This paper examines the methods and systems of game design from the standpoint of existing method proposals failing to establish a common basis for systematizing design knowledge, which this paper ...aims to help resolve. Game design has often been subsumed by game development and associated disciplines, and game design methodology has often been subsumed by game analysis. This paper reviews related work in defining game design as an autonomous research subject and then divides the methods and systems of game design into complementary methods and core methods, with only the latter, consisting chiefly of design patterns, attempting to systematize how game design knowledge is generated. Seminal game patterns have been descriptive rather than -prescriptive and so have failed to find the requisite practitioner adoption to fulfill their role as a living method. One recent pattern approach has sought to resolve this issue by promoting pattern usage generally over the adoption of a particular language. This paper outlines an alternate and possibly complementary approach of a novel, practical basis for game design literacy for helping core methods work as a basis for systematizing game design knowledge. The proposed basis sacrifices descriptiveness to prescriptiveness to shape methods in that direction.
Game-based learning and 21st century skills have been gaining an enormous amount of attention from researchers and practitioners. Given numerous studies support the positive effects of games on ...learning, a growing number of researchers are committed to developing educational games to promote students’ 21st century skill development in schools. However, little is known regarding how games may influence student acquisition of 21st century skills. This paper examines the most recent literature in regard to game-based learning and identified 29 studies which targeted 21st century skills as outcomes. The range of game genres and game design elements as well as learning theories used in these studies are discussed, together with the range of indicators, measures and outcomes for impacts on 21st century skills. The findings suggest that a game-based learning approach might be effective in facilitating students’ 21st century skill development. The paper also provides valuable insights for researchers, game designers, and educators in issues related to educational game design and implementation in general.
•One hundred and thirty seven papers were included in the review.•Twenty nine papers reported the impacts of games on 21st century skills development.•Effect sizes were reported for 37% of the empirical findings.•A number of learning theories were referenced in the 29 papers.•Effective game design elements were identified.
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GEOZS, IJS, IMTLJ, KILJ, KISLJ, NUK, OILJ, PNG, SAZU, SBCE, SBJE, UL, UM, UPUK, ZRSKP
Background: Game-based learning has been used in pharmacy education settings with the instructor developing a game for students to play to enhance learning. However, there is a paucity of data about ...health sciences students designing a game themselves to further their understanding of a complex topic. The purpose of this study was to describe and assess a game design activity focused on patient education of anticoagulants in a pharmacotherapy skills laboratory setting.
Innovation: Second-year pharmacy students enrolled in a pharmacotherapy skills laboratory course worked in teams in a one-hour active learning activity to design a game intended to educate patients about their medication. A pre/post analysis of student attitudes about game-based learning and the activity, as well as knowledge, was conducted.
Findings: The large majority of students (80.5%) agreed that the activity was an effective way to develop patient education strategies. Through the survey and free-response questions, students reported that the game design activity facilitated positive group collaboration and allowed students to take the perspective of their patients. Students also requested additional time to complete the activity. Knowledge assessment scores of key patient education points increased from 66.5% prior to the activity to 71.5% one week following the activity (p<0.05).
Conclusion: The game design activity served as a novel teaching method for pharmacy students to actively learn about anticoagulant medications while developing an innovative patient education strategy. Although there was an increase in knowledge scores, students highlighted the impact on group collaboration and taking the perspective of their patients.
During recent years, the practice of adding game design to non-game services has gained a relatively large amount of attention. Popular discussion connects gamification to increased user engagement, ...service profitability, goal commitment and the overall betterment of various behavioral outcomes. However, there is still an absence of a coherent and ample body of empirical evidence that would confirm such expectations. To this end, this paper reports the results of a 2year (1+1year – between-group) field experiment in gamifying a service by implementing a game mechanic called ‘badges’. During the experiment a pre-implementation group (N=1410) was monitored for 1year. After the implementation, the post-implementation (the gamified condition) group (N=1579) was monitored for another full year. Results show that users in the gamified condition were significantly more likely to post trade proposals, carry out transactions, comment on proposals and generally use the service in a more active way.
•Effects of gamification on user activity are studied in a sharing economy service.•Pre-implementation group (N=1410) was followed for 1year before the implementation.•Post-implementation group (N=1579) was followed for 1year after the implementation.•We compared trade listings, transactions, social interaction and total activity.•The results show significant positive effect on all of the four dependent variables.
