European Conference on Games Based Learning最新文献

{"title":"Exploring the Effects of Progression Mechanics in Competitive and Collaborative Gamified Learning","authors":"Dongjie Xu, Janet Read, Julie Allen","doi":"10.34190/ecgbl.17.1.1788","DOIUrl":"https://doi.org/10.34190/ecgbl.17.1.1788","url":null,"abstract":"This study investigates how competitive, collaborative, and progressive game-based and gamification learning mechanics influence children's motivation, engagement, and learning outcomes. The research was conducted with primary school children in an e-learning context delivered by the University of Central Lancashire’s (UCLan) eLearning platform – Learnvoy - and specifically explored how the sense of progression, competition, and collaboration in a gamified environment influenced learners' academic performance. This study involved groups of primary school learners in a quasi-experiment. The control group engaged in a traditional eLearning setup where they were asked to watch a few plain monologue tutorial videos and answer related questions. Two experimental groups participated in a gamified eLearning environment that used the same tutorial videos, but in which their answers powered up in-game characters: in one case creating a competitive experience and in the other a collaborative experience. After viewing each tutorial video, each learner answered the same questions as the control group, but here their rate of correctness powered up, or hindered frogs, from reaching a princess in a game based on the story of The Princess and the Frog. In this way, competitive, collaborative, and progressive elements were introduced in the game, where learners with higher accuracy in the question and answering activities had a better chance of winning, thus fostering an environment of motivation and achievement. The results indicate that both experimental groups exhibited improved motivation, engagement, and accuracy compared to the control group; there was no significant difference between the two gamified conditions. These results are interesting to schoolteachers and eLearning creators seeking to integrate innovative and effective learning strategies into their educational curriculums. The findings underscore the potential of competitive and collaborative game mechanics, particularly progression elements, in enhancing learners' learning experiences and outcomes. In conclusion, this research highlights the educational value of competitive, collaborative, and progressive digital game-based learning mechanics, suggesting that the sense of progression, competition and collaboration conveyed by such games can play a role in fostering learners' academic success.
","PeriodicalId":406917,"journal":{"name":"European Conference on Games Based Learning","volume":"31 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135295519","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}

{"title":"Could the Technology for Adaptive Learning Systems Come out of GBL?","authors":"David Moffat, Olga Shabalina, Aleksander Khairov","doi":"10.34190/ecgbl.17.1.1907","DOIUrl":"https://doi.org/10.34190/ecgbl.17.1.1907","url":null,"abstract":"Games based learning (GBL) has a related field that it can draw upon: intelligent tutoring systems (ITS). Acommon concern in both fields is adaptivity, whereby the system can automatically adapt to the user. In order to supportthis adaptation, an ITS will generally include a user model and may also have a formal domain model. Work in this areastarted optimistically some years ago, but seems to have either lost some of that initial enthusiasm or been diverted intoother directions. We scan recent ITS literature to help consider why this might be, and suggest how GBL may be the fieldbest placed to take the work forward again. Learner models have long been seen as useful for adaptive learning systems.They include information about the learner which allows the system to adapt the course of learning materials andexercises to the learner's particular characteristics. In order to achieve a good quality of adaptation to the user, a detailedmodel of the required domain knowledge is typically added. The user and domain models then have to be broughttogether to lay out a course of exercises for the learner to do, and to track progress as the knowledge is learned. It's anattractive research programme, but recent work has moved to new issues, such as MOOCs. The reasons for that are partlyopportunistic and economical, but also suggest a deeper problem with the research programme. It is a costly task todevelop a domain model, and a suitable learner model that can take advantage of it. We suggest that GBL is in a goodposition to push through this cost barrier, because much of the effort is already implicitly involved in the game designprocess, which typically has to be more rigorously planned out in order to make the game a good one. One might thusexpect the next breakthroughs in adaptive learning systems to come from GBL. We further argue that the advantages toresearch, offered by the ITS framework, are also potentially beneficial to the way we teach the subject of GBL to ourstudents on game development courses.","PeriodicalId":406917,"journal":{"name":"European Conference on Games Based Learning","volume":"45 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135295681","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}

