Dissertationen zum Thema „Game development based learning“
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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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Aslan, Serdar. „Digital Educational Games: Methodologies for Development and Software Quality“. Diss., Virginia Tech, 2016. http://hdl.handle.net/10919/73368.
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Development of a game in the form of software for game-based learning poses significant technical challenges for educators, researchers, game designers, and software engineers. The game development consists of a set of complex processes requiring multi-faceted knowledge in multiple disciplines such as digital graphic design, education, gaming, instructional design, modeling and simulation, psychology, software engineering, visual arts, and the learning subject area. Planning and managing such a complex multidisciplinary development project require unifying methodologies for development and software quality evaluation and should not be performed in an ad hoc manner. This dissertation presents such methodologies named: GAMED (diGital educAtional gaMe dEvelopment methoDology) and IDEALLY (dIgital eDucational gamE softwAre quaLity evaLuation methodologY).
GAMED consists of a body of methods, rules, and postulates and is embedded within a digital educational game life cycle. The life cycle describes a framework for organization of the phases, processes, work products, quality assurance activities, and project management activities required to develop, use, maintain, and evolve a digital educational game from birth to retirement. GAMED provides a modular structured approach for overcoming the development complexity and guides the developers throughout the entire life cycle.
IDEALLY provides a hierarchy of 111 indicators consisting of 21 branch and 90 leaf indicators in the form of an acyclic graph for the measurement and evaluation of digital educational game software quality.
We developed the GAMED and IDEALLY methodologies based on the experiences and knowledge we have gained in creating and publishing four digital educational games that run on the iOS (iPad, iPhone, and iPod touch) mobile devices: CandyFactory, CandySpan, CandyDepot, and CandyBot. The two methodologies provide a quality-centered structured approach for development of digital educational games and are essential for accomplishing demanding goals of game-based learning.
Moreover, classifications provided in the literature are inadequate for the game designers, engineers and practitioners. To that end, we present a taxonomy of games that focuses on the characterization of games.Ph. D.
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Jordine, Tobias Johannes Gerhardus. „A mobile game-based framework for learning object-oriented programming : development and evaluation of the new framework with a mobile Java learning game“. Thesis, University of the West of Scotland, 2017. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.739389.
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Robberts, Anna Sophia. „Design principles to create an enabling game-based learning environment for the development of 21st century skills“. Thesis, University of Pretoria, 2002. http://hdl.handle.net/2263/78491.
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Learning environments that intrigue the Generation Z learner while transferring communication, collaboration, creativity and critical thinking skills are what is needed to prepare this generation for the challenges that they are going to face in the 21st century. This research focuses on design principles that would help educators and students in designing (and co-designing) game-based learning environments conducive to not only transferring content knowledge, but also of the most applauded skills that new graduates are compelled to possess. Employers agree that the students do not have what it takes to be successful in the 21st century workplace. Especially in South African context, the focus of higher education institutions can therefore not only be on content delivery, but has to also be on the development of the 4Cs, communication, collaborations, creativity and critical thinking.
The research was conducted at the University of Pretoria where an existing reality game, The Amazing Race, was adapted and re-conceptualised for educational purposes. The overarching search for design principles that could be beneficial in the implementation of a game-based learning environment was guided by an investigation of the elements of the game implemented, the characteristics of games and finally the opportunities afforded to develop the 4Cs. The freshman engineering students’ experiences are discussed using the students’ own voices, and the design principles that surfaced are discussed. It seems as if there are distinct principles that could ease the efforts of practitioners in the implementation of similar learning environments. Further research is needed to refine the principles to other learning environments.Thesis (PhD)--University of Pretoria, 2019.
Science, Mathematics and Technology Education
PhD
Unrestricted
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Frederick, Patricia Ann. „Using Digital Game-Based Learning to Support Vocabulary Instruction for Developmental Reading Students“. NSUWorks, 2010. http://nsuworks.nova.edu/gscis_etd/154.
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The number of underprepared students entering post-secondary education continues to be a national problem community colleges struggle with by providing remedial instruction while having to satisfy the demands for effective teaching accountability. Reading is one identified area needing remediation; and, a goal for programs to address this shortcoming is to increase vocabulary to improve reading comprehension. The problem was that students placed into developmental courses are often discouraged learners with low motivation and eschew the practice requisite for vocabulary learning.
Many educators are interested in re-creating the compelling environment found in games to parlay the power of digital games to required curriculum learning in order to engage their students. However, despite the preponderance of recent literature advocating digital games for classroom learning, especially the use of complex endogenous games, there is limited empirical evidence for using digital games to achieve defined learning outcomes. Further, no recent studies have examined digital games use with developmental populations. The study designed, developed, implemented, and evaluated the blending of computer-based games with traditional classroom instruction to provide the repetition and active processing required for students to acquire new vocabulary.
The goal was to develop a blended learning design to integrate instructional design and blending design practices to support and improve learning for vocabulary acquisition of developmental readers. A mixed-method (quantitative and qualitative) approach was employed and instructional events for vocabulary lessons were designed and developed using the framework of established models. Pretests and posttest measured achievement in vocabulary gains using three methods of practice: paper-based worksheet, text-based digital game, and video-style digital game. Survey instruments were used to determine students' enjoyment of and motivation using different treatments.
Results confirmed that students found digital games a motivating instructional method; however, no advantage in improving achievement was found using text-based or video-style games over the traditional paper-based worksheets method. A description of the analysis, design, development, implementation, and evaluation of digital games blended with traditional classroom instruction is provided to assist those interested in pursuing digital game-based learning with post-secondary developmental populations. Recommendations are also provided for future research and educational game development.
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Ibrahim, Karim Hesham Shaker. „The Interplay of Languaging and Gameplay: Player-Game Interactions as Ecologies for Languaging and Situated L2 Development“. Diss., The University of Arizona, 2016. http://hdl.handle.net/10150/612888.
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The field of game-mediated L2 learning has grown exponentially, and much has been discovered about the potentials of game-mediated interactions for L2 development, yet the fine-grained dynamics of player-game interactions and how they come to facilitate and afford L2 development are still largely underexplored. To address this gap in the literature the current project presents 2 studies that examined the activities and fine-grained interactional learning dynamics of 7 learners of Arabic as a FL playing the simulation-management video game Baalty. A convenience sample was recruited at the University of Arizona to participate in the project voluntarily due to the scarcity of Egyptian Arabic learners. Qualitative case study design was used to offer a think description of the activities and fine-grained dynamics that comprise player-game interaction (Dörnyei, 2007). Ecological approaches to L2 learning (Van Lier, 2004) were used as a theoretical framework to underline the complex of factors that mediate and/or shape game-mediated L2 use. The study employed a variety of data collection instruments, including thinkaloud protocols, stimulated recall interviews, field observations, questionnaires, walkthroughs, gaming journals, and debriefing interviews, to collect data about participants' gaming activities and game-mediated languaging on cognitive, sociocultural, and virtual dimensions. The underlying reasoning for that approach is that each bit of data presents fragmented information about a specific facet of player-game interaction, and that by examining and organizing these pieces of information player-game interaction can be re-constructed. Data were coded both thematically and categorically according to a custom-made coding scheme. Data were then triangulated and analyzed for patterns and trends. Data analysis and interpretation demonstrated that player-game interaction is a dynamic multi-dimensional activity embedded in the gaming ecology and constituted by the player's participation in iterative levels of mutually constituted activity composed of languaging, play, and narration. The data further revealed that dynamic interaction between languaging and play activities situated in-game discourses in gameplay and offer opportunities for extended languaging and situated L2 development.
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Johansson, Linda. „The role of serious games in communication and education of climate change“. Thesis, Linköpings universitet, Tema Miljöförändring, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-151289.
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Communicating climate change in a manner that spurs engagement and motivates actions among the public is a challenging task, due to its complex nature with many uncertainties. The same problem is evident when communicating climate adaptation where there often are trade-offs made between different needs. Information and communication technology is an area that has been highlighted as a possible form to communicate climate change, especially to youth due to their generally good technological skills. In this study, an application of information and communication technology, a digital serious game, has been studied in the context of communicating and educating about climate adaptation in schools. A total of 96 students and three teachers have been part of the study and the material was analysed using a thematic analysis. The aim of the study was to see how students and teachers reflect on the possibilities and challenges with using games to communicate and educate. In addition, the role of serious gaming in experiential learning was explored, which is a commonly used theory when studying serious games. The results revealed that serious games could play a role in communicating and educating about climate change, where the participants highlighted the game’s focus on local perspectives and solutions. The respondents also found that games could provide a more active learning process allowing the students to make decisions and see the results of their choices, an approach that could open up for discussion and reflection, which are important aspects found in the theory of experiential learning.
