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De Schutter, Bob. "Gerontoludic Design." International Journal of Gaming and Computer-Mediated Simulations 9, no. 1 (January 2017): 45–60. http://dx.doi.org/10.4018/ijgcms.2017010103.
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Considering the popularity of digital games among older adults and the challenge of population ageing, this article identified a need for an integrated game design framework aimed at older audiences. An analysis of the literature on play in later life demonstrated how the literature is dominated by two themes, i.e., the benefits of playing digital games and the issue of accessibility. While this underlying model has been demonstrated to contribute to successful designs, it also risks reducing games to its motivational characteristics and ageing to cognitive and physical decline. The author therefore reviewed the literature on game design and later life to develop a design approach that considers the multi-faceted nature of ageing as well as the intrinsic value of digital games. The resulting “Gerontoludic Design Framework” sets meaningful play as the intended outcome of game design for older adults, identifies iterative player-centered design as its preferred design approach, and extends the MDA framework by suggesting age-specific aesthetics and mechanics.
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Khamadi, Khamadi, and Abi Senoprabowo. "Adaptasi Permainan Tradisional Mul-Mulan ke dalam Perancangan Game Design Document." ANDHARUPA: Jurnal Desain Komunikasi Visual & Multimedia 4, no. 01 (February 27, 2018): 100–118. http://dx.doi.org/10.33633/andharupa.v4i01.1588.
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AbstrakSeperti halnya keberadaan permainan tradisional pada umumnya, Mul-mulan memiliki masalah yang sama yaitu telah tergeser oleh jenis permainan digital saat ini. Upaya membawa permainan Mul-mulan ke dalam permainan digital menjadi sangat memungkinkan melihat daya tarik dan kecepatan informasi yang diberikan teknologi digital. Sehingga dengan memanfaatkan daya tarik teknologi digital tersebut, permainan Mul-mulan dapat menjadi konten baru permainan digital yang dapat menambah daya tarik penggunanya. Penelitian ini menggunakan metode ATUMICS untuk menganalisis elemen budaya permainan tradisional Mul-mulan. Selanjutnya elemen-elemen tersebut dipadukan dengan struktur permainan digital yang baik dan menyenangkan. Hasilnya adalah konsep perancangan permainan digital yang mengandung unsur fun dan unsur budaya yang seimbang yang disusun dalam dokumen perancangan desain game digital. Melalui penelitian ini terwujud sebuah rancangan model permainan digital baru dalam bentuk Game Design Document (GDD) yang menarik dan tetap mempertahankan nilai budaya permainan Mul-mulan di dalamnya. Kata kunci: adaptasi, game, GDD, mul-mulan, permainan tradisional AbstractLike the existence of traditional games, Mul-mulan has the same problem that has been displaced by the digital games today. The effort to bring Mul-mulan into digital game becomes very possible by looking at the attractiveness and the speed of information provided by digital technology. So by using that, Mul-mulan can be a new content of digital games that can add the appeal to its users. This research uses ATUMICS method to analyze traditional culture element of Mul-mulan game. Then the elements are combined with a good and fun digital game structure. The result is the concept of designing digital games that contain elements of fun and cultural elements. Through this research obtained the model of new digital game in form Game Design Document (GDD) which interesting and maintain the cultural value of Mul-mulan. Keywords: adaptation, games, GDD, mul-mulan, traditional games
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Brown, Julie A., and Bob De Schutter. "Game Design for Older Adults." International Journal of Gaming and Computer-Mediated Simulations 8, no. 1 (January 2016): 1–12. http://dx.doi.org/10.4018/ijgcms.2016010101.
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Play is a lifelong construct that is individually defined and is influenced by multiple variables that affect how play is interpreted and experienced in old age. This study highlights the significance of using a life course perspective to explore how play is shaped and reflected through digital gameplay and preferences as a game player ages. Using grounded theory methodology, 51 participants (age 43 - 77) were interviewed individually. The resulting transcripts were coded to identify emergent themes. The findings demonstrate 1) how play changes throughout the lifespan, 2) how play preferences established in childhood influence digital gameplay for aging adults, and 3) how aging adult gamers aspire to continue gaming as they grow older. Collectively, these themes provide insight into the aspects that need to be taken into account when designing games for aging gamer populations.
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Pivec, Paul, and Maja Pivec. "Digital Games." International Journal of Game-Based Learning 1, no. 1 (January 2011): 1–18. http://dx.doi.org/10.4018/ijgbl.2011010101.
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Digital Games are becoming a new form of interactive content and game playing provides an interactive and collaborative platform for learning purposes. Collaborative learning allows participants to produce new ideas as well as to exchange information, simplify problems, and resolve the tasks. Context based collaborative learning method is based on constructivist learning theory and guides the design of the effective learning environments. The constructivist design required for successful Game-Based Learning is discussed in this chapter and the model of recursive learning is discussed suggesting how Game-Based Learning (GBL) and how to maximize its affect. This chapter defines “Gameplay” and tables the perceptions of both players and teachers in the area of abilities learnt from playing digital games. Resources for implementing GBL are highlighted and the need for these is discussed. We conclude this chapter with design guidelines that will ensure effective learning outcomes are attained and suggest why these steps are necessary.
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Martins, Raiane Santos, Filipe Raulino, Aquiles Burlamaqui, and Akynara Burlamaqui. "SGDDEdu: A Model of Short Game Design Document for Digital Educational Games." International Journal of Innovation Education and Research 7, no. 2 (February 28, 2019): 167–80. http://dx.doi.org/10.31686/ijier.vol7.iss2.1335.
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The use of games in education has become an increasingly present practice in contemporary society. For so-called "digital natives", learning through electronic games becomes more significant. Digital educational games are often seen as boring, non-motivational, that fail to bring in some essential elements that promote engagement, making the learning goal is not achieved either. Game Design is a game project. It describes how the game should be, defining its mechanics and interactions between player and the virtual world of the game and how they can affect the game environment. In order to document the design of a game, there is the Game Design Document (GDD), whose one of the main objectives, besides registration, is to help in communication between the different production teams of a game, allowing the game designer a broad view of that is being produced. However, because it is a large document that brings in detail all the main elements for the production of a game, it turns out to be little used, especially if the focus is the elaboration of small games, which are the majority of the digital educational games that exist. For these short games, which can often be worked out within a few hours, there are Short Game Design Document (SGDD). The SGDD, unlike GDD, will describe the elements of the game in a simplified way possible, whereas the game to be drawn from it is also a simple game. Thus, the proposal of this work is to elaborate a model of SGDD for educational games (the SGDDEdu), specifying elements of art, sound, mechanics and game programming, as well as educational elements in accordance with the new BNCC (National Curricular Common Base) of Elementary School, so that there is a standardization and better categorization of educational games aligned with the proposed pedagogical objectives and the skills and competences described in each level of education. This work will be developed from the study and analysis of some models of already existing SGDD and the BNCC of Elementary School in general, causing in SGDDEdu. The research will be applied with teachers and educators requesting that they specify an educational game in the SGDDEdu template. With this, we intend to verify if the SGDDEdu has relevance and if it facilitates in the production of digital educational games, providing the teaching and learning process through the games, as well as trying to identify how the NCCB can contribute in the development of educational games.
