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.     

The differences in motivations of online game players and offline game players: A combined analysis of three studies at higher education level

Computer games have become a highly popular form of entertainment and have had a large impact on how University students spend their leisure time. Due to their highly motivating properties computer games have come to the attention of educationalists who wish to exploit these highly desirable properties for educational purposes. Several studies have been performed looking at motivations for playing computer games in a general context and in a Higher Education (HE) context. These studies did not focus on the differences in motivations between online and offline game players. Equally the studies did not look at the differences in motivations of people who prefer single player games and people who prefer multiplayer games. If games-based learning is to become a recognised teaching approach then such motivations for playing computer games must be better understood. This paper presents the combined analysis of three studies at HE level, performed over a four year period from 2005 to 2009. The paper focuses on differences of motivations in relation to single player/multiplayer preference and online/offline game participation. The study found that challenge is the top ranking motivation and recognition is the lowest ranking motivation for playing computer games in general. Challenge is also the top ranking motivation for playing games in HE while fantasy and recognition are the lowest ranking motivations for playing games in HE. Multiplayer gamers derive more competition, cooperation, recognition, fantasy and curiosity from playing games and online gamers derive more challenge, cooperation, recognition and control from playing games. Multiplayer gamers and online gamers ranked competition, cooperation and recognition significantly more important for playing games in HE than single players and offline participants.     

Effectiveness of MMORPG‐based instruction in elementary English education in Korea

This study investigated the effectiveness of massive multiplayer online role‐playing game (MMORPG)‐based (massive multiplayer online role‐playing game) instruction in elementary English education. The effectiveness of the MMORPG program was compared with face‐to‐face instruction and the independent variables (gender, prior knowledge, motivation for learning, self‐directed learning skills, computer skills, game skills, computer capacity, network speed, and computer accessibility) were examined to see how accurately achievement was predicted in MMORPG instruction. The results indicated that students studying English utilizing online role‐playing games showed higher scores in areas of listening, reading, and writing than those who attended face‐to‐face instruction classes. It was also found that prior knowledge, motivation for learning, and network speed were factors affecting achievement in English learning. These findings suggest that MMORPGs can play an important role in improving English communicative skills.     

A social-cognitive approach to online game cheating

Drawing upon social cognitive theory, the present study constructed a conceptual model to provide an in-depth understanding of the key psychosocial factors shaping the cheating behavior in online multiplayer games. An online survey approach and structural equation modeling were adopted to investigate the hypothesized relationships and to assess the fitness of the model. The findings of this study provided support for the research model and the social cognitive theory perspective on game cheating behavior. The cheating behavior was found to be influenced by both external and self-generated factors. Specifically, individual gamers’ social environment (peer influence), their own attitude towards game cheating, and evaluation of cheating outcomes played an important role in shaping this problematic behavior in online games. Game cheating self-efficacy was interestingly found to be an insignificant factor for the game cheating behavior. The study fills a gap in the current literature on games and cheating, specifically on the social cognitive mechanisms of the cheating behavior in online multiplayer games.     

A Pedagogy of Play: Integrating Computer Games into the Writing Classroom

Traditional distinctions between work/play and classroom/gamespace create barriers to computer games’ integration into academic settings and the writing classroom in particular. For a writing class, the work/play distinction often relegates games to an object of analysis in which students critique the games but have little invested in the gameplay itself. After examining briefly how historical changes in education created these distinctions, we offer an alternative position that places play and gamespace within the realm of the classroom. In so doing, we open up a gap for computer game theory to inform the pedagogy that can be practiced in a writing classroom. We show one such example of game theory informing writing pedagogy—the theory of emergent gaming. We then offer an example of an enacted emergent pedagogy in which students play the massively multiplayer online role-playing game World of Warcraft throughout the term, composing self-determined, rhetorically focused writing projects informed by play and written for other game players.     

Effects of Interactivity in Educational Games: A Mediating Role of Social Presence on Learning Outcomes

Networked interactivity is one of the essential factors that differentiate recent online educational games from traditional stand-alone CD-based games. Despite the growing popularity of online educational games, empirical studies about the effects of networked interactivity are relatively rare. The current study tests the effects of networked interactivity on game users' learning outcomes by comparing three groups (online educational quiz game vs. off-line educational quiz game vs. traditional classroom lecture). In addition, the study examines the mediating role of social presence in the context of educational games. Results indicate that networked interactivity in the online educational quiz game condition enhances game users' positive evaluation of learning, test performance, and feelings of social presence. However, there was no significant difference between the off-line educational quiz game and the lecture-based conditions in terms of learning outcomes. Further analyses indicate that feelings of social presence mediate the effect of networked interactivity on various learning outcomes. Theoretical and practical implications are discussed.     