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Holz, Heiko [Verfasser]. „Design, Development, and Evaluation of Research Tools for Evidence-Based Learning : A Digital Game-Based Spelling Training for German Primary School Children / Heiko Holz“. Tübingen : Universitätsbibliothek Tübingen, 2020. http://d-nb.info/1223451437/34.
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Wilson, Monique. „Level up| A systematic review of the nexus between game-based learning and developmental math education“. Thesis, University of Maryland University College, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3619513.
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Developmental math currently poses a hurdle that many community college students are unable to overcome. Eighty percent of developmental math students do not successfully complete any college-level course within three years (Bailey, Jeong, & Cho, as cited by Strother, Van Campen & Grunow, 2013, p. 1). Despite numerous reform attempts, there has been a lack of consistent improvement and a lack of understanding regarding which methods are the most successful and the reasons why. Faculty need a new pedagogy to connect with developmental math students and effectively engage them in order to improve student learning outcomes. Proponents regard game-based learning as a way to leverage the intense engagement of video games in an educational context to increase engagement, increase the amount of time on task, and improve overall student success metrics.
The author has reviewed the studies and the evidence; weighed the value and legitimacy of the studies; synthesized the weight of the evidence of introducing a game-based learning pedagogy, and then examined the potential efficacy of game-based learning in the developmental math environment. The author has created an evidence-based implementation plan to incorporate game-based learning into developmental math education in a way that has the highest potential to improve student learning.
Key words: Game-based learning, gaming, serious games, developmental math, developmental education reform, innovation.
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Findling, John C. „Integration of Game-Based Learning into a Social Studies Curriculum Model to Improve Student Performance in the Ohio Social Studies Standards“. Bowling Green State University / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1218489507.
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Stevens, Mark Allen. „Development of an Educational Role-Playing Game for the Acquisition of Ohio Fourth-Grade Mathematics Standards“. Bowling Green State University / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1194022878.
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Ruskov, M. P. „Employing variation in the object of learning for the design-based development of serious games that support learning of conditional knowledge“. Thesis, University College London (University of London), 2014. http://discovery.ucl.ac.uk/1457529/.
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Learning how to cope with tasks that do not have optimal solutions is a life-long challenge. In particular when such education and training needs to be scalable, technologies are needed to support teachers and facilitators in providing the feedback and discussion necessary for quality learning. In this thesis, I conduct design-based research by following a typical game development cycle to develop a serious game. I propose a framework that derives learning and motivational principles to include them into the design of serious games. My exploration starts with project management as a learning domain, and for practical reasons, shifts towards information security. The first (concept) phase of the development includes an in-depth study: a simulation game of negotiation (Study 1: class study, n=60). In the second (design) phase I used rapid prototyping to develop a gamified web toolkit, embodying the CCO framework from crime prevention, making five small-scale formative evaluations (Study 2, n=17) and a final lab evaluation (Study 3, n=28). In the final (production) stage the toolkit was used in two class studies (Study 4, n=34 and Study 5, n=20), exploring its adoption in a real-world environment. This thesis makes three main contributions. One contribution is the adaptation of the iterative method of the phenomenographic learning study to the study of the efficiency of serious games. This employs open questionsing, analysed with 3 different means of analysis to demonstrate 4 distinct types of evidence of deep learning. Another contribution is the provided partial evidence for the positive effects from the introduction of variation on engagement and learning. The third contribution is the development of four design- based research principles: i) the importance of being agile; ii) feedback from interpretation of the theory; iii) particular needs for facilitation; and iv) reusing user-generated content.
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Silva, Fernando Nascimento da. „O uso de jogos digitais para o desenvolvimento de gestores públicos: um estudo empírico com um serious game“. Universidade de São Paulo, 2017. http://www.teses.usp.br/teses/disponiveis/12/12139/tde-18012018-153119/.
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O presente estudo busca explicar de que forma o uso de jogos digitais contribui para o processo de desenvolvimento de gestores públicos, considerando-se que a capacitação gerencial é fundamental para o alcance de resultados e para a prestação de serviços públicos de qualidade. O primeiro passo da pesquisa foi compreender na literatura o que significa o uso de jogos digitais para fins educacionais e de desenvolvimento, o que foi feito por meio de um estudo bibliométrico. Na prática, o uso de jogos digitais relaciona-se a conceitos como jogos sérios (serious games), gamificação (gamification) e aprendizado por meio de jogos (game-based learning). O estudo envolveu, então, o desenvolvimento do serious game Liderança em Jogo: Competências, Papéis e Responsabilidades, que leva em conta o contexto do setor público e foi pensado justamente como ferramenta para o desenvolvimento de gestores públicos. A aplicação do jogo foi feita por meio de um curso especialmente concebido para este trabalho e a avaliação de sua eficácia considerou o modelo de quatro níveis de Kirkpatrick (reação, aprendizado, comportamento e resultados). O impacto do uso desse jogo digital foi avaliado comparativamente por meio de um conjunto de dois experimentos completamente aleatorizados, com grupo de controle e no formato pré-teste/pós-teste (experimento 1) e pós-teste apenas (experimento 2). A pesquisa foi multimétodo, envolvendo triangulação metodológica, sendo complementada por análises qualitativas (entrevistas semiestruturadas e análise de conteúdo). Como principais resultados, foram verificados impactos nos quatro níveis avaliados. Os experimentos mostraram que, em comparação ao grupo de controle, quem joga (grupo experimental) gosta mais do processo de aprendizado (reação) e apresenta maiores níveis de atenção e relevância do modelo ARCS, desenvolvido por John M. Keller, utilizado para avaliar a motivação; demonstra maiores níveis de aquisição de conhecimento (aprendizado); desenvolve uma visão de gestão mais atrelada aos aspectos humanos (atitude como antecedente do comportamento); e vê mais impactos do treinamento sobre o resultado projetado de seu trabalho para o futuro (resultados). As entrevistas ainda indicaram que o jogo, além de ter seguido os preceitos de game design que o caracterizam como tal, provocou reflexões que resultaram em mudança de comportamento em situações do dia a dia. Assim, considerando-se o desenvolvimento gerencial do ponto de vista das competências como o conjunto de Conhecimentos, Habilidades e Atitudes (CHA) da pessoa, vê-se que o jogo digital utilizado é efetivo para o desenvolvimento gerencial, uma vez que os experimentos detectaram aquisição de conhecimentos e mudanças de atitudes. A contribuição do estudo é relevante pois, além de trazer evidências empíricas necessárias à literatura, integra em um framework conceitual as inter-relações de diversos referenciais teóricos como base para uma pesquisa operacionalizável. As principais limitações do estudo estão associadas à artificialidade dos experimentos e ao não controle de variáveis que possam ter impacto no aprendizado. Além da opção de avaliar apenas os níveis mais baixos de aprendizado da taxonomia de Bloom, com a utilização de questões diretas no instrumento de avaliação de conhecimento, o reduzido número de participantes também foi uma limitação, impactando as possibilidades estatísticas de identificar efeitos sobre os níveis de profundidade do conhecimento adquirido ou diferentes assuntos considerados no curso/treinamento.This study aims to explain how the use of digital games can contribute to the process of development of public managers, considering that managerial capacity is key to the achievement of results and the provision of good quality public services. The first step of the research was to seek in the literature what the use of digital games means in terms of educational and development purposes. That was done through a bibliometric study. In practice, the use of digital games is related to concepts such as serious games, gamification and game-based learning. The following step involved the development of the serious game entitled Liderançaem Jogo: Competências, Papéis e Responsabilidades, which takes into account the context of the Public Sector and was built specifically as a tool for the development of public managers. The application of the game was made through a course specially designed for this study and the assessment of its effectiveness considered Kirkpatrick\'s four-level model (reaction, learning, behavior and results). The impact of the use of this digital game was evaluated through a set of two randomized experiments, with a control group and in the pre-test /post-test format (experiment 1) and post-test only (experiment 2). The research was multi-method, involving methodological triangulation and was complemented by qualitative analyzes (semi-structured interviews and content analysis). The main results show impacts in the four evaluated levels. The experiments showed that, in comparison with the control group, the subjects who play (experimental group) enjoy more the learning process (reaction) and present higher levels of attention and relevance, according to the ARCS model developed by John M. Keller, used to evaluate motivation. In addition, they demonstrate higher levels of knowledge acquisition (learning); develop a management vision more linked to human aspects (attitude as antecedent of the behavior) and see more impact of the training on the outcomes of their job for the future (results). The interviews also indicated that the game, in addition to having followed the precepts of game design led to reflections that resulted in behavior change in day-to-day situations. Therefore, considering the managerial development from the point of view of the competences as the sum of knowledge, skills and attitudes (KSA) of a person, it is seen that the digital game used is effective, once the experiments detected acquisition of knowledge and changes in attitudes. The contribution of this study is relevant because, in addition to bringing empirical evidence to the literature, it integrates the inter-relationships of several theoretical references into a conceptual framework as the basis for an executable research. The main limitations of the study are associated with the artificiality of the experiments and the non-control of variables that may have an impact on learning. Besides evaluating only the lower learning levels according to the Bloom\'s taxonomy, using direct questions in the assessment instrument, the small number of participants was also a factor of limitation, which might have impacted on statistical inference of the effects on the levels of depth of knowledge acquired or on the different topics approached in the course/training.