{"title":"Enhancing Mathematical Reasoning in Primary School with the Strategic Board Game Othello","authors":"Erik Ottar Jensen, Emilie Madeline Hersaa Nehammer, Anna Louise Eriksen","doi":"10.34190/ecgbl.17.1.1524","DOIUrl":"https://doi.org/10.34190/ecgbl.17.1.1524","url":null,"abstract":"This study explores how the board game Othello can enhance primary school students' mathematical reasoning. Mathematical reasoning is increasingly emphasized in international mathematics curricula, yet both teachers and students face challenges in teaching and learning this important skill. Research shows that strategic games, like Othello, can develop thinking abilities related to mathematical reasoning by providing a context for students to engage in reflective thinking, anticipate future moves, and develop reasoning strategies. However, there is a need to understand how teachers can effectively utilize these games in the classroom to foster mathematical reasoning. We address this, through a design-based research approach consisting of a hermeneutic literature study and the development of design principles for a teaching intervention in a fifth-grade classroom. Data from the intervention is collected through participant observations and group interviews. The findings suggest that Othello can serve as a context for students to engage in mathematical reasoning by making and justifying claims and presenting logical arguments. The study proposes three design principles to scaffold mathematical reasoning during Othello gameplay. These principles focus on introducing and reinforcing the use of the \"if...then\" formulation, promoting exploratory talk, encouraging reflection on strategies, and fostering collaborative reasoning. The results indicate that the design principles positively impacted students' ability to reason mathematically. This paper contributes to the field of mathematics education and game-based learning by providing a practice-oriented perspective on designing mathematical instruction for reasoning using a specific board game in a primary school setting. The findings offer insights into the potential of strategic board games like Othello to enhance students' mathematical reasoning skills. The design principles proposed in this study can guide teachers in developing effective instructional approaches to support students' mathematical reasoning development.","PeriodicalId":406917,"journal":{"name":"European Conference on Games Based Learning","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135296166","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}

{"title":"Confidence in Movement-Based Game Design Facilitation: Learning From a Novice Design Facilitator","authors":"Lærke Schjødt Rasmussen, Philip Wolfgang, Maximus Kaos, Lars Elbæk","doi":"10.34190/ecgbl.17.1.1914","DOIUrl":"https://doi.org/10.34190/ecgbl.17.1.1914","url":null,"abstract":"Several movement-based and embodied design methods have been developed to supplement existing game design methods. Facilitating movement-based design methods is a practice that most game designers must master. Facilitation involves taking on several responsibilities and roles to ensure processes and activities follow the design project's principal values. For instance, the facilitator must possess design expertise and social awareness, be a direction setter and trust builder, facilitate stage engagement and mood, energise for commitment, and maintain a playful attitude. The many responsibilities and significant involvement will inevitably affect the facilitator, who enters an affective state facilitating the design activities. Through a phenomenological comparative analysis, this study explores how novice versus experienced facilitators perceive the emotion of confidence and its implications on the facilitation process. This analysis is based on a single case study of a two-day movement-based sports innovation camp for 80 K-12 high school students. Empirical data were generated using a combination of observations and interviews with seven of the involved facilitators: three experienced facilitators and four novice facilitators. Our research indicates that facilitation can be categorised into three stages focused on (1) Structure, (2) Process, and (3) Content. Reaching the Content stages requires a high bodily involvement closely linked to the facilitator’s confidence level, which we partially interpret as determined by the courage to use one’s body as a facilitation resource. Thus, the facilitation Process depends not only on the facilitator's level of expertise but also on confidence level and courage. Consequently, we recommend thorough preparation for each facilitation stage to support the facilitator's confidence. Structure: Outline a detailed playbook, organise the physical space and prepare necessary materials. Process: Prepare strategies for providing guidance and feedback. Content: Implement Movement-Modifiers and participate in warm-up activities.","PeriodicalId":406917,"journal":{"name":"European Conference on Games Based Learning","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135296367","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}

{"title":"Science4Exitschool: Escape Games for Chemistry Classes","authors":"Rebekka Hesser, Isabel Rubner, Sarah Lukas","doi":"10.34190/ecgbl.17.1.1559","DOIUrl":"https://doi.org/10.34190/ecgbl.17.1.1559","url":null,"abstract":"Chemistry can often be very abstract. For this reason, different learning environments and methods are increasingly being developed to make it more accessible to learners at school or university. One such method is the use of educational escape games (Avargil, Shwartz and Zemel, 2021). This term refers to live-action, team-based games. In these escape games, clues must be followed, puzzles and tasks must be solved within a certain time frame in order to reach a certain goal (Tercanli, Martina and Ferreira Dias, 2021). This concept offers new opportunities for the educational sector. Learning pedagogy categorises this as game-based learning. The game serves as a medium for learning and achieving specific learning goals (Hu et al., 2022). Entertainment is not the main focus, but should be used in a targeted way to convey knowledge or elicit certain behaviours (Sailer, 2016). Through experimental escape games with digital enrichment, previously acquired knowledge can also be applied and consolidated. As not only the popularity of the subjects of chemistry and physics has declined, but also scientific competences (Dohrmann, 2019), it is particularly relevant for the STEM field to introduce students to these topics in a playful way (Veldkamp et al., 2020) and thus increase their interest in dealing with scientific topics. Escape games have already been shown to promote teamwork, problem-solving skills and creativity (Hacke, Przybylla and Schwill, 2019). These skills are part of the 21st century skills. In the context of the Science4Exitschool project, this concept will be applied to the teaching of chemistry in schools. In addition to the technical background, the paper will also describe how this innovation can be implemented as an example.","PeriodicalId":406917,"journal":{"name":"European Conference on Games Based Learning","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135296454","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}

