A graph-based representation of game scenarios; methodology for minimizing anomalies in computer game

When we design the computer games, new concepts are hard to communicate because the development of the new computer games is far less formalized compared with other software. However, the creative processing additionally has the benefit if the new concepts of the computer games are widely used and discussed. We focus on understanding the ideas to be shared between the game designer and the game programmer in the game design. The research defines a graph-based representation of game scenarios is in terms of Event graph, State graph, and Action graph forms in order to minimize anomalies of game flow design. This method in our research can reduce unexpected and undesirable game situations. Also it reduces the mismatched information between the game designer and the game programmer in game-playing. Compared with the existing method such as storyboard, flowchart, and SSM, we demonstrate the viability of our game design methodology.     

The atomic intrinsic integration approach: A structured methodology for the design of games for the conceptual understanding of physics

Computer simulations combined with games have been successfully used to teach conceptual physics. However, there is no clear methodology for guiding the design of these types of games. To remedy this, we propose a structured methodology for the design of conceptual physics games that explicitly integrates the principles of the intrinsic integration approach for designing instructional games (Habgood & Ainsworth, 2011) with an atomic analysis of the structure of games (Cook, 2007; Cousins, 2005; Koster, 2005). To test this approach, we redesigned an existing game to teach electrostatics and compared the educational effectiveness of the original and redesigned versions. Our studies also compared an endogenous fantasy version of the game with a non-fantasy version.     

Exploring different technological platforms for supporting co-located collaborative games in the classroom

Computer Supported Collaborative Learning is a pedagogical approach that can be used for deploying educational games in the classroom. However, there is no clear understanding as to which technological platforms are better suited for deploying co-located collaborative games, nor the general affordances that are required. In this work we explore two different technological platforms for developing collaborative games in the classroom: one based on augmented reality technology and the other based on multiple-mice technology. In both cases, the same game was introduced to teach electrostatics and the results were compared experimentally using a real class.     

Ubiquitous games for learning (UbiqGames): Weatherlings,a worked example

This paper provides a rationale for a class of mobile, casual, and educational games, which we call UbiqGames. The study is motivated by the desire to understand how students use educational games in light of additional distractions on their devices, and how game design can make those games appealing, educationally useful, and practical. In particular, we explain the choices made to build an engaging and educational first example of this line of games, namely Weatherlings. Further, we report results from a pilot study with 20 students that suggest that students are engaged by the game and are interested in learning more about academic content topics, specifically weather and climate, after playing the game. Research should continue to determine whether Weatherlings specifically does increase learning in these areas, and more generally to determine whether any learning gains and similar results with regard to engagement can be replicated in other content areas following the general model for game design.     

A narrative metaphor to facilitate educational game authoring

In this paper we present WEEV (Writing Environment for Educational Video games), a methodology for educational point-and-click adventure game authoring. Our approach aims to allow educators to actively collaborate in the educational game development process, using a narrative-based representation. WEEV is based on a pragmatic reinterpretation of previous works on narrativity and video games, enhanced by the use of a novel visual language to represent the flow of the story or narrative. The WEEV methodology has been implemented into an actual tool based on the already established <e-Adventure> platform for educational games. This tool was improved with feedback gathered from formative evaluation, end-users testing (i.e. educators), and actual use in the development of an educational game. The system, still under development, presents some user-interaction problems along with a need for the educational effectiveness of the resulting games to be further analyzed. However, this paper highlights that, according to the qualitative results of evaluations, WEEV can indeed be successfully applied to simplify the game creation process and that by using representations of games that educators can understand, WEEV can help provide educational value to games.     

