Handbook of research on serious games for educational applications:
Gespeichert in:
| Weitere Verfasser: | , |
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| Format: | Elektronisch E-Book |
| Sprache: | English |
| Veröffentlicht: |
Hershey PA, USA
IGI Global, Disseminator of Knowledge
[2017]
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| Schriftenreihe: | Advances in game-based learning (AGBL) book series
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| Online-Zugang: | DE-1050 DE-573 DE-1049 DE-91 DE-706 DE-20 DE-898 DE-83 Volltext Inhaltsverzeichnis |
| Beschreibung: | 1 Online-Ressource (xxvii, 495 Seiten) |
| ISBN: | 9781522505143 |
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Datensatz im Suchindex
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Titel: Handbook of research on serious games for educational applications
Autor: Zheng, Robert
Jahr: 2017
Detailed Table of Contents
Preface.
. xx
Acknowledgment.
.XXVll
Section 1
Educational Games: Theoretical Perspectives
Chapter 1
What Cognitive Psychology Can Tell Us About Educational Computer Games.1
Michael K. Gardner, University of Utah, USA
David L. Strayer, University of Utah, USA
Developers of educational computer games often have incomplete knowledge of the cognitive abilities of
learners, yet this knowledge can be useful in informing game design. This chapter reviews two important
cognitive abilities that underlie learning: working memory and attentional capacity/executive function.
From a description of the developmental course of each ability, we derive a set of recommendations for
game developers to follow when designing games for learners of different ages. The chapter next reviews
the psychology of transfer of training, including two major theories on the issue. The doctrine of identical
elements appears to give the better description of how transfer occurs from training environment (the
educational computer game) to target environment (real world performance of the learned skill). It is
recommended that games embody, as closely as possible, the end behavior they hope to produce, as this
will produce maximal transfer. Finally, we review some controversial research demonstrating distant
transfer in computer video gaming.
Chapter 2
The Role of Metacognition in Learning via Serious Games.19
Douglas J. Hacker, University of Utah, USA
This chapter focuses on three recommendations from the National Research Council for conducting
research that may increase the impact of serious games on student achievement. At the core of these
recommendations is an emphasis on the role of metacognition in learning. The first recommendation
examines the player's self-awareness as a learner and how a sense of agency can be nurtured by serious
games to promote self-regulated learning. The second examines the mediating processes within the
individual that influence learning with games. This section describes embodied cognition, which examines
the interactions among body, mind, and game environment that can lead to learning. The third examines
the problem of transfer of learning. This section offers suggestions on how transfer from gaming contexts
to academic contexts can be facilitated. The chapter concludes with an examination of whether research
in response to these recommendations can positively impact learning via the serious game.
Chapter 3
Learning from Social Collaboration: A Paradigm Shift in Evaluating Game-Based Learning.41
Kimmo Oksanen, University of Jyvaskyld, Finland
Timo Lainema, University of Turku, Finland
Raija Hdmdldinen, University of Jyvaskyld, Finland
This chapter focuses on the challenge of evaluating game-based learning. It argues that linking game-
based learning with the characteristics of a specific game or game-produced engagement is challenging.
It further proposes a framework in which the game-based learning process is approached by considering
(business) simulation games as Computer-Supported Collaborative Learning (CSCL) environments
and presents an approach on how learning can be approached and evaluated from this perspective. In
addition, it highlights how simulation game mechanics appears to be a potential way to promote learners'
socio-emotional processes and give rise to social interaction and to structure collaboration among the
learners in the game context. The proposed framework of this chapter takes into account both cognitive
and socio-emotional perspectives of learning. The results of the chapter will present a contemporary
view on the roles of sociability, collaboration and engagement in game-based learning.
Chapter 4
A Framework for Promoting Knowledge Transfer in SNS Game-Based Learning.66
Robert Z. Zheng, University of Utah, USA
Thanh N. Truong, University of Utah, USA
This chapter focuses on an important issue in SNS game-based learning, that is, learners' knowledge
transfer in the ill-structured domain. The chapter offers a discussion of instructional strategies in SNS
game-based learning. The discussion presented here was framed around an extensive review of the literature
pertinent to the strategies and approaches in serious games. Based on the discussion a framework was
proposed for serious game design which revealed the interaction between and interrelationship among
the variables in serious game learning. A pilot study was conducted to test the partial components of the
framework. The results supported the framework showing students' progression in knowledge transfer in
a game-based learning environment. Discussions were made regarding the implications of the framework
and its application in k-16 education and professional training.