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Fastelli, Ambra. „Implicit Learning and Deafness: from the Assessment to the Design and Implementation of a Serious Game-based Training for Deaf Children with Cochlear Implants“. Doctoral thesis, Università degli studi di Padova, 2019. http://hdl.handle.net/11577/3425428.
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Experiencing auditory deprivation during early childhood affects adversely children’s ability to process and acquire spoken languages. Deaf and hard-of-hearing children are therefore at risk of language delays. If compared with typically hearing peers, deaf children with cochlear implants are reported having poorer outcomes in spoken language and literacy, and that has been associated with deficient verbal working memory skills (Burkholder & Pisoni, 2003; Geers, 2003; Harris, et al., 2013; Pisoni & Cleary, 2003). Despite the ongoing investigation of the factors influencing speech, language, and literacy, large individual differences in language outcomes that are typically found in deaf children following cochlear implantation (Pisoni et al., 1999), and a considerable amount of this variability remains unexplained (Geers, 2002, 2006). A recent hypothesis suggests that it might be partially explained by deficits in implicit learning processes (Conway et al., 2009). Implicit learning is a domain-general ability to learn patterns of recurrent information without intention to learn, or awareness of the learning process. It was first described by Reber (1989) as an evolutionary precursor to explicit learning that happens incidentally, without intention, and in a manner that is opaque to explanation. It allows the implicit detection and elaboration of distributional statistical regularities that are recurring in inbound information. It plays a crucial role during the early stages of language development (Saffran & Kirkham, 2018; Romberg & Saffran, 2010), and is considered a fundamental mechanism for human development and everyday life (Abrahamse, 2012). According to the “auditory scaffolding hypothesis”, a lack of auditory stimulation at an early age, could affect language development directly due to the poor exposition to spoken language, and indirectly, adversely affecting implicit learning of linguistic regularities and therefore language development (Conway et al., 2009). This hypothesis is controversial and widely debated. In this thesis work, we investigated this hypothesis using two different paradigms: the artificial grammar learning and the simple reaction times. Our studies involved orally educated profoundly deaf children with cochlear implants between the age of 5 and 11 years old. These studies are described in the first part of the thesis. Their aim is to contribute to the lively discussion about cognitive processes behind language acquisition in deaf children with cochlear implants. Also, based on these findings, we aim to develop a serious-game-based training that could potentially boost the basic cognitive processes that are deficient in this population, hopefully maximizing the language learning potential of hard-of-hearing children and deaf children with cochlear implants. The design, the implementation and the cycles of user experience assessment of “SELEDE” (a SErious game for training sequence LEarning in DEaf children) are described in the second part of the thesis. Proposing a training as a serious game captivates the children’s interest, and contributing to the success of the training. SELEDE was developed in collaboration with Fondazione Bruno Kessler (Trento). It comprises three mini-games in which auditory and visual sequences are used to train implicit and explicit sequence learning processes. The games were implemented using a co-design approach in which psychologists, computer scientists, audiologists, and speech and language therapists were involved. The design process resulted in the development of a game prototype that has been subjected to two cycles of evaluation of the user experience. To the best of our knowledge, this might be the first known attempt for developing a training tool that integrates implicit and explicit learning processes. SELEDE could represent an innovative starting point for new interventions addressed to all those children who are showing difficulties in processing temporally and sequentially distributed pieces of information (e.g. language).Una deprivazione uditiva precoce, durante la prima infanzia, influisce negativamente sulla capacità dei bambini di elaborare ed acquisire il linguaggio parlato. I bambini con problemi di udito o sordi rischiano quindi di sviluppare in ritardo o in modo deficitario le abilità linguistiche. Se confrontati con i loro coetanei udenti, i bambini sordi con impianto cocleare ottengono risultati peggiori nelle prove di linguaggio orale e scritto, e questo è stato associato ad una minore efficienza della memoria di lavoro verbale (Burkholder & Pisoni, 2003; Geers, 2003; Harris, et al., 2013; Pisoni & Cleary, 2003). Nonostante l'indagine dei fattori che influenzano lo sviluppo delle abilità di linguaggio orale e dell’alfabetizzazione sia in costante evoluzione, gli studi che si occupano di bambini sordi con l'impianto cocleare tipicamente osservano grandi differenze individuali nei risultati ottenuti nelle prove linguistiche (Pisoni et al., 1999), e non sono ancora stati in grado di spiegare una porzione notevole di questa variabilità (Geers, 2002, 2006). Una recente ipotesi suggerisce che questa potrebbe essere parzialmente spiegata da un deficit nei processi di apprendimento implicito (Conway et al., 2009). Per apprendimento implicito si intende la capacità di elaborare ed apprendere modelli di informazione statisticamente ricorrenti, senza volontà di imparare o consapevolezza del processo di apprendimento. L’apprendimento implicito è stato descritto per la prima volta da Reber (1989) come un precursore evolutivo dell'apprendimento esplicito che avviene incidentalmente, senza intenzione, e al di fuori della consapevolezza. Esso permette l'individuazione e l'elaborazione implicita della distribuzione delle regolarità statistiche che ricorrono nelle informazioni in entrata. Svolge un ruolo cruciale nelle prime fasi dello sviluppo del linguaggio (Saffran & Kirkham, 2018; Romberg & Saffran, 2010), ed è considerato un meccanismo fondamentale per lo sviluppo umano e per l’adattamento alla vita quotidiana (Abrahamse, 2012). Secondo la "auditory scaffolding hypothesis", la mancanza di stimolazione uditiva in età precoce potrebbe influenzare lo sviluppo linguistico sia in modo diretto, a causa della scarsa esposizione alla lingua parlata, sia indirettamente, influenzando negativamente l'apprendimento implicito delle regolarità linguistiche e quindi lo sviluppo del linguaggio (Conway et al., 2009). Questa ipotesi controversa è stata recentemente ampiamente dibattuta. In questo lavoro di tesi, abbiamo indagato questa ipotesi utilizzando due diversi paradigmi sperimentali di valutazione delle abilità di apprendimento implicito: un compito di apprendimento di grammatiche artificiali e un compito basato sui tempi di reazione semplici. I nostri studi, descritti nella prima parte della tesi, hanno coinvolto bambini sordi profondi con impianto/i cocleare/i tra i 5 e gli 11 anni di età, con l’obiettivo di contribuire alla vivace discussione sui processi cognitivi alla base dell'acquisizione del linguaggio nei bambini sordi con impianto cocleare. Le conoscenze ottenute grazie a questi studi servono un secondo obiettivo, di tipo applicativo. Ossia, la creazione di un serious game che possa servire come training per esercitare i processi cognitivi di apprendimento carenti in questa popolazione, massimizzando, si spera, il potenziale di apprendimento linguistico dei bambini con problemi di udito e sordi con impianto cocleare. I processi di design, implementazione, ed i cicli di valutazione della user experience di "SELEDE" (a SErious game for training sequence LEarning in DEaf children) sono descritti nella seconda parte della tesi. Proporre un training sotto forma di videogioco può contribuire a catturare l'interesse dei bambini e ad accrescere le possibilità di successo. SELEDE è stato sviluppato in collaborazione con la Fondazione Bruno Kessler (Trento). Si compone di tre mini-giochi in cui sequenze uditive e visive sono utilizzate per allenare i processi di apprendimento di sequenze impliciti ed espliciti. I giochi sono stati realizzati seguendo un approccio di co-design nel quale sono stati coinvolti psicologi, tecnici informatici, medici audiologi, e logopedisti. Il processo di progettazione ha portato allo sviluppo di un prototipo di gioco che è stato sottoposto a due cicli di valutazione della user experience. Questo potrebbe essere il primo tentativo presente in letteratura di sviluppare uno strumento di training che integri entrambi i processi di apprendimento: impliciti ed espliciti. SELEDE potrebbe rappresentare un punto di partenza innovativo per interventi innovativi rivolti a tutti quei bambini che mostrano difficoltà nell'elaborazione di informazioni distribuite in sequenze temporali (es. linguaggio).