Automatic evolution of programs for procedural generation of terrains for video games

Nowadays the video game industry is facing a big challenge to keep costs under control as games become bigger and more complex. Creation of game content, such as character models, maps, levels, textures, sound effects and so on, represent a big slice of total game production cost. Hence, the video game industry is increasingly turning to procedural content generation to amplify the cost-effectiveness of the efforts of video game designers. However, procedural methods for automated content generation are difficult to create and parametrize. In this work we study a genetic programming-based procedural content technique to generate procedural terrains that do not require parametrization, thus, allowing to save time and help reducing production costs. Generated procedural terrains present aesthetic appeal; however, unlike most techniques involving aesthetic, our approach does not require a human to perform the evaluation. Instead, the search is guided by the weighted sum of two morphological metrics: terrain accessibility and obstacle edge length. The combination of the two metrics allowed us to find a wide range of fit terrains that present more scattered obstacles in different locations than our previous approach with a single metric. Procedural terrains produced by this technique are already in use in a real video game.     

Bombs, fish, and coral reefs

Often, the way subject matter is included in educational games does not fully utilize or sometimes even inhibits the full learning potential of games. This paper argues that in order to optimally use the potential of games for learning, games should be endogenous. An endogenous educational game is a game where the educational content is integrated in the game play mechanics themselves, rather than bolted-on using explicit messages. This research examines the relation between explicit messages, explorative game behavior, and comprehension by developing two versions of an endogenous educational game about overfishing, one with and one without an explicit purpose. The game was tested with 13 children aged 8 to 11. The results indicate that factual knowledge and comprehension is increased with explicit messages, and in particular deep comprehension is fostered by explorative game behavior. This confirms the plea for endogenous games to teach about bombs, fish, coral reefs, and more.     

Secure game development for IoT environment

This paper is a study on the development of games in the IoT(Internet of Things) environment. For this purpose, this paper will first introduce the IoT technology and describe the ways for applying this technology into the game. Second, game planning factors for IoT environment such as graphics, sound, scenario, interface characters and items are described. Lastly, factors to consider when developing the secure games in the IoT environment are described. This paper can be beneficial to the developers who attempts to plan and implement the games in the IoT environment.     

A simulation-based approach to study stochastic inventory-planning games

Non-cooperative decision-making problems in a decentralized supply chain can be characterized and studied using a stochastic game model. In an earlier paper, the authors developed a methodology that uses machine learning for finding (near) optimal policies for non-zero sum stochastic games, and applied their methodology on an N-retailer and W-warehouse inventory-planning problem. The focus of this paper is on making the methodology more amenable to practical applications by making it completely simulation-based. It is also demonstrated, through numerical example problems, how this methodology can be used to find (near) equilibrium policies, and evaluate short-term rewards of stochastic games. Short-term rewards of stochastic games could be, in many instances, more critical than equilibrium rewards. To our knowledge, no methodology exists in the open literature that can capture the short-term behaviour of non-zero sum stochastic games as examined in this paper.     

Game-based Learning and 21st century skills: A review of recent research

Game-based learning and 21st century skills have been gaining an enormous amount of attention from researchers and practitioners. Given numerous studies support the positive effects of games on learning, a growing number of researchers are committed to developing educational games to promote students’ 21st century skill development in schools. However, little is known regarding how games may influence student acquisition of 21st century skills. This paper examines the most recent literature in regard to game-based learning and identified 29 studies which targeted 21st century skills as outcomes. The range of game genres and game design elements as well as learning theories used in these studies are discussed, together with the range of indicators, measures and outcomes for impacts on 21st century skills. The findings suggest that a game-based learning approach might be effective in facilitating students’ 21st century skill development. The paper also provides valuable insights for researchers, game designers, and educators in issues related to educational game design and implementation in general.     

Methodology for evaluating a novel education technology: a case study of handheld video games in Chile

Many school systems, in both the developed and developing world, are implementing educational technology to assist in student learning. However, there is no clear consensus on how to evaluate these new technologies. This paper proposes a comprehensive methodology for estimating the value of a new educational technology in three steps: benefit analysis, through the administration of a well-designed experiment; cost analysis, which incorporates costs to weigh against the benefits; and feasibility analysis, which introduces real-world concerns that may affect the ability to actually implement the technology. To illustrate the methodology, a case study from Chile is used where portable educational video games were introduced into first and second grade classrooms with the aim of improving learning in mathematics and language. This paper demonstrates the importance of all three steps in the evaluation process and provides a framework for future analyses.     

