Dissertations / Theses on the topic 'Educational games Juvenile software'
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Du, Cloux Kim Elaine. "A guide to motivating students to twist to better spelling." CSUSB ScholarWorks, 2003. https://scholarworks.lib.csusb.edu/etd-project/2431.
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Students learn and retain more when they enjoy the process or avenue of learning. Students have fun learning to spell when visual, auditory, and hands-on learning are included in the process. In addition, the intervention project can be used to support and assist second language learners. The benefits from this intervention project will not only strengthen students' phonemic and spelling foundation, but will also enhance their reading comprehension and writing effectiveness.
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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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Benkar, Rohan Sudhir. "Configurable Persuasive Games." The Ohio State University, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=osu1373323538.
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Chappell, Kelly K. "Factors influencing girls' attitudes toward educational mathematics software /." Thesis, Connect to this title online; UW restricted, 1997. http://hdl.handle.net/1773/7807.
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Lovelady, Gennetta E. "The All Squirrel Band." [Denver, Colo.] : Regis University, 2006. http://165.236.235.140/lib/glovelady2006.pdf.
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Suarez, Caraballo Lisa M. "Using Online Mathematics Skills Games To Promote Automaticity." Cleveland State University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=csu1426793987.
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Borror, Kaylynn Nicole. "Creating a Domain-Specific Modeling Language for Educational Card Games." Miami University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=miami1626864894150672.
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Can, Gulfidan. "Perceptions Of Prospective Computer Teachers Toward The Use Of Computer Games With Educational Features In Education." Master's thesis, METU, 2003. http://etd.lib.metu.edu.tr/upload/1117845/index.pdf.
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This study investigates the perceptions of prospective computer teachers, who have been studying at the Computer Education and Instructional Technology (CEIT) departments of four different universities, toward the use of computer games with educational features in education. It also examines the future plans of the participants regarding the use of computer games with educational features in their courses or in learning environments that they will design and it explores the participants&rsquocomputer game playing characteristics as well. The subjects of this study were 116 students from the Computer Education and Instructional Technology departments of four universities: Ankara, Gazi, Hacettepe and the Middle East Technical University. The data were collected through a questionnaire and interviews. The data were analyzed by using descriptive statistics and qualitative analysis methods. This study reveals that the prospective computer teachers who participated in this study have positive perceptions toward the use of computer games with educational features in education. Moreover, most of the participants plan to use such games in their future professions according to their responses. However, it is revealed that participants also have doubts about some issues regarding the use of such games in education, although this is a rare case.
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Armeliato, Edgar. "Jogos computacionais na educação : uma aplicação ao ensino de música." [s.n.], 2011. http://repositorio.unicamp.br/jspui/handle/REPOSIP/259468.
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Orientadores: Leonardo de Souza Mendes, Adriana do Nascimento Araújo MendesDissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Engenharia Elétrica e de Computação
Made available in DSpace on 2018-08-20T15:11:24Z (GMT). No. of bitstreams: 1 Armeliato_Edgar_M.pdf: 3809846 bytes, checksum: 7cc8d3ad06e2eba23b82b31b918412a5 (MD5) Previous issue date: 2011
Resumo: Esta pesquisa pretende discutir o processo de desenvolvimento de jogos digitais educacionais direcionados, principalmente para a rede pública de ensino. Tal trabalho deu-se por meio da investigação do histórico, teorias e processos de produção desses aplicativos, bem como da elaboração de uma proposta de design de jogos consonante às características do Projeto Conexão do Saber (Laboratório de Redes de Comunicação/Unicamp). O resultado foi a criação do jogo digital Tititá - uma aventura musical, cuja aplicação mostrou-se eficaz para a Educação Musical
Abstract: This research aims to discuss the process of developing directed digital educational games, mainly for the public school system. This work was made through the investigation of the history, theories and production processes of these applications, as well as drawing up a proposal for a game design project characteristics called Conexão do Saber (LaRCom /Unicamp). The result was the creation of a digital game, Titita - a musical adventure, whose application was effective for Music Education
Mestrado
Telecomunicações e Telemática
Mestre em Engenharia Elétrica
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Ozercan, Sertac. "Adapting Feature-Driven Software Development Methodology to Design and Develop Educational Games in 3-D Virtual Worlds." Ohio University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1271449120.
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Alafaireet, Hussain. "Exploring the use of a commercial game engine for the development of educational software." Diss., Rolla, Mo. : Missouri University of Science and Technology, 2009. http://scholarsmine.mst.edu/thesis/pdf/Alafaireet_09007dcc806bfca9.pdf.
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Thesis (M.S.)--Missouri University of Science and Technology, 2009.Vita. The entire thesis text is included in file. Title from title screen of thesis/dissertation PDF file (viewed August 14, 2009) Includes bibliographical references (p. 160-162).
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Leitch, Mitchell R. "One-Handed, Two-Handed, Wii-Handed? The Effects of Different Types of Interfaces on the Ability of Middle-School Students to Learn from Educational Video Games." Ohio : Ohio University, 2008. http://www.ohiolink.edu/etd/view.cgi?ohiou1219441254.
