European Conference on Games Based Learning最新文献

{"title":"A Proposed Framework for the Classification of Game-Based Learning in Construction Management","authors":"Yara Elenany, Vian Ahmed","doi":"10.34190/ecgbl.17.1.1712","DOIUrl":"https://doi.org/10.34190/ecgbl.17.1.1712","url":null,"abstract":"As the construction industry heads towards the Fourth Industrial Revolution, the gap widens between industry demands and fresh graduate capabilities. Much of this is owed to the traditional Construction Management (CM) pedagogy. Therefore, there is a pressing need for a paradigm shift in our approach towards CM education. As such, to meet both industry demands and student expectations, integrating game-based learning (GBL) can substantially enhance the learning experience for CM students in higher education. Although the body of knowledge recognises Game-Based Learning (GBL) as tools that facilitate active learning in engineering disciplines in general, their utilisation remains limited in construction management. Thus, the aim of this paper is to conduct a systematic literature review of past GBL studies in Construction Management via Scopus database with an attempt to classify these studies into three broad categories: Tabletop games, digital games, and computer-assisted games. First, this paper will explain the key features, strengths, and limitations of each category. Second, this paper will identify the trends in game characteristics, learning objectives, data collection methods, and game evaluation approaches. Finally, this paper will present a classification framework that summarises the findings to facilitate selecting effective GBL strategies for CM higher education. Thus, this study will provide a wide-lens view of the research trends, gaps, and future research recommendations in this field as well as present design parameters for effective GBL integration.","PeriodicalId":406917,"journal":{"name":"European Conference on Games Based Learning","volume":"40 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":"135296489","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 an Enjoyable Educational Game on Fundamental Programming: Designing for Inclusion and Learning Analytics","authors":"Peter Mozelius","doi":"10.34190/ecgbl.17.1.1909","DOIUrl":"https://doi.org/10.34190/ecgbl.17.1.1909","url":null,"abstract":"A well-discussed problem is how to attract a new public to computer programming, and especially how to reach girls and women. At the same time research reports on that children spend considerable amounts of time playing different types of games, where educational games today are part of formal, informal and non-formal learning. However, many educational games still have a design that appeals more to boys than to girls. Another problem addressed in this paper is how to measure the learning outcomes of an education game. It is a challenge per se to design for joyful gaming, but to assess the learning outcomes is important if the game should be accepted by teachers and a part of teaching and learning activities. The aim of this study was to describe and discuss the design and development of an educational game where girls would like to play together and at the same time learn fundamental programming. The research question that guided this study was: \" How could a motivating and inclusive educational game on fundamental programming be designed and developed, with minimal prerequisites for students and teachers?\". The overall strategy for the design and development of the was the Design Science Research (DSR) approach. This work was carried out according to the recognised DSR process with the five phases of: 1) Explicating the problem, 2) Defining the requirements, 3) Designing and developing the artefact, 4) Demonstrating the artefact, and 5) Evaluating the artefact. Phase one was based on a minor literature study, while Phase 2 was a combination of a larger and more systematic literature study combined with game testing. Phase 3 was conducted with brain storming sessions for design followed by implementation in the Unity game development tool. Finally, the game has been demonstrated for, and tested by, a group of academic game developers. Results from the formative evaluation look promising, but the important next step in this project is a more formal evaluation using game-based learning analytics with a larger and more diverse test audience.","PeriodicalId":406917,"journal":{"name":"European Conference on Games Based Learning","volume":"35 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":"135296495","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":"Integrating Reinforcement AI into the Design of Educational Games","authors":"Ashish Amresh","doi":"10.34190/ecgbl.17.1.1709","DOIUrl":"https://doi.org/10.34190/ecgbl.17.1.1709","url":null,"abstract":"The emergence of reinforcement-based AI for text generation (Chat-GPT) and image creation (Dall-E) has opened a wide range of possibilities for changing the game design and development process. While game development researchers have mostly focused on integrating these technologies to improve production workflow and demonstrate their use in the creation of content for entertainment purposes (intelligent NPCS), there is very little knowledge on how to integrate this technology into the design of educational games. In this paper, we present the results of integrating reinforcement AI (text and image generation) into educational gaming experiences by graduate students enrolled in a game-based learning course. The students were given a core set of requirements that enable the integration into their project with some flexibility on the desired educational outcome. The produced experiences were then evaluated by a small sample of experts (gaming and learning sciences) and their observations were compiled. Specifically, we describe the wide range of experiences developed by the students and the results of a qualitative study with a small group of experts that evaluated these experiences. Our results indicate that reinforcement AI-based integrations into educational game design and development helps enrich the user experience and has the potential to improve learning outcomes.
