Thematische Bibliographien / Game development based learning

Auswahl der wissenschaftlichen Literatur zum Thema „Game development based learning“

Autor: Grafiati

Veröffentlicht am 19. Oktober 2024

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Zeitschriftenartikel zum Thema "Game development based learning"

Maindalkar, Advait, Sarvesh Gharat und Prof Vinod Rathod. „Learning Game Development Life Cycle through Project-Based Approach“. International Journal of Trend in Scientific Research and Development Volume-2, Issue-3 (30.04.2018): 1302–5. http://dx.doi.org/10.31142/ijtsrd11314.

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Yang, Shu-Hung, Yu-Ying Wang, Ah-Fur Lai, Yi-Nan Lin, Gwo-Jen Chiou, Ming-Kuen Chen, Victor R. L. Shen und Chi-Yen Hsiung. „Development of a Game-Based e-Learning System with Augmented Reality for Improving Students’ Learning Performance“. International Journal of Engineering Education 2, Nr. 1 (15.06.2020): 1–10. http://dx.doi.org/10.14710/ijee.2.1.1-10.

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Currently, the school children usually spend a lot of time on the games in their recreational activities and some of them are even addicted to the games. Compared with other extracurricular activities, the e-Learning system reflects the fact that school children are very interested in the games. As a result, educators have lately craved to develop effective teaching activities that allow the school children to learn some subjects and to play the games simultaneously. Therefore, this study is based on an e-Learning system which combines the serious game by Unity3D Game Engine with augmented reality (AR). Students are able to acquire their knowledge and to foster logical skills via this game-based e-Learning system. According to its efficacy and utilities, this study has assessed and compared the game-based e-Learning system with the traditional learning and other e-Learning systems. The experimental results have indicated that the proposed game-based e-Learning system can outperform other existing systems.

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Leitão, Rui, J. M. F. Rodrigues und Adérito Fernandes Marcos. „Game-Based Learning“. International Journal of Art, Culture and Design Technologies 4, Nr. 1 (Januar 2014): 63–75. http://dx.doi.org/10.4018/ijacdt.2014010105.

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In teaching, the use of virtual and augmented reality has been on the rise, exploring different means of interaction and student engagement. Based on constructivist pedagogic principles, augmented reality pretends to provide the learner/user with effective access to information through real-time immersive experiences. Game-based learning is one of the approaches that have received growing interest. This paper presents the development of a game in a teaching and learning context, aiming to help students acquire knowledge in the field of geometry. The game was intended to develop the following competences in primary school learners (8-10 years): a better visualization of geometric objects on a plane and in space; understanding of the properties of geometric solids; and familiarization with the vocabulary of geometry. The authors will show that by using the game students have improved around 35% the hits of correct responses to the classification and differentiation between edge, vertex and face in 3D solids.

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Bennis, Lamyae, und Said Amali. „From Learning Game to Adaptive Ubiquitous Game Based Learning“. International Journal of Emerging Technologies in Learning (iJET) 14, Nr. 16 (29.08.2019): 55. http://dx.doi.org/10.3991/ijet.v14i16.10701.

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Mobile Learning (also known as m-learning) and game based learning (GBL) are two important elements in Technology-Enhanced Learning. By using mobile technology and benefiting from their features we can provide a pervasive learning without being restricted by time and space (Learning anywhere and anytime). GBL over the last decade has played an important role in increasing the motivation of the learner player through the integration of gamification into the learner’s learning process. The combination of the two elements gave birth to a new concept of educational system called Ubiquitous Learning Game (ULG). Mobile technologies are very diverse and market demands push the continued development of new technologies and features that present a big challenge in time and development costs. On the other hand creating a nice game for different player profiles requires the addition of the learner’s model in the design phase of the game. In this sense the main aim of this paper is to present the new architecture of the <e-Adventure > educational adventure games authoring tool and its implementation by addressing the different challenges already cited in order to generate an adaptive ULG for multiples mobile platforms.

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Roedavan, Rickman, Bambang Pudjoatmodjo, Yahdi Siradj, Sazilah Salam und BQ Desy Hardianti. „Serious Game Development Model Based on the Game-Based Learning Foundation“. Journal of ICT Research and Applications 15, Nr. 3 (28.12.2021): 291–305. http://dx.doi.org/10.5614/itbj.ict.res.appl.2021.15.3.6.

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Serious games or applied games are digital games applied in serious fields such as education, advertising, health, business, and the military. Currently, serious game development is mostly based on the Game Development Life Cycle (GDLC) approach. A serious game is a game product with unique characteristics that require a particular approach to its development. This paper proposes a serious game development model adapted from the Game-Based Learning Foundation. This paper’s main contribution is to enhance knowledge in the game development field and game-related application research. The proposed model was validated using the relativism approach and it was used to develop several game prototypes for universities, national companies, and the military.

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Ho, Shin-Jia, Yu-Shan Hsu, Chien-Hung Lai, Fong-Han Chen und Ming-Hour Yang. „Applying Game-Based Experiential Learning to Comprehensive Sustainable Development-Based Education“. Sustainability 14, Nr. 3 (20.01.2022): 1172. http://dx.doi.org/10.3390/su14031172.

