European Conference on Games Based Learning最新文献

{"title":"Enhancing Pre-Schoolers’ Learning Motivation in Jawi Subject Through Game-Based Learning Application","authors":"Noor Asmina Mohd Rashid, Norah Md Noor","doi":"10.34190/ecgbl.17.1.1908","DOIUrl":"https://doi.org/10.34190/ecgbl.17.1.1908","url":null,"abstract":"Game-based learning applications are becoming increasingly popular as an effective means of enhancing student motivation to learn. Jawi, a subject often viewed as uninteresting by students, has decreased motivation to learn due to a lack of technology resources. To address this issue, the \"Dunia Jawi\" mobile application was developed as a game-based platform to improve preschoolers' motivation to learn Jawi. In this study, student motivation was measured based on the ARCS model, which consists of four components: attention, relevance, confidence, and satisfaction. The study involved a pre-experimental group of 32 preschoolers evaluated using the pretest-posttest design. The results found an increment in preschoolers' motivation, where the mean for the posttest ( 43.50) was higher than the mean for the pretest ( 31.47). The increment was statistically significant, indicating that the use of the \"Dunia Jawi\" mobile application led to a significant increase in motivation to learn Jawi among preschoolers. Moreover, each ARCS component showed an increment in attention, confidence, and satisfaction. The attention component refers to capturing students' interest and encouraging them to focus on the learning material. The confidence component refers to the student's belief in their ability to learn the material. The satisfaction component refers to the student's enjoyment of the learning experience. The results indicate that game-based learning applications, such as \"Dunia Jawi,\" can enhance each component, thereby increasing student learning motivation. The relevance component, which deals with how the students view the value of the learning content, did not, however, experience any appreciable shift. The \"Dunia Jawi\" mobile application may not have had as much of an influence on this component as it could have because the preschoolers may not have seen the content as being applicable to their everyday lives. In conclusion, this study proves that game-based learning applications, coupled with the ARCS model, can enhance preschoolers' motivation to learn Jawi. The results demonstrate that the \"Dunia Jawi\" mobile application effectively increased preschoolers' motivation to learn Jawi, particularly in the attention, confidence, and satisfaction components. Future studies could explore ways to increase the learning material's relevance to further enhance preschoolers' motivation to learn.","PeriodicalId":406917,"journal":{"name":"European Conference on Games Based Learning","volume":"32 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":"135296369","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":"Evaluating the Efficacy of a Serious Game in Enhancing Word Reading Speed","authors":"Chiara Piazzalunga, Linda Greta Dui, Stefania Fontolan, Sandro Franceschini, Marisa Bortolozzo, Cristiano Termine, Simona Ferrante","doi":"10.34190/ecgbl.17.1.1661","DOIUrl":"https://doi.org/10.34190/ecgbl.17.1.1661","url":null,"abstract":"Dyslexia is a Specific Learning Disorder (SLD) characterized by subpar reading abilities in terms of accuracy and/or speed. Dyslexia can have a lifelong negative impact on academic and day-to-day life. However, early identification and subsequent training can help dyslexic children overcome their reading difficulties. For instance, tachistoscopic reading, a technique that involves presenting words for a brief period, has been shown to improve reading speed. Technological tools, such as serious games, can also be useful, and governments encourage their use to enhance the management of SLDs. In this study, we investigated the efficacy of a serious game called Tachistoscopio in improving reading speed in children. The game began with a short calibration process, followed by the presentation of a word for a brief duration. The user was then asked to write the word. We tested it on children, carrying out the pictorial system usability scale to assess usability and investigating the effect of class and gender through Mann-Whitney U tests. We determined it had excellent usability and could effectively adapt to users’ abilities, as third graders performed significantly better than second graders (p<0.001). Following the success of this preliminary phase, 36 second-grade children, split into two groups, participated in a training study: 18 children underwent a three-week training phase with the game, while the remaining 18 children served as the control group. Before the training, we assessed all children’s reading abilities using standardized word reading and vocabulary tests. The training involved four 20-item sessions per week. We then collected the reading performance of both groups again and used Mann-Whitney and interval estimates to test for statistically significant difference between the reading speed increments in the two groups. Their confidence intervals did not overlap (training: [0.11; 0.33], control: [-0.10; 0.05]), which suggests a significant difference between them. These findings suggest that Tachistoscopio may be an effective intervention tool for improving reading speed in dyslexic children.","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":"135296373","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":"Number Express: a Digital Game to Improve Early Numeracy","authors":"Nicoletta Perini, Annamaria Porru, Korbinian Moeller, Tim Jay, Francesco Sella","doi":"10.34190/ecgbl.17.1.1430","DOIUrl":"https://doi.org/10.34190/ecgbl.17.1.1430","url":null,"abstract":"Early