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1
Friis, Nicolai. "Computer game based learning - SimComp." Thesis, Norwegian University of Science and Technology, Department of Computer and Information Science, 2005. http://urn.kb.se/resolve?urn=urn:nbn:no:ntnu:diva-9207.
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This report is the result of a computer architecture simulation game development project. The goals of the project were to develop conceptual ideas for a game that could be used in teaching computer architecture at a university level and develop a prototype of game. The game should be based on simulation and the BSPlab simulator. Two types of simulation games were identified; observer and participant. The observer type puts the player outside the simulation and the participant type puts the player inside the simulation. The observer type of simulation game was selected as best suited for a game about computer architecture and simulation. Three conceptual ideas for types of observer simulation games were developed; Computer Tycoon, which puts the player in charge of a company. Computer Manager, which puts the player in the role of manager of a computer team and Computer Builder, which lets the player construct a computer city. The Computer Manager idea was developed further. The player is put in the role of the manager of a computer team. The team competes in a league against other teams, playing a series of matches against each other. A ranking system shows how well the teams have done and in the end of the series a winner will be declared. This is similar to a football-league. A simple prototype of the Computer Manager idea was designed and implemented in Java for use in evaluation of the idea.
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De, Kock Elizabeth Catharina. "Game-based learning and library instruction." Diss., University of Pretoria, 2013. http://hdl.handle.net/2263/37275.
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The purpose of this study was to investigate to what extent a game can be used as an
instructional tool for library instruction.
In order to determine the effectiveness of the game for library instruction, it was necessary to
do literature research that included both subject fields. The research design therefore
includes a literature study on information literacy and a literature study on game-based
learning. The game was based on the Big6 information literacy model (Eisenberg, 2008).
An in-depth literature review on game-based learning was needed to determine which
criteria would be necessary to create a game for instructional purposes. An instructional
design process (DODDEL model) was used for the design of the game. The design and
layout of the game illustrated the application of the game-based learning criteria.
A single-case study method was used for the purpose of the study. A mixed-methods
approach with qualitative and quantitative questions and formative and summative
evaluation was used to collect data and evaluate the game.
The data analysis was done in Chapter 6. The data analysis indicates that games can be
used in an effective way for library instruction purposes. The comments seem to confirm the
findings of the literature review on game-based learning. The rating scale proved that the players were engaged during game play.
The findings of the study were discussed in the concluding chapter. Game-based learning
criteria and their application were described. The success and restrictions of the study were
indicated and discussed. Recommendations for further research in the subject fields were
made.Dissertation (MSc)--University of Pretoria, 2013.
gm2014
Information Science
unrestricted
3
Diab, Madeleine, Helge Fischer, Bettina North, Josefin Müller, and Maik Arnold. "Game-Based Learning in der beruflichen Bildung." TUDpress, 2020. https://tud.qucosa.de/id/qucosa%3A73708.
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Erfolgreiche Lehr- und Lernprozesse sind im Gegensatz zu impliziten und non-formalen Lernprozessen keine Zufallsprodukte, sondern Ergebnisse didaktischer Professionalität bei der Entwicklung von Lernsituationen. Es ist Aufgabe der Didaktik, die Bedingungen für erfolgreiches Lernen bzw. die Anwendung von Wissen im Alltag zu schaffen und zu schärfen. Damit werden u. a. die Konzepte Motivation, Emotionen und Lerntransfer adressiert.
4
Covalciuc, Marina, and Gautier Kerleguer. "Leadership Competencies Development through Game-Based Learning." Thesis, Linnéuniversitetet, Institutionen för organisation och entreprenörskap (OE), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-85164.
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In contemporary world, there is a constant need for leadership development. Technological advancements, excessive uncertainty and severe hostility on one hand and high expectations from subordinates, pressure from stakeholders on another hand force leaders to develop more skills and competencies in order to succeed. Leadership competencies represent a set of behaviours that are seen to be crucial to deliver desired outcomes. Organisations design competencies models that are used for diverse reasons within human resources management, such as employee selection, career development, succession planning, performance management and employee development. The current most common practices in leadership competencies development applied by organisations include coaching and mentoring, 360‐degree feedback, specific job assignments, networking, action learning, corporate case studies, computer simulations, experiential learning and of course classroom‐type leadership training. However, the future generation of employees are the nowadays youngsters whose life is widely influenced by technology. A specific interest among them is in online and computer-based games, on which they spend a considerable amount of time per week. Games in general were proven to be an effective tool for education among children and young adults, and were discussed to be useful for adults as well. Presented research is performed with the goal to create an understanding of the game-based learning approach to leadership competencies development. Our first ambition for the research was to find out what leadership competencies are most likely to be developed though GBL approach. We came to the results that GBL approach can be effective in developing social interaction competencies such as motivation, facilitation, coaching, effective communication, collaborative negotiation, effective teamwork and such cognitive competencies as strategic thinking, decision making, problem solving and technical competency. Our second aim for the research was to draw on a conceptual framework in form of an experiment to answer to the question of how effective is game-based learning for development of leadership competencies. The experiment model proposed in this conceptual paper was designed by us by putting together elements in form of such games as "Spaghetti Tower"; "Strategic thinking game with 8 players" for measurement and "Acquire" board game for development of the "strategic thinking" leadership competency.
5
DeRouin-Jessen, Renee. "GAME ON: THE IMPACT OF GAME FEATURES IN COMPUTER-BASED TRAINING." Doctoral diss., University of Central Florida, 2008. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3142.
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The term "serious games" became popularized in 2002 as a result of an initiative to promote the use of games for education, training, and other purposes. Today, many companies are using games for training and development, often with hefty price tags. For example, the development budget for the U.S. Army recruiting game, "America's Army" was estimated at $7 million. Given their increasing use and high costs, it is important to understand whether game-based learning systems perform as billed. Research suggests that games do not always increase learning outcomes over conventional instruction. However, certain game features (e.g., rules/goals, fantasy, challenge) might be more beneficial for increasing learner motivation and learning outcomes than other game features. This study manipulated two specific game features: multimedia-based fantasy (vs. text-based fantasy) and reward (vs. no reward) in a computer-based training program on employment law. Participants (N=169) were randomly assigned to one of the four experimental conditions or to a traditional computer-based training condition. Contrary to hypotheses, the traditional PowerPoint-like version was found to lead to better declarative knowledge outcomes on the learning test than the most game-like version, although no differences were found between conditions on any of the other dependent variables. Participants in all conditions were equally motivated to learn, were equally satisfied with the learning experience, completed an equal number of practice exercises, performed equally well on the declarative knowledge and skill-based practice, and performed equally well on the skill-based learning test. This suggests that adding the "bells and whistles" of game features to a training program won't necessarily improve learner motivation and training outcomes.Ph.D.
Department of Psychology
Sciences
Psychology PhD
6
Wendel, Viktor Matthias [Verfasser], Ralf [Akademischer Betreuer] Steinmetz, and Wolfgang [Akademischer Betreuer] Effelsberg. "Collaborative Game-based Learning - Automatized Adaptation Mechanics for Game-based Collaborative Learning using Game Mastering Concepts / Viktor Matthias Wendel. Betreuer: Ralf Steinmetz ; Wolfgang Effelsberg." Darmstadt : Universitäts- und Landesbibliothek Darmstadt, 2015. http://d-nb.info/111191060X/34.
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Wendel, Viktor [Verfasser], Ralf [Akademischer Betreuer] Steinmetz, and Wolfgang [Akademischer Betreuer] Effelsberg. "Collaborative Game-based Learning - Automatized Adaptation Mechanics for Game-based Collaborative Learning using Game Mastering Concepts / Viktor Matthias Wendel. Betreuer: Ralf Steinmetz ; Wolfgang Effelsberg." Darmstadt : Universitäts- und Landesbibliothek Darmstadt, 2015. http://nbn-resolving.de/urn:nbn:de:tuda-tuprints-46541.
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Costa, Liliana Filipa Vale. "Game-based learning for active ageing: co-designing, developing and assessing a game-based tool." Doctoral thesis, Universidade de Aveiro, 2017. http://hdl.handle.net/10773/23250.
