European Conference on Games Based Learning最新文献

{"title":"Introducing Game Jams for Ecology and Citizenship Education in High School Classes","authors":"Luana Silveri","doi":"10.34190/ecgbl.17.1.1614","DOIUrl":"https://doi.org/10.34190/ecgbl.17.1.1614","url":null,"abstract":"This paper deals with the preliminary results of some applied game jam events integrated with the Citizenship and Civic education project in some Italian high schools.
 In Italy GBL is not systematically used as a didactic tool, especially in secondary school and game jamming is not well known nor used. A set of specifically designed game jam events called (EcoGJ - the game jam for ecology) were implemented in Italy during the 2022/2023 school year. The game jam format was designed to promote the discourse about climate change and ecosystems, and implemented to demonstrate how a more student-centred didactic approach can be used at school to foster collaboration and team working skills.
 Students in the 15-16 target age from different high schools have been involved in the EcoGJ format. Outcomes have been recorded with a survey and with on-field notes. Preliminary results show as game jams had a positive impact on students, encouraging them to use critical thinking and team working as well as activating them in discussing ecology and climate change issues. Notwithstanding, some critical points emerged both for students in terms of engagement and knowledge. It seems that game jams can be a valid working method to teach and learn new skills, as well as increase students’ self-confidence and their desire to learn more about complex issues such as climate change. Further explorations are needed to find the most adequate way to introduce game jamming in high school and the best format to use these events in the most effective way to foster students’ engagement in learning and to help them in deepening their scientific-based knowledge in ecology and climate change.","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":"135296449","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":"Sense-making of Digital Game Technologies (DGT): Positive Instances of Children-led Engagement with Chess","authors":"Malola Prasath Thittanimuttam Sundaramadhavan, Luis Blasco De la Cruz, Astrid Barbier, Mustafa Megrahi, Tamer Karatekin, Muthukumar Narayan, Sharon Whatley, Humberto Enrique Gutiérrez Rivas, Bayaraa Delgerzaya","doi":"10.34190/ecgbl.17.1.1861","DOIUrl":"https://doi.org/10.34190/ecgbl.17.1.1861","url":null,"abstract":"The Game of Chess, a drosophila of reasoning, is a unique opportunity for nurturing children into systemic thinking approaches that naturally embrace the higher-order thinking skills required for STEM aspiration.
 In this paper, we conceptualise chess from a digital game technology perspective to nurture a rich system thinking experience and illustrate the various attempts to introduce a digitally immersive classroom experience for children using a generation of digital chess infrastructure. We continue to illustrate a few positive hands-on experiences of deploying generations of digital chess infrastructure for group learning in the classroom environment for nurturing both the learning and the social imagination of children working together to expand their quest for chess. We examined what brought the attention, advocacy, and achievement to build an agency for chess. With no prior value claim existing for the advocacy of technology deployment with chess in classrooms, the present framework shows how the attention to chess is progressively enriched.