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Rutherford, Kevin J. "Playing/Writing: Connecting Video Games, Learning, and Composition." Miami University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=miami1281125116.
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Bilyeu, Bruce A. "Design, Development, and Evaluation of Learning Games and an Interactive Science Lab in a 3-D Online Virtual World to Support Middle School Science Education." Ohio University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1260976297.
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Bado, Niamboue. "Video Games and English as a Foreign Language Education in Burkina Faso." Ohio University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1395498334.
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Pereira, Allan Ximenes. "Diretrizes para o planejamento de experimentos em jogos educacionais voltados para o ensino de Engenharia de Software." Universidade do Estado do Rio de Janeiro, 2014. http://www.bdtd.uerj.br/tde_busca/arquivo.php?codArquivo=7862.
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Coordenação de Aperfeiçoamento de Pessoal de Nível SuperiorJogos educacionais constituem em uma importante ferramenta de ensino na área de Engenharia de Software, onde, muitas vezes, os alunos não passam por nenhum mecanismo de treinamento prático. Um jogo educacional de qualidade tem que ter objetivos educacionais bem definidos, motivar os alunos e efetivar a aprendizagem dos conteúdos. A aplicação de jogos no Ensino de Engenharia de Software deve ser realizada de forma sistemática e controlada com base em avaliação. A técnica Estatística de Experimentação permite a medição e a análise das variáveis envolvidas no processo de aplicação de jogos para que estes possam ser aplicados com qualidade. Para definir melhor os experimentos no uso de jogos para o ensino de Engenharia de Software, este trabalho propõe diretrizes para o planejamento de experimentos em jogos educacionais, de forma que permita verificar a influência e a significância da utilização desses jogos no ensino e aprendizado dos conceitos de Engenharia de Software. Um experimento com o SimulES-W foi realizado seguindo essas diretrizes, onde foi possível ser demonstrada sua aplicabilidade e simplicidade em sua definição. A experiência de uso do SimulES-W mostra que aprender com jogos de computador é divertido, interativo e que, apesar dos resultados obtidos não serem significativos estatisticamente, de certa forma contribui para o ensino da Engenharia de Software, não sendo necessariamente um conhecimento prévio do conteúdo.
Educational games constitute an important teaching tool in the area of Software Engineering, where, often, students do not pass through any mechanism for hands-on training. A quality educational game must have well-defined educational goals, motivate students and make effective learning of the content. The application of games in teaching Software engineering must be carried out in a systematic and controlled on the basis of evaluation. The statistical technique of experimentation allows the measurement and analysis of the variables involved in the process of applying for these games can be applied with quality. To further define the experiments in the use of games for teaching Software Engineering, this paper proposes guidelines for the design of experiments in educational games, in order to verify the influence and significance of the use of these games in the teaching and learning of the concepts of Software engineering. An experiment with SimulES-W was conducted following these guidelines, which may be demonstrated its applicability and simplicity in its definition. The experience of use of the SimulES-W shows that learning with computer games is fun, interactive and that, despite the results obtained are not statistically significant, somehow contributes to the teaching of Software Engineering, not necessarily a prior knowledge of the content.
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Azevedo, Ana Maria Ponzio de. "Nova tecnologia aplicada ao ensino de bioquímica : construção e validação de um software educacional do tipo jogo." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2005. http://hdl.handle.net/10183/14664.
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Este trabalho descreve o planejamento, desenvolvimento e validação de um modelo de software educacional. O aplicativo é um ambiente multimídia de ensino e aprendizagem do Metabolismo dos Glicídios e o Ciclo de Krebs, denominado e-Metabolismo: Glicídios e contém um jogo de seqüência para o ensino de Bioquímica, denominado Diagrama Metabólico Dinâmico Virtual. O estudo de teorias pedagógicas e a experiência em aulas com os alunos do curso de medicina da Fundação Faculdade Federal de Ciências Médicas de Porto Alegre apontou a necessidade de mudanças no ensino de Bioquímica com uso das novas tecnologias de informação e comunicação. A justificativa do uso de um jogo virtual como método de ensino tem por base os resultados obtidos com o uso de um jogo de seqüência lógica em tabuleiro, na Disciplina de Bioquímica. O desenvolvimento do e-Metabolismo: Glicídios, tendo como referência a prática pedagógica baseada na epistemologia genética Jean Piaget, incluiu no seu planejamento a escolha de ferramenta de programação para permitir a interação do usuário (aluno) com o ambiente. O produto utiliza amplamente recursos de multimídia e pode ser disponibilizado num servidor ou em forma de CD-ROM. O ambiente virtual possibilita a interação do aluno com o ambiente e com colegas e professores através de ferramentas como, por exemplo, acesso a e-mails, chats, fóruns, mapas conceituais e diário de bordo. Instrumentos de avaliação de software foram estudados e aplicados com alunos de Disciplinas de Bioquímica no sentido de validar o software e-Metabolismo tanto no que se refere aos aspectos técnicos como a aprendizagem do conteúdo pelos alunos. Experiências com o uso do software foram, primeiramente, realizadas com alunos do curso de Medicina da FFFCMPA e depois com alunos de outros cursos. O primeiro grupo de alunos que avaliaram o e-Metabolismo foi formado pelos monitores da Disciplina. Mapas conceituais, testes escritos e avaliação dos registros deixados pelos usuários no próprio software foram utilizados como instrumentos de avaliação do conhecimento dos alunos. O grau de satisfação com o uso do método de estudo, foi avaliado por um questionário, cujas respostas foram analisadas e categorizadas. Os resultados obtidos indicam que o ambiente apresenta interface de fácil acesso, desperta o interesse, possibilita ao aluno escolher