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Doutoramento em Informação e Comunicação em Plataformas DigitaisCurrent demands for the Information and Communication Society often exclude certain groups either by their age, lack of participation in the labour workforce, health status or learning difficulties. In fact, active ageing and lifelong learning have been central issues for the Political Declaration and Madrid International Plan of Action on Ageing and the World’s Health Organisation. Although debate continues about the best strategies for increasing the participation of older adult citizens in economic, cultural and social affairs, few studies have addressed the potential of a game-based approach to encourage healthier habits, a sense of security and participation in society. The purpose of this mixed-method study is to assess the effectiveness of game-based learning to encourage active ageing. In this thesis, thirty-three adult learners (G0) at a University of Third Age were involved in the design process of two learning programmes (game-based learning – GBLP and computer-assisted learning – CALP). The field research deployed an array of longitudinal methods, including surveys, group discussions, and participant observation. Sixty adult learners at four Universities of Third Age were then assigned to three different groups: The Experimental Group (G1), who tested firstly the GBLP and then the CALP; The Comparison Group (G2), who tested firstly the CALP and then the GBLP; and the Control Group (G3) that did not take part in the intervention. Before and after each experiment, the participants were assessed on their perception of health-related wellbeing and quality of life, using the SF36v2 and WHOQOL-BREF scales. Semi-structured interviews with ten Subject Matter Experts from the Industry and the Educational Sector in the fields of Games, Human-Computer Interaction and Psychology and/or Ageing studies were carried out in order to get their perspective on the use of games for learning and meet the challenges of the ageing process and changes in behaviours. Findings suggest that although no significant differences between the type of experiment undertaken by each group and their health-related wellbeing and quality of life were observed, there were significant differences between the group type and their perception on mental health (F(2,57) = 3.771, p= .029) and general health-related wellbeing (F(2,57) = 5.231, p= .008) in which the GBLP showed improvements relative to the CALP. When designing such learning programme, the environment, mental and psychological wellbeing and quality of life domains should be considered whereas metamemory, immediate feedback, context-aware challenges, storytelling/bios and role-playing, imagery-based techniques and social engagement are important design factors to foster the participants’ confidence to solve daily-life problems, decrease ageing bias and encourage participation in society. Two prototypes of the learning programmes are provided as a result of the co-design sessions and a set of design recommendations are also included.
As exigências atuais que decorrem da Sociedade da Informação e Comunicação, por vezes, excluem certos grupos, quer pela idade, quer por não fazerem parte da população ativa, quer pelo estado de saúde ou dificuldades de aprendizagem. De facto, o envelhecimento ativo e a aprendizagem ao longo da vida têm sido temas centrais da Declaração Política de Ação Internacional para o Envelhecimento de Madrid e da Organização Mundial de Saúde. Apesar de, recentemente, se ter verificado um interesse crescente na utilização de estratégias que visem responder aos desafios de uma sociedade envelhecida, grande parte dos estudos parece não considerar os jogos como estratégia de aprendizagem para motivar hábitos saudáveis, segurança e participação na sociedade. Trinta e três alunos de uma Universidade Sénior (G0) foram envolvidos no processo de design de dois programas de aprendizagem (baseado em jogo – GBLP e assistido por computador – CALP). O trabalho de campo teve como base os seguintes métodos longitudinais: inquérito, discussões em grupo e observação participante. Sessenta alunos de quatro Universidades Sénior foram posteriormente divididos em três grupos: Grupo Experimental (G1) que testou primeiro o GBLP e depois o CALP; Grupo de Comparação (G2) que testou primeiro o CALP e depois o GBLP; e o Grupo de Controlo (G3) que não teve intervenção. Antes e pós cada experiência, foi avaliada a perceção sobre o bem-estar de saúde e qualidade de vida, utilizando as escalas SF36v2 e WHOQOL-BREF. Entrevistas semiestruturadas foram também concretizadas com dez especialistas da Academia e Indústria nas áreas dos Jogos, Interação Homem-Máquina, Psicologia e Envelhecimento, de modo a obter as suas perspetivas sobre o uso de jogos e mudanças comportamentais e envelhecimento ativo. Os resultados sugerem que embora não tenham sido encontradas diferenças estatisticamente significativas entre grupos sobre o estado de bem-estar sobre saúde e qualidade de vida, verificaram-se diferenças entre cada grupo e perceção sobre a saúde mental (F (2,57) = 3.771, p = .029) e bem-estar geral (F (2,57) = 5,231, p = 0,008) em que GBLP foi eficaz em relação ao CALP. Relativamente ao design de jogos, os fatores ambiente, bem-estar mental e psicológico dos domínios de bem-estar e qualidade de vida devem ser considerados, enquanto os fatores de design como metamemória, feedback imediato, desafios adaptados ao contexto, narrativa e bios dos personagens, imagética e engagement social são importantes para aumentar a confiança dos participantes na resolução de problemas do dia-a-dia, diminuir o medo de envelhecer e incentivar a participação na sociedade. Dois protótipos que resultam das sessões de co-design são apresentados tais como um conjunto de recomendações para o seu desenvolvimento.
9
Tobar, Muñoz Hendrys Fabián. "Supporting technology for augmented reality game-based learning." Doctoral thesis, Universitat de Girona, 2017. http://hdl.handle.net/10803/450519.
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In this thesis, Augmented Reality Game-Based Learning (ARGBL) is explored and arguments are given in favor of its application in the classrooms. The thesis explores the concept and proposes technologies, theories and recommendations to help teachers and designers to include it in their learning activities.
Here, the thesis shows a state of art on AR and GBL showing the previous works that support its application. This state of art also shows the strategies that have been used to design and create AR and GBL experiences
An exploratory scenario is shown where an ARGBL game was used for a reading comprehension activity in a classroom; an AR book involving a game was used.
The thesis proposes a method named “Co-CreARGBL” that is meant to guide teachers and professional designers in the creation, deployment and evaluation of ARGBL experiences. Finally. the thesis argues for the validity of the methodEn esta tesis el Aprendizaje Basado en Juegos con Realidad Aumentada (ARGBL) se explora y se presentan argumentos en favor de su aplicación. La tesis explora el concepto y propone tecnologías, teorías y recomendaciones que ayudan a profesores y diseñadores a incluir el ARGBL en sus actividades de aprendizaje. Contiene un estado del arte en AR y GBL mostrando conceptos y trabajos relacionados. Este estado del arte también muestra estrategias que han sido usadas para diseñar y crear experiencias de AR y GBL. Se describe un escenario exploratorio donde un juego ARGBL fue usado en una actividad de comprensión de lectura en un salón de clase; un libro con AR que incluía un juego fue desarrollado y usado. La tesis propone un método para guiar a profesores y diseñadores en la creación, despliegue y evaluación de experiencias ARGBL. Finalmente, la tesis argumenta en favor de la validez del método
10
Martens, Alke. "Game-based Learning : der Prof. mit der Pappnase?" Universität Potsdam, 2009. http://opus.kobv.de/ubp/volltexte/2009/2963/.
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Game-based Learning und Edutainment sind aktuelle Schlagworte im Bereich der Hochschulausbildung. Zunächst verbindet man damit die Integration einer Spiel- und Spaßkultur in die herkömmlichen Lehrveranstaltungen wie Vorlesungen, Übungen, Praktika und Seminare. Die nachfolgenden Ausführungen gehen einer genaueren Begriffsanalyse nach und untersuchen, ob Game-based Learning und Edutainment tatsächlich neuartige Unterrichtsformen erfordern oder neue didaktische Überlegungen in bestehendes Unterrichtsgeschehen bringen – oder ob es nicht doch an einigen Stellen „alter Wein in neuen Schläuchen“ ist.
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Gåsland, Magne Matre. "Game Mechanic based E-Learning : A case study." Thesis, Norges teknisk-naturvitenskapelige universitet, Institutt for datateknikk og informasjonsvitenskap, 2011. http://urn.kb.se/resolve?urn=urn:nbn:no:ntnu:diva-13692.