 Further, the positive instances of children-led engagements demonstrate the goal of steadily integrating digitally immersive chess experiences into classroom learning environments. We make sense of the social imagination of classrooms and make in-vivo observations on children-led empowerment, shared aspiration, competency building, and the evolution of contemporary practices in chess leading to the agency for chess. We conclude that a transformative opportunity exists through deploying a digitally immersive chess environment within the classroom for nurturing systemic thinking in children with chess.","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":"135296490","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":"Utilizing outdoor quiz game in secondary school","authors":"Tone Vold, Linda V. Kiønig, Souad Slyman","doi":"10.34190/ecgbl.17.1.1809","DOIUrl":"https://doi.org/10.34190/ecgbl.17.1.1809","url":null,"abstract":"Outdoor play is a natural way for children of all ages to do physical activity. The advantages of being outdoor in an educational setting have been elaborated. For instance, the social constellations may change when outdoors as the social structures defined in the classroom setting no longer apply as the pupils may display different skillsets outdoors as to indoors. Using games for learning purposes have been employed for several decades. As far back as in 1904, the Landlord’s Game was used to teach people about real estate and taxation. Since then games have mostly been developed for leisure purposes, but some also for educational purposes. In this paper, we elaborate on the use of a Norwegian developed quiz game called ‘ZippyGO’. Most of the research on ZippyGO have been focusing on students’ perceptions of the use of this quiz game. In this paper, however, we focus on the teachers’ perceptions and use of an outdoor quiz game for educational purposes. In this particular case, four teachers have collaborated on developing questions for the quizzing. We conducted mixed method ways of collecting data, surveys and semi-structured interviews. Our investigations have focused mainly on how the teachers perceive working on developing adequate questions for the quiz and how they perceive pupils may react to using the quiz game. We have also challenged the teachers on their perceptions of games for learning purposes in general and about being outdoor during class.","PeriodicalId":406917,"journal":{"name":"European Conference on Games Based Learning","volume":"69 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":"135296492","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 3 roles’ model to better design and facilitate the use of serious games in the classroom","authors":"VALERIE SALLAZ, Thibaut CARRON","doi":"10.34190/ecgbl.17.1.1615","DOIUrl":"https://doi.org/10.34190/ecgbl.17.1.1615","url":null,"abstract":"The use of serious games in education, whatever the level of students and the subject of study, is full of promise but also strewn with obstacles. Both aspects have been the subject of numerous studies, a number of which underscore the multiple roles teachers have to embrace, each of them representing a more or less difficult challenge. Many factors come into play, including teachers' familiarity with this particular kind of tools. The research work presented in this article includes both game designers and university teachers in the field of management. Serious games have been used in classroom during a 6-year experiment. This experiment reveals a set of teacher attitudes that have to be adopted during teaching sessions to make the most of an increased students’ engagement. Teachers are led to adopt roles and positions they are not always familiar with, which can lead to certain difficulties or frustrations. How can we better take these new roles into account? Is it possible to turn them into a strength, and to take them into consideration beforehand, when designing teaching sessions, so as to optimize the use of serious games and get the most benefit from them? Finally, we propose to build a grid of these roles, which describes each of them, its benefits and its limits, and provides guidelines to avoid common pitfalls.","PeriodicalId":406917,"journal":{"name":"European Conference on Games Based Learning","volume":"15 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":"135296602","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":"Discovering Educational Game Design Through ‘Conversation Starters’: Teachers’ and Game Designers’ Perspectives","authors":"Mifrah Ahmad","doi":"10.34190/ecgbl.17.1.1645","DOIUrl":"https://doi.org/10.34190/ecgbl.17.1.1645","url":null,"abstract":"Educational game (EG) design process has its complexities which are recognised differently at player-end. The need to understand teachers’ perspectives and views about identifying what makes games educational (whether they use or prefer EGs or digital games), the problems and barriers encountered in their practice while using EGs, any design challenges that hinder their use and the ‘pains and gains’ of using EGs in their classroom is crucial. In parallel, these inquiries should also be investigated from game designers’ perspectives to visualize both stakeholders’ needs. Therefore, this paper presents the data of six teachers’ and six game designers’ views during the co-discovering design thinking workshop method on the above inquiries, based in the Australian context. This paper presents the first co-discovering technique called the ‘conversation starters’, where both stakeholders discussed their current practices relevant to EGs