Section 2
Educational Games: Cognitive and Psychological Perspectives
Chapter 5
Using Video Games to Improve Spatial Skills.93
HeeSun Choi, North Carolina State University, USA
Jing Feng, North Carolina State University, USA
In this chapter, we explore why and how to use video games for educational purpose to enhance spatial
skills. We review the history and trends of the educational use of video games, introduce the concept
of spatial skills, and present the importance of spatial skills in STEM education. We outline existing
research on spatial training using video games, discuss the methodological issues in these research, and
summarize speculated underlying mechanisms of spatial learning. We also discuss considerations in
designing video games to maximize the training outcomes of improving spatial skills. We hope that this
chapter will not only provide a comprehensive overview of our current knowledge on the importance of
learning spatial skills and the potential of video games in facilitating the learning, but also inform about
the effective design of video games to accelerate the acquisition of spatial skills.
Chapter 6
Dino Lab: Designing and Developing an Educational Game for Critical Thinking.115
KirstenR. Butcher, University of Utah, USA
Madlyn Runburg, Natural History Museum of Utah, USA
Roger Altizer, University of Utah, USA
Dino Lab is a serious game designed to explore the potential of using games in scientific domains to
support critical thinking. Through collaborations with educators and scientists at the Natural History
Museum of Utah (NHMU), game designers and learning scientists at the University of Utah, and Title I
middle school teachers and students, the authors have developed a beta version of Dino Lab that supports
critical thinking through engagement in a simulation-based game. Dino Lab is organized around four key
game stages that incorporate high-level goals, domain-specific rule algorithms that govern legal plays
and resulting outcomes, embedded reflection questions, and built-in motivational features. Initial play
testing has shown positive results, with students highly engaged in strategic game play. Overall, results
suggest that games that support critical thinking have strong potential as student-centered, authentic
activities that facilitate domain-based engagement and strategic analysis.
Chapter 7
Designing BioSim: Playfully Encouraging Systems Thinking in Young Children.149
Naomi Thompson, Indiana University, USA
Kylie Peppier, Indiana University, USA
Joshua Danish, Indiana University, USA
In this chapter, we discuss the design decisions made when creating the game mechanics and rules for
BioSim, a pair of game-like participatory simulations centered around honeybees and army ants to help
young children (ages kindergarten through third grade) explore complex systems concepts. We outline
four important design principles that helped us align the games and simulations to the systems thinking
concepts that we wanted the students to learn: (1) Choose a specific and productive focal topic; (2) Build
on game mechanics typically found in children's play; (3) Purposefully constrain children's play to help
them notice certain system elements; and (4) Align guiding theories to game rules, and vice versa. We
then highlight how these guiding principles can be leveraged to allow young children to engage with
complex systems concepts in robust ways, and consider our next steps and goals for research as we
continue to iterate and build on these games.
Chapter 8
A Game-Based Approach to Teaching Social Problem-Solving Skills.168
Rebecca P. Ang, Nanyang Technological University, Singapore
Jean Lee Tan, Ministry of Education, Singapore
Dion H. Goh, Nanyang Technological University, Singapore
Vivien S. Huan, Nanyang Technological University, Singapore
Yoon Phaik Ooi, Nanyang Technological University, Singapore
Jillian S. T. Boon, Institute of Mental Health, Singapore
Daniel S. S. Fung, Institute of Mental Health, Singapore
This chapter describes a game-based approach to teaching social problem solving skills. This chapter
presents the background, literature review, development and evaluation of a social problem-solving game,
Socialdrome, for use with primary school going children in Singapore. The game sought to intentionally
teach children to identify and manage feelings, exercise self-control, solve social problems and negotiate
conflict situations. This chapter has two objectives. First, we describe the design of Socialdrome, which
is in alignment with instructional design and game design principles. In Study 1, we reported a formative
evaluation of the game. This led to further refinements of the game. Second, we presented Study 2,
an investigation of the learning outcomes and user acceptance arising from using Socialdrome. Here,
a summative evaluation of the game in a formal classroom setting was reported. We concluded with
directions for future work.
Section 3
Educational Games: Instructional Design Perspectives
Chapter 9
Design of Fantasy and Their Effect on Learning and Engagement in a Serious Game.197
Jaejin Lee, University of Seoul, South Korea
MinLiu, The University of Texas at Austin, USA
Researchers are interested in exploring the use of fantasy design in educational games to promote learning.