de que maneira quer fazer o seu estudo sem prejuízos no seu desempenho e facilita o estudo, sendo, portanto, considerado válido como instrumento educacional. Por se tratar de um ambiente dinâmico, deve ser constantemente atualizado, e a versão atual contém as modificações sugeridas por professores e alunos, facilitando o uso na Internet e o acompanhamento do aluno.This work describes the planing, the development and the validation of a game-like educational software. This multimedia ambient was designed for the study of carbohydrates metabolic pathways and the Krebs's Cycle, called e-Metabolism: carbohydrates, and contains the sequential game, called Virtual Dynamic Metabolic Diagram. The study of pedagogical theories and experiments in classroom with medicine students of the “Fundação Faculdade Federal de Ciências Médicas de Porto Alegre”, pointed the necessity of changes in Biochemistry courses, involving new technologies of information and communication. The use of a game-like software as a tool for teaching is based on experiments related to the use of tray games at Biochemistry courses. The development of the e-Metabolism took as a reference the integrationists’ pedagogical practice, based on Jean Piaget's concepts, related to genetic epistemology and constructivism, yet allowing the professors to choose the teaching method they wish to use. This product integrates multimedia resources extensively, and can be used in computer networks or in the format of a CD-ROM. In the virtual environment students will be able to interact with the environment as well as with classmates and professors through such tools as chats, forums, concept maps and notepads. Software ’s evaluation Instruments were studied and applied with undergraduate students of Biochemistry classes in the way to value the eMetabolism software in its technical aspects and student’s content learning aspects. Conceptual maps, written tests and evaluation of user’s registers realized with this software where used as evaluation instruments of students knowledge. The level of satisfaction was evaluated by a questionnaire, which answers had been analyzed and categorized. The results show that the e-Metabolism is easy to use, awakes the interest and facilitates the study, improving the student performance and can be considered a valid educational instrument. Since this is a dynamic ambient and is constantly actualized, the current version contains the changes suggested by teachers and students, making easier to use it at the Internet and to do a better analysis of the student’s learning.
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Valle, Pedro Henrique Dias. "Jogos educacionais: uma contribuição para o ensino de teste de software." Universidade de São Paulo, 2016. http://www.teses.usp.br/teses/disponiveis/55/55134/tde-06032017-142147/.
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O teste de software é considerado uma importante atividade na garantia da qualidade de produtos de software. No entanto, há uma carência de profissionais qualificados nessa área. Isso pode ser ocasionado pela dificuldade de ensinar teste de software por meio de abordagens que utilizem apenas aulas teóricas e ferramentas de teste tradicionais. Além disso, há uma desmotivação decorrente do ambiente de trabalho e das estratégias de alocação e responsabilidade desses profissionais nas equipes de desenvolvimento e teste. Para amenizar esses problemas, têm sido utilizado outras abordagens de apoio ao ensino de teste de software, tais como: jogos educacionais, ensino de teste com programação, módulos educacionais, entre outras. O objetivo deste projeto de mestrado foi desenvolver um jogo educacional, denominado Testing Game, para auxiliar o ensino de teste de software, especificamente: teste funcional, teste estrutural e teste de mutação. Para auxiliar o desenvolvimento do Testing Game, foi realizado um mapeamento sistemático para selecionar um motor de jogos. Na primeira versão do jogo foi utilizado o motor de jogos Cocos2D e na segunda versão foi utilizado o Construct 2. Para avaliar a eficiência do Testing Game, realizou-se um estudo de viabilidade com o intuito de avaliar a qualidade com relação à motivação, experiência do usuário e aprendizagem sob o ponto de vista dos estudantes. Além disso, avaliou-se a usabilidade do Testing Game. Aproximadamente 85,64% das pessoas que participaram do estudo avaliaram a qualidade do jogo de forma positiva com relação à motivação, experiência do usuário e aprendizagem sob o ponto de vista dos estudantes. Quanto à usabilidade do jogo, foram identificados poucos problemas, o que possibilita a liberação do jogo. Por meio deste trabalho, percebeu-se que o jogo Testing Game poderia ser utilizado como um recurso complementar de apoio ao ensino de teste de software, e sua efetividade ser avaliada.Software testing is a relevant activity to provide evidences of qualifty of software products. However, there is a lack of qualified professionals in this area. This can be caused due to difficulty in teaching software testing through approaches that use only theoretical classes traditional tools. In addition, there is a lack of motivation due to the work environment and the strategies of allocation and responsibility of these professionals in development and testing teams. To mitigate these problems, approaches have been used to support software testing education, such as: educational games, integrated teaching of software testing with programming, educational modules, among others. The objective of this masters thesis was to develop an educational game named Testing Game, addressing the following topics: functional testing, structural testing and mutation testing. To support the development of the Testing Game, we performed a systematic mapping aiming at selecting a game engine. In the first game version, we used Cocos2D and in the second one we used Construct 2. To evaluate the efficiency of the game, we conducted a feasibility study to evaluate the quality regarding motivation, user experience and learning from the point of view of the students. Moreover, we also evaluate the usability of the Testing Game. Approximately 85.64% of people who participated in the study assessed the quality of the game in a positive perspective regarding motivation, user experience and learning from the point of view of the students. Regarding the usability of the game, students identified minor problems were identified, which allows the release of the game. Through this work, we realize that the game Testing Game can be used as a complementary resource to support software testing education, and its effectiveness be evaluated.