Keywords: Educational games, Game Design, SGDD, BNCC
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Alkan, Selcuk, and Tuba Ada. "Digital game design on the subject of identities and expansions." New Trends and Issues Proceedings on Humanities and Social Sciences 4, no. 9 (January 11, 2018): 17–21. http://dx.doi.org/10.18844/prosoc.v4i9.3038.
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This study aimed to design a digital game used in the teaching of identities and expansions and provide modelling by students. This game was designed according to the eighth-grade math curriculum. Unity3d game engine was used in designing the game. The software required to run the game was written by researchers using C# and java script. At the stage of designing, initially, the game was introduced to five mathematics teachers and various arrangements were made according to their opinions. Then, the game was evaluated and given the final form by two instructors who were experts in the field of mathematics education. In general, problems was designed that can be solved by dividing the rectangle given by 2 dimensional and given one edge like (ax + b) into the sub rectangles such as x^2, 2x and 1 and by writing the final result of how many sub-rectangles formed the whole rectangle. The teachers who participated in the evaluation of the game stated that the game was suitable for education and the students would gain interest in the game during the course. Teachers have criticised the game only on visual matters. For education to be more effective, the number of such games and materials should be increased. For design of more effective and more interesting games, we must collaborate with the experts in the field of fine arts. Keywords: digital game; game; expansions; mathematics education
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Alkan, Selçuk, and Ebru Korkmaz. "Analysis of Digital Games Related to Mathematics Education with Deconstructing." World Journal of Education 11, no. 2 (April 18, 2021): 46. http://dx.doi.org/10.5430/wje.v11n2p46.
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In this study, the design and educational aspects of digital games on Steam (Digital Game Sales Platform) were examined. Case study, one of the qualitative research methods, was used in the research. Universal design model and principles, educational and game mechanics were used in the analysis of the games. The games were analyzed using the Deconstructing method. In parallel with the findings obtained, it is seen that game mechanics are more various than learning mechanics in games. Also in game designs, it is considered that entertainment is more important than educational use. It was determined that question-answer mechanics are used more frequently among learning mechanics in games. One reason for this may be the ease of construction of question-answer mechanics. The main goal is to establish an interaction between education and game mechanics. In addition, it was defined that another important mechanic used in games is "instant feedback". In addition, in line with the findings, it was detected that in-game rules, levels and awards facilitate learning and increase motivation.
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Classe, Tadeu Moreira de, Renata Mendes De Araujo, Geraldo Bonorino Xexéo, and Sean Siqueira. "The Play Your Process Method for Business Process-Based Digital Game Design." International Journal of Serious Games 6, no. 1 (March 14, 2019): 27–48. http://dx.doi.org/10.17083/ijsg.v6i1.269.
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Serious games have been understood as a useful tool to engage, educate and train individuals in many areas. They are also suitable for the business processes management area where it is expected that business-process-based digital games can bring together players (process actors) to better understand and learn organizational business processes. This paper presents a game design method for the development of serious games which aims to provide business process understanding to players, as well as to allow them to reflect on process challenges and difficulties. The design of serious business process games requires game designers to have business process modeling skills and instructions on how to represent business process elements in the game context. This research was conducted using the Design Science Research Methodology, and addresses the challenge of providing a method for the design of serious business process games. The method receives business process models as input and comprises steps to (i) map business process elements into game design elements, game design and development, and (ii) evaluate games with game designers, process actors, and game players. In order to validate the method, a set of games was built and evaluated with players. The designed games were evaluated as to adequate quality, although fun and entertainment can still be improved, and players´ understanding regarding process increase after games are played
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Aslan, Serdar, and Osman Balci. "GAMED: digital educational game development methodology." SIMULATION 91, no. 4 (March 2, 2015): 307–19. http://dx.doi.org/10.1177/0037549715572673.
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RALIBI, RAYMOND. "PERANCANGAN MOBILE GAME BERDASARKAN PERMAINAN RAKYAT “DODOMBAAN” UNTUK MEMBANGUN INTERAKSI SOSIAL ANTAR PEMAIN." Serat Rupa Journal of Design 1, no. 2 (January 19, 2018): 343. http://dx.doi.org/10.28932/srjd.v1i2.457.
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ABSTRACT“Dodombaan” is an old and popular folk-game amongst children in West Java, although nowadays it becomes rarely played as many children are in favor of playing digital games. Scholars believe that this folk-game actually provides an opportunity for children to develop a sense of social-sensitiveness, as children interactively play with each other. Having exposed to children interests on digital games and the social benefit of Sundanese folk-game, the study sets to design and develop a digital-game based on Sundanese folk-game of dodombaan. This design-study started by collecting and analyzing data of users and plays of dodombaan, which iteratively done in support of the process of designing a digital game. The formal elements of game are composed according to the original game-play of dodombaan. This is to assure that users will have similar game-experiences and social-benefit of the play. The digital game of dodombaan is developed as a mobile multi-player game on android platform and visualized according to the traditional art of sheep’s battle (seni ketangkasan domba) of Garut West Java. It is expected that the developed game of dodombaan can serve as an alternative product of digital game with cultural contents. Keywords: cultural content game; multiplayer mobile games; Sundanese folk-game
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Shi, Yen-Ru, and Ju-Ling Shih. "Game Factors and Game-Based Learning Design Model." International Journal of Computer Games Technology 2015 (2015): 1–11. http://dx.doi.org/10.1155/2015/549684.
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How to design useful digital game-based learning is a topic worthy of discussion. Past research focused on specific game genres design, but it is difficult to use when the target game genre differs from the default genres used in the research. This study presents macrodesign concepts that elucidates 11 crucial game-design factors, including game goals, game mechanism, game fantasy, game value, interaction, freedom, narrative, sensation, challenges, sociality, and mystery. We clearly define each factor and analyze the relationships among the 11 factors to construct a game-based learning design model. Two application examples are analyzed to verify the usability of the model and the performance of these factors. It can assist educational game designers in developing interesting games.
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Oubahssi, Lahcen, Claudine Piau-Toffolon, Guillaume Loup, and Éric Sanchez. "From Design to Management of Digital Epistemic Games." International Journal of Serious Games 7, no. 1 (March 2, 2020): 23–46. http://dx.doi.org/10.17083/ijsg.v7i1.336.
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The development of pedagogies that can provide alternatives to traditional approaches is becoming increasingly important as a means of enhancing the attractiveness of training courses, appealing to new types of learners and designing learning systems that help to develop multidisciplinary skills. In this context, the JEN.lab project aims to offer innovative perspectives for learning based on the design of digital epistemic games (JENs in French). The research effort presented in this paper is part of the JEN.lab project. We aim to study problems related to the modelling and design of digital epistemic games. We propose a co-design process and an assistant tool supporting this process to guide teachers in designing digital epistemic games called ADDEGames (Assistance Design tool for Digital Epistemic Games). Our approach is based on: (i) the learners and the situation that emerges when they play the game, rather than the device used to play; and (ii) the teachers who want to manage a game-based learning situation. The iterative and participative development process and acceptance test using an agile approach are presented.