This chapter first reviewed the literature on fantasy designs and relevant principles along with the studies
examining the use of fantasy designs to enhance learning. An experiment was then conducted, in which
two sets of fantasy designs were implemented in a serious game, to examine the effect of different types
of fantasy (portrayal fantasy vs creative fantasy designs) on learning and game engagement. The results
using multiple regressions showed that portrayal fantasy design was more effective both for enhancing
learning and engagement. Students who used portrayal fantasy models showed better improvement in their
content knowledge and scored better on game engagement. Visualization analysis showed the portrayal
fantasy group spent more time in using the tool containing all fantasy designs than the creative group.
Findings and future research directions are discussed.
Chapter 10
Game Design as a Complex Problem Solving Process.217
Mete Akcaoglu, Georgia Southern University, USA
Antonio P. Gutierrez, Georgia Southern University, USA
Charles B. Hodges, Georgia Southern University, USA
Philipp Sonnleitner, University of Luxembourg, Luxembourg
Problem solving is one of the most essential skills for individuals to be successful at their daily lives
and careers. When problems become complex, solving them involves identifying relationships among a
multitude of interrelated variables, to achieve multiple different possible solutions. Teaching Complex
Problem Solving (CPS) skills in formal education contexts is challenging. In this research, we examined
if through an innovative game-design course middle school students improved in their CPS skills. Our
results showed that students showed significant improvements in their CPS skills, especially in terms of
system exploration, t(10) = 2.787, p = .019; systemknowledge, t(10) = 2.437, p = .35; system application,
t(10) = 2.472, p = .033. In addition, there was a statistically significant change in students' interest for
CPS after attending the GDL program, t(6) = 3.890, p = .008. We discuss implications regarding use of
game-design tasks as contexts to teach CPS skills in formal and informal educational contexts.
Chapter 11
Designing Intrinsic Integration of Learning and Gaming Actions in a 3D Architecture
Game.234
Fengfeng Ke, Florida State University, USA
This chapter reports a design-based study that examines core game mechanics that enable an intrinsic
integration of domain-specific learning. In particular, the study aims to extract the design heuristics that
promote content engagement in the actions of architectural construction in Earthquake Rebuild, a 3D
epistemic simulation game that aims to promote active math learning for middle-school students. Data
were collected from iterative expert reviews and user-testing studies. Based on the study findings, the
chapter presents qualitative, analytic speculations on the design of the game-play mode and perspective,
the granularity level, the user input interface, and incentives for attentive content engagement that will
reinforce the learning affordance and playability of the core game gaming actions.
Chapter 12
Designing Engaging Educational Games and Assessing Engagement in Game-Based
Learning.253
Xun Ge, University of Oklahoma, USA
Dirk Ifenthaler, University of Mannheim, Germany
The focus of this chapter is on designing engaging educational games for cognitive, motivational, and
emotional benefits. The concept of engagement is defined and its relationship with motivation and cognition
are discussed. Design issues with many educational games are examined in terms of factors influencing
sustained motivation and engagement. A theoretical framework to design engaging digital games is
presented, including three dimensions of engagement (i.e., behavioral, cognitive, and emotional). Later,
the chapter considers how to harness the appealing power of engaging games for designing engaging
educational games. Various motivational features of game design and learner experiences are considered.
In conclusion, the chapter also discusses various methods to assess engagement in order to inform the
design of educational games that motivate learners.
Section 4
Educational Games: Teaching and Learning Perspectives
Chapter 13
Augmented Reality in Informal Learning Settings: Leveraging Technology for the Love of
History.272
Eric G. Poitras, University of Utah, USA
Jason M. Harley, University of Alberta, Canada
Timothy Compeau, Brock University, Canada
Kevin Kee, University of Ottawa, Canada
Susanne P. Lajoie, McGill University, Canada
Cultural heritage sites and museums are faced with an important challenge - how best to balance the
needs of engaging visitors in meaningful and entertaining experiences, while at the same time exploiting
the affordances of exhibits for instructional purposes? In this chapter, we examine the use of augmented
reality in the context of informal learning environments, and how this type of technology can be used as
a means to enhance learning about history. The research case studies are reviewed in terms of the use of
historical locations, experience mechanics, narrative/plot, and role-playing (the later two representing
game-based elements) in the design guidelines of instructional activities and applications. In doing so,
we critique the theoretical, methodological, and instructional underpinnings of studies that evaluate
augmented reality applications and draw several recommendations for future research in this field.