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Suleiman, Iyad. „Integrating data mining and social network techniques into the development of a Web-based adaptive play-based assessment tool for school readiness“. Thesis, University of Bradford, 2013. http://hdl.handle.net/10454/7293.
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A major challenge that faces most families is effectively anticipating how ready to start school a given child is. Traditional tests are not very effective as they depend on the skills of the expert conducting the test. It is argued that automated tools are more attractive especially when they are extended with games capabilities that would be the most attractive for the children to be seriously involved in the test. The first part of this thesis reviews the school readiness approaches applied in various countries. This motivated the development of the sophisticated system described in the thesis. Extensive research was conducted to enrich the system with features that consider machine learning and social network aspects. A modified genetic algorithm was integrated into a web-based stealth assessment tool for school readiness. The research goal is to create a web-based stealth assessment tool that can learn the user's skills and adjust the assessment tests accordingly. The user plays various sessions from various games, while the Genetic Algorithm (GA) selects the upcoming session or group of sessions to be presented to the user according to his/her skills and status. The modified GA and the learning procedure were described. A penalizing system and a fitness heuristic for best choice selection were integrated into the GA. Two methods for learning were presented, namely a memory system and a no-memory system. Several methods were presented for the improvement of the speed of learning. In addition, learning mechanisms were introduced in the social network aspect to address further usage of stealth assessment automation. The effect of the relatives and friends on the readiness of the child was studied by investigating the social communities to which the child belongs and how the trend in these communities will reflect on to the child under investigation. The plan is to develop this framework further by incorporating more information related to social network construction and analysis. Also, it is planned to turn the framework into a self adaptive one by utilizing the feedback from the usage patterns to learn and adjust the evaluation process accordingly.
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Vigneau, Chloé. „Apprendre par la création de jeu vidéo : propositions pour la conception et la production de templates à visée pédagogique“. Electronic Thesis or Diss., Paris, HESAM, 2024. http://www.theses.fr/2024HESAC013.
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Cette thèse porte sur l'apprentissage par la création de jeu vidéo ou Game Development Based Learning (GDBL) en classe de seconde en France. A travers la création d'un jeu vidéo, les élèves travaillent des compétences disciplinaires et transversales. Mais cette activité est relativement complexe à mettre en place et à évaluer. L'enseignant doit réussir à identifier les compétences mobilisées, à faire le lien avec sa discipline, tandis que les élèves s'initient à la conception de jeu et aux outils de production. L’enjeu de cette recherche est de proposer des méthodologies de conception et de production de templates de jeu à visée pédagogique afin de faciliter la prise en main technique et pédagogique de l’atelier de création de jeu vidéo par les enseignants et les élèvesThis thesis focuses on learning through the creation of video games, or Game Development-Based Learning (GDBL), in second-grade classrooms in France. Through the creation of a video game, students develop disciplinary and cross-curricular skills. However, this activity is relatively complex to implement and evaluate. The teacher must successfully identify the skills involved, relate them to their discipline, while the students learn about game design and production tools. The aim of this research is to propose methodologies for designing and producing educational game templates to facilitate the technical and pedagogical implementation of video game creation workshops by teachers and students
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Geithner, Silke, und Daniela Menzel. „Effectiveness of Learning Through Experience and Reflection in a Project Management Simulation“. Sage, 2016. https://tud.qucosa.de/id/qucosa%3A35394.
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Aim. In close cooperation with an international automotive supplier we developed the “C2” business simulation game in order to meet real work practice needs. Based on the example of a site-location decision and the setup of a new factory in China, the participants of the game experienced the challenges of an interdisciplinary project team as well as project management in complex and rapidly changing situations. During the game we used the creative learning method LEGO® Serious Play®,1 which helps to express different understandings through hands-on modelling. The aim of the game is to acquire and improve both technical project management knowledge and soft skills of the participants.
Method. In total, 47 students participated in one of six two-day game sessions. They reported self-perceptions about their skill level through pre- and postgame questionnaires. Further data were collected during the simulation game based on observations, lessons learned reflections of the participants and evaluation questionnaires.
Results. Results from our pre- and post-game self-assessment questionnaires show that the “C2” business simulation game improves not only conceptual knowledge about project management but also team working and the participants’ other soft skills. Results indicate that the students’ reactions to the simulation game were positive, and students felt that the LEGO Serious Play method helped them to better cope with challenges of teamwork, influences of stakeholders, risk factors and unpredictable project situations.
Conclusion. These results suggest that our business simulation game has the potential to be an effective learning and training tool to provide students with relevant skills necessary for project managers. By giving students the opportunity to act in an authentic scenario based on a real project case, we can support their action-oriented as well as their trial-and-error learning, or in short their learning through experience.
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Friis, Nicolai. „Computer game based learning - SimComp“. Thesis, Norwegian University of Science and Technology, Department of Computer and Information Science, 2005. http://urn.kb.se/resolve?urn=urn:nbn:no:ntnu:diva-9207.
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This report is the result of a computer architecture simulation game development project. The goals of the project were to develop conceptual ideas for a game that could be used in teaching computer architecture at a university level and develop a prototype of game. The game should be based on simulation and the BSPlab simulator. Two types of simulation games were identified; observer and participant. The observer type puts the player outside the simulation and the participant type puts the player inside the simulation. The observer type of simulation game was selected as best suited for a game about computer architecture and simulation. Three conceptual ideas for types of observer simulation games were developed; Computer Tycoon, which puts the player in charge of a company. Computer Manager, which puts the player in the role of manager of a computer team and Computer Builder, which lets the player construct a computer city. The Computer Manager idea was developed further. The player is put in the role of the manager of a computer team. The team competes in a league against other teams, playing a series of matches against each other. A ranking system shows how well the teams have done and in the end of the series a winner will be declared. This is similar to a football-league. A simple prototype of the Computer Manager idea was designed and implemented in Java for use in evaluation of the idea.
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De, Kock Elizabeth Catharina. „Game-based learning and library instruction“. Diss., University of Pretoria, 2013. http://hdl.handle.net/2263/37275.
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The purpose of this study was to investigate to what extent a game can be used as an
instructional tool for library instruction.
In order to determine the effectiveness of the game for library instruction, it was necessary to
do literature research that included both subject fields. The research design therefore
includes a literature study on information literacy and a literature study on game-based
learning. The game was based on the Big6 information literacy model (Eisenberg, 2008).
An in-depth literature review on game-based learning was needed to determine which
criteria would be necessary to create a game for instructional purposes. An instructional
design process (DODDEL model) was used for the design of the game. The design and
layout of the game illustrated the application of the game-based learning criteria.
A single-case study method was used for the purpose of the study. A mixed-methods
approach with qualitative and quantitative questions and formative and summative
evaluation was used to collect data and evaluate the game.
The data analysis was done in Chapter 6. The data analysis indicates that games can be
used in an effective way for library instruction purposes. The comments seem to confirm the
findings of the literature review on game-based learning. The rating scale proved that the players were engaged during game play.
The findings of the study were discussed in the concluding chapter. Game-based learning
criteria and their application were described. The success and restrictions of the study were
indicated and discussed. Recommendations for further research in the subject fields were
made.Dissertation (MSc)--University of Pretoria, 2013.
gm2014
Information Science
unrestricted
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Diab, Madeleine, Helge Fischer, Bettina North, Josefin Müller und Maik Arnold. „Game-Based Learning in der beruflichen Bildung“. TUDpress, 2020. https://tud.qucosa.de/id/qucosa%3A73708.
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Erfolgreiche Lehr- und Lernprozesse sind im Gegensatz zu impliziten und non-formalen Lernprozessen keine Zufallsprodukte, sondern Ergebnisse didaktischer Professionalität bei der Entwicklung von Lernsituationen. Es ist Aufgabe der Didaktik, die Bedingungen für erfolgreiches Lernen bzw. die Anwendung von Wissen im Alltag zu schaffen und zu schärfen. Damit werden u. a. die Konzepte Motivation, Emotionen und Lerntransfer adressiert.
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Wendel, Viktor Matthias [Verfasser], Ralf [Akademischer Betreuer] Steinmetz und Wolfgang [Akademischer Betreuer] Effelsberg. „Collaborative Game-based Learning - Automatized Adaptation Mechanics for Game-based Collaborative Learning using Game Mastering Concepts / Viktor Matthias Wendel. Betreuer: Ralf Steinmetz ; Wolfgang Effelsberg“. Darmstadt : Universitäts- und Landesbibliothek Darmstadt, 2015. http://d-nb.info/111191060X/34.
