1605663603 games based learning

Games-Based Learning Advancements for Multi-Sensory Human Computer Interfaces: Techniques and Effective Practices Thomas Connolly University of West Scotland, UK Mark Stansfield University of West Scotland, UK Liz Boyle University of West Scotland, UK Information science reference Hershey • New York Director of Editorial Content: Senior Managing Editor: Managing Editor: Assistant Managing Editor: Typesetter: Cover Design: Printed at: Kristin Klinger Jamie Snavely Jeff Ash Carole Coulson Jeff Ash Lisa Tosheff Yurchak Printing Inc Published in the United States of America by Information Science Reference (an imprint of IGI Global) 701 E Chocolate Avenue, Suite 200 Hershey PA 17033 Tel: 717-533-8845 Fax: 717-533-8661 E-mail: cust@igi-global.com Web site: http://www.igi-global.com/reference and in the United Kingdom by Information Science Reference (an imprint of IGI Global) Henrietta Street Covent Garden London WC2E 8LU Tel: 44 20 7240 0856 Fax: 44 20 7379 0609 Web site: http://www.eurospanbookstore.com Copyright © 2009 by IGI Global All rights reserved No part of this publication may be reproduced, stored or distributed in any form or by any means, electronic or mechanical, including photocopying, without written permission from the publisher Product or company names used in this set are for identi.cation purposes only Inclusion of the names of the products or companies does not indicate a claim of ownership by IGI Global of the trademark or registered trademark Library of Congress Cataloging-in-Publication Data Games-based learning advancements for multi-sensory human computer interfaces : techniques and effective practices / Thomas Connolly, Mark Stansfield, and Liz Boyle, editors p cm Includes bibliographical references and index Summary: "This book provides an extensive treatment of the field of games-based learning, providing a presentation of what we know about the subject, where the key challenges lie, and some of the approaches to addressing these key challenges" Provided by publisher ISBN 978-1-60566-360-9 (hardcover) ISBN 978-1-60566-361-6 (ebook) Educational games Computer games Human-computer interaction I Connolly, Thomas, 1957- II Stansfield, Mark, 1963- III Boyle, Liz LB1029.G3G32 2009 371.33'7 dc22 2008047744 British Cataloguing in Publication Data A Cataloguing in Publication record for this book is available from the British Library All work contributed to this book is new, previously-unpublished material The views expressed in this book are those of the authors, but not necessarily of the publisher Table of Contents Foreword xiii Preface xvi Section I Introduction Chapter I Introduction to Games-Based Learning Stephen Tang, Liverpool John Moores University, UK Martin Hanneghan, Liverpool John Moores University, UK Abdennour El Rhalibi, Liverpool John Moores University, UK Chapter II Learning and Teaching with Computer Games in Higher Education 18 Nicola Whitton, Manchester Metropolitan University, UK Chapter III Multi-User Virtual Environments for Learning Meet Learning Management 34 Daniel Livingstone, University of the West of Scotland, UK Jeremy Kemp, San Jose State University, USA Edmund Edgar, Social Minds Learning Systems, Japan Chris Surridge, Korea Advanced Institute of Science and Technology, Korea Peter Bloom.eld, University of the West of Scotland, UK Chapter IV Observation as a Requisite for Game-Based Learning Environments 51 Jean-Charles Marty, University of Savoie, France Thibault Carron, University of Savoie, France Jean-Mathias Heraud, Graduate Business School of Chambery, France Section II Design Issues Chapter V Content Integration in Games-Based Learning Systems 73 Marco A Gómez-Martín, Universidad Complutense de Madrid, Spain Pedro P Gómez-Martín, Universidad Complutense de Madrid, Spain Pedro A González-Calero, Universidad Complutense de Madrid, Spain Chapter VI Drawing Circles in the Sand: Integrating Content into Serious Games 84 Matt Seeney, TPLD Ltd., UK Helen Routledge, Freelance Instructional Designer, UK Chapter VII The DODDEL Model: A Flexible Document-Oriented Model for the Design of Serious Games 98 Mark McMahon, Edith Cowan University, Australia Chapter VIII Games-Based Learning, Destination Feedback and Adaptation: A Case Study of an Educational Planning Simulation 119 Daniel Burgos, ATOS Origin Research & Innovation, Spain Christof van Nimwegen, CUO - IBBT / K.U.Leuven, Belgium Chapter IX Profiling Users in Educational Games 131 Patrick Felicia, University College of Cork, Ireland Ian Pitt, University College of Cork, Ireland Chapter X The Use of Role–Playing in Learning 157 Marco Greco, University of Rome “Tor Vergata”, Italy Chapter XI Telling Stories with Digital Board Games: Narrative Game Worlds in Literacies Learning 174 Sanna-Mari Tikka, University of Jyväskylä, Finland Marja Kankaanranta, University of Jyväskylä, Finland Tuula Nousiainen, University of Jyväskylä, Finland Mari Hankala, University of Jyväskylä, Finland Chapter XII The Path between Pedagogy and Technology: Establishing a Theoretical Basis for the Development of Educational Game Environments 191 Colin Price, University of Worcester, UK Section III Evaluation Chapter XIII Towards a Development Approach to Serious Games 215 Sara de Freitas, University of Coventry, UK Steve Jarvis, SELEX Systems Integration Ltd, UK Chapter XIV Current Practices in Serious Game Research: A Review from a Learning Outcomes Perspective 232 Pieter Wouters, Utrecht University, The Netherlands Erik D van der Spek, Utrecht University, The Netherlands Herre van Oostendorp, Utrecht University, The Netherlands Chapter XV Towards the Development of a Games-Based Learning Evaluation Framework 251 Thomas Connolly, University of the West of Scotland, Scotland Mark Stansfield, University of the West of Scotland, Scotland Thomas Hainey, University of the West of Scotland, Scotland Chapter XVI Games-Based Learning in the Classroom and How it can Work! 274 Helen Routledge, Independent Instructional Games Designer, UK Section IV Gender and Disabilities Chapter XVII Games for Learning: Does Gender Make a Difference? 