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Md Ibharim, Laili Farhana, Maizatul Hayati Mohamad Yatim, Nor Zuhaidah Mohamed Zain, Ummu Husna Azizan, and Norasikin Fabil. "Development of Rubric to Measure Children’s Creativity in Game Design." International journal of Multimedia & Its Applications 13, no. 2 (April 30, 2021): 27–34. http://dx.doi.org/10.5121/ijma.2021.13203.
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Today’s Alpha generation have high competency playing digital games. This privileged ability demands creativity in terms of cognitive and higher order thinking skills when it comes to designing and developing digital games. Therefore, this study aims to delineate the process of developing a rubric to measure primary school children’s (age 7 to 12) creativity when creating games as a digital game designer. The constructs of the rubric were enthused by Torrance Creativity Theory which highlighted on originality, fluency, flexibility and elaboration that adapted to fit the concept of the game design process. The development of the rubric underwent three distinctive phases; i) library research; ii) feasibility study; and iii) expert evaluation. Cohen’s Kappa Coefficient formula was used to validate with average value κ = .81 (excellent) and the reliability was measured by Cronbach’s Alpha formula with value α = .88 (excellent). Researchers found that by adopting the concept of game-based learning specifically through game design activity, children’s creativity was significantly enhanced. The rubric of children’s creativity would be essential for sustainable performance of quality education to produce a generation of critical thinkers, problem solvers while celebrating children’s uniqueness and diversity in line to develop creative personality towards digital generation.
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Wahyuni, Sari, M. Ridha Alhamdani, and Jawas Dwijo Putro. "GAME CENTER: WAHANA PERMAINAN BERBASIS TRADISIONAL DAN DIGITAL." JMARS: Jurnal Mosaik Arsitektur 9, no. 1 (December 23, 2020): 1. http://dx.doi.org/10.26418/jmars.v9i1.43900.
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Over time, everyone grows up with what he remembers during our lifetime. Game Center is the place for the memory gathering. This has an impact on the interest of both young and old players which will continue to grow every year. Currently Pontianak does not have this game center. Meanwhile, game enthusiasts, especially in terms of audio-visual, are getting higher. From the static data in Statista, it states that the high demand and activity from games. Therefore, it is necessary to design a Game Center. The Game Center design is designed not only as a mere function of a game center, but also as a place for traditional games of the local community as well as a communal space that fills social activities. This game center design is done by analyzing internal and external sources and literature as well as standard references in existing game centers. The space requirements of the actors' activities also need to be analyzed to find the spatial program in the game center. Function, layout, circulation and utility are prioritized to produce a Game Center with communal functions. The building is designed to have three separate building masses. One mass building in the middle as the main building with a central function. The other two masses of the building are placed around the main building.
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An, Yun-Jo, and Li Cao. "Examining the Characteristics of Digital Learning Games Designed by In-service Teachers." International Journal of Game-Based Learning 7, no. 4 (October 2017): 73–85. http://dx.doi.org/10.4018/ijgbl.2017100104.
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In order to better understand teachers' perspectives on the design and development of digital game-based learning environments, this study examined the characteristics of digital learning games designed by teachers. In addition, this study explored how game design and peer critique activities influenced their perceptions of digital game-based learning environments and learning through game design. Qualitative data were collected from fifty game design documents and participant responses to reflection questions. The analysis of game design documents showed that the majority of the participants designed immersive game-based learning environments where players are required to use higher order thinking and real-world skills as well as academic content to complete missions or solve problems. The results of this study provide important implications for teacher professional development as well as for educational game development.
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Aditya, Christian. "The Development Of Visual Aspects In Video Games Over The Years." ULTIMART Jurnal Komunikasi Visual 7, no. 2 (November 12, 2016): 18–22. http://dx.doi.org/10.31937/ultimart.v7i2.385.
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This report investigates the importance of creating a realistic environment in order to create an immersive world in digital games. The discussion will start from the history of Digital game development until now, discussing on the limitations of gaming consoles from time to time, and how game designers nowadays keep pushing the boundaries of the visual aspects of their game. Then focusing the discussion on the technical and art aspect of digital game design. By doing the analysis in this report, we can conclude that there are several reason that affects the visual quality of video games, such as the technology of the game console, the limitation of game engine, and also the skill of the game artist itself.
Key words : Video Games, Digital Games, Game Console, Environment, Game Engine.
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McNamara, Alison. "Digital Gesture-Based Games." International Journal of Game-Based Learning 6, no. 4 (October 2016): 52–72. http://dx.doi.org/10.4018/ijgbl.2016100104.
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This study aims to provide an account of phase three of the doctoral process where both students and teachers' views contribute to the design and development of a gesture-based game in Ireland at post-primary level. The research showed the school's policies influenced the supportive Information and Communication Technology (ICT) infrastructure, classroom environments influenced a student's ability to participate and teachers' perspectives impacted upon whether they adopted games into their classrooms. While research has been conducted in relation to training schemes for teachers, it is agreed that they are the main change agents in the classroom. Therefore, this study focuses on the game itself and its design elements that support and enhance mathematics education within the Irish context. Practical guidelines for both the game, school's policies and classroom environments are provided based upon the research for mathematics educators and practitioners of game-based learning strategies in their classrooms.
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Mertala, Pekka, and Mikko Meriläinen. "The best game in the world: Exploring young children’s digital game–related meaning-making via design activity." Global Studies of Childhood 9, no. 4 (August 4, 2019): 275–89. http://dx.doi.org/10.1177/2043610619867701.
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Although digital games have become a constituent part of young children’s lives, not enough is known about the kinds of meanings children give to games and gaming. This qualitative study contributes to resolving this need by engaging 26 5- to 7-year-old Finnish preschoolers in an open-ended drawing task to answer the following research questions: What aspects of digital games appear meaningful for young children when they act as game designers? Why are these aspects meaningful for young children? The findings suggest that children are not mere passive consumers of digital games but are agentic meaning-makers who are capable of critically evaluating digital games when a safe and supportive space and the appropriate medium are provided. The children refined, modified, and personalized existing influential games by replacing the leading male character with a female one or by having a player operate as the antagonist instead of the hero. The findings suggest that there are vast unexplored dimensions for scholars to engage with in young children’s gaming cultures, children’s perceptions of game content, early game literacy, as well as children’s meaning-making in games. Implications for pedagogy of early childhood education are discussed.
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Studley, Thomas, Jon Drummond, Nathan Scott, and Keith Nesbitt. "Evaluating Digital Games for Competitive Music Composition." Organised Sound 25, no. 1 (March 4, 2020): 75–88. http://dx.doi.org/10.1017/s1355771819000487.
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Digital games are a fertile ground for exploring novel computer music applications. While the lineage of game-based compositional praxis long precedes the advent of digital computers, it flourishes now in a rich landscape of music-making apps, sound toys and playful installations that provide access to music creation through game-like interaction. Characterising these systems is the pervasive avoidance of a competitive game framework, reflecting an underlying assumption that notions of conflict and challenge are somewhat antithetical to musical creativity. As a result, the interplay between competitive gameplay and musical creativity is seldom explored. This article reports on a comparative user evaluation of two original games that frame interactive music composition as a human–computer competition. The games employ contrasting designs so that their juxtaposition can address the following research question: how are player perceptions of musical creativity shaped in competitive game environments? Significant differences were found in system usability, and also creativity and ownership of musical outcomes. The user study indicates that a high degree of musical control is widely preferred despite an apparent cost to general usability. It further reveals that players have diverse criteria for ‘games’ which can dramatically influence their perceptions of musical creativity, control and ownership. These findings offer new insights for the design of future game-based composition systems, and reflect more broadly on the complex relationship between musical creativity, games and competition.