On the usability and likeability of virtual reality games for education: The case of VR-ENGAGE

Educational software games aim at increasing the students’ motivation and engagement while they learn. However, if software games are targeted to school classrooms they have to be usable and likeable by all students. Usability of virtual reality games may be a problem because these games tend to have complex user interfaces so that they are more attractive. Moreover, if the games acquire an educational content they may lose the attractiveness and appeal that they have on users who are familiar with commercial games. Consequently, likeability may also be questioned. In this paper, we address the issue of usability and likeability of a virtual reality game that is meant to teach students geography. We describe the evaluation experiments conducted, which involved three categories of students in terms of their level of game-playing expertise: novice, intermediate and expert game players. The evaluation results showed that the game was indeed usable and likeable but there was scope for usability and likeability improvement so that the educational benefits may be maximised for all categories of students. The evaluation studies reported in this paper, revealed important issues about further research on virtual reality educational games.     

Assessing the educational values of digital games

Abstract   In recent years, digital games have assumed an important place in the lives of children and adolescents. Effective content design is crucial to the success of digital game-based learning. Therefore, the tool for assessing the effectiveness of game design is accordingly very important for parents and teachers, so that they may encourage or discourage students to play. The purpose of this study is to develop an assessment tool to examine the educational values of digital games. In the first phase of this research, the research team developed the indices for assessing the educational values of digital games. An expert panel consisting of game scholars and professional game designers was established to construct the indices for evaluating digital games in three focus group discussions. Seventy-four game evaluation indices were sorted into seven categories: mentality change, emotional fulfilment, knowledge enhancement, thinking skill development, interpersonal skill development, spatial ability development and bodily coordination. In the second phase of the research, the game designers were asked to assess certain games by using the 74 indices. Meanwhile, the game scholars were also asked to evaluate the same pool of games by the same indices. The assessments by both the scholars and designers were then compared and the similarities were found. This research provided a preliminary framework for future game designers, parents and teachers in assessing educational values of digital games.     

基于移动增强现实的城乡自然科普游戏设计

近年来,随着信息技术的发展,移动增强现实作为一种新兴的体验方式,在目前的教学资源设计过程中得到了大量的应用。而在教育游戏开发领域,出现了许多融合移动增强现实技术与教育游戏特点与优势的增强现实教育游戏。本研究基于移动增强现实技术开发了一个自然科普游戏,通过创设相对真实的、具有交互性质的自然科学学习环境,使得许多曾经难以出现的学习材料以虚拟形象的方式出现在学习者面前,培养学习者的科学探究能力,拉近和提高城乡学生的生态保护知识水平并塑造正确对待自然的情感态度价值观,为城乡教育一体化提供了思路。     

Interactive story authoring: A viable form of creative expression for the classroom

The unprecedented growth in numbers of children playing computer games has stimulated discussion and research regarding what, if any, educational value these games have for teaching and learning. The research on this topic has primarily focused on children as players of computer games rather than builders/constructors of computer games. Recently, several game companies, such as BioWare Corp. and Bethesda Softworks, have released game story creation tools to the public, along with their games. However, a major obstacle to using these commercial tools is the level of programming experience required to create interactive game stories. In this paper, we demonstrate that a commercial game story construction tool, BioWare Corp.’s Aurora Toolset, can be augmented by our new tool, ScriptEase, to enable students in two grade ten English classes to successfully construct interactive game stories. We present evidence that describes the relationship between interactive story authoring and traditional story authoring, along with a series of factors that can potentially affect success at these activities: gender, creativity, intellectual ability, previous experiences with programming, time playing computer games, and time spent online. Results indicate that students can successfully construct sophisticated interactive stories with very little training. The results also show no gender differences in the quality of these interactive stories, regardless of programming experience or the amount of time per week playing computer games or participating in general online activities, although a subset of female students did show a slightly higher level of performance on interactive story authoring. In the educational context of this study, we show that ScriptEase provides an easy-to-use tool for interactive story authoring in a constructionist learning environment.     