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Tan, Wee Hoe. "Game-based learning in formal educational contexts : how subject matter experts and game experts could collaborate to design and develop games." Thesis, University of Warwick, 2010. http://wrap.warwick.ac.uk/35620/.
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This doctoral research aimed to investigate how subject matter experts (SMEs) and game experts can collaborate to design and develop games for use in formal educational contexts. The research began with a literature review of key concepts and issues associated with game-based learning (GBL), which led to the process of defining and redefining the overarching research question, along with its scope and position in academia. A three-phase strategy was adopted to segregate the research into exploratory, confirmative and explanatory phases, wherein each phase comprised interrelated studies. These studies were integrated through the Spiral Research model to enable temporal focus shift, cross-case analyses and cross-case syntheses. In the exploratory studies, the perceived potentials of games and GBL in the formal educational context were examined revealing the differing views between SMEs and game experts. This in turn guided the conduct of the confirmative studies which compared the attitude of SMEs and game experts in both the 'usual' and the 'ideal' conditions towards GBL practice and collaboration that involves teachers, SMEs and educational game experts. Two questionnaire surveys were carried out, and the findings revealed that, under ideal conditions, both SMEs and game experts held positive attitudes to GBL—the games used, the teachers who use games in teaching, the studios that develop educational games, and the collaboration between SMEs and game experts. However, the respondents were uncertain whether the perceived 'ideal' GBL conditions were usually the case or not. Follow-up interviews were conducted in the explanatory phase in order to uncover the reasons behind these changes in attitudes. While a variety of reasons were found and presented as parts of the findings of the research, particularly the challenges faced in GBL practice and the problems encountered in GBL collaboration, this thesis asserts that effective communication between SMEs and game experts is the key success factor in resolving issues associated with GBL. Besides, there was a pressing need for models of GBL collaboration; hence the integrated GBL model was also developed. The model not only incorporates GBL practice into GBL collaboration, but also highlights the importance of effective communication in those processes. Despite being limited by methodological constraints and available resources, both the Spiral Research model and the integrated GBL collaboration model have made substantial contributions to the research into GBL, particularly for formal educational contexts.
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Silva, Josà ClÃudio Moreira da. "The use of jclic authoring software as a pedagogical tool in the teaching-learning process of mathematical content in the final series of elementary school through the construction of educational games." Universidade Federal do CearÃ, 2013. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=11263.
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Trata-se de um estudo de caso sobre o uso de novas tecnologias para o ensino de matemÃtica. O objetivo à avaliar os processos de construÃÃo de jogos no software de autoria Jclic atravÃs da participaÃÃo ativa dos alunos na criaÃÃo de jogos, bem como discutir seus resultados O problema desta pesquisa destaca a figura do professor, sua interaÃÃo com as tecnologias e sua metodologia de ensino. A estratÃgia de uso deste tipo de software no ensino de matemÃtica foi o foco desta pesquisa. Primeiramente fizemos uma investigaÃÃo de como as tecnologias estÃo inseridas na sociedade, sob a Ãtica de autores como Castells (2001) e Kenski (2007), a fim de oferecer maior compreensÃo sobre a realidade atual, atravÃs do conhecimento de fatos que influenciam a prÃtica profissional do professor. No desenvolvimento do trabalho fizemos um estudo ligado aos seguintes subtemas: o ensino de matemÃtica nas escolas e as tendÃncias e perspectivas atuais da EducaÃÃo MatemÃtica; um levantamento das dificuldades enfrentadas pelos professores de matemÃtica no ensino dessa disciplina e os caminhos propostos por autores como Chagas (2001) e DâAmbrÃsio (2002) para diminuir a rejeiÃÃo aos mÃtodos tradicionais de ensino; o estudo de abordagens pedagÃgicas que podem nortear o ensino de matemÃtica com o emprego de tecnologias bem como a identificaÃÃo das maneiras de como os computadores podem ser utilizados no processo de ensino e aprendizagem da MatemÃtica; o ciclo descriÃÃo-execuÃÃo-reflexÃo-depuraÃÃo proposto por Valente (1999) como o meio pelo qual o aluno aprende o conteÃdo ao utilizar o software de autoria; e o levantamento dos tipos de softwares utilizados na educaÃÃo, enfatizando os softwares de autoria como aqueles que tÃm as caracterÃsticas prÃprias para o desenvolvimento de atividades construtivistas e, dentre eles, o Jclic. A pesquisa de campo levantou dados mediante de observaÃÃes e questionÃrios aplicados a trÃs professores responsÃveis pelo ensino de matemÃtica em uma escola de Ensino Fundamental localizada em Fortaleza, e a um grupo de 7 alunos distribuÃdos entre trÃs turmas desta InstituiÃÃo. Os dados coletados foram analisados a partir do modelo qualitativo proposto por Moraes (2002). Ao final, verificamos que o desenvolvimento de jogos no software Jclic apresenta enorme potencial para auxiliar os professores no ensino de matemÃtica.This is a case study on the use of new technologies for teaching mathematics. The objective is to evaluate the process of building games in authoring software Jclic through the active participation of students in the creation of games as well as discuss in results. The problem with this research highlights the figure of the teacher, their interaction with the technology and methodology of teaching. The