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To promote the United Nations’ Sustainable Development Goals (SDGs), public awareness of the importance and urgency of sustainable development should be raised by providing relevant education programs. Although game-based learning has been confirmed to be one of the most effective routes to deepen public understanding of the SDGs and sustainable development in general, games for comprehensive sustainable development-based courses have yet to be popularized. Thus, we developed a game-based learning approach that delivers comprehensive conceptual information on SDGs. Based on Kolb’s theory of experiential learning, students understood the relevance of the SDGs by playing a board game designed to simulate the real world, including national and international policies. Furthermore, considering the suspension of in-person learning and shifts to digital instruction caused by the ongoing COVID-19 pandemic, a digital version of the board game was created to compare the effects of digital and non-digital game-based learning. A comprehensive sustainable development evaluation questionnaire was developed and optimized using the fuzzy Delphi method to assess the participants’ knowledge of and attitudes toward the SDGs. Our results reveal that the digital and non-digital board game both improve students’ knowledge and attitude toward sustainable development. However, the digital board game was more effective than the non-digital board game.

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Hartt, Maxwell, Hadi Hosseini und Mehrnaz Mostafapour. „Game On: Exploring the Effectiveness of Game-based Learning“. Planning Practice & Research 35, Nr. 5 (16.06.2020): 589–604. http://dx.doi.org/10.1080/02697459.2020.1778859.

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Lester, James C., Eun Y. Ha, Seung Y. Lee, Bradford W. Mott, Jonathan P. Rowe und Jennifer L. Sabourin. „Serious Games Get Smart: Intelligent Game-Based Learning Environments“. AI Magazine 34, Nr. 4 (15.12.2013): 31–45. http://dx.doi.org/10.1609/aimag.v34i4.2488.

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Intelligent game-based learning environments integrate commercial game technologies with AI methods from intelligent tutoring systems and intelligent narrative technologies. This article introduces the CRYSTAL ISLAND intelligent game-based learning environment, which has been under development in the authors’ laboratory for the past seven years. After presenting CRYSTAL ISLAND, the principal technical problems of intelligent game-based learning environments are discussed: narrative-centered tutorial planning, student affect recognition, student knowledge modeling, and student goal recognition. Solutions to these problems are illustrated with research conducted with the CRYSTAL ISLAND learning environment.

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Setiawati, Rahmi, Haris Danial, Anri Naldi, Anita Amelia Ole und Erna Wahyuni. „Development of Game-Based Learning Applications to Increase Students’ Learning Motivation“. al-fikrah: Jurnal Manajemen Pendidikan 12, Nr. 1 (08.07.2024): 123. http://dx.doi.org/10.31958/jaf.v12i1.12358.

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In the continuously evolving digital era, education faces new challenges in maintaining students' interest and learning motivation. One approach that has been introduced to address this challenge is the use of technology in learning, specifically through game-based learning applications. The aim of this study is to develop an effective game-based learning application that enhances students' learning motivation. The research method employed is the Research & Development (R&D) method. The development stages include needs analysis, application design, implementation, evaluation, and revision. The application was developed with consideration to attractive game design principles that motivate and take into account curriculum needs. The research findings indicate that the development of the game-based learning application successfully increased students' learning motivation. Assessments of the application showed positive responses from students to the learning experience provided. Additionally, there was a significant increase in the level of student participation and engagement in the learning process. The conclusion of this study is that the development of game-based learning applications is an effective approach to enhancing students' learning motivation. This application transforms the learning experience into something more engaging and challenging for students, thereby increasing their interest and activity in the learning process. The implication of this study is that the integration of technology in learning can be an effective strategy to motivate students and enhance the overall quality of education.

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Su, Yang Na. „Development of the Teaching Games System Based on Mobile Learning“. Applied Mechanics and Materials 685 (Oktober 2014): 651–54. http://dx.doi.org/10.4028/www.scientific.net/amm.685.651.

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Mobile learning is the future development of digital learning, Due to the different mobile development system for different mobile devices, which became a major bottleneck for mobile development. Existing mobile learning resources are scarce, showing most of the text, web pages, video format, rare game theme unattractive for the format of fixed points, lack of reusability and versatility. Base on the characteristic of Dispersed, fragmentary characteristics of mobile learning, imitating the form of the theme of the popular online game, to make the learner a more active, more effective and more lasting in mobile learning. Use Flash to develop mobile learning teaching game, introduces the idea of integrable Ware to mobile game development, separate the knowledge from the game, and improve the reusability and versatility of the game.

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Dissertationen zum Thema "Game development based learning"

Covalciuc, Marina, und Gautier Kerleguer. „Leadership Competencies Development through Game-Based Learning“. Thesis, Linnéuniversitetet, Institutionen för organisation och entreprenörskap (OE), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-85164.