{"title":"Using RPG-Based Learning Environment to Increase Engagement and Motivation for Learning Higher Mathematics","authors":"Evgenia Anagnostopoulou","doi":"10.34190/ecgbl.17.1.1912","DOIUrl":"https://doi.org/10.34190/ecgbl.17.1.1912","url":null,"abstract":"Although game-based learning has been introduced in various fields, there appears to be a lack of engaging computer games that incorporate higher maths learning (Anagnostopoulou, 2021). This paper presents an exploration of how fantasy-based narrative and storytelling, through role-playing and game mechanics, can be used to increase engagement and motivation for learning higher mathematics in a role-playing game (RPG) based learning environment. As part of this research, the project developed an RPG with incorporated mathematical techniques. Players/learners access the fictional world, controlling in-game characters. Learning evolves via a storyline and six mechanics, progressively building knowledge of derivatives using puzzles with shapes, which gradually fade to the abstract notion of mathematical functions. An experiment was conducted to test the research hypothesis that an RPG based around a quest structure with concreteness fading can enable students to get a better understanding of higher mathematics in the area of differentiation without impeding their entertainment. Participants were recruited from various backgrounds and levels of mathematical knowledge and gaming experience. Data was collected through observations, interviews and two questionnaires: one to be completed before playing the game and the other after. This paper is mainly focused on the qualitative outcomes of the research. The results suggest that the method is effective, with serious learning taking place. The participants reported that they had found the game to be fun and a useful way to learn maths. Moreover, it is revealed that a PRG-based learning environment can increase engagement and motivation for learning higher maths, without invalidating entertainment. The findings have implications for the design, implementation, and evaluation of game-based learning environments for higher mathematics. The paper concludes that this approach has the potential to provide a more immersive, engaging learning experience and increase motivation for learning. Finally, recommendations on how to improve the current game as well as more bold and optimistic ideas for enhanced immersive game builds are suggested.","PeriodicalId":406917,"journal":{"name":"European Conference on Games Based Learning","volume":"61 23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135296488","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}

{"title":"Meraki: Encouraging Language Learning in Real-World Simulations through AI Para-Social Relationship Building","authors":"Subhangi Namburi, Gail Hopkins","doi":"10.34190/ecgbl.17.1.1679","DOIUrl":"https://doi.org/10.34190/ecgbl.17.1.1679","url":null,"abstract":"This paper presents a prototype application designed to teach language, using a dialogue-based theatre production experience. The application engages users in the production of a theatrical performance in a graphical 3D environment and incorporates AI verbal assistance to promote language learning. The application combines declarative and non-declarative memory building exercises to teach Hindi, although it is anticipated that this idea could be expanded to any language/culture. Users who have an intermediate knowledge of the language can evaluate their language skills in a social and professional virtual environment which incorporates motivational elements based around the Self-Determination Theory regulatory styles and Loci of Causality. Verbal AI assistance is used to provide an appropriate level of flow during the experience building a para-social relationship with the video game. Sandhi Viched, a Hindi euphonic junction splitting exercise has been incorporated into each language task. Context splitting the words into its constituent meanings is intended to help the players understand and remember the meaning of words and their use in different contexts. Initial Wizard of Oz testing has demonstrated that the AI verbal assistance provides a good balance between autonomy, competence and relatedness. Feedback from users show that by providing a balanced mix of external, introjected, identified and integrated regulatory motivation styles, as adopted from the Self-Determination theory, the AI assistance can speed up the language acquisition process and build a para-social relationship with the user. This initial evaluation suggests that the idea of theatre production that can incorporate many aspects of language provides a good starting point for an engaging learning game. This LLA topples the dominant belief, that the best way of learning a language through an application is to reinforce their behavior with external rewards. Further work is proposed to expand the application and build in more gamification with a view to conducting a more comprehensive evaluation.","PeriodicalId":406917,"journal":{"name":"European Conference on Games Based Learning","volume":"66 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135296491","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}