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Wendel, Viktor [Verfasser], Ralf [Akademischer Betreuer] Steinmetz und Wolfgang [Akademischer Betreuer] Effelsberg. „Collaborative Game-based Learning - Automatized Adaptation Mechanics for Game-based Collaborative Learning using Game Mastering Concepts / Viktor Matthias Wendel. Betreuer: Ralf Steinmetz ; Wolfgang Effelsberg“. Darmstadt : Universitäts- und Landesbibliothek Darmstadt, 2015. http://nbn-resolving.de/urn:nbn:de:tuda-tuprints-46541.
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Costa, Liliana Filipa Vale. „Game-based learning for active ageing: co-designing, developing and assessing a game-based tool“. Doctoral thesis, Universidade de Aveiro, 2017. http://hdl.handle.net/10773/23250.
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Doutoramento em Informação e Comunicação em Plataformas DigitaisCurrent demands for the Information and Communication Society often exclude certain groups either by their age, lack of participation in the labour workforce, health status or learning difficulties. In fact, active ageing and lifelong learning have been central issues for the Political Declaration and Madrid International Plan of Action on Ageing and the World’s Health Organisation. Although debate continues about the best strategies for increasing the participation of older adult citizens in economic, cultural and social affairs, few studies have addressed the potential of a game-based approach to encourage healthier habits, a sense of security and participation in society. The purpose of this mixed-method study is to assess the effectiveness of game-based learning to encourage active ageing. In this thesis, thirty-three adult learners (G0) at a University of Third Age were involved in the design process of two learning programmes (game-based learning – GBLP and computer-assisted learning – CALP). The field research deployed an array of longitudinal methods, including surveys, group discussions, and participant observation. Sixty adult learners at four Universities of Third Age were then assigned to three different groups: The Experimental Group (G1), who tested firstly the GBLP and then the CALP; The Comparison Group (G2), who tested firstly the CALP and then the GBLP; and the Control Group (G3) that did not take part in the intervention. Before and after each experiment, the participants were assessed on their perception of health-related wellbeing and quality of life, using the SF36v2 and WHOQOL-BREF scales. Semi-structured interviews with ten Subject Matter Experts from the Industry and the Educational Sector in the fields of Games, Human-Computer Interaction and Psychology and/or Ageing studies were carried out in order to get their perspective on the use of games for learning and meet the challenges of the ageing process and changes in behaviours. Findings suggest that although no significant differences between the type of experiment undertaken by each group and their health-related wellbeing and quality of life were observed, there were significant differences between the group type and their perception on mental health (F(2,57) = 3.771, p= .029) and general health-related wellbeing (F(2,57) = 5.231, p= .008) in which the GBLP showed improvements relative to the CALP. When designing such learning programme, the environment, mental and psychological wellbeing and quality of life domains should be considered whereas metamemory, immediate feedback, context-aware challenges, storytelling/bios and role-playing, imagery-based techniques and social engagement are important design factors to foster the participants’ confidence to solve daily-life problems, decrease ageing bias and encourage participation in society. Two prototypes of the learning programmes are provided as a result of the co-design sessions and a set of design recommendations are also included.
As exigências atuais que decorrem da Sociedade da Informação e Comunicação, por vezes, excluem certos grupos, quer pela idade, quer por não fazerem parte da população ativa, quer pelo estado de saúde ou dificuldades de aprendizagem. De facto, o envelhecimento ativo e a aprendizagem ao longo da vida têm sido temas centrais da Declaração Política de Ação Internacional para o Envelhecimento de Madrid e da Organização Mundial de Saúde. Apesar de, recentemente, se ter verificado um interesse crescente na utilização de estratégias que visem responder aos desafios de uma sociedade envelhecida, grande parte dos estudos parece não considerar os jogos como estratégia de aprendizagem para motivar hábitos saudáveis, segurança e participação na sociedade. Trinta e três alunos de uma Universidade Sénior (G0) foram envolvidos no processo de design de dois programas de aprendizagem (baseado em jogo – GBLP e assistido por computador – CALP). O trabalho de campo teve como base os seguintes métodos longitudinais: inquérito, discussões em grupo e observação participante. Sessenta alunos de quatro Universidades Sénior foram posteriormente divididos em três grupos: Grupo Experimental (G1) que testou primeiro o GBLP e depois o CALP; Grupo de Comparação (G2) que testou primeiro o CALP e depois o GBLP; e o Grupo de Controlo (G3) que não teve intervenção. Antes e pós cada experiência, foi avaliada a perceção sobre o bem-estar de saúde e qualidade de vida, utilizando as escalas SF36v2 e WHOQOL-BREF. Entrevistas semiestruturadas foram também concretizadas com dez especialistas da Academia e Indústria nas áreas dos Jogos, Interação Homem-Máquina, Psicologia e Envelhecimento, de modo a obter as suas perspetivas sobre o uso de jogos e mudanças comportamentais e envelhecimento ativo. Os resultados sugerem que embora não tenham sido encontradas diferenças estatisticamente significativas entre grupos sobre o estado de bem-estar sobre saúde e qualidade de vida, verificaram-se diferenças entre cada grupo e perceção sobre a saúde mental (F (2,57) = 3.771, p = .029) e bem-estar geral (F (2,57) = 5,231, p = 0,008) em que GBLP foi eficaz em relação ao CALP. Relativamente ao design de jogos, os fatores ambiente, bem-estar mental e psicológico dos domínios de bem-estar e qualidade de vida devem ser considerados, enquanto os fatores de design como metamemória, feedback imediato, desafios adaptados ao contexto, narrativa e bios dos personagens, imagética e engagement social são importantes para aumentar a confiança dos participantes na resolução de problemas do dia-a-dia, diminuir o medo de envelhecer e incentivar a participação na sociedade. Dois protótipos que resultam das sessões de co-design são apresentados tais como um conjunto de recomendações para o seu desenvolvimento.
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Tobar, Muñoz Hendrys Fabián. „Supporting technology for augmented reality game-based learning“. Doctoral thesis, Universitat de Girona, 2017. http://hdl.handle.net/10803/450519.
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In this thesis, Augmented Reality Game-Based Learning (ARGBL) is explored and arguments are given in favor of its application in the classrooms. The thesis explores the concept and proposes technologies, theories and recommendations to help teachers and designers to include it in their learning activities.
Here, the thesis shows a state of art on AR and GBL showing the previous works that support its application. This state of art also shows the strategies that have been used to design and create AR and GBL experiences
An exploratory scenario is shown where an ARGBL game was used for a reading comprehension activity in a classroom; an AR book involving a game was used.
The thesis proposes a method named “Co-CreARGBL” that is meant to guide teachers and professional designers in the creation, deployment and evaluation of ARGBL experiences. Finally. the thesis argues for the validity of the methodEn esta tesis el Aprendizaje Basado en Juegos con Realidad Aumentada (ARGBL) se explora y se presentan argumentos en favor de su aplicación. La tesis explora el concepto y propone tecnologías, teorías y recomendaciones que ayudan a profesores y diseñadores a incluir el ARGBL en sus actividades de aprendizaje. Contiene un estado del arte en AR y GBL mostrando conceptos y trabajos relacionados. Este estado del arte también muestra estrategias que han sido usadas para diseñar y crear experiencias de AR y GBL. Se describe un escenario exploratorio donde un juego ARGBL fue usado en una actividad de comprensión de lectura en un salón de clase; un libro con AR que incluía un juego fue desarrollado y usado. La tesis propone un método para guiar a profesores y diseñadores en la creación, despliegue y evaluación de experiencias ARGBL. Finalmente, la tesis argumenta en favor de la validez del método
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Martens, Alke. „Game-based Learning : der Prof. mit der Pappnase?“ Universität Potsdam, 2009. http://opus.kobv.de/ubp/volltexte/2009/2963/.
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Game-based Learning und Edutainment sind aktuelle Schlagworte im Bereich der Hochschulausbildung. Zunächst verbindet man damit die Integration einer Spiel- und Spaßkultur in die herkömmlichen Lehrveranstaltungen wie Vorlesungen, Übungen, Praktika und Seminare. Die nachfolgenden Ausführungen gehen einer genaueren Begriffsanalyse nach und untersuchen, ob Game-based Learning und Edutainment tatsächlich neuartige Unterrichtsformen erfordern oder neue didaktische Überlegungen in bestehendes Unterrichtsgeschehen bringen – oder ob es nicht doch an einigen Stellen „alter Wein in neuen Schläuchen“ ist.