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In contemporary world, there is a constant need for leadership development. Technological advancements, excessive uncertainty and severe hostility on one hand and high expectations from subordinates, pressure from stakeholders on another hand force leaders to develop more skills and competencies in order to succeed. Leadership competencies represent a set of behaviours that are seen to be crucial to deliver desired outcomes. Organisations design competencies models that are used for diverse reasons within human resources management, such as employee selection, career development, succession planning, performance management and employee development. The current most common practices in leadership competencies development applied by organisations include coaching and mentoring, 360‐degree feedback, specific job assignments, networking, action learning, corporate case studies, computer simulations, experiential learning and of course classroom‐type leadership training. However, the future generation of employees are the nowadays youngsters whose life is widely influenced by technology. A specific interest among them is in online and computer-based games, on which they spend a considerable amount of time per week. Games in general were proven to be an effective tool for education among children and young adults, and were discussed to be useful for adults as well. Presented research is performed with the goal to create an understanding of the game-based learning approach to leadership competencies development. Our first ambition for the research was to find out what leadership competencies are most likely to be developed though GBL approach. We came to the results that GBL approach can be effective in developing social interaction competencies such as motivation, facilitation, coaching, effective communication, collaborative negotiation, effective teamwork and such cognitive competencies as strategic thinking, decision making, problem solving and technical competency. Our second aim for the research was to draw on a conceptual framework in form of an experiment to answer to the question of how effective is game-based learning for development of leadership competencies. The experiment model proposed in this conceptual paper was designed by us by putting together elements in form of such games as "Spaghetti Tower"; "Strategic thinking game with 8 players" for measurement and "Acquire" board game for development of the "strategic thinking" leadership competency.

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DeRouin-Jessen, Renee. „GAME ON: THE IMPACT OF GAME FEATURES IN COMPUTER-BASED TRAINING“. Doctoral diss., University of Central Florida, 2008. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3142.

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The term "serious games" became popularized in 2002 as a result of an initiative to promote the use of games for education, training, and other purposes. Today, many companies are using games for training and development, often with hefty price tags. For example, the development budget for the U.S. Army recruiting game, "America's Army" was estimated at $7 million. Given their increasing use and high costs, it is important to understand whether game-based learning systems perform as billed. Research suggests that games do not always increase learning outcomes over conventional instruction. However, certain game features (e.g., rules/goals, fantasy, challenge) might be more beneficial for increasing learner motivation and learning outcomes than other game features. This study manipulated two specific game features: multimedia-based fantasy (vs. text-based fantasy) and reward (vs. no reward) in a computer-based training program on employment law. Participants (N=169) were randomly assigned to one of the four experimental conditions or to a traditional computer-based training condition. Contrary to hypotheses, the traditional PowerPoint-like version was found to lead to better declarative knowledge outcomes on the learning test than the most game-like version, although no differences were found between conditions on any of the other dependent variables. Participants in all conditions were equally motivated to learn, were equally satisfied with the learning experience, completed an equal number of practice exercises, performed equally well on the declarative knowledge and skill-based practice, and performed equally well on the skill-based learning test. This suggests that adding the "bells and whistles" of game features to a training program won't necessarily improve learner motivation and training outcomes.
Ph.D.
Department of Psychology
Sciences
Psychology PhD

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Deniozou, Thaleia. „Investigating the potential of mobile games as learning environments for independent adult skill development“. Thesis, University of Edinburgh, 2016. http://hdl.handle.net/1842/22926.

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The research described in this thesis is grounded in the fields of independent adult learning, user experience for mobile applications and game design. It considers the case for mobile game-based learning in the context of informal microlearning and investigates the potential of mobile games to assist the independent skills development of adults. Initial research found that adults expressed positive attitudes towards the idea of learning with a mobile game, while even those who did not use mobile games recreationally appeared positive to using them if they perceived them as an effective way to develop their skills. Guidelines were then developed to inform the design of effective mobile learning games based on theories of adult learning, game-based engagement, mobile usability and mobile game design. These guided the development of a mobile game prototype aimed at assisting adults, speakers of English as a second language, to build their academic vocabulary. To evaluate the effectiveness of the prototype, a mixed methods approach combining quantitative and qualitative data collection instruments was utilised. Player engagement and system usability were measured rather than direct measures of learning outcomes. Overall the results were encouraging since evaluation participants were found to be engaged by the activity and able to easily pick up the game and play. Additionally, qualitative data on participants’ experiences and perceptions were collected, which supported initial research findings on the positive attitudes of adults towards using mobile games for learning. Though caution is recommended when generalising the evaluation results, the potential of mobile games for the independent learning of adults was supported. Overall this research offers a rationale for the use of mobile game-based learning, an insight into the nature of adult learners’ needs and their mobile devices usage patterns, a critical discussion on the type of learning that would be appropriate for the context, a set of guidelines for the design of mobile learning games, and finally a discussion of evaluation methods along with a collection of empirical data on the post-experiential attitudes of adults with regards to mobile games for learning.

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Tang, Stephen. „A model-driven framework to support games development : an application to serious games“. Thesis, Liverpool John Moores University, 2013. http://researchonline.ljmu.ac.uk/4493/.

