado, Sara Henriques","doi":"10.4018/IJGBL.2017070102","DOIUrl":"https://doi.org/10.4018/IJGBL.2017070102","url":null,"abstract":"The United Nations UN Convention 1989 on the Rights of the Child changed the way children are viewed and treated worldwide. The Convention has been affecting governments, civil society and the private sector. ICT driven companies on the internet should not be an exception. According to Livingstone, Carr and Byrne 2015, Internet governance bodies have given little consideration and reflection to children's rights. In this paper, it is proposed that in order for youth actively participate in an increasingly digital environment; they need to know better their rights to privacy and freedom of expression, among others. Although the understanding of the digital environments principles lies beyond the scope of average children's school curricula, they can however play and discover simple technological concepts in the classroom. Thus, by early developing their literacy on digital identity management, they will be able to navigate, communicate, play and learn online more safely, achieving a responsible connected presence. A qualitative study on a visually oriented encrypted learning activity game among a group of students aged 16-18 years old, of the third cycle of Basic Vocational Education has been conducted with the following aims: a to understand how knowledge about security technological processes can improve youth's capability for managing their digital identities; b to understand the value of pedagogies of play. Using participant observation, focus group and interviews, youth behaviours and attitudes towards this game based learning approach as well as their perceptions of their digital rights are presented.","PeriodicalId":148690,"journal":{"name":"Int. J. Game Based Learn.","volume":"2 1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123641012","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 5

Case Study 1: Playful Team Reflection Using LEGO® Serious Play® 案例研究1:使用LEGO®Serious Play®进行有趣的团队反思

Int. J. Game Based Learn. Pub Date : 2017-07-01 DOI: 10.4018/IJGBL.2017070108

T. Seidl

引用次数: 6

Using Formal Game Design Methods to Embed Learning Outcomes into Game Mechanics and Avoid Emergent Behaviour 使用正式的游戏设计方法将学习结果嵌入游戏机制并避免突发行为

Int. J. Game Based Learn. Pub Date : 2017-07-01 DOI: 10.4018/IJGBL.2017070106

S. Grey, David Grey, N. Gordon, Jon Purdy

{"title":"Using Formal Game Design Methods to Embed Learning Outcomes into Game Mechanics and Avoid Emergent Behaviour","authors":"S. Grey, David Grey, N. Gordon, Jon Purdy","doi":"10.4018/IJGBL.2017070106","DOIUrl":"https://doi.org/10.4018/IJGBL.2017070106","url":null,"abstract":"This paper offers an approach to designing game-based learning experiences inspired by the Mechanics-Dynamics-Aesthetics (MDA) model (Hunicke et al., 2004) and the elemental tetrad model (Schell, 2008) for game design. A case for game based learning as an active and social learning experience is presented including arguments from both teachers and game designers concerning the value of games as learning tools. The MDA model is introduced with a classic game- based example and a non-game based observation of human behaviour demonstrating a negative effect of extrinsic motivators (Pink, 2011) and the need to closely align or embed learning outcomes into game mechanics in order to deliver an effective learning experience. The MDA model will then be applied to create a game based learning experience with the goal of teaching some of the aspects of using source code control to groups of Computer Science students. First, clear aims in terms of learning outcomes for the game are set out. Following the learning outcomes, the iterative design process is explained with careful consideration and reflection on the impact of specific design decisions on the potential learning experience. The reasons those decisions have been made and where there may be conflict between mechanics contributing to learning and mechanics for reasons of gameplay are also discussed. The paper will conclude with an evaluation of results from a trial of computer science students and staff, and the perceived effectiveness of the game at delivering specific learning outcomes, and the approach for game design will be assessed.","PeriodicalId":148690,"journal":{"name":"Int. J. Game Based Learn.","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121857605","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 8

Case Study 2: Using Games Based on Giant Dice and Time Restrictions to Enable Creativity When Teaching Artistic or Creative Subjects 案例研究2:在教授艺术或创造性科目时，使用基于巨大骰子和时间限制的游戏来激发创造力

Int. J. Game Based Learn. Pub Date : 2017-07-01 DOI: 10.4018/IJGBL.2017070109

D. Barnard

引用次数: 3

We are the Game Changers: An Open Gaming Literacy Programme 我们是游戏改变者:开放游戏素养计划

Int. J. Game Based Learn. Pub Date : 2017-07-01 DOI: 10.4018/IJGBL.2017070105

S. Arnab, L. Morini, Kate Green, Alex Masters, Tyrone Bellamy-Wood

引用次数: 5

Can Games Help Creative Writing Students to Collaborate on Story-Writing Tasks? 游戏能帮助创意写作学生合作完成故事写作任务吗?

Int. J. Game Based Learn. Pub Date : 2017-07-01 DOI: 10.4018/IJGBL.2017070104

David Jackson

引用次数: 3

Playing Against the Game 对抗游戏

Int. J. Game Based Learn. Pub Date : 2017-07-01 DOI: 10.4018/IJGBL.2017070107

Bernd Remmele

{"title":"Playing Against the Game","authors":"Bernd Remmele","doi":"10.4018/IJGBL.2017070107","DOIUrl":"https://doi.org/10.4018/IJGBL.2017070107","url":null,"abstract":"Thepaperfirstoutlinesadifferentiationofplay/game-motivationsthatinclude‘negative’attitudes againsttheplay/gameitselflikecheatingorspoilsporting.Thisproblemisofparticularimportance inconcernoflearninggamesbecausetheyarenot‘played’forthemselves–atleastinthefirstplace –butduetoaninstructionalscheme.Sotheyarelikelytoprovokeresistanceamongthe‘players’ orlearners.However,becausetheyareintroducedasagames,acertainextentaplayfulsphereis created.Thisopensthespaceforapreviouslyneglectednegativebehaviour:‘playingagainst the game’.Theplayer–notsomuchthelearner–createsanewgameby‘testing’thegame,byacting atspecificpointsincontrasttotheinstructionalschemeand/ortheoriginalideaornarrativeofthe game.Secondly,thepaperwillpresentempiricalevidenceconcerningthisphenomenonof‘playing againstthegame’.Theevidencecomesfromtheevaluationofthreedifferentlearninggames.Student answers tousualmotivationalquestions like:“Thegamewasfun”–“Iwanted tobebetter than theothers”–“Itwasagoodfeelingtomakestrategicdecisions”,willbecomparedtoquestionsof resistancelike:“Iwantedtoknowwhathappenswhenmyavatarwasnotdoingwell”–“Iwantedto seewhathappensifIchooseabadstrategy.”–“Iwantedtoknowwhenthecompanygoesbankrupt.” Thedatashowsthat–partlydependingoncomplexity,playfulnessandanonymityofthegame–a relevantnumberofplayers/learnersusethisnegativebehaviour.Nevertheless,thisbehaviourcanstill beawayofinteractingwiththesubjectmatterofthegame.","PeriodicalId":148690,"journal":{"name":"Int. J. Game Based Learn.","volume":"57 4","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132815044","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2