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Govender, Terence, and Joan Arnedo-Moreno. "An Analysis of Game Design Elements Used in Digital Game-Based Language Learning." Sustainability 13, no. 12 (June 11, 2021): 6679. http://dx.doi.org/10.3390/su13126679.
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Considerable changes have occurred in language learning with the introduction of gameful approaches in the classroom and the increase in the popularity of language applications like Duolingo. A review of existing studies on such approaches to language learning shows that gamification tends to be the most popular approach. However, this popularity has been achieved at the expense of other gameful approaches, such as the use of digital games. To gain a clearer picture of the developments and gaps in the digital game-based learning research, this paper examines and categorizes observations about game elements used in published papers (n = 114) where serious and digital games were tested in language education settings. Game element analysis reveals that (1) the most frequently occurring elements in digital game-based language learning (DGBLL) are feedback, theme, points, narrative, and levels; (2) even though there was significant variance in the number of elements observed in DGBLL, both the bespoke and off-the-shelf games show similar high-frequency elements; (3) DGBLL has been applied to vocabulary acquisition and retention in many cases, but lacks implementation and testing in input and output language skills; (4) although there is some consensus on the most frequent elements, the design patterns of common elements according to age group and target language skill show considerable variance; (5) more research is needed on less common design elements that have shown promise in encouraging language acquisition. The synthesis of information from the collected papers contributes to knowledge regarding DGBLL application design and will help formulate guidelines and detect efficacy patterns as the field continues to grow.
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Grufstedt, Ylva. "Counterfactual History and Game Design Practice in Digital Strategy Games." Ennen ja nyt: Historian tietosanomat 21, no. 1 (January 19, 2021): 86–91. http://dx.doi.org/10.37449/ennenjanyt.97478.
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Prado, Luciana Augusta Ribeiro do, Fabíola de Azeredo Missel, and Dulce Márcia Cruz. "Game design e educação: formação docente e produção de jogos para alfabetização." REVISTA INTERSABERES 15, no. 36 (November 10, 2020): 988–1009. http://dx.doi.org/10.22169/revint.v15i36.1754.
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RESUMO Desde o século XX, os jogos digitais são protagonistas das transformações tecnológicas intensas que, por meio da convergência das mídias, promovem mudanças na comunicação e na aprendizagem na cultura digital. Em muitas escolas, já é comum o uso de jogos digitais pelos professores em suas aulas. No entanto, eles desempenham o papel de usuários e não de sujeitos ativos na autoria de jogos. Neste sentido, este artigo parte do pressuposto de que isso ocorre, entre outras razões, pelo fato de os professores não conhecerem o processo de produção, ou seja, o game design. Nossa proposta é refletir sobre o game design e a formação docente, argumentando que o desenvolvimento de jogos pode ampliar a utilização desse artefato da cultura digital nas práticas pedagógicas. Para alcançar esse objetivo, o texto descreve as atividades de produção de protótipos de jogos digitais (em forma de tabuleiro), desenvolvidas por pós-graduandos na disciplina Game design e Educação, ofertada no Programa de Pós-Graduação em Educação, da Universidade Federal de Santa Catarina, no ano de 2018. Para análise, foram selecionados os jogos produzidos com temática de alfabetização e letramento, tendo em vista as demandas educacionais relativas ao analfabetismo funcional no Brasil. Concluímos que a formação do professor para o game design ― criação e elaboração de jogos vinculados ao planejamento pedagógico ― contribui também para o protagonismo estudantil na autoria dos games. Palavras-chave: Game design; Prototipagem; Alfabetização e letramento; Formação docente. ABSTRACT Since the 20th century, digital games have been protagonists of the intense technological transformations that promote changes, through media convergence, in communication and learning in digital culture. In many schools, it is common for teachers to use digital games in their classes. However, they play the role of users rather than active subjects in game authoring. Thus, this article assumes that this happens, among other reasons, because teachers do not know the process of game production, that is, the game design. Our aim is to reflect on game design and teacher training, arguing that game development can broaden the use of this digital culture artifact in pedagogical practices. In order to achieve that goal, the text describes the digital game prototypes production activities (board-shaped) developed by postgraduates enrolled in Game design and Education subject, offered at the Graduate Program in Education, from Universidade Federal de Santa Catarina, in 2018. For the analysis, literacy games were selected, considering the educational demands related to functional illiteracy in Brazil. We conclude that teacher training in game design — game development linked to the pedagogical planning — also contributes to the student protagonism in games authoring. Keywords: Game design; Prototyping; Literacy; Teacher Education. RESUMEN Desde el siglo XX, los juegos digitales han sido protagonistas de las intensas transformaciones tecnológicas que, a través de la convergencia de los medios digitales, promueven cambios en la comunicación y en el aprendizaje en la cultura digital. En muchas escuelas, ya es común que los maestros usen juegos digitales en sus clases. Sin embargo, ellos desempeñan el rol de usuarios, en lugar de sujetos activos en la creación de juegos. En este sentido, este artículo supone que esto ocurre, entre otras razones, porque los maestros no conocen el proceso de producción de juegos, es decir, el Game design. Nuestra propuesta es reflexionar sobre el Game design y la formación docente, argumentando que el desarrollo de juegos puede ampliar el uso de este artefacto de la cultura digital en las prácticas pedagógicas. Para lograr este objetivo, el texto describe la producción de prototipos de juegos digitales (en forma de tablero) por parte de estudiantes de postgrado en la disciplina Diseño de Juegos y Educación, ofrecida en el Programa de Postgrado en Educación de la Universidade Federal de Santa Catarina, en 2018. Para el análisis, fueron seleccionaron los juegos producidos con el tema de la alfabetización y la literacidad, considerando las demandas educativas relacionadas con el analfabetismo funcional en Brasil. Llegamos a la conclusión de que la formación del maestro para el diseño de juegos ― creación y elaboración de juegos vinculados a la planificación pedagógica ― también contribuye para el protagonismo del estudiante en la producción de los juegos. Palabras-clave: Game design; Creación de prototipos; Alfabetización y literacidad; Formación docente.
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Callaghan, Melissa N., and Stephanie M. Reich. "Applying a Developmental Lens to Educational Game Designs for Preschoolers." International Journal of Mobile and Blended Learning 12, no. 2 (April 2020): 1–15. http://dx.doi.org/10.4018/ijmbl.2020040101.
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Preschool-aged learners process information differently from older individuals, making it critical to design digital educational games that are tailored to capitalize on young children's learning capabilities. This in-depth literature synthesis connects features of digital educational game design - including visuals, feedback, scaffolding challenge, rewards, and physical interactions to how young children learn. Preschoolers' interests and abilities (e.g., limited attention-span, early reading skills, etc.) are different than older users. As such, developmental science should be used to guide the design of educational games from aesthetic decisions that capture preschoolers' initial interest (e.g., meaningful characters) to carefully select end-of-game rewards (e.g., leveling up). This article connects learning and developmental science research to the design of digital educational games, offering insights into how best to design games for young users and how to select developmentally appropriate games for children.