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Model Driven Engineering (MDE) is a software development approach which focuses on the creation of models to represent a domain with the aim of automatically generating software artefact using a set of software tools. This approach enables practitioners to produce a variation of software in by reusing the concepts in the domain model without worrying about the technical intricacies of software development. Therefore, this approach can help to increases productivity and it makes software design easier for the practitioners. The application of this approach into games development domain presents an interesting proposition and could help to simplify production of computer games. Computer games are interactive entertainment software designed and developed to engage users to participate in goal-directed play. Many find computer gaming to be persuasive and engaging, and they believe that through the application of game design and game technology in non-entertainment domains can create a positive impact. Computer games designed primarily for non-entertainment purpose are generally known as serious games. The development of games software, in no relation to the intended purpose of it, is technically complex and it requires specialist skills and knowledge. This is the major barrier that hinders domain experts who intend to apply computer gaming into their respective domains. Much research is already underway to address this challenge, whereby many of which have chosen to use readily available commercial-off-the-shelf games while others have attempted to develop serious games in-house or collaboratively with industry expertise. However, these approaches present issues including appropriateness of the serious game content and its activities, reliability of serious games developed and the financial cost involved. The MDE approach promises new hopes to the domain experts, especially to those with little or no technical knowledge who intend produce their own computer games. Using this approach, the technical aspects of games development can be hidden from the domain experts through the automated generation of software artefact. This simplifies the production of computer games and could provide the necessary support to help non-technical domain experts to realise their vision on serious gaming. This thesis investigates the development of a model-driven approach and technologies to aid non-technical domain experts in computer games production. It presents a novel model-driven games development framework designed to aid non-technical domain experts in producing computer games. A prototype based on the model-driven games development framework has been implemented to demonstrate the applicability of this solution. The framework has been validated through the prototypical implementations and these have been evaluated. A case study has been conducted to present a use-case scenario and to examine if this approach can help non-technical domain experts in producing computer games and also to find out if it would lower the barrier towards adoption of game-based learning as an alternative teaching and learning approach. The work in this thesis contributes to the area of software engineering in games. The contributions made in this research includes (1) a blueprint for model-driven engineering for games development, (2) a reusable formalised approach to document computer game design and (3) a model of game software that is independent of implementation platform.

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Patel, Jaitra. „Balance It! : Designing a game-based learning tool for strategic sustainable development“. Thesis, Uppsala universitet, Industriell teknik, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-422718.

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In recent times, companies have been motivated to transition towards sustainable development. This motivation is driven by several external and internal factors such as awareness about limited resources, environmental degradation, economic profitability, changes in regulations, etc. Transitioning towards sustainability is not an easy task. There can be several challenges such as the multi-dimensional aspect of sustainable development, changes in workflow , investing in/inventing new technology , etc. T o tackle these challenges, a strategic transition is required. In order to help organizations strategically move towards sustainable development, Göran Broman and Karl- Henrik Robèrt have provided a framework through their research. It can be an overwhelming task for a company to understand and implement this framework. The thesis addresses this challenge by designing a board game around the operational procedure provided by the framework. To develop the game, Evensen et al.’s model was leveraged which utilized different inputs such as literature review, Broman and Robèrt’s framework, and thematic analysis of interviews as inputs for game development. The interviewing process included semi-structured interviews of eight employees (sustainability-related positions) from different companies to understand how their companies are perceiving sustainable development, implementing sustainable practices, and what are the needs and challenges faced. This thesis contributes to academia in two ways. First, it extends the Framework for Strategic Sustainable Development (FSSD) by providing an application-based learning tool. After studying the theoretical side of the framework, the developed game can enhance the understanding of the framework. Second, it modifies the game design model by substituting generative research with a framework (FSSD) as an input and further discusses the benefits of having FSSD as an input element. From a practical perspective, apart from providing a better understanding of sustainability and educating companies about FSSD, the board game session enables the employees to think about how to implement FSSD for their specific scenario. Additionally, it also provides companies a controlled environment to think about risks and foresee the consequences of their future actions. Hence, providing a safety net before the initiation of the implementation process.

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Shearer, James D. „Development of a Digital Game-Based Learning Best Practices Checklist“. Bowling Green State University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1303865257.

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Cress, Bradley D. „Design and Development of a Digital Game-Based Learning Module on Transportation“. Bowling Green State University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1245724226.

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Ayub, Mohamad Nizam. „Game-Based learning (GBL) development in secure accommodation units in Scotland“. Thesis, University of the West of Scotland, 2014. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.744764.

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Nguyen, Song Huyen Chau. „Impact of digital game-based learning to support students’ cognitive skills development for English language learning in Vietnam“. Thesis, Queensland University of Technology, 2020. https://eprints.qut.edu.au/206449/1/Song%20Huyen%20Chau_Nguyen_Thesis.pdf.

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This research examined how EFL students may enhance their EFL learning by developing cognitive skills through digital game-based learning in a Vietnamese higher education context. The research adopted a qualitative approach involving a cognitive task analysis approach with a pre- and post-test design. The findings indicated that the adoption of digital game-based learning in EFL learning might have had a positive impact on the participants’ cognitive skills development and learning outcomes. The findings of this study contribute to further understanding of the interrelationship between digital game-based learning and cognitive skills in enhancing teaching and learning in the EFL discipline.

