European Conference on Games Based Learning最新文献

{"title":"Vocabulary Acquisition in New and Learned Contexts Using Immersive Virtual Reality","authors":"Thérèse Bergsma, Mariët Theune, Robby Van Delden","doi":"10.34190/ecgbl.17.1.1499","DOIUrl":"https://doi.org/10.34190/ecgbl.17.1.1499","url":null,"abstract":"Vocabulary acquisition is important for learning a language. Language learners need multiple encounters with a word to add unknown word aspects to their word knowledge or to strengthen their knowledge of previously learned word aspects. Combining vocabulary acquisition with immersive virtual reality (IVR) makes it possible to have such multiple encounters. In IVR, objects representing target words can be shown in the same virtual environment as they were first encountered (learned context), but also in a new virtual environment (new context). To investigate learning words in either a new or learned context in IVR we built Wics (words in context system). We used Wics to carry out an experiment in which participants could learn 32 Japanese words, represented by 3D objects, in three sessions. In the second and third learning session all words were shown in either a new context, with a changed environment and a changed visual representation of the word objects, or a learned context, where only the placement of the objects was changed. Performance scores for an immediate and a delayed post-test (one week later) revealed no significant differences in performance between conditions. However, there was a tendency towards participants spending more time on learning the words in the learned context condition. We believe Wics to be the first IVR system to provide learners with multiple learning sessions to provide multiple encounters with the same words in different contexts, where learners have control over their own explorative learning, and where the post-tests are inside IVR.","PeriodicalId":406917,"journal":{"name":"European Conference on Games Based Learning","volume":"2 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":"135295918","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":"Maestro Martino: designing a historic escape room with primary school children","authors":"Luca Botturi","doi":"10.34190/ecgbl.17.1.1346","DOIUrl":"https://doi.org/10.34190/ecgbl.17.1.1346","url":null,"abstract":"Educational escape rooms are being used in all school sectors and in many different subjects across the globe. In most documented cases, escape rooms are designed by teachers and played by students. This paper presents the case study of a primary school class that designed and developed an escape room for both adult and young players in connection with a regional event connected to a historical celebration. The project spanned over the whole school year and included a learning phase, the production of support materials (as comics) and eventually the design and development of the escape room, which was finalized by a local association. After its installation in the ancient local prison, the escape room enjoyed the visit of over 600 players, including tourists, families, groups of friends, and school classes, representing a successful example of open school game design project. The paper presents the key phases of the project: requirement analysis, escape room design (including narrative, puzzles, game-flow and props), escape room implementation, and assessment, with a focus on how to manage complex game design with young children.","PeriodicalId":406917,"journal":{"name":"European Conference on Games Based Learning","volume":"20 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":"135296170","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 as Socio-Technical Systems","authors":"Diego Alatorre Guzmán","doi":"10.34190/ecgbl.17.1.1670","DOIUrl":"https://doi.org/10.34190/ecgbl.17.1.1670","url":null,"abstract":"In the search for a comprehensive framework to structure and instrumentalize a Pedagogy of Play, the present article explores the ludic phenomena from an interdisciplinary perspective, integrating relevant knowledge from multiple sources and complementary epistemologies. As a result, a socio-technical framework of play and games is built, described and exemplified across different cases, over a continuous territory that performs in terms of multiple scales and complexities. The overall intention is not to normalize games, but to integrate more and diverse playful interactions within our everyday lives; not only within basic education but across academic and professional life: an exertion driven by a genuine search to learn from each other and supported by a versatile set of tools. By approaching games as the tangible materialization of play, therefore delegating the material embodiment of whatever comes out of our creativity, to an active learning practice inspired by our curiosity, and that of whom we collaborate with. To conclude, the article discusses and reflects upon the political and aesthetic implications of the presented framework, highlighting the importance of attitudes and narratives that complement conventional study programs by suggesting new ways to approach pre-identified, yet open