strategy of using this tape of software in mathematics teaching was the focus of this research. First we did an investigation of how technologies are embedded in society, from the perspective of authors such as Castells (2001) and Kenski (2007) in order to provide greater understanding of the current reality, through the knowledge of facts that influence professional practice teacher. In developing this work we have studied on the following subjects: mathematics education in schools and trends and current issues in mathematics education, a survey of the difficulties faced by mathematics teachers in teaching this discipline and the ways proposed by authors such as Chagas (2001) and DâAmbrosio (2002) to decrease the rejection of traditional teaching methods, the study of pedagogical approaches that can guide the teaching of mathematics with the use of technologies and the identification of ways of how computers can be used in teaching and learning mathematics; cycle description â execution â reflection â debugging proposed by Valente (1999) as the means by which students learn to use content authoring software, and the survey of the types of software used in education, emphasizing the authoring software such as those that have the characteristics for the development of constructivist activities and, among them, the Jclic. The field study collected data through observations and questionnaires to three teachers responsible for teaching math in a school located in Fortaleza, and a group of seven students distributed among three classes of this institution. The collected data were analyzed from the qualitative model proposed by Moraes (2002). At the end, we found that the game development in software Jclic presents enormous potential to assist teachers in teaching mathematics.
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Bensiger, Joy. "Perceptions of Pre-service Teachers of Using Video Games as Teaching Tools." University of Cincinnati / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1337363651.
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Fogh, Jesper Hyldahl. "Explorable Explanations: What are they? What do they explain? How do we work with them? Let's find out." Thesis, Malmö universitet, Fakulteten för kultur och samhälle (KS), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-23326.
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In this paper, the author examines the concept of explorable explanations. It has emerged as a genre of educational software within the last 7 years, yet descriptions of it are vague at best. The author works with the genre through a generic design approach that consists of an analysis of existing explorables and the design of three iterations of the author's own explorable explanation on the topic of neural networks. 22 examples, of which 9 are presented in-depth, are analyzed with educational theory and games research theory as tools. It is found that explorable explanations tend to be digital experiences with a high degree of interactivity that attempt to teach facts, concepts and procedures to the user. Furthermore, the author embarks on a design process of creating explorable explanations of their own to understand what can be relevant when designing and evaluating an explorable explanation. The paper is concluded with reflections on the employed method in the project. Future work is also briefly outlined about what impact the analysis and design work can have on the practice of other designers seeking to work with the genre, as well as to other researchers.
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Straight, Ryan M. "An Exploratory Study of Augmented Reality and Mobile Games Examining Ingress Player Motivation and Potential Educational Value." Ohio University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1426691458.
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Dorr, David L. "Enhanced learning performance in the middle school classroom through increased student motivation, by the use of educational software and question-based gaming technology." Thesis, University of North Texas, 2006. https://digital.library.unt.edu/ark:/67531/metadc5613/.
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The purpose of this research was to determine if the introduction of a competitive and collaborative computer-based gaming software system into middle school classrooms would result in improved attendance and grades, and motivate students to have a greater interest in their studies. This study was conducted over a 6 week period, with attendance and performance data being collected from 284 students. Two quantitative surveys were used to measure course interest and motivation: (a) the Course Interest Survey (CIS), and (b) the Instructional Materials Motivation Survey (IMMS). Participation in these surveys consisted of 84 students taking the CIS and 40 students taking the IMMS. The results indicated that the experimental group showed statistically better scores than the comparison group in attendance and performance. Students participating in the experimental group had significantly lower mean ranks of absenteeism compared to students in the comparison group. Results also revealed significant differences on grades. Students that were in the experimental group had significantly higher grades compared to students that were in the comparison group. Results of the CIS suggest that a statistically significant difference does not exist on Attention, Relevance, Confidence, and Satisfaction between the experimental and comparison groups. Results of the means and standard deviations for the IMMS Motivation Scores fell somewhere between Moderately true and Mostly true. This research study suggests that student's attendance and performance can be improved when quiz based gaming software that is both collaborative and competitive is used regularly in the classroom. However, for student's that participated in the gaming software, their interest in studying the subject doesn't appear to be significantly different from students that did not participate.