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Lindberg, Jesper, und Andreas Reyier. „Utformningen av en utvärderingsmodell för utbildningsverktyg : Till hjälp för en tillämpning av Game Design Based Learning inom utbildning“. Thesis, Högskolan Dalarna, Informatik, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:du-28171.

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Digitala spel i dagens samhälle blir allt vanligare och har de senaste åren börjat användas inom utbildning och undervisning runt om i världen. Att använda spel och teknologi inom en utbildning har både positiv och negativ påverkan på eleverna så väl som skolan. Teknikens positiva delar leder till en ökad motivation och engagemang bland eleverna men kan samtidigt leda till mer negativa delar, till exempel social isolering, dyra kostnader eller en distraktion som kan leda till att det påverkar andra kurser inom utbildningen negativt. Denna rapport syftar till att vara ett stöd vid val av utbildningsverktyg som ska användas i syfte för Game Design Based Learning (GDBL). Detta stöd består av en utvärderingsmodell som kan användas av exempelvis lärare som vill tillämpa GDBL i sin utbildning. Arbetet har utförts med stöd av forskningsstrategin design och skapande, där utvecklingen och framtagandet av en artefakt har skett. Utvärderingsmodellen har utformats med hjälp av den aktuella forskningsstrategin. Datainsamlingen för arbetet har skett genom sökning efter utbildningsverktyg, bland annat, på sökmotorn Google Search tillsammans med relevanta termer för arbetet, till exempel drag & drop. Vid tillämpning av GDBL samt valet av utbildningsverktyg gäller det att ta hänsyn till både de möjligheter som GDBL ger men även de negativa risker som finns. Utvärderingsmodellen har också testats på fem olika utbildningsverktyg för att validera utvärderingsmodellen. Dessa fem utbildningsverktyg är Scratch, Kodu Game Lab, Kahoot, Quizizz och Twine. Slutligen kom vi fram till att två av utbildningsverktygen passar bäst i ett utbildningssyfte. Dessa var Kahoot och Quizizz som är simpla frågesportsspel, det vill säga att dessa inte kräver utbildning eller programmering för att användas inom en undervisning. Detta baserades på ett påhittat scenario vilket var att hitta ett utbildningsverktyg för ett program som inriktar sig på grafisk design.
Digital games in today's society are becoming more common and have in the past few years been used in education and teaching around the world. Using games and technology in an education has both positive and negative impact on the students as well as the school. The positive aspects of technology lead to increased motivation and commitment among the students, but at the same time can lead to more negative factors, such as social isolation, expensive costs or a distraction that may adversely affect other courses in education. This report aims to be a support in selecting educational tools to be used for Game Design Based Learning (GDBL). This support consists of an evaluation model that can be used, for example, by teachers who wish to apply GDBL in their education. The work has been carried out with the support of the research strategy design and creation, where the development and the production of an artefact has taken place. The evaluation model has been designed using the current research strategy. The data collection for the work has been done by searching for training tools, including the search engine Google Search, along with relevant terms for the work, such as drag & drop. When applying GDBL and the choice of training tools, it takes into account both the opportunities offered by GDBL, but also the negative risks that exist. The evaluation model has also been tested on five different training tools to validate the evaluation model. These five training tools are Scratch, Kodu Game Lab, Kahoot, Quizizz and Twine. Finally, we found that two of the training tools are the most suitable for educational purposes. These were Kahoot and Quizizz, which are simple quiz games, that is, they do not require education or programming to be used in a classroom. This was based on an established scenario, which was to find a training tool for a program that focuses on graphic design.

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Bücher zum Thema "Game development based learning"

Chang, Maiga, Rita Kuo, Kinshuk, Gwo-Dong Chen und Michitaka Hirose, Hrsg. Learning by Playing. Game-based Education System Design and Development. Berlin, Heidelberg: Springer Berlin Heidelberg, 2009. http://dx.doi.org/10.1007/978-3-642-03364-3.

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Felicia, Patrick. Developments in current game-based learning design and deployment. Hershey PA: Information Science Reference, 2013.

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Deniz, Eseryel, Ge Xun und SpringerLink (Online service), Hrsg. Assessment in Game-Based Learning: Foundations, Innovations, and Perspectives. New York, NY: Springer New York, 2012.

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Edutainment, 2009 (2009 Banff Alta ). Learning by playing: Game-based education system design and development : 4th International Conference on E-Learning and Games, Edutainment 2009, August 9-11, 2009, Banff, Canada, proceedings. Heidelberg: Springer, 2009.

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1974-, Chang Maiga, Hrsg. Learning by playing: Game-based education system design and development : 4th International Conference on E-Learning and Games, Edutainment 2009, August 9-11, 2009, Banff, Canada, proceedings. Heidelberg: Springer, 2009.