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Akkaya, Sümeyra, and Metin Kapıdere. "How do digital games utilization levels predict a teacher’s digital material development self-efficacy?" World Journal on Educational Technology: Current Issues 13, no. 2 (April 30, 2021): 322–35. http://dx.doi.org/10.18844/wjet.v13i2.5716.
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This study is a correlation research that aims to reveal whether digital material game usage sub-dimensions, gender, school level, in-service training for education in the digital environment, digital game playing status, devices and remote education variables, are significant predictors of digital material development self-efficacy level sub-dimensions. The study group consisted of 330 teachers. The study group consists of voluntary teachers from all education levels who provide remote education during the pandemic in Malatya city in the 2020–2021 academic year. This study found that there is a negative relationship between teachers’ seniority and Web 2.0 development self-efficacy; a positive significant relationship between attitudes to use digital games in the class and Web 2.0 development skills; higher design self-efficacy perception in teachers with in-service training compared to those who did not have in-service training; higher design self-efficacy for teachers with high attitude towards using digital games in class; and negative attitudes towards digital games increased as the negative perspective towards digital material development self-efficacy increased. Experimental and qualitative studies regarding digital game-based digital teaching material efficiency can be recommended.
Keywords: Digital games, digital material, material development, COVID-19 pandemic, self-efficacy.
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Barbara, Jonathan. "Measuring User Experience in Board Games." International Journal of Gaming and Computer-Mediated Simulations 6, no. 1 (January 2014): 64–79. http://dx.doi.org/10.4018/ijgcms.2014010105.
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Measuring user experience in board games is broadly unexplored with research mainly focused on digital games. This paper assesses the suitability of using a questionnaire, developed for digital games, for use on board games - thus providing a common measure of user experience between board and digital games. The study involved play testing a themed board game with undergraduate computing students and alumni, measuring user experience via the Games Experience Questionnaire whilst testing for reliability and validity. Findings obtained high scores in both criteria, suggesting that the GEQ is a suitable tool to measure user experience in board games and thus a valid candidate for comparing game design across varied game media such as digital and board games.
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Sousa, Micael. "Serious board games: modding existing games for collaborative ideation processes." International Journal of Serious Games 8, no. 2 (June 4, 2021): 129–46. http://dx.doi.org/10.17083/ijsg.v8i2.405.
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Modern board games are booming, exploring new design elements, and providing dynamics that can support unique experiences. Serious game approaches can benefit from these insights and novelty. With the appropriate adaptation, modern board games may become flexible and cheaper ways to use and prototype serious games. Exploring these games and player engagement can support digital game design. Digital game designers may learn from modern board games to playtest player engagement and build prototypes for their serious games. This paper describes an experience with several adapted modern board games aiming to create a “Light Collaborative Ideation Process”, supported by the “Engagement Design” model and “The big five personality traits”. The game session objectives concerned fostering collaboration and ideation among participants in an informal meeting. The session successfully supported the potential of using modern board games, although showing the limitations and future developments required to benefit from the modding approach.
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Hill, Valerie. "Digital citizenship through game design in Minecraft." New Library World 116, no. 7/8 (July 13, 2015): 369–82. http://dx.doi.org/10.1108/nlw-09-2014-0112.
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Purpose – This study aims to describe a library project exploring innovative options for embedding information literacy skills in the elementary school library by utilizing Minecraft, a virtual world three-dimensional (3D) building game environment. Design/methodology/approach – The small-scale descriptive study, with a follow-up survey, focuses on a group of fifth-grade students in an after-school technology club facilitated by the school librarian. The students designed and built a 3D virtual world library game for younger students to help them learn digital citizenship and information literacy. Findings – Analysis of observations, interviews and videos indicated that students were highly engaged in learning information literacy elements throughout all stages of the project from design, building, implementation and testing of younger students. Research limitations/implications – Although the small number of students enrolled in the club is a limitation, the feedback provided strong evidence of motivation for learning through gamification. Further research could assess learning outcomes with the curriculum, specifically for digital citizenship and information literacy. Practical implications – Embedding information literacy into a 3D world allows students to learn computer code, mathematics, game design, and fosters collaboration while demonstrating digital citizenship. Social implications – Game design requires teamwork, a real-life skill essential for students entering the work force. Originality/value – Few articles share student-designed solutions of critical information literacy needs. This study exemplifies constructivist learning in a gaming environment.
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Soyluçiçek, Seza. "The situation and importance of game interface design education in Turkey and a lesson proposal." Global Journal of Arts Education 7, no. 4 (December 29, 2017): 93–98. http://dx.doi.org/10.18844/gjae.v7i4.2894.
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Digital gaming industry has been an entertainment area that, since the mid 20th century, has come into prominence and distinguished itself in the game industry. Digital games have come a long way and reached large numbers of users since the time they got into the market. As for the digital game industry, the education of game design, along with the game production, is given high importance especially in USA and Europe. In these countries, game interface design with regards to programming and aesthetically designing is given place in the bachelor and master’s degree education. It can be said that, in Turkey, the number of researches in this field, lessons and game companies has been increasing in recent years. However, it’s clear that as a country, we have to come into prominence more in the international game field. As the necessity of developing more appealing, qualified and unique game interfaces is known, game companies are to act responsibly during the game interface design process. In terms of the creation of scenes, characters, environments, animations and the usage of the game engines, more professional tools and techniques are used and more original game designs are pursued nowadays. With regard to this, it’s clear that the need for qualified graphic designers to design aesthetically successful game interfaces has been increasing and will continue to. It’s seen that game design lessons have started to be given at bachelor and master’s degree programs at Universities in Turkey. Yet, the lessons are mostly on game programming at departments such as computer engineering. Game interface design lessons, on the other hand, are given at certain universities. In this study, the proposal of a game interface design lesson that can take place in the curriculum of Visual Communication Design or Graphic Departments of Fine Arts Faculties at Universities in Turkey is examined.
Keywords: Game interface design education, graphic design education, game design, curricula.
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Urban, Alex C. "Serious games for information literacy: a scoping review and design recommendations." Library Hi Tech 37, no. 4 (November 18, 2019): 679–98. http://dx.doi.org/10.1108/lht-01-2019-0010.
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Purpose The purpose of this paper is to provide an overview of the literature on digital games designed or adapted for information literacy instruction, as well as practical design recommendations. Design/methodology/approach The paper presents an analysis of a compiled set of peer-reviewed articles on games in the provision of information literacy instruction published between 2013 and 2018, categorized by game mechanics utilized. Findings Application of the inclusion criteria led to 12 papers considered relevant. Synthesis of the papers suggests that although studies indicate positive outcomes for information literacy games, such games continue to rely on transcription of declarative tasks to digital environments. Originality/value While previous literature reviews provide summaries on information literacy digital games, this paper not only presents an up-to-date review but also provides step-by-step instructions and worked examples for aligning information literacy learning mechanics with game mechanics.
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Soylucicek, Seza. "New generation console game technologies; Console game application supported with projection mapping." Global Journal of Arts Education 6, no. 4 (June 12, 2017): 120–25. http://dx.doi.org/10.18844/gjae.v6i4.1827.