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Gåsland, Magne Matre. „Game Mechanic based E-Learning : A case study“. Thesis, Norges teknisk-naturvitenskapelige universitet, Institutt for datateknikk og informasjonsvitenskap, 2011. http://urn.kb.se/resolve?urn=urn:nbn:no:ntnu:diva-13692.
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This thesis presents a case study of Game Mechanic based E-Learning. This is put forward as a new approach to E-Learning that tries to mimic games to harness some of their motivational properties. A prototype system was developed as a web application, using an Agile and Lean development approach.The system was evaluated with a class at the Norwegian University of Science and Technology.This was done to give an indication of the system's ability to make work with exercises more engaging and fun. To give context in this thesis, the growing trend of Gamification is unveiled and explained in detail.The major technological delivery posited by this thesis was the prototype, implementedas a web application (dynamic webpage). The major research acheivement was evaluatingrespondents perception of the system. It was discovered that the chosen Game Mechanicwas indeed considered to make work with exercises more engaging, although this effect wasmarginal. The evaluation was also used to arrive at a general definition for games.This definition can be used to distinguish Game Mechanics basedsystems from games. It also serves as a much needed guide to designing games andnon-game systems that tries to acheive similar motivational benefits as games.
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Haas, Jason M. (Jason Matthew). „SANCTUARY : asymmetric interfaces for game-based tablet learning“. Thesis, Massachusetts Institute of Technology, 2013. http://hdl.handle.net/1721.1/91430.
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Thesis: S.M., Massachusetts Institute of Technology, School of Architecture and Planning, Program in Media Arts and Sciences, 2013.Cataloged from PDF version of thesis.
Includes bibliographical references (pages 109-119).
This thesis describes the production of Sanctuary, a multiplayer learning game to be played on two tablet computers. Sanctuary's principle innovation is the splitting of the user interface onto two tablets, separating player tools in separate roles and thus providing players with obtainable epistemologies. The designed intention of this interaction is to force communication and interaction and thus metacognition in players. By requiring players to express their beliefs about the game world to one another in language in order to be successful, the design of the game encourages players to formalize their intuitions and experiences. If this approach is successful, then it may be applied further to an increasing range of epistemological frames and better science education. This has the potential to build cooperative, thriving learning communities with shared experiences. The game was tested with a non-random stratified sample of high school students, suggesting new directions for the intervention, and demonstrating the value of co-design.
by Jason M. Haas.
S.M.
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Eftekhari, Zahra. „Preana: Game-theory Based Prediction with Reinforcement Learning“. OpenSIUC, 2014. https://opensiuc.lib.siu.edu/theses/1552.
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We have developed a game-theory based prediction tool, named Preana, based on a promising model developed by Professor Bruce Beuno de Mesquita. The first part of this work is dedicated to exploration of the specifics of Mesquita's algorithm and reproduction of the factors and features that have not been revealed in literature. In addition, we have developed a learning mechanism to model the players' reasoning ability when it comes to taking risks. Preana can predict the outcome of any issue with multiple stake-holders who have conflicting interests in economic, business, and political sciences. We have utilized game theory, expected utility theory, Median voter theory, probability distribution and reinforcement learning. We were able to reproduce Mesquita's reported results and have included two case studies from his publications and compared his results to that of Preana. We have also applied Preana on Iran's 2013 presidential election to verify the accuracy of the prediction made by Preana.
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Silva, Renan Gomes Trindade da. „Game-based learning: Brincando e aprendendo conceitos de evolução com o game SPORE“. Universidade Estadual da Paraíba, 2016. http://tede.bc.uepb.edu.br/tede/jspui/handle/tede/2434.
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Due to the numerous obstacles in the teaching of biological evolution and the inefficiency of traditional methods of learning for a generation that lives in a society where the flow of information is frantic and steady, because of digital technologies, there are large and intense challenges for teachers who They need to learn to use existing resources and enter new methodological practices to motivate students in their classes. Among these practices, we can highlight the game-based learning and gamification as efficient alternatives to solve this problem because the games are digital resources that can stimulate learning because of the obvious preference of students for existing interactivity and the dynamic these artifacts in relation to unilateral learning methods practiced in some schools. From this perspective, this research aimed to evaluate the use of SPORE, a commercial game, as a facilitator in introducing the concepts of evolution to students in the eighth grade of elementary school. The research was conducted in three schools from rural and urban zone of the cities of Campina Grande, Alcantil and district of Lagoa do Juca. To achieve the objectives of this research, it was divided into five stages: literary research, game analysis, application of the methodology in the classroom, intervention with teachers through a short course, production of a digital manual and data analysis. The analysis of the data made it clear that this game, despite its flaws, can serve as a tool to stimulate the learning of students and to promote interest in science, assisting in the introduction and discussion of biological evolution with elementary school students. However, signaled that although it has the potential to stimulate learning, teachers need, first, master the content, have ability to use digital resources and evaluate the resource previously before introducing it into the classroom. The research also showed that there are many factors that affect education in our country and not only with the implementation of digital resources such as games, that problems will be solved. Considering the analysis here woven, we hope that this research can contribute in some way to the SPORE and other games are used in the educational context.
Devido aos inúmeros obstáculos no ensino da evolução biológica e à ineficiência dos métodos tradicionais de aprendizagem para uma geração que vive em uma sociedade onde o fluxo de informação é frenético e constante, por causa das tecnologias digitais, surgem grandes e intensos desafios para os docentes que precisam aprender a utilizar os recursos atuais e inserir novas práticas metodológicas para motivar os alunos em suas aulas. Entre essas práticas, podemos destacar a game-based learning e a gamification como alternativas eficientes para resolver esse problema, pois os games são recursos digitais que podem estimular a aprendizagem devido à evidente preferencia dos alunos pela interatividade e pela dinâmica existentes nesses artefatos em relação a métodos unilaterais de aprendizagem praticados em algumas escolas. Nessa perspectiva, esta investigação objetivou avaliar a utilização do SPORE, um game comercial, como facilitador na introdução dos conceitos de evolução com alunos do oitavo ano do ensino fundamental. A pesquisa foi desenvolvida em três escolas da zona rural e da urbana das cidades de Campina Grande, Alcantil e Distrito de Lagoa de Jucá. Para atingir os objetivos desta investigação, ela foi dividida em cinco etapas: a pesquisa literária, análise do game, aplicação da metodologia em sala de aula, intervenção com os professores através de um minicurso, produção do manual digital e análise dos dados. A análise dos dados deixou claro que esse game, apesar de suas falhas, pode servir de ferramenta para estimular a aprendizagem dos discentes e promover o interesse pela ciência, auxiliando na introdução e na discussão da evolução biológica com alunos do ensino fundamental. Contudo, sinalizamos que, embora tenha potencial para estimular a aprendizagem, os professores precisam, primeiramente, dominar o conteúdo, ter destreza para utilizar os recursos digitais e avaliar o recurso previamente antes de introduzi-lo em sala de aula. A pesquisa mostrou, ainda, que existem muitos fatores que afetam a educação em nosso país e não é apenas com a implementação de recursos digitais, como os games, que os problemas serão resolvidos. Considerando as análises aqui tecidas, esperamos que esta investigação possa colaborar, de alguma forma, para que o SPORE e outros games sejam utilizados no contexto educacional.
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Wu, You-Bang, und 吳侑邦. „Game-Based Learning System Development of Classical Poetry Appreciation“. Thesis, 2012. http://ndltd.ncl.edu.tw/handle/62689048523508133324.