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Kruglikov, Viktor. The game is a non-educational game (experience, analysis, reflections of a game technician teacher). ru: INFRA-M Academic Publishing LLC., 2024. http://dx.doi.org/10.12737/2079775.

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Based on the analysis of many years of experience in the development and application of didactic games in order to teach all categories of students from schoolchildren and students to university faculty, the monograph attempts to revise established, controversial and contradictory views on the phenomenon of the game. The author's vision of how to answer such long-standing questions is proposed: what is a game and a non-game, how the game happened, what characteristics it has. The concept of behavioral games is introduced. The signs and driving forces of traditional and behavioral games are analyzed. In the practice-oriented part of the work, in the context of the modern paradigm of the educational process, the main milestones in the history of the development of educational games, age-specific gaming activities are considered. The analysis of the practice of developing and applying educational games by novice university teachers is given, the principles of using individual game elements in the context of the requirements of active pedagogy are given. The theoretical basis for the analysis of the game was the author's motivational activity theory of active learning. For students, postgraduates and teachers of pedagogical universities and faculties, as well as a wide range of readers interested in education and training.

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M, Slator Brian, Hrsg. Electric worlds in the classroom: Teaching and learning with role-based computer games. New York: Teachers College Press, 2006.

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Vahrusheva, Lyudmila. Development of mental activity of preschool children. ru: INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/1093072.

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The textbook reveals the general issues of organizing the mental activity of preschool children: the development of mental actions and mental abilities, the features of developing, problem-based learning and its methods, the meaning and place of active methods of organizing mental activity in pedagogical work with children, the technology of using active learning tools — intellectual games and cognitive fairy tales. For the organization of independent work of students, sample topics of seminars, practical classes, questions for the test, the final test of the discipline are offered. Meets the requirements of the federal state educational standards of secondary vocational education of the latest generation. For students of secondary vocational education institutions of pedagogical profile, students of the system of additional professional education( advanced training), practitioners of preschool educational institutions and all those who are interested in the development of the mental activity of preschoolers.

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Ifenthaler, Dirk, Deniz Eseryel und Xun Ge, Hrsg. Assessment in Game-Based Learning. New York, NY: Springer New York, 2012. http://dx.doi.org/10.1007/978-1-4614-3546-4.

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Aprea, Carmela, und Dirk Ifenthaler, Hrsg. Game-based Learning Across the Disciplines. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-75142-5.

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Buchteile zum Thema "Game development based learning"

Albright, Glenn. „Introduction to PK12 Professional Development Role-Play Simulation Technology“. In Advances in Game-Based Learning, 7–17. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-44526-3_2.

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Torrente, Javier, Ángel del Blanco, Ángel Serrano-Laguna, José Ángel Vallejo-Pinto, Pablo Moreno-Ger und Baltasar Fernández-Manjón. „Towards Universal Game Development in Education“. In Advances in Web-Based Learning - ICWL 2012, 160–69. Berlin, Heidelberg: Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-33642-3_17.

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Khalid, Nikita. „Professional Development Simulations for K12 Educators to Address Social, Emotional, and Behavioral Concerns in the School Setting“. In Advances in Game-Based Learning, 115–26. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-44526-3_8.

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Tan, Wee Hoe, und Ivan Boo. „A Provisional Framework for Multimodal Evaluation: Establishing Serious Games Quality Label for Use in Training and Talent Development“. In Advances in Game-Based Learning, 163–83. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-15569-8_9.

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Yu, Jiaqi, und André R. Denham. „Designing an Augmented Reality Digital Game for Adaptive Number Knowledge Development“. In Game-based Learning Across the Disciplines, 245–71. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-75142-5_11.

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López-Forniés, Ignacio. „Game-Based Learning and Assessment of Creative Challenges Through Artefact Development“. In Smart Pedagogy of Game-based Learning, 1–20. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-76986-4_1.

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Hirumi, Atsusi, und Christopher Stapleton. „Applying Pedagogy during Game Development to Enhance Game-Based Learning“. In Games: Purpose and Potential in Education, 127–62. Boston, MA: Springer US, 2008. http://dx.doi.org/10.1007/978-0-387-09775-6_6.

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Sisarica, Anja, und Neil Maiden. „An Emerging Model of Creative Game-Based Learning“. In Serious Games Development and Applications, 254–59. Berlin, Heidelberg: Springer Berlin Heidelberg, 2013. http://dx.doi.org/10.1007/978-3-642-40790-1_25.

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Hulpuş, Ioana, Manuel Fradinho und Conor Hayes. „On-the-Fly Adaptive Planning for Game-Based Learning“. In Case-Based Reasoning. Research and Development, 375–89. Berlin, Heidelberg: Springer Berlin Heidelberg, 2010. http://dx.doi.org/10.1007/978-3-642-14274-1_28.

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Pfändler, Andrea Maria. „Development and Pilot Testing of a Financial Literacy Game for Young Adults: The Happy Life Game“. In Game-based Learning Across the Disciplines, 61–87. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-75142-5_4.