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AbstractUp to now the relationship between console games and gamers has been restricted by limitations in screen size. The gradual enlargement of these sizes has accommodated for a technological boom in the development of game software programs, some of which have been hugely successful and had broad repercussions across both the gaming and technological landscape. In 2010, Microsoft and their Kinect team released an advertisement using projection mapping technique, which gave users an exciting preview of the future of game technology and provided inspiration for aspiring young game developers. With the help of new techniques, developers had the chance to produce artistically unique projects by creating a variety of different game experiences. Additionally, the enhancement of digital games, their interactive features, and the enlargement of the screens enabled users to experience a completely new level of immersion in their games. Each new development within the industry allows for new avenues of exploration and provides the potential to further refine and enhance successful techniques. Two creative examples of application adaptations are Microsoft’s Illumiroom and RoomAlive projects, which include a game experience which incorporates a large part of the user’s physical environment using reflective techniques. The world of gaming entertainment and the technological advancements which propel it, are constantly improving the experience of its users, and this study, which starts out with aforesaid improvements, further examines the relationship between new generation interactive console games, aesthetic aspects of game interface designs, Microsoft Kinect and Projection Mapping. In light of these, this study discusses the future opportunities of console development, the current industry innovators, and the potential immersive qualities of digital games.
Keywords: console game, game design, graphic design, game experience, game user interface design, projection mapping.
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Ferreira, Alessandro Luiz Stamatto, Juvane Nunes Marciano, Leonardo Cunha de Miranda, and Erica Esteves Cunha de Miranda. "Understanding and Proposing a Design Rationale of Digital Games based on Brain-Computer Interface: Results of the AdmiralMind Battleship Study." Journal on Interactive Systems 5, no. 1 (July 9, 2014): 1. http://dx.doi.org/10.5753/jis.2014.638.
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Brain-Computer Interfaces (BCIs) present great potential to the field of digital games, though the design of this kind of interface is still a challenge for most of the game designers and developers. In this work it is presented a literature review about digital games based on BCI, aiming to analyze the interaction design of these games, to identify the approaches applied, limitations and implications related to BCIs design. After the review, we accomplish a reflection about the design decisions involved in the development of digital games based on BCI. This approach leads to the construction of a design rationale developed to support the process of BCI-based games, with its use established on the design of a battleship game based on BCI. As contributions of this work, we highlight the literature review, design rationale and results of the study accomplished.
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Harvey, Alison, and Tamara Shepherd. "When passion isn’t enough: gender, affect and credibility in digital games design." International Journal of Cultural Studies 20, no. 5 (March 2, 2016): 492–508. http://dx.doi.org/10.1177/1367877916636140.
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Recent controversies around identity and diversity in digital games culture indicate the heightened affective terrain for participants within this creative industry. While work in digital games production has been characterized as a form of passionate, affective labour, this article examines its specificities as a constraining and enabling force. Affect, particularly passion, serves to render forms of game development oriented towards professionalization and support of the existing industry norms as credible and legitimate, while relegating other types of participation, including that by women and other marginalized creators, to subordinate positions within hierarchies of production. Using the example of a women-in-games initiative in Montreal as a case study, we indicate how linkages between affect and competencies, specifically creativity and technical abilities, perpetuate a long-standing delegitimization of women’s work in digital game design.
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Rooney, Pauline. "A Theoretical Framework for Serious Game Design." International Journal of Game-Based Learning 2, no. 4 (October 2012): 41–60. http://dx.doi.org/10.4018/ijgbl.2012100103.
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It is widely acknowledged that digital games can provide an engaging, motivating and “fun” experience for students. However an entertaining game does not necessarily constitute a meaningful, valuable learning experience. For this reason, experts espouse the importance of underpinning serious games with a sound theoretical framework which integrates and balances theories from two fields of practice: pedagogy and game design (Kiili, 2005; Seeney & Routledge, 2009). Additionally, with the advent of sophisticated, immersive technologies, and increasing interest in the opportunities for constructivist learning offered by these technologies, concepts of fidelity and its impact on student learning and engagement, have emerged (Aldrich, 2005; Harteveld et al., 2007, 2010). This paper will explore a triadic theoretical framework for serious game design comprising play, pedagogy and fidelity. It will outline underpinning theories, review key literatures and identify challenges and issues involved in balancing these elements in the process of serious game design.
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Wu, Min Lun. "Making Sense of Digital Game-Based Learning: A Learning Theory-Based Typology Useful for Teachers." Journal of Studies in Education 8, no. 4 (September 27, 2018): 1. http://dx.doi.org/10.5296/jse.v8i4.13022.
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Digital game-based learning (DGBL) has gained traction on various educational levels in recent years as educators continue to seek best practices and researchers keep conducting studies to investigate the affordances and constraints of such technology-mediated instruction. This paper discusses the intersections between the historical development of educational digital games and contemporary theories of learning. Resultant from the review, a typology of educational digital games consisting of four genres -- edutainment and educational game applications, serious games, commercial off the shelf and massive multiplayer online role-playing games, and educational game design tools--is devised to help teachers interested in digital games better understand the pedagogical processes and cope with challenges involved in implementing DGBL. The paper concludes with the importance that the implementation of different genres of educational digital games in instruction entails teachers’ usage of different pedagogical strategies in accordance with the chosen game genre and opportunities to teach subject area content.
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Butler, Yuko Goto. "Motivational elements of digital instructional games: A study of young L2 learners’ game designs." Language Teaching Research 21, no. 6 (December 25, 2016): 735–50. http://dx.doi.org/10.1177/1362168816683560.
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This article focuses on the design of digital instructional game (DIG) tasks for young second language (L2) learners. The aim of the study is to identify motivational task elements based on what children respond to positively in games and incorporate into their own L2 vocabulary learning game designs. Eighty-two sixth-grade students (ages 11–12 years) in Japan were first asked to identify game elements by examining existing games and then to design games incorporating DIG tasks of their own and peer-evaluate them. Building on previous work (Butler, 2015), the study uses a mixed-methods approach to examine how both task-intrinsic characteristics and implementation conditions were realized in innovative and engaging DIG tasks by children. Although the study focuses on young learners, the findings might be applied to any type of task, including both digital and physical tasks for adults as well as for children. The article concludes with suggestions for how to design instructional materials which allow individualized learning and encourage autonomy in order to cater to the genuine interests of learners and to invoke intrinsic motivation for learning.
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Bisadi, Maryam, and Alton Y.K. Chua. "DGIST: a digital game for international students' adjustment." Interactive Technology and Smart Education 11, no. 1 (April 14, 2014): 15–31. http://dx.doi.org/10.1108/itse-10-2013-0023.
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Purpose – This paper aims to explore the use of digital game to help international student to acquire adjustment-related information. Design/methodology/approach – The study introduces a digital game called Digital Game for International Student Training (DGIST) which is intended to satisfy important aspects of international students' information needs. To evaluate the efficacy of DGIST, a before-and-after with control experimental design was adopted. The experimental group students were exposed to DGIST, while the control group was given a paper-based document. A total of 80 participants were involved in the study. They were from nine different countries with average age of 26. The analysis of covariance was used to analyze the data collected. Findings – Statistical analyses reveal that there was a significant difference between DGIST and paper-based document in helping international students acquire adjustment-related information on post-test score. Originality/value – Although digital games have been developed for various subject areas, little attention has been focused on using digital games to address international students' adjustment issues. This paper thus represents a step towards an uncharted research territory.