Perceived control and gender difference on the relationship between trialability and intent to play new online games

With the growing number of online game players and the increasing of new online games development, it is imperative for marketers to develop a better understanding of players’ new game adoption decisions. This study examines perceived control as a mediator of trialability-product adoption relationship, and gender difference as a moderator of the relationship between trialability-product adoptions. A field survey was conducted to test the hypotheses of the study. Respondents were graduate students from Taiwan universities. A total of 411 undergraduate students with massively multiplayer online gaming (MMOGs) experience participated in this study. The structural equation model (SEM) method was employed to analyze the data. The findings indicate that perceived product trialability has a direct influence on intent to play new games, and indirect effects through perceived process control. Gender differences also moderate the trialability effects on the adoption of new online games. Perceived trialability had more of an effect on intention to play new online games for female players than for male players. To develop an effective product development and communication strategy, the finding suggests that online game firms should focus on new product characteristics and consider consumer gender differences.     

From 101 to nnn: a review and a classification of computer game architectures

The game world graph (GWG) framework is a taxonomy for analyzing and classifying computer game architectures. This article presents a systematic review of game architectures using the GWG framework. The review validates the usefulness of the GWG framework through classifying game architectures described in the literature into distinct categories according to the framework. The major contribution of the paper is a state-of-the-art presentation of 40 different game architectures, which covers architectures for all kinds of games from single player games to massively multiplayer online games (MMOGs). Previous reviews of game architectures have focused on a narrower selection of games such as only networked games, MMOGs or similar. Further, none of the previous reviews has used a systematic framework for analyzing the characteristics of game architectures. Using the framework, we can identify similarities and differences of the 40 game architectures in a systematic way. Finally, the paper outlines the evolution of the game architectures from the perspective of the GWG framework.     

Commitment to multiplayer online games: An investment model approach

Multiplayer online games have highly committed players who continue playing these games for years. In the present study, commitment to multiplayer online games was examined from an investment model perspective. The investment model was originally developed to explain persistence in romantic relationships, ultimately identifying the three predictors of commitment as satisfaction, quality of alternatives, and investment size. Furthermore, commitment has been linked to greater accommodation (i.e., constructive responses) in relationship conflicts. The present study extended the model to the context of multiplayer online games. Participants (N = 176) who regularly played a multiplayer online game completed modified versions of the investment model and accommodation scales in an online questionnaire. Structural equation modeling analyses showed that satisfaction and investment predicted greater game commitment, which in turn predicted greater accommodation toward the game's problems (i.e., lower endorsement of exit behaviors, greater endorsement of voice and loyalty behaviors). Findings showed that the investment model provides a valid framework for examining game commitment.     

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.     

Beyond the fascination of online-games: Probing addictive behavior and depression in the world of online-gaming

This study examined problematic gaming behavior and depressive tendencies among people who play different types of online-games. Other game-related variables were investigated to determine if other differences between three game types could be established. Participants in the current research (n = 468) can be classified into three independent groups. Subjected users either solely played massive multiplayer online role-playing games (MMORPGs) or they preferred online-ego-shooters (OES) or real-time-strategy games (RTS). Results indicate that MMORPG users show more often problematic gaming behavior, depressive tendencies and lower self-esteem compared to users playing other online-games. MMORPG users reported to playing significantly more often in order to escape from real-life problems, which might be a valuable coping strategy but might also lead to problematic gaming behavior.     

An Efficient Synchronization Mechanism for Mirrored Game Architectures

Existing online multiplayer games typically use a client-server model, which introduces added latency as well as a single bottleneck and single point of failure to the game. Distributed multiplayer games minimize latency and remove the bottleneck, but require special synchronization mechanisms to provide a consistent game for all players. Current synchronization methods have been borrowed from distributed military simulations and are not optimized for the requirements of fast-paced multiplayer games. In this paper we present a new synchronization mechanism, trailing state synchronization (TSS), which is designed around the requirements of distributed first-person shooter games.We look at TSS in the environment of a mirrored game architecture, which is a hybrid between traditional centralized architectures and the more scalable peer-to-peer architectures. Mirrored architectures allow for improved performance compared to client-server architectures while at the same time allowing for a greater degree of centralized administration than peer-to-peer architectures.We evaluate the performance of TSS and other synchronization methods through simulation and examine heuristics for selecting the synchronization delays needed for TSS.     

The effectiveness of adaptive difficulty adjustments on students' motivation and learning in an educational computer game

Computer games that adaptively adjust difficulty are used to continuously challenge players according to their abilities. The adjustment of difficulty occurs automatically in response to a game's ongoing assessment of a player's performance. This approach to difficulty adjustment is likely to be of value in educational computer games as a means of scaffolding learning for students. However, there is limited research evaluating the effectiveness of educational computer games with adaptive difficulty adjustment when compared to non-adaptive difficulty adjustment. To expand on this research a quasi-experimental study was designed to isolate the impact of the difficulty adjustment game element on motivation and learning. A total of 234 secondary school students were allocated to one of three activities involving learning about Spanish cognates: an adaptive difficulty adjustment game, an incremental difficulty adjustment game that was non-adaptive, and a written activity. The three learning activities were designed following the same learning and motivation theories. The two games were identical apart from the difficulty adjustment mechanism. The results for motivation indicated that all students experienced high levels and there was no significant difference between the three learning activities. The pre- and post-tests results for learning indicated that significantly higher learning outcomes were achieved by students who played the adaptive game. Analysis of a game log recording the correctness of students' responses indicated that the adaptive difficulty adjustment game, in contrast to the non-adaptive incremental difficulty adjustment game, provided a scaffolding structure to enhance student learning.     