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Konferenzberichte zum Thema "Game development based learning"

„Digital Ethnography Development Investigating Children's Agency in Minecraft“. In 13th EuropeanConference on Game Based Learning. ACI, 2020. http://dx.doi.org/10.34190/gbl.20.020.

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„Emergent Narratives in Project Based Software Development Education“. In 13th EuropeanConference on Game Based Learning. ACI, 2020. http://dx.doi.org/10.34190/gbl.20.161.

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„Development of the Learning Game Tile war“. In 2th European Conference on Game Based Learning. ACPI, 2019. http://dx.doi.org/10.34190/gbl.19.085.

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„Development of e-Learning Applications Using HoloLens and Mixed Reality“. In 2th European Conference on Game Based Learning. ACPI, 2019. http://dx.doi.org/10.34190/gbl.19.126.

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„Between Learning Objectives and Learning Experience: Methods for the Development of Game Based Learning Scenarios“. In 2th European Conference on Game Based Learning. ACPI, 2019. http://dx.doi.org/10.34190/gbl.19.096.

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„Investigating Regional Heritage Through the Development and Playing of AR Games“. In 12th European Conference on Game Based Learning. ACPI, 2019. http://dx.doi.org/10.34190/gbl.19.030.

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„Development of a Virtual Reality Tool for Patients With Eating Disorder“. In 2th European Conference on Game Based Learning. ACPI, 2019. http://dx.doi.org/10.34190/gbl.19.152.

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„Gamification of Strategic Thinking: A COTS Boardgame for Learning Strategy Development and Strategy Implementation (COVID-19 Improvised Online Facilitation)“. In 13th EuropeanConference on Game Based Learning. ACI, 2020. http://dx.doi.org/10.34190/gbl.20.148.

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„Named Entity Recognition Supporting Serious Games Development in Stack Overflow Social Content“. In 2th European Conference on Game Based Learning. ACPI, 2019. http://dx.doi.org/10.34190/gbl.19.164.

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„Liike: The Design and Development of a Serious Game for Accountancy Students“. In 2th European Conference on Game Based Learning. ACPI, 2019. http://dx.doi.org/10.34190/gbl.19.053.

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Berichte der Organisationen zum Thema "Game development based learning"

Valek, Robert, und Lisa Schulte-Moore. Environmental software development in academic settings to support digital game-based learning: A case study on PEWI. Ames (Iowa): Iowa State University. Library, November 2023. http://dx.doi.org/10.31274/dr-20231205-0.

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Моісеєнко, Наталя Володимирівна, Михайло Вікторович Моісеєнко, Владислав Сергійович Кузнецов, Богдан Альбертович Ростальний und Арнольд Юхимович Ків. Teaching computer game development with Unity engine: a case study. CEUR Workshop Proceedings, September 2023. http://dx.doi.org/10.31812/123456789/8486.

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Computer game development is a popular and engaging topic that can motivate students to learn various aspects of software engineering, such as design, programming, testing, and teamwork. However, there is a lack of research on how to effectively teach this topic in the context of secondary education. In this paper, we present our experience of designing and delivering a course on computer game development for master’s students in the specialty 014.09 Secondary education (Informatics) at the Kryvyi Rih State Pedagogical University. We describe the objectives, content, software tools, and teaching methods of the course, as well as the challenges and outcomes of its implementation. We also evaluate the course using a framework proposed by Ritzhaupt based on student feedback and learning outcomes. Our results show that the course was successful in achieving its goals and enhancing students’ knowledge and skills in game development. We also identify some areas for improvement and provide recommendations for future iterations of the course. We conclude that Unity Engine is a suitable platform for teaching game development in secondary education, as it offers a low barrier to entry, a rich set of features, a cross-platform compatibility, and a wide adoption in the game industry. We also argue that a team-based approach is beneficial for fostering collaboration and creativity among students.

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Dasgupta, Anuttama, und Smitha N. Capacity Development Forum 2024 Proceedings. Indian Institute for Human Settlements, 2024. http://dx.doi.org/10.24943/cdf10.2024.

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The Capacity Development Forum (CDF) is an initiative of the Indian Institute for Human Settlements (IIHS) that aims to bring together diverse stakeholders involved in capacity development in India into a ‘community of practice’ to consolidate learnings from across the country and around the world into a strong and value-added network to consolidate learnings across the country and from around the world. The longer-term objective of the forum is to collaborate on Capacity Development practices and create a repository of knowledge on Capacity Development. The third convening of the IIHS Capacity Development Forum was held on 27-28 June 2024 in a hybrid format – at IIHS, Bengaluru City Campus and online, on the theme: ‘Capacity Development and Behavioural Insights – Implications for Institutional Design and Public Policy’. The CDF 2024 focussed on how the understanding of human behaviour and motivations is key to achieving larger objectives not only at an individual level, but also within institutions and societies. The panels brought together stakeholders from a range of sectors to discuss how nudges and incentives can be used to influence human behaviour at various scales, and how this in turn informs the design, formulation and implementation of policies and programmes to make them more effective. Day 1 of the convening comprised panels that brought together capacity development practitioners from the public and private sectors, to discuss various aspects of policy capacity and enhancing it through incorporating behavioural insights, international perspectives on the role of Capacity Development agencies in developing behavioural science capacity of public officials, and the role of leadership in organisational behaviour change. This was followed by a learning hub on Day 2 focussing on cases from practice incorporating behavioural insights from different sectors, and a game-based learning workshop incorporating behavioural insights and illustrating various biases in human behaviour.