Chapter 14
Stories, Games, and Learning through Play: The Affordances of Game Narrative for
Education.294
Stephen T. Slota, University of Connecticut, USA
Michael F. Young, University of Connecticut, USA
Stories are the mechanism through which humans construct reality and make sense of the world around
them. Yet, literature on the effects of narrative in game-based and other learning environments is quite
variable, and the relevance of narrative to the learning sciences is not well-researched. Identifying precisely
how narrative intertwines with human experience of the lived-in world requires the application of a situated
cognition framework to understand user-content-context interactions as dynamic and co-determined. This
chapter uses examples drawn from a narrative-structured, game-based learning program to accomplish
that goal, discussing in-context, on-the-fly dialogic interactions between narrative "producers" and
"recipients." While there is still much to learn, the leveraging of narrative to help recipients grapple with
complex social, cultural, and intellectual issues may be one of the most important—and overlooked—
means of inducing game-to-real world transfer.
Chapter 15
Factors That Explain Adolescent and Young Adult Mobile Game Play, Part 1: A Quantitative
Examination of the Characteristics Describing the Casual Player.320
Boaventura DaCosta, Solers Research Group, USA
Soonhwa Seok, Korea University, South Korea
The first of two chapters, a study is presented that quantitatively examined the adolescent and young adult
"casual" video game player. A total of 1,950 South Korean students self-reported their game play on
mobile phones by answering a 92-item questionnaire designed to capture data on technology ownership;
preference for game genre and titles; where and how often games were played; what factors influence
game selection, what game features were the most desirable, the rationale behind playing games, and
psychophysical changes experienced as a result of playing; as well as, spending habits with regard to
game purchases. The findings supported many of the claims made about the casual player, revealing, for
example, that mobile games are predominately played for short periods of time, in between activities,
and as a means to combat boredom. Adding credence to the idea that mobile game play can be viewed
as a casual activity. Results also revealed potentially positive benefits, to include improved mood and
feelings of well-being along with better mental attention and focus.
Chapter 16
Factors That Explain Adolescent and Young Adult Mobile Game Play, Part 2: A Quantitative
Examination of the Casual Player in the Context of Age and Gender.340
Boaventura DaCosta, Solers Research Group, USA
Soonhwa Seok, Korea University, South Korea
The second of two chapters, a study is presented that quantitatively examined the adolescent and young
adult casual video game player from the perspective of age and gender. A total of 1,950 South Korean
students self-reported their game play on mobile phones by answering a 92-item questionnaire designed
to capture data on technology ownership; preference for game genre and titles; where and how often
games were played; what factors influence the selection of games to play, what game features were the
most desirable, the rationale behind playing games, and psychophysical changes experienced as a result
of playing; as well as, spending habits with regard to game purchases. The findings supported many
of the age and gender suppositions made about the casual player. For example, females played mobile
games as much as males, and play time was limited to 30 minute increments almost equally among age
groups and gender. New discoveries were also found to include positive benefits stemming from mobile
games, such as improved mood and feelings of well-being along with better mental attention and focus.
Chapter 17
Level Up: Multiple Player Professional Development.366
Oliver Dreon, Millersville University, USA
Greg Szczyrbak, Millersville University, USA
Gamification is becoming increasingly popular in both K-12 and higher education settings. By infusing
game elements into learning environments, educators believe that students will be more engaged and
more motivated to learn. But what about the use of gamification to support the professional development
of educators? What impact would gamification have on the participation and motivation of professors
and faculty involved in an intensive professional development experience? This chapter describes the
creation and implementation of Level Up, a two week long professional development game involving
twenty faculty member participants. The chapter outlines the process of designing the game and the game
elements used throughout its implementation. The chapter also examines some challenges the designers
and participants experienced during the game implementation and provides several design considerations
for professional developers who wish to gamify their faculty programs.
Chapter 18
The Development of a Gamified System for Health Activism as a Graduate Student Project.380
David Kirschner, Georgia Gwinnett College, USA
This chapter presents a case of the development, implementation, and iteration of a gamified, graduate-
student-driven, collaborative class project about community health activism. The project was founded
on three principles: (1) people define, interpret, and modify the meanings of health and wellbeing based
on past experiences and in diverse contexts; (2) both learning and iterative design are adaptations to
problems; and (3) knowledge is created through the transformation of experience. Prior to the class
project, the researchers designed a web-based platform for people to publicly recognize and motivate
one another for being healthcaring, exhibiting positive attitudes and behaviors toward the health and
wellbeing of themselves and others. This chapter shows how students, researchers, and the community
refined a definition of healthcaring while trying to change people's health attitudes and behaviors
through gamification. After contextualizing the project and discussing its foundations, the chapter offers
a discussion on its four phases and results.