spaces.","PeriodicalId":406917,"journal":{"name":"European Conference on Games Based Learning","volume":"121 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":"135296372","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":"Digital Educational Escape Rooms for Social Entrepreneurship: Identifying Design Choices for Educational Impact","authors":"Kristin Webb, Richard Martina","doi":"10.34190/ecgbl.17.1.1845","DOIUrl":"https://doi.org/10.34190/ecgbl.17.1.1845","url":null,"abstract":"Digital educational escape rooms (DEERs) can provide an engaging gamified learning experience for students that is easy to use and sustainable for teachers. Though well-established in the STEM fields, where escape rooms often call for students to apply procedural skills, escape rooms are also used across a range of subjects to impact durable skills and attitudes such as communication, collaboration, and critical thinking. This paper seeks to extend the application of DEERs into social entrepreneurship (SE) education by exploring the DEER design elements relevant to the SE field. This paper will focus on developing durable skills and attitudes associated with social entrepreneurship, an area of entrepreneurship that seeks to create businesses with positive social impact. To identify the relevant design elements in DEERs, we conducted a systematic literature review. The research question was \"Which design elements of digital educational escape rooms are necessary to teach social entrepreneurship skills and competencies?” This current paper builds on this type of framework by highlighting the relationship between the components of a DEER and learning objectives, specifically those relevant to a social entrepreneur’s educational context. For example, almost all papers reported successful collaboration in online groups. The authors also found that specific puzzle types were less important than the gamified context on impact on learning and skill development. Thus, the authors contribute to our understanding of how DEERs can relate to SE specific learning objectives, skills, and attitudes.","PeriodicalId":406917,"journal":{"name":"European Conference on Games Based Learning","volume":"16 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":"135296497","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":"Fostering Employability Skills for Engineers with Serious Games: A gamified GBL concept","authors":"Paul Varney, Vanessa Mai, Valerie Varney","doi":"10.34190/ecgbl.17.1.1867","DOIUrl":"https://doi.org/10.34190/ecgbl.17.1.1867","url":null,"abstract":"The world is becoming increasingly complex, and as a result, the demand for individuals with strong employability skills is growing rapidly. It is essential for engineering education to adapt to this reality and provide opportunities for students to develop critical thinking, problem-solving, communication, teamwork, adaptability, and leadership skills. By doing so, engineering graduates will be well-equipped to navigate the complex challenges of the modern world and make meaningful contributions to society. Engineering education needs to adapt to this reality by incorporating more opportunities for students to develop their employability skills. This can be done through a variety of methods, such as experience- or project-based learning, internships, co-op programs, and industry partnerships. Game-based learning offers an engaging and immersive experience that can promote the development of these skills in a fun and interactive way. Within the Game-based learning approach implemented in our lecture the students play two subsequent game modules in which they first plan and build a factory building together and then put it into operation in the second part. The players are confronted with problems and situations that can only be overcome through communication and cooperation. This paper presents the self-developed online platform that uses gamification aspects such as micro-achievements for each student to represent the progress with the learning materials as well as within the gaming parts. The platform aims to provide students with an engaging and interactive way of learning, while also assessing their performance through collected data.","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":"135296499","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":"The Novelty of Collaboration: High School Students Learning and Enjoyment Perceptions When Playing Cooperative Modern Board Games","authors":"Micael Sousa, Carla Sousa, Filipe Luz","doi":"10.34190/ecgbl.17.1.1461","DOIUrl":"https://doi.org/10.34190/ecgbl.17.1.1461","url":null,"abstract":"Modern board games are changing the way people play analogue face-to-face multiplayer games. One of the novelties of this trend is the growing prevalence of games that offer collaborative gameplay. These cooperative games have been instrumental in shifting the demographic of players, attracting individuals who prefer engaging in constructive interactions rather than destructive confrontations. Likewise, playing cooperative games demand specific players' skills which can be associated with the concept of soft skills. Training these skills through modern cooperative board games, whether