288 Elizabeth A Boyle, University of the West of Scotland, Scotland Thomas Connolly, University of the West of Scotland, Scotland Chapter XVIII Digital Games-Based Learning for Students with Intellectual Disability 304 Maria Saridaki, National and Kapodistrian University of Athens, Greece Dimitris Gouscos, National and Kapodistrian University of Athens, Greece Michael G Meimaris, National and Kapodistrian University of Athens, Greece Compilation of References 326 About the Contributors 363 Index 370 Detailed Table of Contents Foreword xiii Preface xvi Section I Introduction Chapter I Introduction to Games-Based Learning Stephen Tang, Liverpool John Moores University, UK Martin Hanneghan, Liverpool John Moores University, UK Abdennour El Rhalibi, Liverpool John Moores University, UK In this chapter, Tang, Hanneghan, and El Rhalibi provide an introduction to games-based learning, and discuss some of the basic concepts, pedagogies, and advantages and disadvantages of this approach to teaching and learning Chapter II Learning and Teaching with Computer Games in Higher Education 18 Nicola Whitton, Manchester Metropolitan University, UK In this chapter, Whitton examines the rationale for the use of computer games in learning, teaching and assessment within Higher Education (HE) The first part of the chapter focuses on the theory underpinning the use of games-based learning with HE students, examining motivation and engagement, constructivism, collaborative and problem-based learning The second part of the chapter considers the practical issues of using computer games in actual teaching contexts and presents twelve principles for the design and evaluation of computer games to support learning Chapter III Multi-User Virtual Environments for Learning Meet Learning Management 34 Daniel Livingstone, University of the West of Scotland, UK Jeremy Kemp, San Jose State University, USA Edmund Edgar, Social Minds Learning Systems, Japan Chris Surridge, Korea Advanced Institute of Science and Technology, Korea Peter Bloomfield, University of the West of Scotland, UK Until recently, Multi-User Virtual Environments (MUVEs) and Virtual Learning Environments (VLEs) or Learning Management Systems (LMSs) have remained separate, with MUVEs providing a highly interactive, collaborative environment but little content and VLEs providing features for the storage and delivery of online learning content In Chapter III, Livingstone, Kemp, Edgar, Surridge, and Bloomfield discuss the Sloodle project that is attempting to integrate Second Life with the moodle VLE and to investigate how this might support learning and teaching with the Second Life platform Chapter IV Observation as a Requisite for Game-Based Learning Environments 51 Jean-Charles Marty, University of Savoie, France Thibault Carron, University of Savoie, France Jean-Mathias Heraud, Graduate Business School of Chambery, France Continuing the theme of LMSs, Marty, Carron, and Heraud propose a games-based LMS called the “pedagogical dungeon” equipped with cooperation abilities for particular activities The chapter explains how to keep awareness of the on-going activities while remaining involved in the game itself, and how to provide the teacher with this awareness in an immersive way, making the teacher more involved in the game when feedback is provided on the activity Section II Design Issues Chapter V Content Integration in Games-Based Learning Systems 73 Marco A Gómez-Martín, Universidad Complutense de Madrid, Spain Pedro P Gómez-Martín, Universidad Complutense de Madrid, Spain Pedro A González-Calero, Universidad Complutense de Madrid, Spain One of the key differentiators between commercial games and games-based learning is content, which should be integrated in such a way that it provides engaging game play while helping achieve the desired learning outcomes by delivering skills and knowledge effectively to the end user This ability to integrate content effectively is the key to producing “killer” games-based learning applications that deliver demonstrable learning outcomes, business benefits and overall value In Chapter V Gómez-Martín, Gómez-Martín, and González-Calero provide an introduction to the issues of content integration and present the state of the art in content creation for games-based learning systems, identifying the main challenges to make this technology cost-effective from the content creation perspective Chapter VI Drawing Circles in the Sand: Integrating Content into Serious Games 84 Matt Seeney, TPLD Ltd., UK Helen Routledge, Freelance Instructional Designer, UK Seeney and Routledge present lessons learned and case studies that demonstrate why the process of content integration can be so challenging, including the differing experiences from the perspective of three stakeholders (game designer, instructional designer/learning psychologist and subject matter expert), how to manage preconceptions and balance their priorities The chapter provides advice on how to facilitate this process, capture the correct requirements and create a design that meets and exceeds the expectations of all the stakeholders involved, including the client/customer and the end user Chapter VII The DODDEL Model: A Flexible Document-Oriented Model for the Design of Serious Games 98 Mark McMahon, Edith Cowan University, Australia In Chapter VII McMahon proposes a document-oriented instructional design model to inform the development of games-based learning The author suggests that the model can form a base for prescribing and managing activities within an industry context but also as a means to teach the instructional design process for serious games within an HE setting The model defines increasingly granular stages leading to final production