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Surangi, Vani Indrani. "Game design and development." CSUSB ScholarWorks, 2006. https://scholarworks.lib.csusb.edu/etd-project/3098.
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The project focuses on computer tools suitable for particular game genres and how they are used to develop 3D computer games. As part of learning about the tools, the author developed a 3D computer adventure game called "Adventures of Smiley" using Macromedia Director MX and 3D Studio Max. The game's purpose is to engage children using a friendly interface while they learn about different topics in various subject areas through lessons and puzzles. The research gathered information about the current game industry, technologies and game genres, which can be used as a reference for the beginning level game programmer. The project documentation and the game are also published on the Internet and can be freely accessed online.
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Jones, James R. "A Client-Server Architecture for Collection of Game-based Learning Data." Thesis, Virginia Tech, 2015. http://hdl.handle.net/10919/51229.
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Advances in information technology are driving massive improvement to the education industry. The ubiquity of mobile devices has triggered a shift in the delivery of educational content. More lessons in a wide range of subjects are being disseminated by allowing students to access digital materials through mobile devices. One of the key materials is digital-based educational games. These games merge education with digital games to maximize engagement while somewhat obfuscating the learning process. The effectiveness is generally measured by assessments, either after or during gameplay, in the form of quizzes, data dumps, and/or manual analyses. Valuable gameplay information lost during the student's play sessions. This gameplay data provides educators and researchers with specific gameplay actions students perform in order to arrive at a solution, not just the correctness of the solution.
This problem illustrates a need for a tool, enabling educators and players to quickly analyze gameplay data. in conjunction with correctness in an unobtrusive manner while the student is playing the game. This thesis describes a client-server software architecture that enables the collection of game-based data during gameplay. We created a collection of web services that enables games to transmit game-data for analysis. Additionally, the web application provides players with a portal to login and view various visualization of the captured data. Lastly, we created a game called "Taffy Town", a mathematics-based game that requires the player to manipulate taffy pieces in order to solve various fractions. Taffy Town transmits students' taffy transformations along with correctness to the web application. Students are able to view several dynamically created visualizations from the data sent by Taffy Town. Researchers are able to log in to the web application and see the same visualizations, however, aggregated across all Taffy Town players. This end-to-end mapping of problems, actions, and results will enable researchers, pedagogists, and teachers to improve the effectiveness of educational games.Master of Science
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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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Martins, Gevã Schaefer Pereira. "BROAD-PLG: modelo computacional para construção de jogos educacionais." Universidade Federal de Juiz de Fora, 2014. https://repositorio.ufjf.br/jspui/handle/ufjf/862.
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As vantagens da utilização de jogos com objetivos educacionais podem ser consideradas como um consenso entre professores e alunos. No entanto, jogos sérios constituem-se objetos multimídia complexos e caros de se produzir. A natureza multidisciplinar dos jogos educacionais pressupõe o envolvimento e coordenação de uma equipe especializada. Com o objetivo de auxiliar no desenvolvimento de jogos educacionais é proposto o modelo computacional BROAD-PLG. O modelo é composto por uma arquitetura de alto nível, modelagens de domínio baseadas em características que descrevem três diferentes tipos dos jogos educacionais, e uma ferramenta de engenharia de aplicação, que permite instanciação de um arcabouço pronto para ser utilizado no desenvolvimento desses tipos de jogos. A separação de interesses divide o domínio de jogos educacionais em conjuntos de características que englobam aspectos educacionais, mecânica de jogos e elementos de gamificação. Ao final do trabalho são construídos três exemplos distintos de aplicações demonstrando esses três aspectos. Avaliando-se os exemplos pode-se concluir que o BROAD-PLG, apesar de estar na versão inicial, demonstra grande potencial para ser utilizado como uma ferramenta tanto na forma de geração de aplicações, quanto como referência na modelagem de domínio do problema.
The advantages of using games for educational purposes can be considered as a consensus among teachers and students. However, serious games constitute complex and expensive to produce multimedia objects. The multidisciplinary nature of educational games requires the involvement and coordination of a specialized team. With the objective of assisting in the development of educational games is proposed the computational model BROAD-PLG. The model consists of a high-level architecture, domain modeling based on features that describe three different faces of educational games and application engineering tool that allows instantiation of a framework ready to be used in game development. The separation of concerns splits the domain of educational games into sets of features that include educational aspects of game mechanics and gamification elements. At the end of the work three different application examples are constructed demonstrating these three aspects. In reviewing the examples it can be concluded that the broad-PLG despites being in the initial stage shows great potential to be used as a tool in generating applications as reference in modeling the problem domain.