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碩士臺北市立教育大學
數學資訊教育學系數學資訊教育教學碩士學位班
100
Classical Chinese is an important part in learning Mandarin Chinese, however, students generally dislike these courses due to a heavy cognitive load. Researchers used augmented reality technology to bring fun and excitement, and combined with the advantages of digital game-based learning to hope that students could enjoy mastery learning and appreciate classical Chinese poems with the three skills. Spiral prototyping development method was adopted in which the pre-system was built, and then opened for and collected feedback from users. Afterwards, we based on these user comments to adjust the learning design, added augmented reality technology to reengineer the development system, and evaluated user satisfaction in order to facilitate the understanding of the applicability of the system. The teaching content was planned according to the first chapter of “A fisherman's song”, which is the sixth grade Mandarin Chinese textbook in elementary schools, and it was published by Kang Hsuan Educational Publishing Group; in the art design, this game primarily emphasized and based on simple, traditional and classic styles; users just play the game with a mouse for human-machine interaction interface; it was generally a role-playing game design. Adobe’s flash software development was applied to the system, mainly used ActionScript3 to compile human-machine interaction events, and supplemented with PHP language as a linkage and record between data base. Due to the identified markers obtaining from augmented reality were added randomly in the events of the game, users could admire for their virtual treasure belongings through these markers. 23 elementary students from sixth grade participated in the assessment, which they freely used this research system for a week. Whereafter they had to evaluate their satisfaction with a likert-type questionnaire in 5-point scale. The result showed that more than half of students (56.6%) agreed “very much” with “the game-based learning system makes users have a different learning experience than before”. Moreover, there were 52.2% of students agreed “very much” with “whether the design of augmented reality technology can enhance interest in learning”. Finally, there were 52.2% of students rated “very much” on the question “this learning method can be applied to other fields of study or other classical literature appreciation”, which suggests that this pattern of learning can be promoted and used. System database recorded the time of users in operating this learning system, the average time was 1270 seconds, and 73.91% of students answered all the test questions in the system correctly at one blast, it is thus clear that the system can induce students to be familiar with the teaching content.
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CHEN, PO-JUNG, und 陳柏榮. „The Development of 3D Game-based Assisted Chemistry Learning Environment“. Thesis, 2017. http://ndltd.ncl.edu.tw/handle/33761020049700757343.
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碩士銘傳大學
資訊傳播工程學系碩士班
105
The Development of 3D Game-based Assisted Chemistry Learning Environment Student：Po-Jung Chen Advisor：Ching-Hui Chen Abstract With the continuous advancement of new technologies, learning not only occurs in the classroom, but also can be done from various forms of virtual environments through 3C products. Virtual Environment can provide authentic atmosphere and simulate training and experiments that can’t be done in the daily basis; the effects of interactivity and entertainment attract learners to focus on the simulated tasks or learning. There are many studies integrated learning content with virtual environment to exam the effectiveness of learning achievement and learning interest. The purpose of this study is to construct a 3D game-based learning environment using Unity 3D, MonoDevelop and Autodesk May, and discuss the availability of its usage. After the environment completed, 27 student participated in the system evaluation. A Likert 5-point scale questionnaire with three factors (interface and operation, content and entertainment, and system availability) was used to exam the usability of the environment. The result showed that students were interested in this kind of learning environment, and satisfied with the interface and learning content. However, there were some insufficient storyline in the game process. In the last section of this paper, the results of assessment were discussed and recommendations for future research were present. Keywords：Unity3D, Game-based learning, Chemistry learning
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Cheng, Chun-Hao, und 鄭鈞豪. „The Development of Gender-Equality Game-based English Learning Environments“. Thesis, 2018. http://ndltd.ncl.edu.tw/handle/xgk6j9.
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碩士國立中央大學
網路學習科技研究所
106
With the advance of globalization, English is applied in various fields. Thus, English is not only a communicating tool, but also plays an important role in the world. In other words, there is a need to improve learner' English abilities. However, academic English is more difficult than common English. Therefore, learning academic English well is not a simple task. On the other hand, much research integrates technology-based tools into student learning. This is because that the technology is beneficial for educational settings so that learners can demonstrate better learning effectiveness. Among several innovative learning methods, game-based learning is the most popular learning approach. This might be due to the fact that game-based learning had various advantages to support student learning. Thus, this study integrates game-based learning into English learning to increase learners’ learning motivation and learning interest. However, game-based learning would provide rich multimedia elements and such rich multimedia elements would result in learners’ cognitive load. However, not all of the learners can cope with cognitive overload because there are individual differences among learners. Among various individual differences, gender differences especially are important because gender was a relatively fixed and not malleable variable. Besides, much research also indicated that the gender differences would really affect learners’ learning attitude in game-based learning. Therefore, there is a need to consider gender differences in game-based learning environments. To address this issue, this study aims to provide a gender quality game-based academic English learning system that can accommodate the preferences of males and females. Two empirical studies were included in this research. Study One aimed to investigate how males and females used a Prototype of game-based academic English learning system (PGBAELS). Based on the results from Study One, Study Two targeted to develop the revised game-based academic English learning system that could provide a gender quality. The results of Study One indicated that there were gender differences between males and females while using the PGBAELS. For example, males cared about the control and appearance of the system while using the PGBAELS. However, females focused on the function of the PGBAELS. The results of Study One were applied to redesign the game-based academic English learning system, i.e., RGBAELS, in Study Two. The results of Study Two showed that gender differences were reduced between males and females while using the RGBAELS, in terms of learning perception or learning performance. In addition, males and females showed similar and different learning behaviors, in terms of learning behavior. Regarding different learning behavior, males and females had different preferences while using the RGBAELS. For instance, males would use various hints to answer the question while females only used a single kind of hint. In other words, males and females could use different strategies to complete the same learning tasks. In summary, this research contributes to develop a deep understanding of how to design game-based academic English learning system that can accommodate gender differences. By doing so, the goal of providing gender equality contexts can be realized.
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Chen, Szu-Wei, und 陳似瑋. „Research on Development and Evaluation of Mobile Game-based Learning Materials“. Thesis, 2009. http://ndltd.ncl.edu.tw/handle/40555889124537041788.
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碩士淡江大學
教育科技學系碩士班
97
The purpose of this study were listed as follows: (1) to summarize the “Instructional design principles of mobile game-based learning” for instructional designers designing their material; (2) to design and develope a mobile game-based learning material on the mobile devices; (3) to assess users’ feel and acceptation of the mobile game-based learning material; and (4) to evaluate the learning effect that using mobile game-based learning material. In order to find out the feasibility of instructional design principles of mobile game-based learning, this study used four experts to evaluate the principles and 30 participants to exercise the mobile game designed by the principles. The results of this study summarized 10 principles for motivation design, 17 principles for instructional game, 4 principles for mobile device, 5 principles for instructional modes and 5 principles for contents that could be referred by instructional designers. In the experiment, there were 30 effective samples who are seniors majoring in educational technology at T University. Although the outcome of learning effect showed that the post-test average score was higher than that of pre-test, but it was not significant difference between those two scores. However, the result from satisfaction survey showed, 80% leaners approved that the mobile game-based learning material increased their knowledge of investment, 83% learners were satisfied with learning by PDA, and 86% learners considered that using the mobile game-based learning material in PDA was appropriate. This study provides helpful guides and useful information for instructional designers to apply Instructional design principles of mobile game-based learning to develop mobile game-based learning materials.
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Jhang, Jia-Syun, und 張家薰. „The Development of a 3D Game Based Learning Environment for 9th Grade Electromagnetism Learning“. Thesis, 2015. http://ndltd.ncl.edu.tw/handle/58842838078057756493.
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碩士銘傳大學
資訊傳播工程學系碩士班
104
In recent years, many studies have shown game-based learning can improve students '' learning interests and enhance students'' learning attention. In Taiwan, research on game-based learning of electromagnetism is sparse: therefore, this study aims to construct a 3D game-based virtual environment in electromagnetism learning and tries to exam the usability and design principles of the environment. The learning content of the environment was concepts of electromagnetism for 9th grade students, the scripts of the learning process was discussed with a subject-matter expert and the system was constructed using Unity3D. There were 46 9th grade students participated in two system evaluations, The purpose of the system test was to exam the interfaces, operations, and content of the environment. The learning content was designed to blend into storyline to increase the complexity and interesting of game-play. Due to the growing population in game playing, the system design used graphical interfaces to accommodate learners’experience. The result of the questionnaire from the subjects revealed that learners were interested in this type of learning environment. At the end of this paper, researcher discussed issues regarding system design and provided suggestions for instructional designers and future researchers.
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Wu, Pei-Yu, und 吳珮瑜. „The Development of a Digital Game-Based System for Adventure Education Learning“. Thesis, 2014. http://ndltd.ncl.edu.tw/handle/20508204137207210054.
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碩士國立臺南大學
數位學習科技學系碩博士班
102
The study aims to develop an education exploration as a learning content digital games, with Unity 3D game engine as a platform, by choosing suitable for digital games, and has a number of important connotation of the activities of learning content, Depend on the selected program "Cooperation puzzle" to design a game. Setup an educational activity which provide learners to experience and explore, to lead through teamwork, problem solving, communication and trust as the course of the virtual environment. Nowadays, digital games have been used widely, mobile carriers and network era began to spread, cross-platform support allows learners to learn from different platforms via the game. Through the game to gain fun & pleasure in order to increase learning motivation and immerse in it. By using Delphi technique to explore common themes among the games, based on indicators and theory as the basis for the preparation, workout on the questionnaire to measure the effectiveness of learning, Cooperation with the situation observed behavior of learners, to analyze the various stages of the course and the result reflection. The study used "counter balancing design" quasi-experimental study with 55 college students as study object. According to system assessment questionnaire, theme connotation questionnaire, the ability of problem solving skills survey, as well as the method of behavior observation, found that learners held positive feedback for the game, showing the game can lead to learner motivation, The overall learning has improved after the game, the ability of problem-solving, empathy, breaking box thinking, achievement, learning to accept setbacks and failures, and the effectiveness of leadership even more than physical activity.