along with the probes listed above. The data is thematically categorized, coded, and analysed using NVivo. The results are presented through the constructivism paradigm, which is grounded by theory of experience (Dewey, 1938) and the participatory design method. The intentions are to provide insights for game designers in designing EGs, this can enable teachers and game designers designing EGs towards understanding some issues and expectations from teachers to help their designing process of EGs.","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":"135294595","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 Dark Side of Fun: Understanding Dark Patterns and Literacy Needs in Early Childhood Mobile Gaming","authors":"Carla Sousa, Ana Oliveira","doi":"10.34190/ecgbl.17.1.1656","DOIUrl":"https://doi.org/10.34190/ecgbl.17.1.1656","url":null,"abstract":"Play has always been recognized as an essential aspect of human development, particularly during early childhood, as it contributes to learning, the formation of meanings, and experiencing the world. In today's digitalized society, early childhood education has increasingly integrated digital media into its practices, both in schools and at the family level. Mobile digital games (MDG) have received significant attention due to their impact on children's interactions, play, and learning. However, as young children engage more with MDGs, concerns about problem gaming have arisen, referring to conflicts and issues that emerge from game playing within everyday sociocultural contexts. Scholars such as Zagal et al. (2013) have identified certain game design patterns as \"dark\", which can be considered unethical as they manipulate players against their best interests. Given the prevalence of mobile gaming in early childhood, studying these dark patterns becomes even more crucial. This study aims to investigate the presence of dark patterns in MDG for young children (0-5 years old), through qualitative analysis. The five most popular free games for this age range on App Store (February 2023) were analysed, particularly focusing on the presence of temporal, monetary, social, and/or psychological dark patterns. The analysis uncovers the presence of temporal, monetary, and psychological dark patterns, including aesthetic manipulations, paywalls, and periodic rewards resembling gambling elements. The games also employ advertising strategies and engagement tactics that challenge young children's navigation. Parental control mechanisms offer limited safeguards, requiring continuous monitoring and parental involvement in play dynamics. The study highlights the importance of adult media and digital literacy in supporting children's online play effectively, while also emphasising the responsibility of game designers and developers to create healthier and less risky game experiences.
","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":"135295422","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":"History and Cartography meet youth through Digital Technology","authors":"GEORGIA MAVROUDAKI, Katerina Roumpidou, Maria Lebessi, Giannis Foskolos, Andreas Maniatis, Bassileios Tsaloumas","doi":"10.34190/ecgbl.17.1.1713","DOIUrl":"https://doi.org/10.34190/ecgbl.17.1.1713","url":null,"abstract":"Through collaboration between the Onassis Foundation, the Historical Archive of the National Bank of Greece, and the Vocational Senior High School of Kamatero, an innovative digital project was developed that is both trendy and geared towards youth. This project showcases how a concept aimed at emphasizing the historical significance of the Capital of Greece inspired students to merge the disciplines of Computer Science and History, resulting in the creation of a 3D game on a popular platform. Additionally, this project demonstrates how Project-based learning can be achieved through collaborative and inquiry-based learning, real-world connections, initiative, and the satisfaction of creating something new. The impetus for the cooperation was the Panhellenic Student Competition of the Onassis Foundation, \"Hack the Map: Imaginary Worlds.\" This competition invited schools to promote the cultural heritage of Greece, especially cartographic exhibits/evidence of the old days, through students' digital projects. The Historical Archive of the National Bank of Greece, which is a significant resource for studying Modern Greek History through primary sources, reached out to the Vocational Senior High School of Kamatero, located in the western sector of Athens, to work on a project. The school has an IT department, among other disciplines. In close collaboration, they developed a scenario that is about the civil war that occurred in Athens during the Interregnum period (October 1862-October 1863) after the dethronement of Greece's first king, Otto I. The scenario highlights the bloody events that took place between political factions in the city. In these conflicts, the implication of \"Kyriakos,\" a dangerous leader of robbers, is a paradoxical historical event that stimulated the 2nd-grade Informatics students' imagination. Therefore, they created a 3D digital game entitled \"Thieves and Policemen in the newly established Greek city-state: Iouniana.