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Curci, Airan Priscila de Farias. "O software de programação Scratch na formação inicial do professor de matemática por meio da criação de objetos de aprendizagem." Universidade Tecnológica Federal do Paraná, 2017. http://repositorio.utfpr.edu.br/jspui/handle/1/3039.
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Acompanha: O software de programação Scratch na formação inicial do professor de matemática por meio da criação de objetos de aprendizagemEste trabalho foi motivado pela crença de que a formação inicial de professores é um fator relevante na mudança de práticas pedagógicas e na transformação da cultura educacional. Com isso, dada as potencialidades do software de programação Scratch para fins educacionais, este estudo propôs, em uma turma de Licenciatura em Matemática, na disciplina de Mídias Tecnológicas no Ensino de Matemática de uma universidade pública do Estado do Paraná, o desenvolvimento de objetos de aprendizagem no formato de jogos digitais para o ensino de Geometria. Para analisar as contribuições dos objetos criados no estudo de conceitos geométricos, foram definidos critérios presentes na definição do Grupo de Pesquisa em Tecnologias na Educação Matemática (GPTEM) de objetos de aprendizagem. Inicialmente, buscando unir formação inicial de professores, ensino de Matemática e tecnologia, a pesquisa se fundamentou em autores da área da educação que defendem o uso de tecnologias educacionais, formação de professores e documentos oficiais de ensino. A dissertação discorreu sobre o ensino de Matemática no Brasil e a formação inicial de professores, pautada nos saberes docentes, à luz das tecnologias educacionais digitais. Igualmente foram apresentadas as características e potencialidades do Scratch como recurso educacional. Em seguida, foram analisados os objetos criados pelas duplas que atuaram como sujeitos da pesquisa, apresentando suas contribuições e limitações ao ensino de tópicos de geometria propostos, assim como as contribuições que a experiência de desenvolver um artefato próprio trouxe à sua formação inicial. Feitas as análises, verificou-se que apenas um objeto de aprendizagem trata o erro com uma abordagem diferenciada, que é um critério essencial para que o objeto seja construcionista. Contudo, também foi apontado que a maioria deles possuem pelo menos três dos critérios selecionados, de modo que os mesmos contribuem com o ensino de Geometria. Por fim, constatou-se que o software de programação Scratch, na formação inicial de professores de Matemática, contribui com o ensino de Geometria por meio do desenvolvimento de Objetos de Aprendizagem promovendo reflexões e aprendizagens relevantes à formação.
This work was motivated by the belief that the initial formation of teachers is a relevant factor in the change of pedagogical practices and in the transformation of the educational culture. With this, given the potential of the Scratch programming software for educational purposes, this study proposed, in a class of Mathematics Degree, in the discipline of Technological Media in Mathematics Teaching of a public university of the State of Paraná, the development of objects of learning in the form of digital games for the teaching of Geometry. In order to analyze the contributions of objects created in the study of geometric concepts, criteria were defined in the definition of the Group of Research in Technologies in Mathematics Education (GPTEM) of learning objects. Initially, seeking to unite initial teacher training, mathematics teaching and technology, the research was based on authors in the area of education who advocate the use of educational technologies, teacher training and official teaching documents. The dissertation discussed the teaching of Mathematics in Brazil and the initial teacher training, based on the teaching knowledge, in the light of digital educational technologies. The characteristics and potentialities of Scratch as an educational resource were also presented. Next, the objects created by the pairs that acted as subjects of the research were analyzed, presenting their contributions and limitations to the teaching of proposed geometry topics, as well as the contributions that the experience of developing an own artifact brought to their initial formation. After the analysis, it was verified that only one learning object treats the error with a differentiated approach, which is an essential criterion for the object to be constructional. However, it was also pointed out that most of them have at least three of the criteria selected, so that they contribute to the teaching of Geometry. Finally, it was found that Scratch programming software, in the initial formation of Mathematics teachers, contributes with the teaching of Geometry through the development of Learning Objects promoting reflections and learning relevant to the formation.
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Ferraz, Junior Wilton Moreira. "Métodos ágeis, dilema e rerroupagem no desenvolvimento de jogos educacionais em sala de aula." Universidade Federal de São Carlos, 2015. https://repositorio.ufscar.br/handle/ufscar/635.
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Previous issue date: 2015-06-29This work aims to develop a novel method to design educational games, following Extreme Programming and Scrum Agile Methods and screenplays under the dilemmas and mechanical game re-guise concepts, which are already widely accepted in the literature. Workshops using the proposed method were conducted in order to identify the demands of educators and students from elementary and middle school and also the viability in the implementation of the method as a support tool to the teaching process. The validation results and the method acceptance were evaluated by statistical tests, which are also widely explored in the literature for similar samples. The final remarks show the successful methods evolution and their validation results under the considered classrooms context.