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Yang, Kai-Ting, und 楊凱婷. „Development of a Multiplayer Online Game-based Learning System Based on the ARCS Motivation Model“. Thesis, 2012. http://ndltd.ncl.edu.tw/handle/56421536102522990326.
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碩士中華大學
資訊管理學系碩士班
100
The prominent role of e-Learning in information technology has led to advances in recent years. E-learning is an extremely efficient way to train and learn. Traditional textbook may be replaced by digital media or e-Material. Most of the e-learning system mainly teaching material includes text, picture, video, but lacked for interaction between students and vivid materials. Online games are conducive to learning because online games have greatly interaction and competitiveness among players to enhance student motivation to learn. Therefore, this work developed a multiplayer online game-based learning system (MOGLS), which based on the ARCS motivation model. The MOGLS allows learners to acquire Enterprise Resource Planning knowledge. The MOGLS system provides learning record, rankings record, end-of-test feedback to motivate learners to learn. By competition among students, the MOGLS system would facilitate and enhance learning. Finally, we analyzed the system effectiveness and system satisfaction for MOGLS system. The empirical results show that multiplayer online game-based learning system not only helps students to obtain the ERP license, the system also get a good utility evaluation in system effectiveness and satisfaction.
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Sung, Han-Yu, und 宋涵鈺. „Development of a Personalized Educational Computer Game based on Students' Learning Styles“. Thesis, 2012. http://ndltd.ncl.edu.tw/handle/vvwf82.
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碩士國立臺灣科技大學
數位學習與教育研究所
100
In recent years, many researchers have been engaged in the development of educational computer games; however, previous studies have indicated that, without supportive models that take individual students' learning needs or difficuties into consideration, students might only show temporary interest during the learning process, and their learning performance is often not as good as expected. Learning styles have been recognized as being an important human factor affecting students' learning performance. Previous studies have shown that, by taking learning styles into account, learning systems can be of greater banefit to students owing to the provision of personalized learning content presentation that matches the information perceiving and processing styles of individuals. In this paper, a personalized game-based learning approach is proposed based on the sequential and global dimension of the learning style proposed by Felder and Silverman. To evaluate the effectiveness of the proposed approach, a role-playing game has been implemented based on the approach; moreover, an experiment has been conducted on an elementary school natural science course. From the experimental results, it is found that the personalized educational computer game not only promotes learning motivation, but also improves the learning achievements of the students.
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Chien, Kun-Huang, und 簡琨晃. „Development and Evaluation of a Digital Game-Based Learning Environment for Energy Saving“. Thesis, 2012. http://ndltd.ncl.edu.tw/handle/89084606886338913730.
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博士國立中央大學
資訊工程研究所
100
Energy education has been conducted to equip learners with relevant energy conservation knowledge for many years. However, learners seldom put the knowledge into practice and even have few ideas about how to reduce energy consumption. To this end, there is a need to address this issue to improve the efficiency of energy education. One of the strategies is digital game-based learning, which can enhance learning motivation and interaction with learners. In this vein, this study develops an Energy COnservation PET (ECOPET) system using a game-based learning strategy. With the use of a pet avatar, learners were encouraged to use home-energy conservatively in a playful and engaging way. The aim is not simply to teach learners how to reduce energy use, but to engage them in adopting appropriate energy conservation measures. An empirical study was conducted to examine if the ECOPET system could promote learners’ understanding of energy conservation. The results demonstrated that the system significantly promoted learners'' self-awareness, learning motivation, as well as willingness to conserve energy.
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Yang, Yen-Hsin, und 楊諺昕. „On The Development of a Game-based Learning System for Enhancing English Vocabulary“. Thesis, 2015. http://ndltd.ncl.edu.tw/handle/46s8h8.
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碩士國立臺中科技大學
多媒體設計系碩士班
103
Digital game-based learning has become more popular recently due to the advance of technology and the popularity of mobile devices. These games have the game-playing as well as educational features. On the other hand, globalization has driven many people to improve their English proficiency to strengthen their competiveness in the world arena. One of the basic task for improving English is raising the ability to enrich vocabulary. This research aims to develop a digital English vocabulary learning game, called &;quot;Voca-Alchemy&;quot;, to help people memorize English words. The basis of the game operation is inspired from an online game called ‘Little alchemy’. We have referred to the 1200 basic vocabulary word list, released by the Ministry of Education, to be used as the basis of learning material for game construction. The strategy of the game was designed to allow learners to try different combinations of displayed words to seek new possible words. This game mechanism is designed to allow learners to enhance the memorization of English Vocabulary while joyfully playing the game. We did a field test of the prototype of the game on a group of students from a junior high school with the help of their teacher. The general response is quite convincing and suggestions are gathered and discussed in our study.
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Hsueh, Hui-Ting, und 薛慧婷. „Development and Evaluation of the Digital Game-based Learning Design in Social-Networking Community“. Thesis, 2010. http://ndltd.ncl.edu.tw/handle/24117768216566599062.
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碩士國立臺中教育大學
數位內容科技學系碩士班
98
Game-based learning adopts the game approach combined with problem solving and competitive exercise to promote learning motivation and decrease the learning frustration for learner. Another characteristic of game-based learning is easily to fuse with the learning environment and enable the learner gaming by learning. The platform of social networking provides an innovative human interaction mode. It is able to increase the opportunity of interpersonal relationship through human interaction in game. This study tries to develop a game-based learning system based on the social networking platform to instruct the course, database design, for investigating the increase of learning willingness and motivation by using the digital game-based learning model. In additions, this study adopts the Technology Acceptance Model (TAM) questionnaire to evaluate our proposed learning system and to investigate the learning effects between peers through game-based learning social networking interaction after class. The results shows that main three factors, the content of external variables, the quality of social interaction and cognitive recreational use of both the intent of the learners, have the positive effects. It also reveals that the use of social-networking game-based learning system as teaching aids can increase the interest of learners. Therefore, the learners will enhance learning willingness and motivation through our proposed game-based learning system with social networking interactions.
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HSU, WEN-CHUN, und 徐文俊. „The Development of A Digital Game-based Unity Programming Learning System and its Effects“. Thesis, 2017. http://ndltd.ncl.edu.tw/handle/72803089284048852210.
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博士國立臺南大學
數位學習科技學系碩博士班
105
The purpose of this study was to develope an online system of digital game-based learning (DGBL) for Unity Programming, and then incorporated this learning system into a fipped-classroom curriculum. Our aim was to promote self-regulated learning and increase students’ motivation to learn computer programming and achieve higher levels of performance. We formulated the course’s structure based on Bergmann and Sams (2012) conception of a flipped classroom, and further included strategies of problem-based learning for beginners to learn the most common problems encountered by Unity programming, designed a seven-week course, 150 mins a week, and teacher teached through floating facilitator model way with the goal of encouraging students to engage in autonomous exploration and cooperative learning.Participating students were split into two groups. The experimental group(EG) engaged in a DGBL experience, whilst the control group(CG) were taught the same material through a video-based learning (VBL) approach. Pre- and post-tests measuring self-regulation and Learning Motivation by self-regulation Questionnaire and MSLQ (Motivated Strategies for Learning Questionnaire), and the performance of programming were also conducted. We conducted ANCOVA to determine the influence of DGBL and VBL environments.The Result showed that the CG had better performance than CG in Unity programming. In terms of Learning Motivation, the results showed that the EG was higher than the CG in “Intrinsic Goal Orientation”, “Task Value”, “Control of Learning Beliefs” and “Self-Efficacy for Learning and Performance”, and in terms of self-regulation, the results showed that the EG was higher than the CG in “Task Strategies”, “Time Management” and “Self-Evaluation”. We also sought to understand how self-regulation and learning motivation affect the efficiency of a flipped classroom with DGBL, and also explored details related to learning hours and mission completion in the back-end database and semi-structured interviews. It found that students who used DGBL got more problem than who used VBL in the beginning of the study, but in the practice of Unity programming. And it also found that DGBL System provided a lot help for the operation of Unity software by imitation of design of user interface. This study can contribute to Unity programming learning, and provide a new and effective teaching solution.