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This thesis presents a case study of Game Mechanic based E-Learning. This is put forward as a new approach to E-Learning that tries to mimic games to harness some of their motivational properties. A prototype system was developed as a web application, using an Agile and Lean development approach.The system was evaluated with a class at the Norwegian University of Science and Technology.This was done to give an indication of the system's ability to make work with exercises more engaging and fun. To give context in this thesis, the growing trend of Gamification is unveiled and explained in detail.The major technological delivery posited by this thesis was the prototype, implementedas a web application (dynamic webpage). The major research acheivement was evaluatingrespondents perception of the system. It was discovered that the chosen Game Mechanicwas indeed considered to make work with exercises more engaging, although this effect wasmarginal. The evaluation was also used to arrive at a general definition for games.This definition can be used to distinguish Game Mechanics basedsystems from games. It also serves as a much needed guide to designing games andnon-game systems that tries to acheive similar motivational benefits as games.
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Haas, Jason M. (Jason Matthew). "SANCTUARY : asymmetric interfaces for game-based tablet learning." Thesis, Massachusetts Institute of Technology, 2013. http://hdl.handle.net/1721.1/91430.
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Thesis: S.M., Massachusetts Institute of Technology, School of Architecture and Planning, Program in Media Arts and Sciences, 2013.Cataloged from PDF version of thesis.
Includes bibliographical references (pages 109-119).
This thesis describes the production of Sanctuary, a multiplayer learning game to be played on two tablet computers. Sanctuary's principle innovation is the splitting of the user interface onto two tablets, separating player tools in separate roles and thus providing players with obtainable epistemologies. The designed intention of this interaction is to force communication and interaction and thus metacognition in players. By requiring players to express their beliefs about the game world to one another in language in order to be successful, the design of the game encourages players to formalize their intuitions and experiences. If this approach is successful, then it may be applied further to an increasing range of epistemological frames and better science education. This has the potential to build cooperative, thriving learning communities with shared experiences. The game was tested with a non-random stratified sample of high school students, suggesting new directions for the intervention, and demonstrating the value of co-design.
by Jason M. Haas.
S.M.
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Eftekhari, Zahra. "Preana: Game-theory Based Prediction with Reinforcement Learning." OpenSIUC, 2014. https://opensiuc.lib.siu.edu/theses/1552.
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We have developed a game-theory based prediction tool, named Preana, based on a promising model developed by Professor Bruce Beuno de Mesquita. The first part of this work is dedicated to exploration of the specifics of Mesquita's algorithm and reproduction of the factors and features that have not been revealed in literature. In addition, we have developed a learning mechanism to model the players' reasoning ability when it comes to taking risks. Preana can predict the outcome of any issue with multiple stake-holders who have conflicting interests in economic, business, and political sciences. We have utilized game theory, expected utility theory, Median voter theory, probability distribution and reinforcement learning. We were able to reproduce Mesquita's reported results and have included two case studies from his publications and compared his results to that of Preana. We have also applied Preana on Iran's 2013 presidential election to verify the accuracy of the prediction made by Preana.
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Silva, Renan Gomes Trindade da. "Game-based learning: Brincando e aprendendo conceitos de evolução com o game SPORE." Universidade Estadual da Paraíba, 2016. http://tede.bc.uepb.edu.br/tede/jspui/handle/tede/2434.
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Due to the numerous obstacles in the teaching of biological evolution and the inefficiency of traditional methods of learning for a generation that lives in a society where the flow of information is frantic and steady, because of digital technologies, there are large and intense challenges for teachers who They need to learn to use existing resources and enter new methodological practices to motivate students in their classes. Among these practices, we can highlight the game-based learning and gamification as efficient alternatives to solve this problem because the games are digital resources that can stimulate learning because of the obvious preference of students for existing interactivity and the dynamic these artifacts in relation to unilateral learning methods practiced in some schools. From this perspective, this research aimed to evaluate the use of SPORE, a commercial game, as a facilitator in introducing the concepts of evolution to students in the eighth grade of elementary school. The research was conducted in three schools from rural and urban zone of the cities of Campina Grande, Alcantil and district of Lagoa do Juca. To achieve the objectives of this research, it was divided into five stages: literary research, game analysis, application of the methodology in the classroom, intervention with teachers through a short course, production of a digital manual and data analysis. The analysis of the data made it clear that this game, despite its flaws, can serve as a tool to stimulate the learning of students and to promote interest in science, assisting in the introduction and discussion of biological evolution with elementary school students. However, signaled that although it has the potential to stimulate learning, teachers need, first, master the content, have ability to use digital resources and evaluate the resource previously before introducing it into the classroom. The research also showed that there are many factors that affect education in our country and not only with the implementation of digital resources such as games, that problems will be solved. Considering the analysis here woven, we hope that this research can contribute in some way to the SPORE and other games are used in the educational context.
Devido aos inúmeros obstáculos no ensino da evolução biológica e à ineficiência dos métodos tradicionais de aprendizagem para uma geração que vive em uma sociedade onde o fluxo de informação é frenético e constante, por causa das tecnologias digitais, surgem grandes e intensos desafios para os docentes que precisam aprender a utilizar os recursos atuais e inserir novas práticas metodológicas para motivar os alunos em suas aulas. Entre essas práticas, podemos destacar a game-based learning e a gamification como alternativas eficientes para resolver esse problema, pois os games são recursos digitais que podem estimular a aprendizagem devido à evidente preferencia dos alunos pela interatividade e pela dinâmica existentes nesses artefatos em relação a métodos unilaterais de aprendizagem praticados em algumas escolas. Nessa perspectiva, esta investigação objetivou avaliar a utilização do SPORE, um game comercial, como facilitador na introdução dos conceitos de evolução com alunos do oitavo ano do ensino fundamental. A pesquisa foi desenvolvida em três escolas da zona rural e da urbana das cidades de Campina Grande, Alcantil e Distrito de Lagoa de Jucá. Para atingir os objetivos desta investigação, ela foi dividida em cinco etapas: a pesquisa literária, análise do game, aplicação da metodologia em sala de aula, intervenção com os professores através de um minicurso, produção do manual digital e análise dos dados. A análise dos dados deixou claro que esse game, apesar de suas falhas, pode servir de ferramenta para estimular a aprendizagem dos discentes e promover o interesse pela ciência, auxiliando na introdução e na discussão da evolução biológica com alunos do ensino fundamental. Contudo, sinalizamos que, embora tenha potencial para estimular a aprendizagem, os professores precisam, primeiramente, dominar o conteúdo, ter destreza para utilizar os recursos digitais e avaliar o recurso previamente antes de introduzi-lo em sala de aula. A pesquisa mostrou, ainda, que existem muitos fatores que afetam a educação em nosso país e não é apenas com a implementação de recursos digitais, como os games, que os problemas serão resolvidos. Considerando as análises aqui tecidas, esperamos que esta investigação possa colaborar, de alguma forma, para que o SPORE e outros games sejam utilizados no contexto educacional.
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Deniozou, Thaleia. "Investigating the potential of mobile games as learning environments for independent adult skill development." Thesis, University of Edinburgh, 2016. http://hdl.handle.net/1842/22926.
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The research described in this thesis is grounded in the fields of independent adult learning, user experience for mobile applications and game design. It considers the case for mobile game-based learning in the context of informal microlearning and investigates the potential of mobile games to assist the independent skills development of adults. Initial research found that adults expressed positive attitudes towards the idea of learning with a mobile game, while even those who did not use mobile games recreationally appeared positive to using them if they perceived them as an effective way to develop their skills. Guidelines were then developed to inform the design of effective mobile learning games based on theories of adult learning, game-based engagement, mobile usability and mobile game design. These guided the development of a mobile game prototype aimed at assisting adults, speakers of English as a second language, to build their academic vocabulary. To evaluate the effectiveness of the prototype, a mixed methods approach combining quantitative and qualitative data collection instruments was utilised. Player engagement and system usability were measured rather than direct measures of learning outcomes. Overall the results were encouraging since evaluation participants were found to be engaged by the activity and able to easily pick up the game and play. Additionally, qualitative data on participants’ experiences and perceptions were collected, which supported initial research findings on the positive attitudes of adults towards using mobile games for learning. Though caution is recommended when generalising the evaluation results, the potential of mobile games for the independent learning of adults was supported. Overall this research offers a rationale for the use of mobile game-based learning, an insight into the nature of adult learners’ needs and their mobile devices usage patterns, a critical discussion on the type of learning that would be appropriate for the context, a set of guidelines for the design of mobile learning games, and finally a discussion of evaluation methods along with a collection of empirical data on the post-experiential attitudes of adults with regards to mobile games for learning.