\" This presentation intends to demonstrate how the students' team of the Vocational School of Kamatero rebuilt Athenian monuments related to Kyriakos' action in a 3D environment; how they reconstructed the cartography of the capital's center during the second half of the 19th century based on these monuments and how they utilized digital resources (maps, photos, and texts) and books proposed by NBG Historical Archives; how a single player, via Kyriakos' persona, has to accomplish missions-battles and match parts of Athens' map of that era; and finally, how students narrated a historical event in a game constructed in Roblox platform inviting other young people to involve history knowledge.","PeriodicalId":406917,"journal":{"name":"European Conference on Games Based Learning","volume":"1 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":"135295521","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":"On Supporting Game-based Learning via Recommendations","authors":"Aytuna Yamaç, Mehmet Yamaç, Kostas Stefanidis","doi":"10.34190/ecgbl.17.1.1783","DOIUrl":"https://doi.org/10.34190/ecgbl.17.1.1783","url":null,"abstract":"Over the last two decades, game-based learning has gained increasing popularity. In today's world, teachers are expected to utilize technological tools such as digital games as learning aids. Despite the multitude of studies examining the benefits of game-based learning, finding the most convenient game for a particular teaching purpose can be a challenging task given the vast number of similar games that are available on the market. With this study, we aim to provide teachers with a recommendation system that will assist them in selecting appropriate games from all the web-based game materials available. A key theoretical premise behind this work is to examine teaching from the perspective of teachers to develop their ability to teach. The purpose of this study is to develop a recommendation system that will assist teachers in selecting educational games based on the subjects they teach, that will be both personalized and use the experience of other researchers at the same time. We propose a system that utilizes the latest developments in signal processing and machine learning, specifically the tensor completion method. This is a machine learning technique from the family of collaborative filtering methods that fills in missing values in a dataset by analyzing its existing patterns.","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":"135295682","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":"Combine DGBL with AI system: A Technical Guidance to Reduce Teacher’ s Burden in Digital Game-based Learning","authors":"Yue Lei, Liang Guo","doi":"10.34190/ecgbl.17.1.1892","DOIUrl":"https://doi.org/10.34190/ecgbl.17.1.1892","url":null,"abstract":"Game-based learning has been regarded as a increasing popular method in current teaching process, however, it really burdens teacher as it requires teachers to invest abundant energy and time to design. Aims at reducing teaching burden, this research has proposed a guidance system design based on large language model (LLM) and blockchain technology. In this design, system framework has been divided into 3 layers: user layer, application layer and technical layer. Initially, teachers input their instructional plans, while students signing up their learner profiles. This information is securely recorded on the blockchain for data integrity. The results stemming from data prediction and feature engineering are then incorporated into the LLM , facilitating the visualization of strategies tailored to address specific learning challenges. As the process advances, the information undergoes automated scrutiny to evaluate the learning conditions, ultimately selecting an appropriate DGBL cases with a proven track record in similar scenarios. This aids teachers in crafting personalized learning blueprints, informed by the insights gleaned from the feature engineering analysis and its impact on students' learning experiences. The concluding phase involves tracking and assessment, wherein an automated evaluation of student performance is conducted based on study data and LLM-generated questionnaires. Teachers subsequently review the results and recommendations to enhance the quality of their instructional methodologies, and the learner portrait will also be renewed according to received data. This guidance system still has some disadvantages, such as lacking sequential consistency in the responses generated by the model. In summary, a future direction for this research is to develop specific LLM systems for specific school segments and instructional needs to help teachers implement DGBL","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":"135295685","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":"Literature Review for the Design Methods of Serious Games","authors":"Lanlangao Gao","doi":"10.34190/ecgbl.17.1.1328","DOIUrl":"https://doi.org/10.34190/ecgbl.17.1.1328","url":null,"abstract":"This study emphasises the primary designing characteristics of serious games that make a balance between entertainment and education. The method description was utilised as a tool based on the analysis of serious game structure, strategies, model application, and factors of games supporting entertainment and the learning process in the literature. Through Summon system (a systematic digital library that includes various popular digital libraries), 52 potential studies were collected within the recent five years (from 2018 to 2023). The result shows that 13 methods are utilised to design serious games in reviewed papers. These methods involve a diversity of design theories proposed in these papers selected and some potential dimensions that impact the design of serious games to create the balance between entertainment and education.","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":"135295768","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}