by modifying existing games or developing new ones as serious games or using gamification approaches, holds promising potential. To test the perception of students playing cooperative modern board games for the first time, we organized a one-day play session in a school environment, specifically in a classroom with the support of the students’ teachers. Over a period of six hours (three in the morning and three in the afternoon), a total of 25 high school students from the vocational multimedia area, comprising students of all genders, participated in the session. The students engaged in gameplay with a curated selection of four cooperative modern board games. The results indicate that the students enjoyed the game sessions and recognized the significance of collaboration, as well as the associated skills including communication, empathy, organization, focus, and complementary interactions. The experiment reinforces the suggestion that the used modern board games could be introduced during classes as engaging activities fit for learning and training.","PeriodicalId":406917,"journal":{"name":"European Conference on Games Based Learning","volume":"62 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":"135295770","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":"Exploring Movement-Modifier Facilitation in Movement-based Sports, Health, and Game Design","authors":"Lars Elbæk, Rasmus Vestergaard Andersen, Lærke Schjødt Rasmussen, Maximus Kaos","doi":"10.34190/ecgbl.17.1.1429","DOIUrl":"https://doi.org/10.34190/ecgbl.17.1.1429","url":null,"abstract":"It can be daunting to ensure a movement flow that unleashes creativity when facilitating movement-based design activities that aim for play, games, sports, and technology domains. When incorporating movement in game design, it is vital to understand game and learning elements but equally movement and play elements because these are important motivational factors. To fully understand the play, sport, and physical activity aspects of movement-game design, we must investigate the world of physical activity and performance. As a part of the Erasmus+ project, MeCaMInD, the innovative design of Movement-Modifier cards was developed, intended as a tool in the facilitation process to engage participants in physical exploration, supporting, modifying, or tweaking movement-based design practices for an inclusive game and physical activity and performance design. The Movement-Modifiers is grounded in sports and health theories, creative design tools and methods. To harvest the Movement-Modifier’s tweaking creative potential, it is crucial to understand when and how to use them in the generative parts of a movement-based design process. Grounded in a phenomenological approach and based on a multiple case study, this paper explores how eight facilitators used the Movement-Modifiers to challenge and tweak the generative processes. The cases are 1) A two-day sports innovation camp for 80 K12 high school students, 2) A workshop on Inclusive exergame design with 15 participants at the Nordic Innovation Summit 2022, 3) A course teaching 65 sport bachelor students the creative acrobatic body performance design. Empirical data were generated using a combination of observations, video recordings, and interviews, and the phenomenological analysis was condensed into written facilitator narratives. We present Movement-Modifier facilitation strategies in three phases of movement-based design facilitation, illustrated on a continuum with the facilitator’s level of involvement on one axis and participation structure on the other. The facilitator’s role is multifaceted, and effective Movement-Modifier facilitation requires sensitivity, adaptability, and careful planning. The Movement-Modifiers should be seen as a tool to support the design process rather than the essence of it.","PeriodicalId":406917,"journal":{"name":"European Conference on Games Based Learning","volume":"46 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":"135296055","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":"The need for game-based learning methods to address cyber threats","authors":"George Andrews, Chitra Balakrishna, Alexander Mikroyannidis","doi":"10.34190/ecgbl.17.1.1432","DOIUrl":"https://doi.org/10.34190/ecgbl.17.1.1432","url":null,"abstract":"Cyber security threats are increasingly a serious concern to organisations, with an annual worldwide cost of a trillion dollars in 2021. Potentially the most significant contributor to cyber security threats is the human element, yet this has typically been insufficiently addressed in proposed solutions. Significant resources have been allocated to software, training and other solutions designed to tackle this threat, yet existing methods to improve cyber security have failed to deliver the desired results. Commonly cited issues include the lack of engagement in training, leading to disinterest and a ‘one size fits all’ approach, meaning some groups benefit from training more than others. This study will examine the need for game-based training methods in addressing cyber security threats caused by human error. Game-based training methods have previously been proposed