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Esquivel, Karla Cristina Munoz. "Playphysics: an emotional student model for game-based learning." Thesis, Ulster University, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.582814.
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Game-based learning (GBL) environments introduced a new generation of Intelligent Tutor- ing Systems (ITSs) that provide personalised instruction by being constantly aware of stu- dent reactions to the system. Student motivation, attitudes, self-efficacy and affective state have been the key focus of such developments. Current models of student emotion have shown promise in laboratory environments. However, the problem of accurately recognising and inferring student emotions within learning environments persists. The majority of already existing computational models of student emotion employ cognitive theories that are not de- rived from the learning context. Control-value theory (Pekrun et al. 2007) assumes that control and value appraisals are the most meaningful for determining emotions in educational settings. Our proposed compu- tational emotional student model uses the Control-value theory for reasoning about learners' emotions in GBL environments settings. The main hypothesis is that this model will recog- nise student achievement emotions, i.e. emotions relevant to the educational context, with reasonable accuracy (not random). The definition, implementation and evaluation of our computational emotional student model in PlayPhysics, an emotional game-based learning environment for teaching physics, are discussed. Our emotional model is implemented with a dynamic sequence of Bayesian networks for representation of learners' achievement emo- tions. Probabilistic Relational Models (PRMs) are employed to facilitate their derivation. The Necessary Path Condition algorithm is employed in combination with Pearson correlations and Binary and Multinomial logistic regression for defining network structure. The Expecta- tion Maximisation (EM) learning algorithm is employed for network parameter learning. Our model employs answers to questions in-game dialogues, contextual variables and physio- logical variables for recognising student emotion. Results show a fair accuracy of classification of student achievement emotions for the PlayPhysics' emotional student model when only contextual and behaviour variables are considered (values of Cohen's Kappa in a range larger than 0.2 but lower than or equal to 0.4), which then improves when physiological variables, i.e. Galvanic Skin Response (GSR), are incorporated (values of Cohen's Kappa in a range larger than 0.4 and lower than or equal to 0.6). Our emotional model provides enhanced understanding about the factors involved in reasoning about emotion. PlayPhysics GBL environment is assessed to attain an enhanced understanding of the student experience of achievement emotions. Future work may focus on creating further game challenges, identifying enhanced predictors for control and value, e.g. using sentiment analysis and analysis of facial expressions. Numerous applications, in areas ranging from biology to e-commerce, are envisioned for the application of our ap- proach to create intelligible and dynamic genetic and emotional consumer data models.
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Norén, Thomas Terning. "musARum - A game based system for promoting reflective learning." Thesis, Norges teknisk-naturvitenskapelige universitet, Institutt for datateknikk og informasjonsvitenskap, 2014. http://urn.kb.se/resolve?urn=urn:nbn:no:ntnu:diva-27044.
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The main focus in this thesis was to develop a technological tool to make learning more fun, and to enable the students to reflect on their performance after partaking in an activity. In particular the main goals are: 1. Promoting an engaging user experience during a museum visit using mobile augmented reality. 2. Enabling students to reflect on their experience.Design choices were made on the basis of available theory, literature, and similar systems supporting reflection. The system was evaluated through usability testing, an expert evaluation, and a user evaluation in a realistic environment. The user evaluation turned out to be great success with more than 50 participants, and very few issues with the system itself.The work resulted in a mobile application utilizing augmented reality to engage students in a collaborative quiz, and a web-application which presents users with data collected during the activity to help them reflect on their experience and learn from it. This thesis, the developed system, and its evaluation contribute with an increased understanding of how technology can be used to promote reflection with young learners in order to improve their learning abilities.
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Piller, Yulia. "Factors influencing parental attitudes toward digital game-based learning." Thesis, University of North Texas, 2016. https://digital.library.unt.edu/ark:/67531/metadc849636/.
Full textAbstract:
The purpose of this non-positivistic mixed-methods study is to examine parental attitudes towards the use of computer and video games in their child’s classroom and to investigate how the sociocultural contexts in which parents live affect those attitudes.
The research was conducted using a mixed-methods triangulation design, including both quantitative and qualitative techniques. First, the study tried to identify which groups of parents were better positioned to accept and support digital game-based learning and which groups were less likely to have a positive attitude toward integrating digital games into the classroom. This study tried to determine if socioeconomic status, age, education level, and/or cultural background could serve as a predictor of parental attitudes toward digital game-based learning. Second, the study tried to recognize how social and cultural contexts in which parents live affect their attitudes toward digital games in the classroom.
Many researchers agree that parents play an important role in students’ and eventually, educators’ attitudes toward gaming. It has been argued that if parents accept a certain non-traditional (digital) learning tool, then their children would most likely have a similar attitude toward it. Parents might be the support system that educators need in order to ensure that students are able to see the educational value of video games and are willing to think critically and draw connections between what they learn in a gaming environment and core subject areas.
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Hess, Taryn. "COMPARISON OF LEARNING EXPERIENCES AND OUTCOMES BETWEEN A SERIOUS GAME-BASED AND NON-GAME-BASED ONLINE AMERICAN HISTORY COURSE." Doctoral diss., University of Central Florida, 2010. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/2108.
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The use of online courses continues to increase despite the small amount of research that exists on the effectiveness of online educational environments. The little research that has been conducted has focused on evaluating factors taken into consideration during the adoption of online learning environments. One notable benefit often cited is the ability to incorporate multimedia such as video games. Although game researchers and developers are pushing for the use of video games for educational purposes, there is a lack of research on the effectiveness of serious video games. When paring the increasing use of online educational environments, the push to use serious video games, and the lack of research on the effectiveness of online learning environments and video games, there is a clear need for further investigation into the use of serious video games in an online format. Based on current literature, no other known study has conducted an analysis comparing a serious game-based and non-game based online course; making this a unique study. The purpose of this study was to compare student learning experiences and outcomes between a serious game-based and non-game based online American History course. The data sources were data provided from Florida Virtual School (FLVS) and student and teacher interviews. Random samples of 92 students were statistically analyzed. A group of 8 students and 4 teachers were interviewed. FLVS data provided were analyzed using an independent t-test and the Mann-Whitney test and the student and teacher interview were analyzed using thematic analysis. Results of an independent t-test revealed that there was a significant (p < .01) difference in the mean number of days necessary to complete the course (MGB = 145.80, SDGB = 50.64, MNGB = 112.63, SDNGB = 49.60). The Mann-Whitney results indicated a significant difference between course performance and the type of American history course (Z = -5.066, p < .01); students in the serious game-based online course had an A average whereas students in the non-game-based online course had a B average. The thematic analysis of the relationship between student performance and motivation in both courses indicated that students and teachers of the game-based online course provided more reasons for student motivation than the students and teachers in the non-game-based online course. The thematic analysis of what aspects do students perceive as helpful and/or hindering to their learning indicated that students and teachers of the game-based online course provided more desirable, more helpful, less undesirable, and less hindering aspects for their course than the students and teachers in the non-game-based online course. As a result of the unique nature of this study, the findings provide new information for the fields of research on online learning, serious video gaming, and instructional design as well as inform instructional-designers, teachers, education stakeholders, serious video game designers, and education researchers.Ph.D.
Other
Education
Education PhD
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Diao, Zhuo, and Yuan Gao. "The feasibility of computer games in learning theory based subjects." Thesis, Högskolan i Gävle, Avdelningen för Industriell utveckling, IT och Samhällsbyggnad, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-17480.