{"title":"Values-based Transformative Games: From the Physical to the Digital","authors":"Khushbu Tilvawala, Michael Myers, Ton Spil, David Sundaram","doi":"10.34190/ecgbl.17.1.1724","DOIUrl":"https://doi.org/10.34190/ecgbl.17.1.1724","url":null,"abstract":"In the context of game-based learning, learning is often limited to basic literacies such as math and reading, even though several educational institutions acknowledge the importance of Values education. In this paper, we discuss how to bring values into a game. We discuss the design and implementation of a customisable version of the popular board game, Snakes and Ladders to teach values to the young (ages 0-8). Values refer to “a centrally held, enduring belief which guides actions and judgements across specific situations…”. This implies that there is an inherent element of choice or decision-making in demonstrating one’s values. We discuss the process of adapting the Snakes and Ladders board game to a physical artefact by applying a Values-based Transformative Games Design Model, and further digitizing the artefact to make it more accessible. A prototype of the digital artefact is presented to demonstrate the concept. The Insider Action Game Design Research methodology is applied to create a physical artefact given the researcher’s involvement in volunteer work on values-based education for the young. The findings of this research are of immediate benefit to those wishing to introduce a digitized version of a simple and popular board game to teach values to young children. The values-based questions used in the game are easy to adapt so the game has the potential to be extended to various other basic literacies, as well as different types of values such as sustainability and cultural values. The Values-based Transformative Games design model can also be adapted and improved with further research.","PeriodicalId":406917,"journal":{"name":"European Conference on Games Based Learning","volume":"61 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135296498","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}

{"title":"Games-Based Learning in Business Management Programmes – a Reflective Analysis of Students’ Experience.","authors":"Nurun Nahar","doi":"10.34190/ecgbl.17.1.1596","DOIUrl":"https://doi.org/10.34190/ecgbl.17.1.1596","url":null,"abstract":"Games-based learning constitutes integrating games into learning experiences to create effective learning environments by applying some common characteristics which improve intrinsic and extrinsic motivation. Using an exploratory study design and reflexive thematic analysis, this paper shares insights from a research study conducted between September 2021-April 2023, to co-evaluate the effectiveness of a co-created games-based learning application, for formative assessment of learning on a business undergraduate programme. Potential benefits of games-based learning in higher education institutions (HEI) include introduction of a structured rewards system and goals in a fun and focused way into learning that can act as a powerful motivator to enhance engagement and promote participative interaction It offers an alternative opportunity to HEIs to redefine learner experience by re-evaluating contemporary pedagogies.
 Findings from this study indicate, application of games-based learning as a pedagogical intervention, can improve learning experience of students on business management programmes by allowing students to take ownership of learning. The co-created application piloted in this study, helped students to recall contents learned and track their performance through instant feedback received upon completion of a game. It also supported students in identifying weaknesses in their grasp of knowledge related to particular topics within a module and motivated them to work on areas of improvements. A key challenge identified by the students was expectation of a variety of games within GBL approaches to keep intrinsically motivated to use such applications for learning.","PeriodicalId":406917,"journal":{"name":"European Conference on Games Based Learning","volume":"28 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135296597","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}

{"title":"Development of a 3D Immersive Game for Games and Systems Requirements Capture","authors":"Thomas Hainey","doi":"10.34190/ecgbl.17.1.1786","DOIUrl":"https://doi.org/10.34190/ecgbl.17.1.1786","url":null,"abstract":"Requirements collection and elicitation is generally recognised as an abstract and complicated area with a reputation of being underdeveloped in computing and games development graduates. It is a necessary component of computing programmes on all sides of the curriculum including software engineering, information systems and games development. One highly problematic factor is the differences between general functional software and a serious game for educational purposes and while both can be classed as software, they have entirely different purposes. Games-based learning applications have been developed for teaching requirements collection where the focus has been on gathering requirements for a software system and this has proven to be effective in some respects. This paper will focus on the development of a 3D immersive serious game for gathering the requirements for a game for entertainment and for learning. The development of the game will be informed by the creation of a serious games’ development model taking into account: learning outcomes, pedagogical content integration, general content integration in relation to graphical assets for appropriate realism and immersion, scaffolding and support mechanisms and assessment integration in relation to assessment mechanisms. Case studies will be discussed for the 3D immersive game in relation to fitness for purpose in relation to an entertainment and a serious game and compared and contrasted. The developed game will be evaluated by subject matter experts to ascertain its levels of effectiveness for gathering requirements for an entertainment game and for a serious game.","PeriodicalId":406917,"journal":{"name":"European Conference on Games Based Learning","volume":"27 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135295516","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}