","PeriodicalId":406917,"journal":{"name":"European Conference on Games Based Learning","volume":"59 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":"135296500","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":"Students as educational board game designers: Learning opportunities and design dilemmas","authors":"Thorkild Hanghøj","doi":"10.34190/ecgbl.17.1.1741","DOIUrl":"https://doi.org/10.34190/ecgbl.17.1.1741","url":null,"abstract":"Even though there is a long tradition for letting students play and design board games in the classroom, there exist relatively few studies, which conceptualise how students can learn through designing educational board games. In this paper, I present a theoretical model, which can be used to understand and inform how students work with board game design activities, and how this may require them to address specific dilemmas and complexities in their design processes. The presented GEC model (Games as Educational Challenge) builds on earlier studies, but is presented here in an adapted version, which focuses specifically on students’ game design processes. The GEC model is exemplified with empirical data from the large-scale intervention project GBL21: Game-Based Learning in the 21st Century (2017-2022), where Danish students (grades 5-8, age 11-14) across 19 schools worked with a design thinking approach to designing game tools that address specific challenges within the school subjects mathematics, Danish and science. The current study focuses specifically on a teaching unit with a 5th grade class, who had to design a board game that addressed challenges with toxicity in online communication. By using the GEC model as a framework for the analysis, the current study highlights three analytical themes concerning: 1) the students’ ownership of their presented game design challenges, 2) balancing of game elements versus subject-specific aims, and 3) the legitimacy of creating board games within the context of specific school subjects. By stressing both design dilemmas and learning opportunities, the paper contributes to creating a more nuanced understanding of how students address and deal with different complexities, when creating educational board games.","PeriodicalId":406917,"journal":{"name":"European Conference on Games Based Learning","volume":"64 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":"135295678","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":"Guidelines for Playful Learning Design in VR/AR: Insights from Student Productions","authors":"Gunver Majgaard, Patricia Lyk","doi":"10.34190/ecgbl.17.1.1505","DOIUrl":"https://doi.org/10.34190/ecgbl.17.1.1505","url":null,"abstract":"The paper presents three perspectives on virtual reality (VR) and augmented reality (AR) as educational technology: one on the learning attributes of VR and AR, the second on practical issues and problems, and the third on learning design guidelines. The perspectives are explained through text, tables, and examples from engineering students' productions. The paper will be of interest to students, designers, and researchers of VR and AR for training and learning.","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":"135295762","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":"Turning Grey to Green: Engaging Gamification in Sustainability Education with Augmented Reality Technology","authors":"Yujun Ma, Nga Yin Dik, Sui Leung Walter Fung","doi":"10.34190/ecgbl.17.1.1384","DOIUrl":"https://doi.org/10.34190/ecgbl.17.1.1384","url":null,"abstract":"In recent decades, topics of sustainability and carbon neutrality are getting more attention from society and academia in the sense of urbanization and social innovation. Scholars have been proposing methods to achieve sustainability and they emphasize the importance of educating citizens about the ethics of sustainability. Also, in the educational context, there is a trend in applying gamification concepts to promote sustainability. Previous studies have demonstrated that gamification can engage students through interactive content and reward systems, so that they can be motivated to learn and apply knowledge. Nevertheless, limited articles can be found to propose methods for developing technological applications for green innovation education. In addition, scant interest has been shown to include gamification in sustainability education, especially in Hong Kong. Knowing that simulation games may raise students’ curiosity to learn, we designed an augmented-reality-based educational mobile application to investigate their perception of engaging technologies and gamification in the learning process of sustainability education. In this application, there are three major components to be presented. First, various simulation games are included to educate learners with practical skills to nurture sustainable living habits. Cartoons and animations are added to better explain abstract ecological theories, and learners can interact with game characters / elements in real-time motion for an advanced gaming experience. Second, to motivate students to learn the content, digital achievement badges can be earned after winning the mini-games and they can be shared on social media platforms. It is expected that the reward system can attract students to participate actively. Last but not least, the application is hoped to engage Hong Kong citizens and the globe in the Green Deck project of Hong Kong and encourage more social involvement. With reference to the application structure, this study is expected to explore the effects of implementing games and augmented reality on education for sustainable development. Two surveys (pre- and post-surveys) would be established to evaluate the students’ learning experience and knowledge acquisition on sustainability.","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":"135295764","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":"A Simulation Game for Anti-money Laundering (AML) Using Unity","authors":"Long Kiu Chu, Sui Leung Fung","doi":"10.34190/ecgbl.17.1.1512","DOIUrl":"https://doi.org/10.34190/ecgbl.17.1.1512","url":null,"abstract":"With increasing demand of anti-money laundering (AML) regulation in Fintech, AML is one of the key factors in FinTech and its regulatory technologies (RegTech). Presently, as research and education on AML focus on financial institutions and authority, the individual is vulnerable to money laundering (ML) by being money mules with lack of awareness. Therefore, this paper illustrates the design of a 2-player simulation game for AML, which integrates the game-based learning model with plots including introduction stories, player actions and ending stories. In the game, a player role-plays either a money launderer or AML specialist. Within 6 in-game months, the former needs to perform ML with a target goal while the latter needs to identify the former’s actions and restrict him to achieve his goal.
 For actions of the money launderer, this paper integrates the criminal order with the PLI model (placement, layering and integration) to simulate the full ML circle. The criminal order provides return to the attacker if he completes it within the time limit. Each layer in the PLI model is expanded with middle processes for the methodology. The attacker uses shell companies to hide his identity and support each transaction for ML with apparently legitimate reasons.