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In the era of rapid development of science and technology wherethere has been an extensive development of computer games,The scope of this thesis is discussing the research on a computergame called “Treasure Hunt“, and it will establish whether acomputer game is helpful and has any advantage in learning asopposed to other traditional teaching methods. The aim of thisdocument is to let players interested in the history of Chinesecurrency learn more about it, and also to check the memory ofthe players through the real results of the survey we haveconducted. The thesis is also describing how to analyze andevaluate the result by the game and surveys to see if computergames can be considered as a helpful teaching aid. The game is a3D single player game. The main platform of game is creating inUnity3D .According to the survey results, the entertaining andteaching effectiveness of the game education is working verywell. Thus the author can conclude: computer games can bereally helpful in education.
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Lindberg, Jesper, and Andreas Reyier. "Utformningen av en utvärderingsmodell för utbildningsverktyg : Till hjälp för en tillämpning av Game Design Based Learning inom utbildning." Thesis, Högskolan Dalarna, Informatik, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:du-28171.
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Digitala spel i dagens samhälle blir allt vanligare och har de senaste åren börjat användas inom utbildning och undervisning runt om i världen. Att använda spel och teknologi inom en utbildning har både positiv och negativ påverkan på eleverna så väl som skolan. Teknikens positiva delar leder till en ökad motivation och engagemang bland eleverna men kan samtidigt leda till mer negativa delar, till exempel social isolering, dyra kostnader eller en distraktion som kan leda till att det påverkar andra kurser inom utbildningen negativt. Denna rapport syftar till att vara ett stöd vid val av utbildningsverktyg som ska användas i syfte för Game Design Based Learning (GDBL). Detta stöd består av en utvärderingsmodell som kan användas av exempelvis lärare som vill tillämpa GDBL i sin utbildning. Arbetet har utförts med stöd av forskningsstrategin design och skapande, där utvecklingen och framtagandet av en artefakt har skett. Utvärderingsmodellen har utformats med hjälp av den aktuella forskningsstrategin. Datainsamlingen för arbetet har skett genom sökning efter utbildningsverktyg, bland annat, på sökmotorn Google Search tillsammans med relevanta termer för arbetet, till exempel drag & drop. Vid tillämpning av GDBL samt valet av utbildningsverktyg gäller det att ta hänsyn till både de möjligheter som GDBL ger men även de negativa risker som finns. Utvärderingsmodellen har också testats på fem olika utbildningsverktyg för att validera utvärderingsmodellen. Dessa fem utbildningsverktyg är Scratch, Kodu Game Lab, Kahoot, Quizizz och Twine. Slutligen kom vi fram till att två av utbildningsverktygen passar bäst i ett utbildningssyfte. Dessa var Kahoot och Quizizz som är simpla frågesportsspel, det vill säga att dessa inte kräver utbildning eller programmering för att användas inom en undervisning. Detta baserades på ett påhittat scenario vilket var att hitta ett utbildningsverktyg för ett program som inriktar sig på grafisk design.Digital games in today's society are becoming more common and have in the past few years been used in education and teaching around the world. Using games and technology in an education has both positive and negative impact on the students as well as the school. The positive aspects of technology lead to increased motivation and commitment among the students, but at the same time can lead to more negative factors, such as social isolation, expensive costs or a distraction that may adversely affect other courses in education. This report aims to be a support in selecting educational tools to be used for Game Design Based Learning (GDBL). This support consists of an evaluation model that can be used, for example, by teachers who wish to apply GDBL in their education. The work has been carried out with the support of the research strategy design and creation, where the development and the production of an artefact has taken place. The evaluation model has been designed using the current research strategy. The data collection for the work has been done by searching for training tools, including the search engine Google Search, along with relevant terms for the work, such as drag & drop. When applying GDBL and the choice of training tools, it takes into account both the opportunities offered by GDBL, but also the negative risks that exist. The evaluation model has also been tested on five different training tools to validate the evaluation model. These five training tools are Scratch, Kodu Game Lab, Kahoot, Quizizz and Twine. Finally, we found that two of the training tools are the most suitable for educational purposes. These were Kahoot and Quizizz, which are simple quiz games, that is, they do not require education or programming to be used in a classroom. This was based on an established scenario, which was to find a training tool for a program that focuses on graphic design.
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Cao, Lu. "Learning Genetics in Game-Based Learning Environments: Productive Failure and the Transfer of Knowledge." Thesis, University of Sydney, 2020. https://hdl.handle.net/2123/23423.
Full textAbstract:
Although game-based learning (GBL) has been studied for over four decades, there are limited empirical results demonstrating significant learning of scientific knowledge and skills in K–12 classrooms using these approaches. This study explored an innovative learning design for GBL that employed a recent learning design called Productive Failure (PF). A GBL system with a PF design was developed to help students learn genetics, which is an important and challenging science subject in terms of its conceptual and mathematical characteristics. A quasi-experimental design was employed with the experimental group using the PF-GBL treatment and a comparison group using a direct instruction (DI-GBL) treatment. The pretest and posttest assessed (a) declarative genetics knowledge (b) explanatory genetics and mathematics knowledge, and (c) ability to transfer knowledge to solve novel problems within and across genetic domains. Two schools participated in the study, with School A having low academic background and School B with high academic background. Overall results revealed that for both School A and School B, students in the PF-GBL showed equivalent learning gains compared to those in the DI-GBL group on declarative genetics knowledge, explanatory mathematics knowledge, and far transfer (i.e., across domain transfer). However, the School A PF-GBL group significantly outperformed the DI-GBL group on the assessment of explanatory genetics knowledge, while the School B PF-GBL outperformed the DI-GBL group on solving near transfer (i.e., within domain transfer) problems. Overall, these findings indicate learning with the GBL system supported by PF is an effective way to help students from School A learn higher-order knowledge about genetics or to help students from School B promote near transfer. Limitations and future research are also discussed.
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Toro-Troconis, Maria. "Game-based learning for virtual patients in Second Life®." Doctoral thesis, Luleå tekniska universitet, Arbetsvetenskap, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:ltu:diva-25863.
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In the field of medicine, various representative simulations have been developed to support the decreasing number of learning opportunities with real patients; the use of virtual patients is among them. Virtual patients are real-life clinical scenarios used for the purpose of medical education. They usually follow a linear or branching approach and they are usually accessed via a computer browser or as part of a computer programme. The purpose of this thesis was to design, and develop a platform for the delivery of virtual patients following a game-based approach in the virtual world of Second Life®, investigating attitudes and gender differences among medical students at Imperial College London. Virtual worlds, such as Second Life®, are 3D spaces in which users meet and interact and in which learning opportunities can take place. Second Life® was selected for this study due to its popularity among UK Higher Education Institutions at the time of the development. The virtual patients’ activities were designed following game-based learning and pedagogic principles. The technical infrastructure was designed following a Component-Based System (CBS) structure as a distributed three tier architecture presenting information via a Heads-Up-Display (HUD). The first study carried out concentrated on the survey “My feelings when playing games” developed by Bonnano and Kommers (2008). The survey was comprised of 21 statements. Six statements related to the affective component, five statements are about perceived usefulness, six statements about perceived control and four statements about behavioral components. Two groups were involved, one accessing a virtual patient via Second Life® and the other via an e-module. This study involved 42 Year 3 undergraduate medical students (21 years old). The gender distribution of the respondents was 42.85% female (n = 18) and 57.14% male (n = 24). The tendency encountered in each group towards the different attitudinal components was analysed as well as gender-related attitudes. Both groups showed very similar results in relation to the Attitudinal Components. In general, females demonstrated a more positive attitude overall for the perceived usefulness component. Other studies looked at and contrasted, provided interesting thoughts and reflections on gender tendencies and game play. It was concluded that more inclusive and holistic studies in this area ought to be carried out in order to identify game play tendencies in professional-level simulation with adults at university level, which may counteract outdated perceptions about age and gender differences in game play. The second study described the use of the Nominal Group Technique (NGT) to assess students’ attitudes again. Two groups of undergraduate medical students (Yr 3, n=14) were invited to participate. The research question posed was: “In your opinion what are the advantages and disadvantages of learning in Second Life® compared with other methods?” The results provide a different perspective to the ones highlighted in the first study. Results from the first group focused on the learning experience highlighting its importance for clinical diagnosis as a structure for learning. The second group focused on the clinical exposure although they were ambivalent about the advantages of this type of delivery mode. In general, learners did not find the virtual patient activities challenging enough. The results of this thesis show that although a game-based learning approach was followed in the design of the virtual patient activities and interfaces, the repetitive linear presentation of the cases did not motivate the students enough, targeting only low-end Cognitive skills which may be more suitable for students in Year 1 and 2. The use of more challenging branching learning experiences, such as the ones developed by the PIVOTE authoring system are suggested for the delivery of virtual patients in clinical years. All the programming code used in the CBS has been released as open source, licensed under a Creative Commons Attribution-Non Commercial 3.0 License, in order to stimulate other interested parties in the development of similar applications in the virtual world of Second Life®.Godkänd; 2011; 20111110 (andbra); DISPUTATION Ämnesområde: Genus och teknik/Gender and Technology Opponent: Professor Jan Gulliksen, School of Computer Scicence and Communication, Kungliga Tekniska Högskolan, Stockholm Ordförande: Professor Ulf Mellström, Centrum för genusforskning, Karlstads universitet/ Luleå tekniska universitet. Tid: Fredag den 16 december 2011, kl 13.00 Plats: F531, Luleå tekniska universitet
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Methaneethorn, Jutima. "Towards motivation modelling within a computer game based learning environment." Thesis, Connect to e-thesis, 2008. http://theses.gla.ac.uk/250/.