numeracy (including basic skills like counting, order processing, etc.) has repeatedly been observed to predict later scholastic but also vocational prospects. As such, it seems sensible to foster it early on during development. In this article, we describe the development and initial evaluation of Number Express, a digital game designed to facilitate numerical skills in pre-and primary school considering the latest evidence from research on order processing. The game consists of a train with six carriages for the player to fill in with numbers in the correct order. The game progresses in difficulty across several levels, moving from smaller to larger numbers and sequences in steps of 2, 5, and 10. Informative feedback helps players in case they respond wrongly. Associating numbers to carriages in the correct order earns the player points, with which they can buy items in a virtual shop, providing additional experience with calculating with money. During the design phase, we sought feedback from researchers, teachers, and an education consultant specialising in the learning and teaching of primary mathematics. Piloting will involve testing the game with a small group of preschool children to evaluate its playability and ease of use and to resolve any remaining technical issues. Additionally, we will gather feedback from children to identify any areas of the game that might be improved or made more engaging. In the next step, the game will be implemented in an intervention study to determine its effectiveness in improving children's early numeracy skills. In case the game proves to be effective in improving children's early numeracy skills, it has the potential to be a valuable tool for educators and parents in supporting their children's numerical development.","PeriodicalId":406917,"journal":{"name":"European Conference on Games Based Learning","volume":"49 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":"135296453","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":"Proposal for a Participatory Methodology for the Creation of Serious Games","authors":"Ernesto Pacheco-Velazquez, Andre Bester, Lucia Rabago-Mayer, Virginia Rodes-Paragarino","doi":"10.34190/ecgbl.17.1.1626","DOIUrl":"https://doi.org/10.34190/ecgbl.17.1.1626","url":null,"abstract":"We are facing a new generation of students, who are not only looking for theoretical knowledge, but also want learning to be practical, interesting, and fun. They request didactic techniques that allow them to have a more prominent role in their learning, models that are not focused on teaching, but on learning. They are students with different characteristics because they were born in the digital age. Technology has changed the way they relate to the world. They are not comfortable with respect to traditional models and try to incorporate new technologies into all aspects of their lives. Within the educational field, new technologies are seen as a tool that facilitates learning and develops skills in students. From this perspective, the development of simulators and serious games are now used as a strategy to facilitate learning. The advantages of using a serious game seem evident, they help develop critical thinking, encourage creativity, increase problem-solving skills, increase retention, among other benefits. However, when games are not well designed, they lose both their appeal and their playful essence. One reason for these problems is the absence of the application of any design methodology, and that many of these problems come from the requirements definition phase. Specifically, most of the problems occur in the game design phase, where there is a deficiency in the writing of the requirements requested by the teachers. When the requirements are vague, or ambiguous, experts in the development area are unable to interpret the interaction design, the game mechanics, or the way in which users will interact with the software. This article aims to discuss the specifications and requirements that instructional designers and developers should address before migrating to project development, implementation, or evaluation. This article is important because it analyzes the need to establish clear requirements and objectives that will facilitate the creation of serious games in education.","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":"135247276","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":"Enter the Paraverse: Challenging Assumptions of Live Music in the Metaverse","authors":"Pat Healy, Hannah Standiford","doi":"10.34190/ecgbl.17.1.1634","DOIUrl":"https://doi.org/10.34190/ecgbl.17.1.1634","url":null,"abstract":"The Metaverse, a concept and buzzword echoing throughout industry and academic spaces, does not exist. In this paper we theorize about the object that does exist: the Paraverse, the global set of disconnected virtual worlds and virtual world platforms working independently to advance virtual world technology and culture. We present a novel system within the Paraverse named Soundscape.social: a multi-user virtual world where participants explore concert spaces containing pre-recorded, synchronous performances by independent musicians during the early stages of the COVID-19 pandemic. Through its design and implementation, we demonstrate how small teams of independent developers may quickly contribute to the fringes of the Paraverse, and thus play an essential role in driving innovation. We assessed the platform’s ability to foster communal listening experience through virtual ethnography, in-game data collection, and interviews with attendees and performers. Soundscape.social was successful at preventing abusive behaviour despite anonymous communication, respecting participant privacy through minimal in-game data collection, modelling anarchic community through a performance format that challenged hierarchical structures of listening, and fostering a novel understanding of liveness through listener autonomy and a novel asynchronous communication feature of interest we name \"virtual graffiti.