 For actions of the AML specialist, this paper integrates the AML transaction monitoring with the Financial Action Task Force (FATF)’s Forty Recommendation. The defender needs to perform AML transaction monitoring with identifying suspicious financial activities based on money flow. Then, he needs to identify the actual beneficial owner of suspected companies with their share distributions. Both money flows and share distributions are visualized in data charts. Later, the defender shall report suspicious companies to the Financial Intelligence Unit (FIU), which will return the investigation result at the beginning of the next in-game month.","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":"135295922","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":"Design and development of a gamified tutorial for iVR serious games","authors":"Ines Miguel-Alonso, Henar Guillen-Sanz, Bruno Rodriguez-Garcia, Andres Bustillo","doi":"10.34190/ecgbl.17.1.1563","DOIUrl":"https://doi.org/10.34190/ecgbl.17.1.1563","url":null,"abstract":"Serious games, including immersive Virtual Reality (iVR) experiences, can be challenging for players due to their unfamiliar control systems and mechanics. This study focuses on designing a gamified tutorial for iVR serious games that not only teaches iVR interactions but also enhances user enjoyment and engagement. The tutorial consists of progressively challenging mini-games that adapt to the user's performance. Tips and recommendations are provided through a robot avatar if users struggle or make mistakes. An optional narrative is included to enhance user engagement, but it is not mandatory for the iVR experience. Gamification elements, such as point collection and progress updates, are incorporated into the tutorial. It can be played independently or as an introduction to iVR serious games. The goal is to use gamification principles to maintain user engagement and flow while enhancing the learning experience in the virtual world.","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":"135296323","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":"When design gets in the way: student learning and digital escape game","authors":"Caroline Cruaud","doi":"10.34190/ecgbl.17.1.1406","DOIUrl":"https://doi.org/10.34190/ecgbl.17.1.1406","url":null,"abstract":"Escape games are known for their potential to engage students and are becoming a popular way to teach content in a variation of subjects, e.g., chemistry (Peleg et al., 2019), music (Babazadeh et al., 2022), and financial literacy (Bisanti et al., 2022). It is also a rapidly developing field of research (Veldkamp et al., 2020, Taraldsen et al., 2022). The importance of the debrief stage after playing and its role in ensuring learning outcomes has been discussed (Babazadeh et al., 2022). However, investigating students’ learning while playing the game is needed to understand how they can be used in the classroom and continue improving the design of future escape games. In addition, there is still little research on escape games used online, in a digital format. This study explores the students’ experience of learning when playing the digital escape game Radioaktiv over video conference. Video data of six pairs of students playing the game were collected at a Norwegian University. Interaction analysis was conducted on representative data extracts to answer the following research question: How did the students’ experience of learning unfold while playing the digital escape game Radioaktiv? Findings show that design choices came in the way of students’ learning and reveal the importance of just-in-time and adapted feedback. Implications for this study are the importance of playtesting the escape game, especially when it comes to designing the puzzles and feedback loops. The present study also shows the necessity of the teacher: the automatised feedback system from the digital escape game cannot replace the role of the teacher during gameplay. This is especially true in the context of online learning where students can more easily feel left alone. Digital escape games as a learning activity should always be implemented within a clear pedagogical design.","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":"135296329","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":"Kuxtal: Student Motivation Through Megagames in Higher Education Design Students","authors":"Edgar Ludert, Elsa Catalina Olivas Castellanos, Leticia Isabel Ramírez-Cavazos","doi":"10.34190/ecgbl.17.1.1518","DOIUrl":"https://doi.org/10.34190/ecgbl.17.1.1518","url":null,"abstract":"Megagames are an engaging combination of different game resources. They involve role-play, social connection, simulations, rules, economics, politics, decision making among others that are merged into an immersive narrative, all of which are essential applications of experiential learning. They can last from one day up to one month, they are known to be collaborative and can be played by several players at the same time. In education, collaboration between individuals is an integral competence that has to be nurtured among the academic community. During the game dynamics, multiple experiences, events, and actions are activated that enhance curiosity and emotions among students which, in turn, impact their motivation in the learning process. Wicked problems are undetermined problems that are resistant to change, possess a social and cultural context, several stakeholders are involved and overall are complex to solve. In this paper we explore 1) the use of megagames as a component to motivate student-learning of Higher Education (HE) students of the fourth semester of a degree in Design at the Tecnologico de Monterrey institution, located in the northwestern region of Mexico in the State of Sonora. We also 2) analyzed if research and action was triggered among students through the megagame, Kuxtal. The megagame, aims to promote student-learning through understanding wicked problems: that all living beings face in regards to water: its scarcity, its pollution and its mismanagement. In this qualitative study, we used Jones (2021) user guide for assessing components of the MUSIC model of motivation to understand empowerment, usefulness, success, interest, and caring. With the incorporation of megagames in the classroom, educators were able to promote student motivation and students engaged in research methodology, all while adopting small world-changing actions in their everyday lives. This paper aims to promote the advantages of using megagames as an educational resource in Higher Education creative fields such as Design, Architecture and Communication.","PeriodicalId":406917,"journal":{"name":"European Conference on Games Based Learning","volume":"43 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":"135296331","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}