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Thesis (Ph.D.) - University of Glasgow, 2008.Ph.D. thesis submitted to the Faculty of Education, Department of Educational Studies, University of Glasgow, 2008. Includes bibliographical references. Print version also available.
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Gamagedara, Arachchilage Nalin Asanka. "Security awareness of computer users : a game based learning approach." Thesis, Brunel University, 2012. http://bura.brunel.ac.uk/handle/2438/7620.
Full textAbstract:
The research reported in this thesis focuses on developing a framework for game design to protect computer users against phishing attacks. A comprehensive literature review was conducted to understand the research domain, support the proposed research work and identify the research gap to fulfil the contribution to knowledge. Two studies and one theoretical design were carried out to achieve the aim of this research reported in this thesis. A quantitative approach was used in the first study while engaging both quantitative and qualitative approaches in the second study. The first study reported in this thesis was focused to investigate the key elements that should be addressed in the game design framework to avoid phishing attacks. The proposed game design framework was aimed to enhance the user avoidance behaviour through motivation to thwart phishing attack. The results of this study revealed that perceived threat, safeguard effectiveness, safeguard cost, self-efficacy, perceived severity and perceived susceptibility elements should be incorporated into the game design framework for computer users to avoid phishing attacks through their motivation. The theoretical design approach was focused on designing a mobile game to educate computer users against phishing attacks. The elements of the framework were addressed in the mobile game design context. The main objective of the proposed mobile game design was to teach users how to identify phishing website addresses (URLs), which is one of many ways of identifying a phishing attack. The mobile game prototype was developed using MIT App inventor emulator. In the second study, the formulated game design framework was evaluated through the deployed mobile game prototype on a HTC One X touch screen smart phone. Then a discussion is reported in this thesis investigating the effectiveness of the developed mobile game prototype compared to traditional online learning to thwart phishing threats. Finally, the research reported in this thesis found that the mobile game is somewhat effective in enhancing the user’s phishing awareness. It also revealed that the participants who played the mobile game were better able to identify fraudulent websites compared to the participants who read the website without any training. Therefore, the research reported in this thesis determined that perceived threat, safeguard effectiveness, safeguard cost, self-efficacy, perceived threat and perceived susceptibility elements have a significant impact on avoidance behaviour through motivation to thwart phishing attacks as addressed in the game design framework.
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Aslan, Serdar. "Game Based Improvement of Learning Fractions Using iOS Mobile Devices." Thesis, Virginia Tech, 2011. http://hdl.handle.net/10919/32013.
Full textAbstract:
Education plays a pivotal role in shaping the future of any nation. Researchers, pedagogists, and teachers all over the world are constantly working towards improving the process of teaching at all levels of education in order to help impart knowledge in a more effective way. One of the most fundamental branches of education is mathematics. Unless a strong foundation is laid in childhood, it becomes difficult for adults to apply mathematics to their daily lives. Mathematics is such a field that it is integrated in most of our activities. Fractions, a mathematics topic, pose significant challenges for middle school students Although the students generally understand proper fractions (i.e., the numerator is smaller than the denominator), they find it very difficult to learn improper fractions (i.e., the numerator is greater than the denominator). One cannot do away with parts of mathematics curriculum, just because the concept is hard to grasp.
The solution is to come up with alternative methods to teach these concepts, such that they are easier to understand and more fun to learn. This thesis describes a digital game-based solution for teaching fractions to middle school students using iOS mobile devices, i.e., iPad, iPhone, and iPod Touch. We developed a universal iOS game, called Candy Factory, which runs on all iOS mobile devices. The game assigns the student the role of the owner of a Candy Factory and tasks the student to manufacture a candy bar to match the kind and size of a customer order from a whole candy bar that is retrieved from the warehouse. The game is created to teach fractions based on the concept of partitioning and iterating. The student performs various activities such as partitioning, iterating, and measuring to produce the candy bar to satisfy the customer requirements. The game consists of three levels, which help the student progress smoothly from easier problems to more difficult ones. The Candy Factory game, not only helps students learn the fundamentals of fractions, but also makes the learning process enjoyable.Master of Science
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Shearer, James D. "Development of a Digital Game-Based Learning Best Practices Checklist." Bowling Green State University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1303865257.
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Vieira, Carla Patrícia Pinto. "Digital game based learning." Master's thesis, 2017. http://hdl.handle.net/10400.26/24621.
Full textAbstract:
A Hotelaria pode combinar elementos de jogo e utilizá-los para induzir certos tipos de comportamento. As empresas podem através da gamification, motivar os seus trabalhadores para participar na aprendizagem e melhorar a sua produtividade (Negruşa et al., 2015).
Gamification na formação pode ser definida como a adição de elementos comumente associados com jogos para um programa educacional ou de formação, a fim de tornar o processo de aprendizagem mais envolvente (Negruşa et al., 2015).
O projeto tem como finalidade a elaboração de uma proposta de uma plataforma formativa assente em gamification, com conteúdos que respondam às necessidades de formação mais comuns nos estabelecimentos hoteleiros. E concretizou os seguintes objetivos: a) a definição das principais necessidades formativas existentes nas diferentes unidades, centradas em competências técnicas, standards de qualidade de serviço, línguas, técnicas de vendas, gestão de reclamações, mas também comportamentais; b) percecionou os principais obstáculos sentidos pelos gestores e trabalhadores na execução do plano formativo, como o downsizing das equipas, a rotatividade, a gestão de tempo e a desmotivação, e c) identificou a gamification aplicada à formação como uma estratégia motivacional e de adesão à formação.Hospitality can combine game elements and use them to induce certain types of behavior. Companies can use gamification, to motivate their employees to participate in learning and improve their productivity (Negruşa et al., 2015). Gamification in training can be defined as adding elements commonly associated with games to an educational or training program in order to make the learning process more engaging (Negruşa et al., 2015). The project aims the proposal of a training platform based on gamification, with contents that respond to the most common training needs in hotel establishments. And it achieved the following goals: a) the definition of the main training needs in the different units, centered on technical competences, standards of quality of service, languages, sales techniques, complaints management; and also behavioral competences b) perceived the main obstacles felt by managers and employees in the execution of the training plan, such as team downsizing, turnover, time management and demotivation, and c) identified the gamification applied to training as a motivational and engagement strategy to trainning.
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Wendel, Viktor Matthias. "Collaborative Game-based Learning - Automatized Adaptation Mechanics for Game-based Collaborative Learning using Game Mastering Concepts." Phd thesis, 2015. https://tuprints.ulb.tu-darmstadt.de/4654/7/VWendel_Dissertation_final__2015_07_21.pdf.