Antecedents and consequences of game addiction

Antecedents and consequences of game addiction are investigated. Correlation study method is utilized; structural equation modeling is applied to analyze the data. There are eleven hypotheses generated for the model. The data is collected via numerous instruments proven as reliable and valid by the previous studies. There are 159 undergraduate students as participants of the study. Antecedent variables are socio-economic status (SES), computer-ownership, gender, smoking, online and computer gaming, mothers' employment and education level. Consequence variables are grade point average, self-esteem, and self-confidence. The results indicates that socio-economic status, smoking, online gaming, computer gaming, and mother employment status increased game addiction; whereas, gender (female) and mother education level decreased game addiction. SES, gender, online and computer gaming affect game addiction significantly; smoking, mothers’ employment status and education level do not have a significant impact. For the consequences, game addiction decreases significantly GPA and Self-Esteem; it does not influence significantly in self-confidence. Parents and educational institutions may be illuminated about prevention or monitoring of excessive online or computer game playing. Further research studies and implications are presented and discussed.     

我国教育网络游戏初探

随着我国网络游戏市场的不断发展,教育网络游戏也初步发展,如何将教育和网络游戏有效的结合一直是个争论的话题。通过对我国教育网络游戏的思考,教育网络游戏必须以当代教育思想为指导、网络游戏为基础、符合我国现在的教育现状的一款具有教育功能的网络游戏。     

教育游戏理论与开发

教育游戏是指将学习因素和电脑游戏因素有机结合在一起的交互式活动系统,它融知识性和娱乐性于一体,真正实现寓教于乐。教育游戏建立在建构主义、沉浸理论和多元智能等理论基础之上,文章对教育游戏开发应当遵循的原则也进行了详细探讨。     

Making games in the classroom: Benefits and gender concerns

This paper argues that making computer games as part of a classroom project can develop a range of new media storytelling, visual design and audience awareness skills. This claim is supported by data from the evaluation of a six week game making project in a state funded primary school in which 11–12 year old learners made their own computer games using software called Adventure Author. The paper reports on analysis of the games produced by the children and documents the range of new media storytelling skills used as well as examining how the pupils responded to peer reviews of their games. In light of concerns raised in the literature that girls may be disadvantaged by classroom games projects, it investigates whether there are gender differences in the game making skills displayed by the learners. The results of the study indicate that girls' games score more highly than boys', particularly on skills relating to storytelling.     

Unreal PowerPoint: Immersing PowerPoint presentations in a virtual computer game engine world

At a recent conference on games in education, we made a radical decision to transform our standard presentation of PowerPoint slides and computer game demonstrations into a unified whole, inserting the PowerPoint presentation to the computer game. This opened up various questions relating to learning and teaching theories, which were debated by the conference delegates. In this paper, we reflect on these discussions, we present our initial experiment, and relate this to various theories of learning and teaching. In particular, we consider the applicability of “concept maps” to inform the construction of educational materials, especially their topological, geometrical and pedagogical significance. We supplement this “spatial” dimension with a theory of the dynamic, temporal dimension, grounded in a context of learning processes, such as Kolb’s learning cycle. Finally, we address the multi-player aspects of computer games, and relate this to the theories of social and collaborative learning. This paper attempts to explore various theoretical bases, and so support the development of a new learning and teaching virtual reality approach.     

Digital Game-Based Learning in high school Computer Science education: Impact on educational effectiveness and student motivation

The aim of this study was to assess the learning effectiveness and motivational appeal of a computer game for learning computer memory concepts, which was designed according to the curricular objectives and the subject matter of the Greek high school Computer Science (CS) curriculum, as compared to a similar application, encompassing identical learning objectives and content but lacking the gaming aspect. The study also investigated potential gender differences in the game’s learning effectiveness and motivational appeal. The sample was 88 students, who were randomly assigned to two groups, one of which used the gaming application (Group A, N = 47) and the other one the non-gaming one (Group B, N = 41). A Computer Memory Knowledge Test (CMKT) was used as the pretest and posttest. Students were also observed during the interventions. Furthermore, after the interventions, students’ views on the application they had used were elicited through a feedback questionnaire. Data analyses showed that the gaming approach was both more effective in promoting students’ knowledge of computer memory concepts and more motivational than the non-gaming approach. Despite boys’ greater involvement with, liking of and experience in computer gaming, and their greater initial computer memory knowledge, the learning gains that boys and girls achieved through the use of the game did not differ significantly, and the game was found to be equally motivational for boys and girls. The results suggest that within high school CS, educational computer games can be exploited as effective and motivational learning environments, regardless of students’ gender.