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Ennis, Linda. Game-Based Learning: An Instructional Tool. Ames (Iowa): Iowa State University, Januar 2018. http://dx.doi.org/10.31274/cc-20240624-776.

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Dutta, Sourav, Anna Wagner, Theadora Hall und Nawa Raj Pradhan. Data-driven modeling of groundwater level using machine learning. Engineer Research and Development Center (U.S.), Mai 2024. http://dx.doi.org/10.21079/11681/48452.

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This US Army Engineer Research and Development Center (ERDC), Coastal and Hydraulics Laboratory engineering technical note (CHETN) documents a preliminary study on the use of specialized machine learning (ML) methods to model the variations in groundwater level (GWL) with time. This approach uses historical groundwater observation data at seven gage locations in Wyoming, USA, available from the USGS database and historical data on several relevant meteorological variables obtained from the ERA5 reanalysis dataset produced by the Copernicus Climate Change Service (usually referred to as C3S) at the European Center for Medium-Range Weather Forecasts to predict future GWL values for a desired period of time. The results presented in this report indicate that the ML method has the potential to predict both short-term (4-hourly) as well as daily variations in GWL several days into the future for the chosen study region, thus alleviating the need for employing sophisticated process-based numerical models with complicated model structure configurations.

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Roschelle, Jeremy, Britte Haugan Cheng, Nicola Hodkowski, Julie Neisler und Lina Haldar. Evaluation of an Online Tutoring Program in Elementary Mathematics. Digital Promise, April 2020. http://dx.doi.org/10.51388/20.500.12265/94.

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Many students struggle with mathematics in late elementary school, particularly on the topic of fractions. In a best evidence syntheses of research on increasing achievement in elementary school mathematics, Pelligrini et al. (2018) highlighted tutoring as a way to help students. Online tutoring is attractive because costs may be lower and logistics easier than with face-to-face tutoring. Cignition developed an approach that combines online 1:1 tutoring with a fractions game, called FogStone Isle. The game provides students with additional learning opportunities and provides tutors with information that they can use to plan tutoring sessions. A randomized controlled trial investigated the research question: Do students who participate in online tutoring and a related mathematical game learn more about fractions than students who only have access to the game? Participants were 144 students from four schools, all serving low-income students with low prior mathematics achievement. In the Treatment condition, students received 20-25 minute tutoring sessions twice per week for an average of 18 sessions and also played the FogStone Isle game. In the Control condition, students had access to the game, but did not play it often. Control students did not receive tutoring. Students were randomly assigned to condition after being matched on pre-test scores. The same diagnostic assessment was used as a pre-test and as a post-test. The planned analysis looked for differences in gain scores ( post-test minus pre-test scores) between conditions. We conducted a t-test on the aggregate gain scores, comparing conditions; the results were statistically significant (t = 4.0545, df = 132.66, p-value < .001). To determine an effect size, we treated each site as a study in a meta-analysis. Using gain scores, the effect size was g=+.66. A more sophisticated treatment of the pooled standard deviation resulted in a corrected effect size of g=.46 with a 95% confidence interval of [+.23,+.70]. Students who received online tutoring and played the related Fog Stone Isle game learned more; our research found the approach to be efficacious. The Pelligrini et al. (2018) meta-analysis of elementary math tutoring programs found g = .26 and was based largely on face-to-face tutoring studies. Thus, this study compares favorably to prior research on face-to-face mathematics tutoring with elementary students. Limitations are discussed; in particular, this is an initial study of an intervention under development. Effects could increase or decrease as development continues and the program scales. Although this study was planned long before the current pandemic, results are particularly timely now that many students are at home under shelter-in-place orders due to COVID-19. The approach taken here is feasible for students at home, with tutors supporting them from a distance. It is also feasible in many other situations where equity could be addressed directly by supporting students via online tutors.

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Popovi, Zoran. Engage: A Game Based Learning and Problem Solving Framework. Fort Belvoir, VA: Defense Technical Information Center, Mai 2012. http://dx.doi.org/10.21236/ada562150.

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Popovic, Zoran. ENGAGE: A Game Based Learning and Problem Solving Framework. Fort Belvoir, VA: Defense Technical Information Center, Juli 2012. http://dx.doi.org/10.21236/ada564820.

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Popovic, Zoran. ENGAGE: A Game Based Learning and Problem Solving Framework. Fort Belvoir, VA: Defense Technical Information Center, August 2012. http://dx.doi.org/10.21236/ada564831.

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Popovic, Zoran. ENGAGE: A Game Based Learning and Problem Solving Framework. Fort Belvoir, VA: Defense Technical Information Center, September 2012. http://dx.doi.org/10.21236/ada564833.

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