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Learning and playing represent two core aspects of the information and communication society nowadays. Both issues are subsumed in Digital Education Games, one major field of Serious Games. Serious Games combine concepts of gaming with a broad range of application fields: among others, educational sectors and training or health and sports, but also marketing, advertisement, political education, and other societally relevant areas such as climate, energy, and safety. This work focuses on collaborative learning games, which are Digital Educational Games that combine concepts from collaborative learning with game concepts and technology.
Although Digital Educational Games represent a promising addition to existing learning and teaching methods, there are different challenges opposing their application. The tension between a game that is supposed to be fun and the facilitation of serious content constitutes a central challenge to game design. The often high technical complexity and especially the instructors' lack of control over the game represent further challenges. Beyond that, the distinct heterogeneity of learners who often have different play styles, states of knowledge, learning speed, and soft skills, such as teamwork or communication skills, forms a pivotal problem. Apart from that, the vital role of the instructor needs to be taken into account.
Within the scope of this dissertation, the problems mentioned above are analyzed, concepts to solve them introduced, and methods developed to address them. The first major contribution contains the conceptualization of a framework for adaptation of collaborative multiplayer games as well as for the control of those games at run-time through an instructor using the Game Master principle. The core concept hereby addresses the design of a model to represent heterogeneous groups and to represent collaborative Serious Games.
Based on that, a novel concept for adaptation of collaborative multiplayer games is developed, implemented, and evaluated. Automatic recognition and interpretation of game situations, as well as determination of the most well suited adaptation based on the recognized situations, is a major challenge here. Further, a concept is developed to integrate an instructor in a meaningful way into the course of the game, giving him/her the necessary resources to recognize problems and to intervene and adapt the game at run-time.
Therefore, it will be taken into account that the elaborated concepts are applicable in a generic way independent of the underlying game.
The second major contribution of this work is the conceptualization and design of a simulation of players and learners in a collaborative multiplayer game that behave realistically based on a player, learner, and interaction model. This is supposed to enable an evaluation of the adaptation and Game Mastering concepts using freely configurable player and learner types.
The concepts introduced and developed within this thesis have been thoroughly evaluated using a twofold approach. As a test environment, a collaborative multiplayer Serious Game was designed and implemented. Within that simulation environment, the developed Game Mastering and adaptation concepts were assessed and tested with large sets of virtual learners.
Additionally, the concepts were evaluated with real users. Therefore, two different evaluation studies with a total of 60 participants were conducted.
The results of the conducted evaluations help to broaden the areas of application of Serious Games as well as to improve their applicability, hence raising acceptance among instructors. The models, architectures, and software solutions developed within this thesis thus build a foundation for further research of multiplayer Serious Games.
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Lin, Chia-Yeh, and 林佳曄. "Game-Based Learning Materials Design." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/75322339648958687019.
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碩士國立暨南國際大學
資訊管理學系
102
The concept of digital game-based learning is learning from games, while learners will be motivated by interactions and pleasantness, and the efficiency of learning will be also enhanced through learning knowledge from textbooks and skills freely.Concept mapping means learning by images that are like a jigsaw. It helps learners to achieve learning goals and assists learners in memorizing, realizing and linking while the tedium of verbal text is reduced. In this study, teaching materials based on entity relationship diagram of database for digital game-based learning and concept mapping are developed and established on the digital learning platform. The impacts of teaching materials of learning efficiency, pleasantness, satisfaction and continuance of using are reviewed. Through the experimental results, a remarkable difference of continuance use intention is showed between these two different teaching materials. This emphasizes the importance of increasing the continuous use intention.
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Franken, Cornelis J. "PSO-based coevolutionary Game Learning." Diss., 2004. http://hdl.handle.net/2263/30166.
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Games have been investigated as computationally complex problems since the inception of artificial intelligence in the 1950’s. Originally, search-based techniques were applied to create a competent (and sometimes even expert) game player. The search-based techniques, such as game trees, made use of human-defined knowledge to evaluate the current game state and recommend the best move to make next. Recent research has shown that neural networks can be evolved as game state evaluators, thereby removing the human intelligence factor completely. This study builds on the initial research that made use of evolutionary programming to evolve neural networks in the game learning domain. Particle Swarm Optimisation (PSO) is applied inside a coevolutionary training environment to evolve the weights of the neural network. The training technique is applied to both the zero sum and non-zero sum game domains, with specific application to Tic-Tac-Toe, Checkers and the Iterated Prisoners Dilemma (IPD). The influence of the various PSO parameters on playing performance are experimentally examined, and the overall performance of three different neighbourhood information sharing structures compared. A new coevolutionary scoring scheme and particle dispersement operator are defined, inspired by Formula One Grand Prix racing. Finally, the PSO is applied in three novel ways to evolve strategies for the IPD – the first application of its kind in the PSO field. The PSO-based coevolutionary learning technique described and examined in this study shows promise in evolving intelligent evaluators for the aforementioned games, and further study will be conducted to analyse its scalability to larger search spaces and games of varying complexity.Dissertation (MSc)--University of Pretoria, 2005.
Computer Science
unrestricted
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Lu, Cheng-Yu, and 呂承祐. "Adding Competitive Game-Based Learning to Cooperative Learning." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/25698526508292754017.
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碩士中原大學
資訊工程研究所
99
Most research has shown that cooperative learning improves students’ motivation and heightens their learning achievements. Yet in many cases, it is found that traditional cooperative learning processes can develop into centralized learning. The students not participating in discussions lose their motivation towards learning which in turn affects their achievements. In recent years, game-based cooperative learning has been used in teaching in order to attract students’ attention, to enhance their motivation, and to improve their achievement in learning. This paper discusses game-based cooperative learning as an attempt to improve traditional cooperative learning. In my research, it is shown that students concentrated on cooperative learning activities better when playing games. In order to win, they showed more interest in the contents of the assigned course, which resulted in higher self-motivation and thus improved their achievements in learning.
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CHIEN, CHEN-HSIN, and 陳信慊. "Game-based English Vocabulary Collaborative Learning." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/ejc479.
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碩士中原大學
資訊管理研究所
98
This study proposes to combine graffiti game vocabulary and incentive mechanism to attract learners to participate collaborative vocabulary learning. Their learning environment adopt RIA, development of basic technology network of vocabulary learning environment .If also has function of evaluations learning environment, English vocabulary graffiti games, incentive mechanism and collaboration function, motivation for vocabulary learners . Taiwan is a country that sees English as a foreign language, so there's a lack of English learning environment in Taiwan and if also lock the motivation of learning English learning will be less than ideal. E-learning can build a English learning environment, but the traditional e-Learning method can't interest learners. Because of that many English e-Learning, import teacher interaction, collaboration and other kinds of hybrid digital learning are some of the successful methods. This study build a fun collaboration English learning environment, using vocabulary graffiti games to attract learners to participate in collaborative learning, though incentive mechanism to increase the will of vocabulary learning. The assessment objective of this research is the motivation of learners English .Using ARCS as assessment element AHP architecture as method, assess the satisfaction of the evaluator. The results showed that the learning environment proposed by the research mainly needs attention on motivation. Secondly success opportunities and natural consequences, English vocabulary graffiti games combined incentive mechanism and collaborative learning and between them some motivations has complementary characteristics. Mainly to provide positive consequences , followed by success opportunities, familiarity and inquiry arousal.
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Guo, Ting-Lun, and 郭庭綸. "Integrating Game-based Learning and Problem-based Learning to Build Flipped Learning Platform." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/36542749616441681111.