Chapter 19
Game Dimensions and Pedagogical Dimension in Serious Games.402
Begona Gros, University of Barcelona, Spain
Designing serious games is a complex process because finding the right balance between the 'serious'
and the 'game' dimensions is vital, as pointed out in some meta-analyses. If educational content prevails
over the entertainment element, users' motivation may decrease and this can have a negative impact on
the effectiveness of learning. On the other hand, if entertainment predominates over content, this can
also limit learning opportunities. Another major concern identified regarding the use of digital games
in education is the difficulty in assessing effectiveness in achieving the learning goals. This chapter
discusses and analyses different models for guiding the design cycle of serious games with the aim of
supporting not only the design process but also the implementation and assessment of serious games in
education. This contribution emphasises the importance of in-game assessment and the need for further
research on adaptive serious games.
Compilation of References.418
About the Contributors.482
Index.492 |
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| id | DE-604.BV044238779 |
| illustrated | Not Illustrated |
| indexdate | 2024-07-20T06:37:54Z |
| institution | BVB |
| isbn | 9781522505143 |
| language | English |
| oai_aleph_id | oai:aleph.bib-bvb.de:BVB01-029644172 |
| oclc_num | 979538918 |
| open_access_boolean | |
| owner | DE-1049 DE-706 DE-91 DE-BY-TUM DE-573 DE-1050 DE-20 DE-898 DE-BY-UBR DE-83 |
| owner_facet | DE-1049 DE-706 DE-91 DE-BY-TUM DE-573 DE-1050 DE-20 DE-898 DE-BY-UBR DE-83 |
| physical | 1 Online-Ressource (xxvii, 495 Seiten) |
| psigel | ZDB-98-IGB ZDB-1-IGE ZDB-98-IGB FHD01_IGB_Kauf ZDB-98-IGB TUB_EBS_IGB |
| publishDate | 2017 |
| publishDateSearch | 2017 |
| publishDateSort | 2017 |
| publisher | IGI Global, Disseminator of Knowledge |
| record_format | marc |
| series2 | Advances in game-based learning (AGBL) book series |
| spelling | Handbook of research on serious games for educational applications Robert Zheng (The University of Utah, USA), Michael K. Gardner (The University of Utah, USA) Serious games for educational applications Hershey PA, USA IGI Global, Disseminator of Knowledge [2017] © 2017 1 Online-Ressource (xxvii, 495 Seiten) txt rdacontent c rdamedia cr rdacarrier Advances in game-based learning (AGBL) book series Zheng, Robert Z. 1958- (DE-588)1089586000 edt Gardner, Michael K. (DE-588)112111010X edt Erscheint auch als Druck-Ausgabe 978-1-5225-0513-6 Erscheint auch als Druck-Ausgabe 1-5225-0513-X http://services.igi-global.com/resolvedoi/resolve.aspx?doi=10.4018/978-1-5225-0513-6 Verlag URL des Erstveröffentlichers Volltext HBZ Datenaustausch application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=029644172&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
| spellingShingle | Handbook of research on serious games for educational applications |
| title | Handbook of research on serious games for educational applications |
| title_alt | Serious games for educational applications |
| title_auth | Handbook of research on serious games for educational applications |
| title_exact_search | Handbook of research on serious games for educational applications |
| title_full | Handbook of research on serious games for educational applications Robert Zheng (The University of Utah, USA), Michael K. Gardner (The University of Utah, USA) |
| title_fullStr | Handbook of research on serious games for educational applications Robert Zheng (The University of Utah, USA), Michael K. Gardner (The University of Utah, USA) |
| title_full_unstemmed | Handbook of research on serious games for educational applications Robert Zheng (The University of Utah, USA), Michael K. Gardner (The University of Utah, USA) |
| title_short | Handbook of research on serious games for educational applications |
| title_sort | handbook of research on serious games for educational applications |
| url | http://services.igi-global.com/resolvedoi/resolve.aspx?doi=10.4018/978-1-5225-0513-6 http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=029644172&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |
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