Este trabalho tem por objetivo desenvolver um novo método para a produção de jogos educativos, baseado nos métodos ágeis Scrum e Extreme Programming, além de utilizar conceitos de produção de roteiros baseados em dilemas e utilização de técnicas de rerroupagem de mecânicas de jogos já existentes e amplamente aceitas pela literatura. Foram realizadas oficinas, que utilizaram versões do método proposto, para identificar as demandas de professores e alunos do ensino médio e fundamental, e verificar qual delas apresentavam viabilidade de implantação como ferramenta de apoio ao processo de ensino-aprendizagem. Os resultados obtidos, tanto em relação à aceitação do método e como em relação à melhora dos indicadores de aprendizagem dos conceitos apresentados durante as oficinas, foram analisados utilizando testes estatísticos específicos, amplamente explorados na literatura. Os resultados dos testes permitiram o aprimoramento e a validação do método proposto dentro do contexto de sala de aula.
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Bogard, Christy M. "Advancements in frameworks for educational games through sound software engineering principles." 2006. http://etd.louisville.edu/data/UofL0158t2006.pdf.
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Thesis (M.Eng.)--University of Louisville, 2006.Title and description from thesis home page (viewed Jan. 11, 2007). Department of Computer Engineering and Computer Science. "July 2006." Includes bibliographical references (p. 67-68).
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"An Architecture for Designing Content Agnostic Game Mechanics for Educational Burst Games." Doctoral diss., 2017. http://hdl.handle.net/2286/R.I.44170.
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abstract: Currently, educational games are designed with the educational content as the primary factor driving the design of the game. While this may seem to be the optimal approach, this design paradigm causes multiple issues. For one, the games themselves are often not engaging as game design principles were put aside in favor of increasing the educational value of the game. The other issue is that the code base of the game is mostly or completely unusable for any other games as the game mechanics are too strongly connected to the educational content being taught. This means that the mechanics are impossible to reuse in future projects without major revisions, and starting over is often more time and cost efficient.
This thesis presents the Content Agnostic Game Engineering (CAGE) model for designing educational games. CAGE is a way to separate the educational content from the game mechanics without compromising the educational value of the game. This is done by designing mechanics that can have multiple educational contents layered on top of them which can be switched out at any time. CAGE allows games to be designed with a game design first approach which allows them to maintain higher engagement levels. In addition, since the mechanics are not tied to the educational content several different educational topics can reuse the same set of mechanics without requiring major revisions to the existing code.
Results show that CAGE greatly reduces the amount of code needed to make additional versions of educational games, and speeds up the development process. The CAGE model is also shown to not induce high levels of cognitive load, allowing for more in depth topic work than was attempted in this thesis. However, engagement was low and switching the active content does interrupt the game flow considerably. Altering the difficulty of the game in real time in response to the affective state of the player was not shown to increase engagement. Potential causes of the issues with CAGE games and potential fixes are discussed.Dissertation/Thesis
Doctoral Dissertation Engineering 2017
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(5930579), Casey M. Chastain. "STRICTLY EDUCATIONAL: AN EXPLORATION OF THE RELATIONSHIP BETWEEN EDUCATIONAL GAME DEVELOPER, CLIENT, AND END USER." Thesis, 2019.
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With the interactivity
and immersion of players into video games, rising development costs, and
heightened expectations from AAA developers video games need to make sure they
hit their target market more than ever. This is something that is less extreme in
the educational game development space; but ultimately true with limited grant
funding, limited development time within a student developer’s schedule, and
how rapidly a recently leased student content creator will need to learn the
space and needs of the client. When a student is brought on late into a
development cycle, it can become troublesome when they are required to meet new
developing features on a changing project. This paper looks over how one team
approached this issue, with a focus on meeting the needs of a group of American
high school teachers. Within this paper, the focus is how they tackled the
issue, and how the teachers reacted to the end prototype, with some insight
into the older prototypes of the project. Throughout it they had reinforced the
ideas that communication, data validity, and set contract goals are important
identifiers for project success. Teachers looking at video games care more
about the data being valid and clearly communicated more than if a game is fun
or laden with features and mini-games.
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Krump, Ondřej. "Využití počítačem zprostředkovaného procvičování učiva ve výuce biologie na gymnáziích." Master's thesis, 2018. http://www.nusl.cz/ntk/nusl-373066.
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Growing knowledge in the field of cognitive science can significantly improve the way we learn. Several methods and principles are being repeatedly confirmed by numerous studies as effective for learning. They include spaced repetition, test-enhanced learning, and desirable difficulty principle. With the continual spreading of ICT technologies, diverse software is being developed as well, some of which more and some of which less successfully employs the methods and principles outlined. Memrise, Purpose Games and Drill and Skill, web platforms which are examined in this thesis, belong to this software family. In the first phase, i conducted several interviews with teachers who were using Drill and Skill as part of their science teaching at elementary schools and a junior grammar school (all of them were teaching children approx. 11-15 years old). After this, i worked with a class from a grammar school (age around 16). i made several groups of educational games to help the students practice the topics studied in their biology lessons. Each group of games was reviewed during a group interview. Recordings from these interviews as well as from the interviews with the teachers were transcribed and these transcripts underwent qualitative analysis, which is an important part of the thesis. Drawing on all...