\" We further discuss opportunities for future work developing technologies that aid developers looking to create independent Paraverse applications, contributing to the future of virtual worlds and, perhaps, the Metaverse.","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":"135294591","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":"Chances and Limitations of Immersive Augmented Reality for Game-based Learning in Museums","authors":"Ulrike Spierling, Jessica L. Bitter, Yu Liu, Thorolf Müller","doi":"10.34190/ecgbl.17.1.1851","DOIUrl":"https://doi.org/10.34190/ecgbl.17.1.1851","url":null,"abstract":"This article discusses opportunities and limitations of using immersive augmented reality (AR) with head-mounted displays for gaming and education in museums. We first report on a prototype application for HoloLens 2 that we developed and tested with 109 museum visitors in a recent project for an exhibition with large animal skeletons. The results show that the feedback from visitors was overall positive, while more steps are needed before it can be implemented in a museum routine. Based on the findings, we discuss hypotheses for the planned further development of the approaches towards game-based learning in the real environment of a natural history museum.","PeriodicalId":406917,"journal":{"name":"European Conference on Games Based Learning","volume":"80 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":"135295515","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":"SwageXR: Designing Gamified AR Applications for Industrial Training","authors":"Luke Beveridge, Keshav Dahal, Marco Gilardi","doi":"10.34190/ecgbl.17.1.1727","DOIUrl":"https://doi.org/10.34190/ecgbl.17.1.1727","url":null,"abstract":"This paper presents a case study describing the design of SwageXR, an augmented reality (AR) application that gamifies a tubing assembly exercise. The aim of this paper is to contribute to the field of extended reality (XR) applications by providing a case study of a novel design process based on an existing framework by Gilardi et al. &#x0D; Design needs and requirements were gathered using a contextual design approach and qualitative research through interviews with training course instructors as well as a workshop involving them. The contextual design approach involved the PI taking part in the training course as one of the trainees to observe and build understanding of the taught practical content and the context in which the learning happened. This was followed by semi-structured interviews with 4 training instructors, with results indicating preferred course content to digitise, early concepts for gamification, and the storyline of the gamified content with respect to existing training. Using the data and experience gained from the contextual design approach and interviews, a paper prototype of the gamified AR application was developed, and feedback was obtained from the company technical director. The paper prototype and feedback were used as a basis for developing a 3D prototype in VR using ShapesXR. This led to a virtual reality (VR) workshop involving the technical director and training manager of the company where the 3D prototype was demonstrated and discussed. The workshop resulted in the flow of the overall application being refined including the storyline, gamification, training, and challenges. The design process aims to facilitate the development of a coded working prototype for SwageXR, with gamification elements such as score, time-based challenges and leaderboards. An initial experience playtest with course trainees will then be possible to gain insight on engagement levels and trainee attitudes about the initial game experience. &#x0D; The main outcome of this research is a design approach that tries to address the gap outlined by Krauß et al., the approach makes use of rehearsal techniques and virtual reality to provide context for AR application design.","PeriodicalId":406917,"journal":{"name":"European Conference on Games Based Learning","volume":"81 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":"135295518","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":"Color Blindness in the Digital Gaming Landscape: Addressing Critical Issues and Research Gaps","authors":"Merve Tillem, Ahmet Gün","doi":"10.34190/ecgbl.17.1.1749","DOIUrl":"https://doi.org/10.34190/ecgbl.17.1.1749","url":null,"abstract":"Color blindness is a condition that affects a significant portion of the population, particularly men. It is characterized by difficulty perceiving colors in the same way as people with normal color vision, which can result in confusion when distinguishing between different colors. This can impact various aspects of life, including playing digital games. In computer games, colors are often used to convey important information, such as distinguishing enemies from allies or indicating objectives. A person with color blindness may have difficulty identifying these visual cues, which can make the game less enjoyable and even affect their ability to play the game. Previous research has been conducted on accessiblity but very few of these studies have focused on the intersection of color blindness and digital games. The aim of this study is to examine the relationship between color blindness and game design through a comprehensive literature review, identifying key findings and highlighting any missing components in the existing research. To accomplish this, the sources were classified