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Iacovides, Ioanna, Anna Cox, Dominic Furniss, Katarzyna Stawarz, Charlene Jennett, and Anne Adams. "Supporting engagement in research through a game design competition." Research for All 3, no. 1 (February 21, 2019): 25–41. http://dx.doi.org/10.18546/rfa.03.1.04.
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Digital games are an engaging medium that have previously been used for communicating research to a variety of audiences. However, there is an opportunity for engaging people more deeply by involving them in creating games. This article reports on a game design competition, based on participatory design principles and game jam practices, which challenged university students to design games within the context of a research project. Based on their interpretations of research on human error in health care, teams created four games to be disseminated online to a wider public audience. We outline the competition format and reflect on the extent to which it was successful.
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Gintere, Ieva. "ART SPACE: AN EXPERIMENTAL DIGITAL ART GAME." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 5 (May 20, 2020): 649. http://dx.doi.org/10.17770/sie2020vol5.4817.
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The article examines the discourse concerning modern game theory and suggests a new method of research and knowledge transfer in the field of digital art game creation. The method is embodied in the new game Art Space that utilizes current research results in the field of contemporary aesthetics. Art Space is an experimental digital game that is being created in collaboration between researcher, Dr.art. Ieva Gintere (Vidzeme University of Applied Sciences, Latvia) and the game artist, Mag.art. Kristaps Biters (Liepāja University, Latvia) within the framework of a post-doctoral project. The concept of this new art game arises from the historical heritage of modern art. The aim of the game is knowledge transfer: the author has been carrying out research into contemporary digital games in order to transfer the results of the research to develop an appreciation and understanding of aesthetics in Art Game’s players. The game links aesthetics to art games by identifying modern trends such as pixel art, glitch, noise, and others. Due to the dearth of written information on the subject of modern art heritage in digital games, the study presents an innovative approach to art gaming explaining modern art’s cultural backgrounds. The methods used are audio-visual and stylistic analyses of games as well as studies of the existing literature. The project hopes to raise the interest of the wider public concerning contemporary art and music, point out the newest creative tendencies in art, and suggest potential changes in the language of art in the near future. This paper continues previously published research that helped to create the concept and design of Art Space, and focuses on the trends of photorealism and futurism.
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Fordham, Joseph, and Christopher Ball. "Framing Mental Health Within Digital Games: An Exploratory Case Study of Hellblade." JMIR Mental Health 6, no. 4 (April 18, 2019): e12432. http://dx.doi.org/10.2196/12432.
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Background Researchers and therapists have increasingly turned to digital games for new forms of treatments and interventions for people suffering from a variety of mental health issues. Yet, the depiction of mental illness within digital games typically promotes stigmatized versions of those with mental health concerns. Recently, more games have attempted to implement more realistic and respectful depictions of mental health conditions. Objective This paper presents an exploratory analysis of a contemporary game that has the potential to change the way researchers, practitioners, and game designers approach topics of mental health within the context of gaming. Methods A case study of Hellblade: Senua's Sacrifice was conducted using frame analysis to show how key design choices for this game present the potential for new ways of approaching games and mental health. Results A case study of Hellblade’s development shows how research-informed collaborative design with mental health practitioners, scientists, and individuals with mental health problems can lead to a realistic depiction of mental illness in games. Furthermore, the use of frame analysis demonstrates how to harness narrative, mechanics, and technology to create embodied experiences of mental health, which has the potential to promote empathetic understanding. Conclusions This paper highlights an exemplary case of collaborative commercial game design for entertainment purposes in relation to mental health. Understanding the success of Hellblade's depiction of psychosis can improve serious games research and design. Further research must continue to provide deeper analysis of not only games that depict mental illness, but also the design process behind them.
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Ivens, Sven, and Monika Oberle. "Does Scientific Evaluation Matter? Improving Digital Simulation Games by Design-Based Research." Social Sciences 9, no. 9 (September 9, 2020): 155. http://dx.doi.org/10.3390/socsci9090155.
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Grounded in a design-based research approach, the aim of this article is to determine whether scientific evaluations help to (a) identify and fix problems in educational interventions and (b) eventually foster a more effective and positive evaluated intervention. Therefore, data from a longer-term evaluation of short digital simulation games about the European Parliament for civic education in schools were used. The data included three cycles of interventions with pre- and post-evaluations starting with the first prototype in 2015/2016 (n = 209), the second cycle in 2017/18 (n = 97), and the last one in 2019/20 (n = 222). After each evaluation, major problems and critiques regarding the simulation game were discussed with the developers, and changes were implemented in the game design. The four most important problems, the processes by which they were improved and the reactions of the participants in the following evaluations are pointed out in the article. A comparison of the last and first evaluation cycle showed an overall improvement of the simulation game regarding its effectiveness in transferring EU knowledge and the participants’ general satisfaction with the simulation game. This study underlines the value of the design-based research approach for developing educational interventions and can be useful for further work on civic education measures and the implementation of digital simulation games.
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Tuomisto, Maiju, and Maija Aksela. "Design and evaluation framework for relevant chemistry-related educational card and board games." Lumat: International Journal of Math, Science and Technology Education 3, no. 4 (September 30, 2015): 429–38. http://dx.doi.org/10.31129/lumat.v3i4.1014.
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During the 21st century, new generations of both commercial board games and digital games have appeared, and in their wake, game-based learning has been extensively studied in recent years. There has also been some research on and development of card and board games for learning chemistry. Most of this research has been conducted in the field of regular and educational digital games. Many different classification, evaluation and assessment frameworks and tools are available for digital games. Few have been developed for card or board games, but many general rules for good educational games have been offered in research articles. Based on a literature review, a novel design and evaluation framework for card and board games for chemistry education on the lower secondary level has been developed. The aim of this framework is to help designers and teachers to design new educational card and board games, to support them in evaluating the viability of already existing chemistry-related educational games and instructing them in supporting student learning with a game.
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Frapolli, Fulvio, Amos Brocco, Apostolos Malatras, and Béat Hirsbrunner. "Decoupling Aspects in Board Game Modeling." International Journal of Gaming and Computer-Mediated Simulations 2, no. 2 (April 2010): 18–35. http://dx.doi.org/10.4018/jgcms.2010040102.
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Existing research on computer enhanced board games is mainly focused on user interaction issues and look-and-feel, however, this overlooks the flexibility of traditional board games when it comes to game rule handling. In this respect, the authors argue that successful game designs need to exploit the advantages of the digital world as well as retaining such flexibility. To achieve this goal, both the rules of the game and the graphical representation should be simple to define at the design stage, and easy to change before or even during a game session. For that reason, the authors propose a framework allowing the implementation of all aspects of a board game in a fully flexible and decoupled way. This paper will describe the Flexiblerules approach, which combines both a model driven and an aspect oriented design of computer enhanced board games. The benefits of this approach are discussed and illustrated in the case of three different board games.