to improve engagement in training and this study will discuss other potential benefits of game-based training. The aim of this work is to justify the use of game-based training methods in cyber security and begin to determine which aspects of games may be most effective at causing long-term positive behaviour change. Following an extensive literature review, a pilot study was run in which a survey was presented to 37 individuals who have taken cyber security training in the past, to query opinions and perceptions regarding cyber security training participants had previously taken, and how they feel they would behave when faced with certain cyber security threats. Upon analysis in SPSS, the results of this work indicate that factors such as training frequency and exposure to cyber security attacks have a significant impact on cyber security behaviour. A correlation between engaging training and impact of training on behaviour also serves to justify the development of such training methods. When combined with previous results on cyber security training this highlights the need for training to be engaging, regular, and relevant, and shows that the realistic simulation of cyber security threats (such as in game-based training) is of significant benefit. These results will help inform future development of effective game-based training methods and encourage their use more widely.","PeriodicalId":406917,"journal":{"name":"European Conference on Games Based Learning","volume":"68 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":"135296321","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":"The Race to Nuclear Supremacy: Classroom Games as Motivation for Student Learning","authors":"ELSA CATALINA OLIVAS CASTELLANOS, None Abraham Ramsés Velázquez Kraff1, None David Alejandro Duarte Moroyoqui3","doi":"10.34190/ecgbl.17.1.1548","DOIUrl":"https://doi.org/10.34190/ecgbl.17.1.1548","url":null,"abstract":"The use of games in education is applied in classroom settings from all academic levels. More importantly, games can motivate student learning in courses that depend heavily on evaluation and comprehension. The number of digital games available to enhance learning outcomes while motivating student-learning are overwhelming. Nonetheless, access to such content can be costly and limited to academic institutions that lack funds and technology. In this paper, we analyzed how a set of magnetic spheres paired with games motivated student learning in courses across 2 multicultural classrooms (Physics and Social Studies). By designing a session about the atomic bomb in a history course, professors from both History and Physics used a set of small magnetic spheres and Albert Einstein’s equation E=mc2 to complement student learning in a history classroom to comprehend a topic, by using components of the magnetic spheres as an analogy of the nucleus of an atom, where the magnetic force between spheres represents the weak nuclear force. We explained the nuclear fission phenomenon and the history behind this discovery in a more hands-on approach. With this analogy, a game was designed, in which students after having taken a lecture on the history of nuclear fission and an overall explanation of Albert Einstein’s formula, simulated building the atomic nuclei of radioactive elements by adding a pair of neutrons to quantify the energy released when separated as individual particles. After completing the game-based activity, we conducted a series of surveys among students to 1) analyze students’ perception of the learning process during multidisciplinary classes with classroom games and 2) identify attitudes towards subject comprehension through classroom games. The experiment was carried out in sessions of 50 minutes per group. The participants of the case study were students from a private education institution in the northwestern region of Mexico (State of Sonora). We examined how these game-based activities were perceived by the students regarding their motivation to learn. In order to enhance the motivation for student learning, multidisciplinary collaboration should be included in the design process of the curriculum the school offers to its students.","PeriodicalId":406917,"journal":{"name":"European Conference on Games Based Learning","volume":"17 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":"135296326","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":"Media Convergence and Game-Based Learning: Developing a Hypothesis of Film Education for the Post-Media Age","authors":"Massimo Atzori","doi":"10.34190/ecgbl.17.1.1837","DOIUrl":"https://doi.org/10.34190/ecgbl.17.1.1837","url":null,"abstract":"The purpose of this paper is to develop a hypothesis of film education built on a theoretical speculation concerning media convergence between cinema and video games, game-based learning and participatory culture, in the interest of schools willing to introduce the subject in their curricula and try out new educational approaches, embracing the inclusive definition of ‘film’ adopted by British Film Institute (2015).","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":"135296365","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}