The Electronic Journal of e-Learning provides perspectives on topics relevant to the study, implementation and management of e-Learning initiatives
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Journal Article

Playing in School or at Home? An Exploration of the Effects of Context on Educational Game Experience  pp199-208

Frederik De Grove, Jan Van Looy, Joyce Neys, Jeroen Jansz

© Jul 2012 Volume 10 Issue 2, Special ECGBL Issue, Editor: Dimitris Gouscos, pp159 - 256

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Abstract

The goal of this study is to gain insight into the effects of context on educational game experience. Using a quasi‑experimental setup, it compares the playing and learning experiences of adolescent players of the awareness‑raising game PING in a domestic (N=135) and a school (N=121) context. Results indicate that both gaming (identification, enjoyment) and learning experiences are more intense in a home compared to a school context. However, all of the variance in gaming and part of that in learning experience are caused by longer playing times and better computer equipment. Moreover, the overall impact of context on perceived learning is significantly smaller than that of other experiential factors such as identification and enjoyment. Thus context should be considered as a significant yet relatively small determinant of learning experience.

 

Keywords: context, serious games, game-based learning, situated play, game experience

 

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Journal Article

A Platform Independent Game Technology Model for Model Driven Serious Games Development  pp61-79

Stephen Tang, Martin Hanneghan, Christopher Carter

© Feb 2013 Volume 11 Issue 1, ECGBL, Editor: Patrick Felicia, pp1 - 79

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Abstract

Game‑based learning (GBL) combines pedagogy and interactive entertainment to create a virtual learning environment in an effort to motivate and regain the interest of a new generation of ‘digital native’ learners. However, this approach is impeded by the limited availability of suitable ‘serious’ games and high‑level design tools to enable domain experts to develop or customise serious games. Model Driven Engineering (MDE) goes some way to provide the techniques required to generate a wide variety of interoperable serious games software solutions whilst encapsulating and shielding the technicality of the full software development process. In this paper, we present our Game Technology Model (GTM) which models serious game software in a manner independent of any hardware or operating platform specifications for use in our Model Driven Serious Game Development Framework.

 

Keywords: game technology model, platform independent game technology model, serious games engineering, model driven engineering, games based learning, model driven serious games development

 

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Journal Article

The Playful and Reflective Game Designer  pp271-280

Gunver Majgaard

© Jun 2014 Volume 12 Issue 3, Special Edition for ECGBL 2013, Editor: Carlos Vaz de Carvalho and Paula Escudeiro, pp227 - 311

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Abstract

Abstract: A group of first‑semester engineering students participated in a game design course. The aim of the course was to learn how to design computer games and programming skills by creating their own games, thereby applying their game‑playing experien ces to gain knowledge about game design. The aim was for students to develop a more critically reflective perspective on video games and game design. In applying their game experiences, they developed their own digital prototypes and participated in refl ective discussions on the concept of games: what makes them interesting and how they are constructed. The students used the GameMaker programming tool, which can be used without any prior programming knowledge. The tool allows for the easy development of 2D game prototypes.The didactic approach was based on play as a lever for the design process, and on constructionistic and reflective learning philosophies. Playing games constituted an integral element of the design process; new code added to the program was tested by playing the game. The students were constantly alternating between playing and adding and revising code. The learning environment where games were played and developed could be considered to be a sandbox where experimentation was a motivati onal factor for the students, as they could make mistakes and try out creative ideas. Although the constructionistic learning approach promoted creative and innovative learning, it did not develop competencies in articulation and analysis. The aim was for students to reflect on games in order to promote explicit knowledge. Based on the theory, we consider retrospective reflective discussions in the classroom and their programming experiences reinforced the learning process. In summary, we present the stud ents' first progression from native consumers in the game world to becoming reflective designers. Along their journey, they developed a reflective practice and an understanding of the profession they were entering. The article also throws light on the ver y dynamic and fruitful relationship that ex

 

Keywords: Keywords: Learning, play, constructionism, reflection, game-based learning, game design, serious games, university pedagogy

 

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Journal Article

Framing the Adoption of Serious Games in Formal Education  pp159-171

Sylvester Arnab, Riccardo Berta, Jeffrey Earp, Sara de Freitas, Maria Popescu, Margarida Romero, Ioana Stanescu, Mireia Usart

© Jul 2012 Volume 10 Issue 2, Special ECGBL Issue, Editor: Dimitris Gouscos, pp159 - 256

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Abstract

Nowadays formal education systems are under increasing pressure to respond and adapt to rapid technological innovation and associated changes in the way we work and live. As well as accommodation of technology in its ever‑diversifying forms, there is a fu ndamental need to enhance learning processes through evolution in pedagogical approaches, so as to make learning in formal education more engaging and, it is hoped, more effective. One opportunity attracting particularly close attention is Serious Games ( SG), which offer considerable potential for facilitating both informal and formal learning. SG appear to offer the chance to hookŽ todays (largely) digital‑native generation of young learners, who are at risk of falling into an ever‑widening gap betw een networkedŽ lifestyles and the relative stagnant environment they experience in school and university. However, there are a number of inhibitors preventing wider SG take‑up in mainstream education. This paper investigates SG in formal education, initi ally by concentrating on pedagogical issues from two different but complementary perspectives, game design and game deployment. It then goes on to examine game based practice in formal settings and focuses on the pivotal role of the educator within the em erging panorama. This is followed by a brief look at some specific implementation strategies, collaboration and game building, which are opening up new possibilities. Finally some points for further consideration are offered.

 

Keywords: serious games, game-based learning, pedagogical issues, formal learning, teachers role, collaboration

 

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Journal Issue

Volume 10 Issue 2, Special ECGBL Issue / Jul 2012  pp159‑256

Editor: Dimitris Gouscos

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Keywords: activity theory, alternative approaches, budget constraints, chemistry, classroom culture, collaboration, communities of practice, complex systems, connectivism, constructionist and inquiry-based learning, context, dialog, digital educational games, digital games, emotion, epistemological beliefs, formal learning, game development, game experience, game-based learning, games, half-baked microworlds, identity, inquiry, leadership, MMOGs, MMORPGs, modelling, motivation, non-invasive assessment, pedagogical issues, performance, play, problem representation, self-organization, serious games, situated play, sustainability, teacher’s role, theory, virtual teams,

 

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Journal Issue

Volume 11 Issue 1, ECGBL / Feb 2013  pp1‑79

Editor: Patrick Felicia

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Editorial

Special ECGBL 2012 issue of EJEL

 

The papers in this special issue of The Electronic Journal of eLearning have been selected from the papers presented at The 6th European Conference on Games Based Learning, Cork, Ireland 4‑5th October 2012.

 

This special issue has been edited by Patrick Felicia, Waterford Institute of Technology, Ireland.

 

patrick_felicia 

 

Keywords: blended game-based learning, physically interactive digital games, hero's journey, innovation and change management training, teaching game-based learning, citizenship education, game-based learning, dialogic pedagogy, new media, learning outcomes, social media technology, social business gaming, digital game-based learning (DGBL), information systems (IS), information systems security (ISS) and student assessment and learning, language learning, game-based learning, design for preschool learning, expertise-reversal effect, redundancy effect, fading, adaptable, serious game, fine-tuning system, problem-based learning, scaffolding, ZPD, peer-tutoring, game technology model, platform independent game technology model, serious games engineering, model driven engineering, games based learning, model driven serious games development

 

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