according to their focus, method, and findings. From examining all of the resources found, the studies in the intersection between color blindness and game design that reviewed, organized into various subject headings for further analysis and understanding. It was explored that the researches organized under certain four main topics as follows: (1) defining guidelines to provide better game experience for color blind individuals, (2) offering alternative methods for detecting color blindness; and (3) examining technologies developed to improve the visual experience of color blind individuals and (4) examining color blindness on gaming performance. Additionally, the majority of the reviewed studies focus on discussing digital games in terms of accessibility, while some studies suggest utilizing games as a testing method and educational tool for individuals with accessibility issues, effectively turning challenges into advantages. On the other hand, they also explore the potential of games in solving problems related to accessibility in gaming. However, there is still many issues to be explored in terms of understanding how color blindness affects the experience of games. There is a research gap in exploring whether color blind individuals experience physical and sensory differences in perceiving digital game visuals, as no study has been conducted to address this aspect. It may address critical issues in understanding the color blindness experience from the perspective of perception and senses of this disadvantaged group.","PeriodicalId":406917,"journal":{"name":"European Conference on Games Based Learning","volume":"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":"135295677","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":"Designing a 3D Serious Game about Career Pathways in the Games Industry","authors":"Gavin Baxter, Thomas Hainey, Alan Williams, Julie Black","doi":"10.34190/ecgbl.17.1.1723","DOIUrl":"https://doi.org/10.34190/ecgbl.17.1.1723","url":null,"abstract":"The aim of this paper is to give a detailed overview of the development of a 3D serious game that informs game students about career pathways in the games industry. The paper provides a scoping review on the key principles related to serious game design. These core design issues are reiterated in relation to how the development of the game has adhered to them. The paper illustrates the game’s audit trail in terms of implementation providing a development blueprint for other educators to follow when developing an educational game. The learning outcomes of the game are also accentuated and how the implementation of the game has catered for them. An important aspect of the paper is to highlight how the underlying aspects of game design can accommodate intrinsic content and motivation whilst accommodating the various pedagogical frameworks embedded in the gameplay. The characterising goals of the game have adopted a linear and cyclical approach that allows the player to progress through the gameplay completing formative and summative assessment challenges. The serious game was developed using the Unity game engine adopting a hub and spoke design. A key challenge when designing the game was how to ensure that the game remained endogenous when designing the game’s levels. The design considerations presented in this paper provide a solid implementational framework about how to implement principles of learning and assessment associated with employability skill sets with a specific focus to the games industry.","PeriodicalId":406917,"journal":{"name":"European Conference on Games Based Learning","volume":"120 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":"135295683","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":"Entrepreneurship and game-based learning in Higher Education: a systematic review","authors":"Margarida Casau, Marta Ferreira Dias, Marlene Amorim","doi":"10.34190/ecgbl.17.1.1785","DOIUrl":"https://doi.org/10.34190/ecgbl.17.1.1785","url":null,"abstract":"Game based learning and entrepreneurship education are two topics that have been gaining attention in recent years. This is due to the importance of entrepreneurship for economic growth, employment, and innovation. As such, researchers have begun exploring how game-based learning may be used to foster entrepreneurial skills, both in students and young graduates. Entrepreneurship education has become increasingly important in higher education as it equips students with the skills necessary to become successful in the business world. Even though many entrepreneurship education programs still use traditional teaching methods, it is now known that game-based learning can be a very effective way to develop entrepreneurship competences. In addition, research has shown there may exist potential benefits beyond just improving entrepreneurial knowledge. In fact, studies suggest that playing certain types of games may improve problem solving abilities by teaching players how to break down complex problems into smaller component parts as well as helping them to develop better communication skills needed when working with others on projects or collaborations outside one’s own venture. All these findings make it even more important for us to understand why people enjoy playing different kinds of games so that educators can create experiences that will not only help grow businesses and to develop entrepreneur’s mindset in youngsters but also provide enjoyable experiences along the way too. This systematic review aims to examine the current literature on the use of game-based learning approaches in higher education to develop entrepreneurship competences.","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":"135295684","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}