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Watrall, Ethan. "Red Land/Black Land." Advances in Archaeological Practice 2, no. 1 (February 2014): 39–49. http://dx.doi.org/10.7183/2326-3768.2.1.38.
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AbstractWhile digital games are used for health intervention, language training, and science learning, there are few instances of games being used to teach archaeology. This is a missed opportunity, as narratives of exploration and discovery make archaeology well suited to digital games. This article discusses Red Land/Black Land, a prototype Civilization V mod (modification of an existing game) that allows players to explore both the process of cultural change in ancient Egypt and the construction of archaeological knowledge about ancient Egypt. As a case study of scholarly game design, the article explores the project’s development. Included is a discussion of play mechanics, the merits and process of modding, and the resources required to build games in academic environments. The article also discusses preliminary efforts to test the game in an undergraduate classroom. Ultimately, the article argues that digital games are powerful tools for communicating archaeology. Instead of falling under the glamour of commercial games, however, scholars should adopt cost effective approaches to game design, looking to mobile play, alternate reality games, modding, and browser based games to realize their vision. The article also argues that the actual process of designing a game is an excellent tool to teach archaeology.
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Wilhelmsson, Ulf, Tarja Susi, and Niklas Torstensson. "Merging the Analogue and the Digital: Combining Opposite Activities in a Mixed Media Game." Media and Communication 9, no. 1 (January 6, 2021): 17–27. http://dx.doi.org/10.17645/mac.v9i1.3203.
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While much of the games research field for the last two decades has focused on digital games, this article draws attention to the benefits of combining analogue and digital game components to cater for a serious but fun game experience. In this case, the game design provides a set of game rules for players, where the goal is to win by finding another player’s hidden treasure. But, the game also includes deceptive characters, initially unknown to the players, whose goal is to lure the players to reveal information, which will make a player lose the game. Hence, the players and the unknown characters are involved in opposite but intertwined activities. To describe the differing activities we use the activity system model found in Activity Theory. The theoretical conceptualisation, the game design and the play situation create what we term a <em>zone of experience</em> where young players can experience the consequences of sharing too much information. The game design mimics real world online interactions, but under safe off-line conditions. The zone of experience also creates the foundation for an ensuing activity that fits well within the concept of the zone of proximal development: A follow-up conversation under adult guidance of game experiences aimed at raising children’s online risk awareness.
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Marston, Hannah R. "Design Recommendations for Digital Game Design within an Ageing Society." Educational Gerontology 39, no. 2 (February 2013): 103–18. http://dx.doi.org/10.1080/03601277.2012.689936.
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Silva, Rubens Anderson de Sousa, Rossana Maria de Castro Andrade, João Bosco Borges Aragão Filho, Ismayle De Sousa Santos, Joseane De Oliveira Vale Paiva, and Bruno Sabóia Aragão. "Design and Evaluation of a Mobile Application for an Educational Card Game." Journal on Interactive Systems 11, no. 1 (December 9, 2020): 110–24. http://dx.doi.org/10.5753/jis.2020.763.
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Educational games can provide players with rich learning and socializing experiences through different interac-tion paradigms, such as board games, card games, and, more recently, hybrid (physical-digital) games. However, the process of making, maintaining, and evolving an educational analog game is not a trivial task. Balancing the game mechanics and dynamics to provide a pleasant and educational gaming experience can be very difficult to achieve. Furthermore, adding a digital component in the gameplay can disturb the experience of the game and learning ob-jectives, and this kind of insertion should be evaluated. This work then aims to report the process of developing and evaluating a mobile application for helping the gameplay of a card game that focuses on on teaching software testing concepts. Our primary concern during the development of the application was whether its insertion would compromise the learning process or the social experience of the card game. The developed application has the fol-lowing functionalities: point counter, dice scrolling, timer, and a summary of the rules. We designed and developed a first version of the application. Then, we evaluated the impact of its insertion on gameplay by applying the game assisted with the application with students from Computer Science and Computer Engineering courses and, after the end of the game, the participants answered questionnaires about the players’ experience and their impressions about the application. Based on the results, we perceived that the use of the application provided benefits to the players’ experience, although the evaluation highlighted some opportunities for improvement. Thus, we evolve the mobile application based on the comments gathered in this evaluation. This new version has improvements on user’s interface, aiming to provide a better user experience, and new functionalities. Furthermore, we assessed the second version and compared both versions of the mobile app in order to collect evidence regarding improvements in the game experience.
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Westecott, Emma. "Game sketching: Exploring approaches to research-creation for games." Virtual Creativity 10, no. 1 (April 1, 2020): 11–26. http://dx.doi.org/10.1386/vcr_00014_1.
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Digital games are a critical form in which makers express models of play that create meaning beyond entertainment. Game culture is pervasive and amidst a wider technological context that invites all our active participation provides one setting for creative self-expression. Games collapse the distance between makers and players in a uniquely active manner and whilst this paper centers on possibilities for game making, all players co-create their own gameplay experience, which holds potential for enacting individual agency. Based on experience introducing game design and development education at an art and design university over the past decade as part of the Digital Futures programme, this paper develops some early discussions around the concept of game sketching to both pedagogic and research-creation ends.
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White, Matthew M. "Designing Tutorial Modalities and Strategies for Digital Games." International Journal of Game-Based Learning 2, no. 2 (April 2012): 13–34. http://dx.doi.org/10.4018/ijgbl.2012040102.
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Contemporary digital games do little to help novice and disadvantaged players wanting to learn to play. The novice-expert divide is a significant barrier for entry for disadvantaged groups who want to play digital games; this is especially true for women (Jenson, Fisher, & De Castell, 2011). In response to this problem, three new tutorial modalities and strategies for World of Warcraft (WoW) were designed in an attempt to improve the existing tutorials. These new tutorials offered different modalities of instruction, as well as instructional strategies in assisting players. Results suggest that players react favourably to a faded or “just-in-time” instructional strategy, showing significantly increased motivation for play, engagement, and play mastery. Implications for game design, and specifically game tutorial design, are discussed.
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McEniry, Matthew, and Ryan Cassidy. "How the new generation of consoles have accelerated the need to preserve digital content – part 2." Library Hi Tech News 32, no. 2 (April 7, 2015): 10–13. http://dx.doi.org/10.1108/lhtn-09-2014-0081.
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Purpose – This two-part paper aims to expose the challenges and establish the necessity of preserving digital content, with a focus on console video games. Part two identifies the preservation challenges, methods of preserving digital content and the current efforts by preservation groups and organizations. Design/methodology/approach – Through a method of identifying a video game content which has been lost, or at risk of being lost, describing the challenges presented by the format, and addressing the current preservation efforts, this paper serves as a brief retrospective of the issues and a guide to extending the conversation. Findings – While preserving video game content faces many challenges due to copyright issues and risks associated with digital format, some institutions have made progress that other libraries can follow. Originality/value – With special attention to the non-gamer, the conversation on video game preservation continues by focusing on the challenges and current efforts.
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Patton, Ryan, Robert W. Sweeny, Ryan Shin, and Lilly Lu. "Teaching Digital Game Design With Preservice Art Educators." Studies in Art Education 61, no. 2 (April 2, 2020): 155–70. http://dx.doi.org/10.1080/00393541.2020.1738165.
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