documentation for software development A case study of the initial implementation of the model is discussed in order to contextualise it and provide a basis for future enhancement Chapter VIII Games-Based Learning, Destination Feedback and Adaptation: A Case Study of an Educational Planning Simulation 119 Daniel Burgos, ATOS Origin Research & Innovation, Spain Christof van Nimwegen, CUO - IBBT / K.U.Leuven, Belgium In this chapter, Burgos and van Nimwegen argue that games-based learning applications are good environments for improving the learning experience and a key component of the application if the provision of feedback to support decision making and to reinforce the learning process However, the authors point out that too much feedback can make the learner too dependant on external advice when taking the next action, resulting in a weaker learning strategy and a lower performance By way of example, a case study is presented of an educational planning task simulation with a control group that did not receive destination feedback and an experimental group that did receive destination feedback An analysis concludes that in this context too much assistance can be counterproductive Chapter IX Profiling Users in Educational Games 131 Patrick Felicia, University College of Cork, Ireland Ian Pitt, University College of Cork, Ireland For some time, users’ emotions and behaviours have been considered to obstruct rather than to help the cognitive process Even if it is now recognized that learners’ personalities and learning styles influence greatly their cognitive process, very few systems have managed to profile users and adapt the educational content accordingly Furthermore, since the introduction of formal education, it has been argued that learning has lost its playful and emotional aspect, whereby information was transmitted through story telling and play On the other hand, computer games have become a very popular medium and provide a rich sensory and emotional environment in which players can experience a state of flow and are continue playing for an extended period of time In this chapter Felicia and Pitt discuss how computer games can be harnessed to create an educational content that matches users’ learning styles and motivations In this chapter the authors propose the PLEASE model (Personality Learning styles, Emotions, Autonomy, Systematic Approach and Evaluation), which addresses some of educational games design issues (e.g choice of instructional strategy, type of feedback required, etc.) The model categorizes and profiles users’ learning styles in the light of educational and personality theories and defines a set of practical strategies for educational games designers in order to match students’ learning styles and provide a user-centred content that is both motivating and educational The chapter presents experiments carried out to assess the effect of user-centred approaches in educational game design and the results indicate that unless personalities are accounted for in educational games, the educational outcomes could be different or even opposite to the one expected Chapter X The Use of Role–Playing in Learning 157 Marco Greco, University of Rome “Tor Vergata”, Italy In Chapter X, Greco suggests that the use of role-playing is becoming prominent in games-based learning due to its positive effects on learning In this chapter the author defines role-playing games and proposes a five-dimension taxonomy for serious role-playing games, applying it to a small selection of successful games in five different domains The intention is to help the reader understand when role-playing should be used, and when it might be useless or detrimental Chapter XI Telling Stories with Digital Board Games: Narrative Game Worlds in Literacies Learning 174 Sanna-Mari Tikka, University of Jyväskylä, Finland Marja Kankaanranta, University of Jyväskylä, Finland Tuula Nousiainen, University of Jyväskylä, Finland Mari Hankala, University of Jyväskylä, Finland In the context of computer games, learning is an inherent feature of computer game playing Computer games can be seen as multimodal texts that connect separate means of expression and require new kinds of literacy skills from the readers In Chapter XI Tikka, Kankaanranta, Nousiainen and Hankala consider how the computer-based learning tool Talarius, which enables students to make their own digital games and play them, lends itself to literacy learning Talarius also provides the potential to interweave narrative contents into the games made by it The learning subject is a children’s novel and is narrative by its nature The focus of this chapter is on the relationship between narrative and learning in computer games, in this case, digital board games and explores how narrative functions of the learning tool support learning in game creation and game playing Chapter XII The Path between Pedagogy and Technology: Establishing a Theoretical Basis for the Development of Educational Game Environments 191 Colin Price, University of Worcester, UK In Chapter XII Price discusses an approach to establishing a theoretical basis for the construction of games-based learning immersive environments based upon recognised pedagogical principles In particular, the chapter considers non-collaborative learning (instructional, teacher-led or autonomous) ... of pedagogy in games-based learning will be discussed in Pedagogies in Games-based learning section later in this chapter In general, games-based learning refers to the innovative learning approach... games in learning and education include ‘digital game-based learning , which was coined by Prensky (2001), and games-based eLearning’ by Connolly and Stansfield (2007) In games-based learning. .. for games-based learning depending on the appropriateness of the subject content These terms are referred collectively as games-based learning content in this chapter Pedaggn Games-Based Learning