An activity theory-based model for serious games analysis and conceptual design

There are currently a number of models, frameworks and methodologies for serious games analysis and design that provide useful interpretations of the possibilities and limitations offered by serious games. However, these tools focus mostly on high-level aspects and requirements and do not help understand how such high-level requirements can be concretely satisfied. In this paper, we present a conceptual model, called Activity Theory-based Model of Serious Games (ATMSG), that aims to fill this gap. ATMSG supports a systematic and detailed representation of educational serious games, depicting the ways that game elements are connected to each other throughout the game, and how these elements contribute to the achievement of the desired pedagogical goals. Three evaluation studies indicate that ATMSG helped participants, particularly those with gaming experience, identify and understand the roles of each component in the game and recognize the game's educational objectives.     

The influence of the level of free-choice learning activities on the use of an educational computer game

Employing a mixed-method explorative approach, this study examined the in situ use of and opinions about an educational computer game for learning English introduced in three schools offering different levels of freedom to choose school activities. The results indicated that the general behaviour of the children with the game was very different for each of the schools while there were no significant differences in subjective opinions or previous computer game experience as measured with a questionnaire. The gaming records and interviews informed that children do enjoy playing the game in comparison with other formal learning activities, but appreciate it less as a leisure-time activity. Furthermore it appears that children used to teacher-initiated activities tend to depend on their teacher’s directions for how and when to play. The study highlights the level of choice as one of the important aspects to consider when introducing a game in the classroom. The study also points out some suggestions for the design of educational games, such as providing communication possibilities between players and integrating fast-paced motor-skill based games with learning content in a meaningful way.     

Success factors for serious games to enhance learning: a systematic review

There is no doubt that an abundance of factors exists that makes learning with serious games successful. Research articles reporting on these factors, however, tend to focus on select serious game elements and do not combine all salient factors for successful learning with serious games. Addressing this gap is a necessity for the success of serious games and may even alleviate long-standing debates about pedagogy over enjoyment, how much realism is enough or whether artificial intelligence is worth the cost. This article examines existing academic literature from 2000 to 2015, extracting shared serious game success factors that have had an encouraging impact on gameful learning experiences. As such, we subsequently aim to withdraw the field from a perpetual spiral of does-my-game-work research toward more worthwhile why-does-my-game-not-work research. Qualitative content analysis through the constant comparison method (CCM) analyzed a total of 63 articles from a variety of recognized electronic libraries and databases. Through this analysis, we reveal five central serious game themes: backstory and production; realism; artificial intelligence and adaptivity; interaction; and feedback and debriefing, all of which require deliberate intertwining with pedagogical content to ensure successful learning. This review unravels each of the five themes into their constituent factors and consequently presents the factors as practical guidelines that serious games producers should strive to include in their game productions. Applying these recommendations whenever serious games are considered will provide a foundation for effective gameful learning experiences.     

Re-purposing existing generic games and simulations for e-learning

There is a growing interest among teachers in using games as a part of their lesson plans. A standardised, interoperable approach to the sharing of such game-based lesson plans would allow teachers and educational technologists to compare and contrast Digital Game Based Learning scenarios, allowing best practices and lessons learned to emerge. Although games can be used as ‘add-ons’ in educational contexts, greater benefits can be attained by integrating games more fully into the educational process, i.e. by repurposing existing games to target the specific learning objectives. In this article we analyse this problem. We developed two possible solutions based on the integration and the interaction of games and learning scenarios. The first solution is based on ‘pedagogical wrappers’, where games are linked to e-learning flows but without interaction and communication. The second solution sees a tighter integration which supports ongoing interaction and communication between game and e-learning flow. We applied both solutions to a generic game. This game was firstly programmed in Action Script and later re-used for learning purposes and represented in IMS Learning Design. We analysed the pros and cons of each solution and identify research topics for further research.