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The main aim of gamification, i.e. the implementation of game design elements in real-world contexts for non-gaming purposes, is to foster human motivation and performance in regard to a given ...activity. Previous research, although not entirely conclusive, generally supports the hypothesis underlying this aim. However, previous studies have often treated gamification as a generic construct, neglecting the fact that there are many different game design elements which can result in very diverse applications. Based on a self-determination theory framework, we present the results of a randomized controlled study that used an online simulation environment. We deliberately varied different configurations of game design elements, and analysed them in regard to their effect on the fulfilment of basic psychological needs. Our results show that badges, leaderboards, and performance graphs positively affect competence need satisfaction, as well as perceived task meaningfulness, while avatars, meaningful stories, and teammates affect experiences of social relatedness. Perceived decision freedom, however, could not be affected as intended. We interpret these findings as general support for our main hypothesis that gamification is not effective per se, but that specific game design elements have specific psychological effects. Consequences for further research, in particular the importance of treatment checks, are discussed.
•Motivational effects of gamification are analysed from an educational psychology perspective.•Gamification is not effective per se, but different game design elements can trigger different motivational outcomes.•A self-determination theory framework was used to study the effects of different configurations of game design elements.•Competence and autonomy regarding task meaningfulness was affected by badges, leaderboards, and performance graphs.•Social relatedness was positively influenced by avatars, a meaningful story, and teammates.
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Video games have a unique ability to engage, challenge, and motivate, which has led teachers, psychology specialists, political activists and health educators to find ways of using them to help ...people learn, grow and change. Serious games, as they are called, are defined as games that have a primary purpose other than entertainment. However, it is challenging to create games that both educate and entertain. While game designers have embraced some psychological concepts such as flow and mastery, understanding how these concepts work together within established psychological theory would assist them in creating effective serious games. Similarly, game design professionals have understood the propensity of video games to teach while lamenting that educators do not understand how to incorporate educational principles into game play in a way that preserves the entertainment. Bandura (2006) social cognitive theory (SCT) has been used successfully to create video games that create positive behavior outcomes, and teachers have successfully used Gardner's (1983) theory of multiple intelligences (MIs) to create engaging, immersive learning experiences. Cognitive behavioral game design is a new framework that incorporates SCT and MI with game design principles to create a game design blueprint for serious games.
A variety of business sectors have been buffeted by the diffusion of mobile technology, a trend that presents a variety of difficult challenges but interesting opportunities to marketers. One such ...opportunity is gamification, which, one hopes, will enhance appeal to mobile consumers. Our sense from both personal experience and the literature is that the gamified mobile apps currently offered by firms mostly miss the mark. We provide a systematic overview of game design and note how principles derived from that field are highly applicable to gamification in mobile marketing settings. We are aided by the work of Schell (2008), whose Elemental Game Tetrad Model allows us to offer a coherent look at how gamification should affect mobile marketing outcomes.
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Casual game design to introduce jamu Satria, Thomas Galih; Priyanto, Reyna Rosalia; Isadora, Zephania ...
Procedia computer science,
2023, Volume:
216
Journal Article
Peer reviewed
Open access
Jamu is an Indonesian traditional herbal medicine that has been practiced for many centuries in Indonesian community to maintain good health and as medication. Modern and conventional medicine is ...becoming increasingly important in Indonesia, Jamu tends to be ditched and resulting Indonesian in urban area has a few amounts of knowledges of the benefits of Jamu. The aim is to using games as a medium for Indonesian learning process as games could increase interest in focused topic. In this research, we developed a game application and technology to increase user knowledges in the benefits of Jamu herbal medicine. Application is tested and evaluated with a sample of users to increase user knowledge and interest in herbal medicine. The post-test results shows that 70% of users shows increased interest in herbal medicine and 85% show increased knowledge of the benefits of herbal medicine.
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Abstract Developmental Language Disorders (DLDs) affects a significant number of children during early childhood. Speech and Language Pathologists (SLPs) are vital in providing the adequate treatment ...through Speech and Language Therapeutic Toys (SALTTs) including board games, which have substantial benefits for children undergoing therapy. However, designers require support in designing board games which specifically target child therapy. A framework is proposed to assist designers in designing more efficient, inclusive and usable games which in turn are aligned with therapy goals defined by SLPs.
Teaching coding and computational thinking is an emerging educational imperative, now embedded in compulsory curriculum in the United States, Finland, the UK, Germany, Belgium, the Netherlands, New ...Zealand, and Australia. This meta-synthesis of 49 studies critically reviews recent international research (2009–2022) of coding and computational thinking as core and integrated across the curriculum. It addresses four essential problems: (a) What are the key features of learning environments that successfully develop students’ coding and computational thinking? (b) What is the impact of student engagement in coding and computational thinking on learning outcomes across curriculum areas? (c) What pedagogical constraints are evident for coding and computational thinking, including across curriculum areas? and (d) Which conceptual frameworks support coding and computational thinking, and what has been marginalized or excluded? The review advances knowledge of coding and computational thinking—vital to guide and develop future AI-based solutions to real-world problems that challenge disciplinary boundaries.
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