Full textAbstract:
碩士淡江大學
資訊工程學系碩士班
103
At present, most students do homework that is the way of traditional. Teachers design homework in most cases. It lacks of interactivity, so that students with poor willingness learn and lack of thought. They wait for teacher to tell the next step. When students encounter new problems, because they lack the ability of interpreting the subject, they can’t effectively applied the knowledge on new problems. In this thesis, using game learning system to improve learning motivation, then using problem-based learning to design game problem. Through situational problem, students can interpret the meaning of problems and then solve the problem. In addition, students can view the self-learning process and build learning goal. Finally, they are able to reach self-directed learning. In this thesis, using item response theory to analysis the response of patients in questionnaires and further investigate its causes and subsequent coping. Using of the decision tree algorithm to analysis the correlation between students'' performance and game performance. Finding the factor of student learning efficiency through specify classification module. These factors can provide teachers and students with suggestions.
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TSENG, MEI-HUI, and 曾美惠. "Effects of the Physical Game-Based Learning and the Desktop Game-Based Learning on Elementary School Students' Learning Achievement and Learning Attitude." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/49273789324025598944.
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碩士育達科技大學
休閒事業管理系碩士班
104
Mathematics is not only the predecessor of science, but also the one often applied in daily life. Traditional lecture instruction, characterized by systematic repetition of concepts, is not always helpful for the improvement of the learning achievement in Mathematics and probably results in decreasing learning willing and learning motivation. Thereby, with conducting an 8-week quasi-experiment, this study aims at exploring the effect of three instruction strategies (i.e. the physical game-based learning, the desktop game-based learning and the traditional lecture instruction) on learning achievement and learning attitude. Experimental results from a Math course with 60 second-grade elementary school participants indicated that game-based learning significantly impacts participants’ learning achievement, as compared to the traditional lecture instruction. The physical game-based learning did significantly better than the desktop game-based learning and the traditional lecture instruction. Further investigating effects of the instruction strategies on the improvement of participants’ learning attitude indicated that the game-based learning performs significantly better than the traditional lecture instruction. The physical game-based learning performed the best, and then the desktop game-based learning and the traditional lecture instruction followed. Implications for practice and recommendations for future research are presented in this study.
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Chia-LingWu and 吳佳伶. "A Meaningful Learning Evaluation Method for Game-Based Learning." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/12524401716395008251.
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碩士國立成功大學
工程科學系專班
101
This case study examined Shengli Elementary School in the East District of Tainan City in order to assess the learning effectiveness of a game-based learning approach, based on the theory of meaningful learning. This paper adopts a macro perspective and uses questionnaires to explore whether game-based learning increased learner motivation. It also uses a micro perspective, based on the theory of meaningful learning and the characteristics of game-based learning, in order to develop a game-based learning evaluation model using the Analytic Hierarchy Process. Based on the results of this, system developers can assess the relative strengths and weaknesses of any game-based learning system from a meaningful learning perspective, and thus make improvements to it.
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KuoChunHuang and 黃國鈞. "Learning style and game-based network assessment." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/37086228631181178038.
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碩士國立新竹教育大學
數位學習科技研究所
99
Since game-based learning (GBL) in recent studies have been found limited in a small section or chapter of one single subject, this research tries to establish a game-based assessment learning system applicable for various subjects, such as Mathematics, English, and Chinese etc. Compared with traditional assessments, GBL is much more interesting and motivating, even though GBL costs more money and time. The GBL assessment system must be easy for students to use and be effortless for teachers to set the exam questions. And the most important thing is to make a real commercial web game of the GBL assessment system. In order to create a real GBL assessment game, the system is simply introduced to elementary school students in a short time, and the students may have the right to decide whether to use/play the “Game” or not. The results of this research are shown as below: 1.Parents are deeply concerned about the game which their children are playing. Parents will rest assured of it when they find their children are playing the game made by school teachers that its purposes are for assessment and learning. 2.Parents even encourage their children to play the “Game”, but still expect the game maker to design an anti-addiction mechanism (time limit) to avoid excessive exposure to computers, playing the game for too long. 3.Children are really aware that the system is for learning and assessment, but it seems to all students like a “Game”, and they are willing to spend their leisure/after-school time in the “Game.” 4.Through peer assessment of the system, students are highly motivated to learn and accordingly have higher correct answer rate in the GBL assessment. The GBL assessment system helps student master various subjects, like Mathematic, English and Chinese. It makes children feel happy by learning in an informal style. Teachers and parents as well feel satisfied at the positive influence of the system.
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Fan, Fang-Ling, and 范芳綾. "A WWW-Based Competitive Game Learning System." Thesis, 1997. http://ndltd.ncl.edu.tw/handle/20050085755844112434.
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碩士國立中央大學
資訊工程研究所
85
This thesis describes a distributed competition game system, called DWest, for learning. The system was implemented in Java on World Wide Web. DWest can be regarded as the fourth version of computer assisted system classic, West, originally implemented in Plato. The current design of the system is for a dyad on the Internet to play the game against each other. Any one who reaches the destination first will win the game. But in order to win, one has to answer multiple choice questions correctly. Experimental trails of the system show that students are highly motivated in using the system.
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Chiu, Chen-ping, and 邱鎮平. "Game-based Learning System: Interactive games design." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/55950227191520766422.
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碩士國立屏東教育大學
資訊科學系
100
In recent years, the mobile devices development very fast whether the Iphone, Ipad, Android smart phone or Tablet PC, and almost everyone have. Therefore, the mobile device application become more and more popular, the Google Play have more than 300 thousand applications, and application downloads in December 2011 reached 10 billion times. The game development is also fast, regardless of the single games, online games, mobile devices applications are very popular. Therefore, the learning content combine with the game and mobile devices, the users can learn anytime and anywhere, achieve the purpose of the mobile learning. In this study, we based on the game-based learning to design a mobile learning system combined with the interactive game and the android App.
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Shih, Yu-Cheng, and 施昱誠. "Incorporating Usability into Game-based learning systems." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/32792071476659187627.
Full textAbstract:
碩士國立中央大學
網路學習科技研究所
100
Nowadays, game-based learning has become popular because it can provide many benefits for student learning. For example, students’ motivation can be enhanced and their learning effectiveness can be promoted. However, existing research has not paid much attention to improving the usability of game-based learning systems. In this vein, this dissertation aims to incorporate usability into the design of game-based learning systems by conducting two studies. Study One examines an existing game-based learning system based on Nielsen’s ten heuristics while Study Two implement solutions for improving the usability of game-based learning systems. A set of guidelines, which are produced based on the results of Study One, are further verified by proposed two game-based learning systems in Study Two. One game-based learning system is implemented based on Nielsen’s ten heuristics and the implementation of the other game-based learning is on the basis of Nielsen’s ten heuristics as well as a new heuristic, i.e., sufficient game elements. An empirical study is conducted to examine learners’ reactions to the proposed game-based learning systems. The results show that the proposed game-based learning system which considers usability and sufficient game elements is generally appreciated by students.
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Yu-HanCheng and 程鈺涵. "CodeGame : A Game-Based Learning Platform forProgramming." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/n8vmx7.
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Chiang, Ming-Hsien, and 江明憲. "Using photon game server build multiplayer online game-based learning environment." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/29228038547511932774.
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碩士樹德科技大學
資訊工程系碩士班
102
In recent years, the rapid development and evolution of information technology, smart phones and tablet PCs have been increasingly popular development close to the point of manning a machine. This study builds online game-based learning system, using Unity 3D game engine and Photon game server consolidation application, build learning by game system. Question bank materials will be subject to import materials to make SQL Server Exam diverse learning environment, will start online game mode to promote learning effectiveness. Most scholars are very concerned about E-Learning and game-based learning, and E-Learning and game-based learning is widely used in the various disciplines. Most market-Digital game-based learning systems are single-player game, single study makes the boring, Will be a lack of motivation to learn in the future. No matter how a single player game and then design, after all, the single-player game using artificial intelligence is limited, aren’t like online games can be updated at any time, modify the game bug, and single game play to the final pattern of behavior will eventually be seen through, rules of the game will be cracked, then the game has lost playability. With the rapid development and evolution of technology, Internet is a necessity of life, the popularity of broadband networks and Smart phones and tablet PCs are increasingly popular, it is changing the way people use computers habit, so online gaming becomes synonymous with the hottest games, from google play pages, you can find almost will launch a new online game app one week. Undoubtedly, online game is an emerging industry, game software itself is a free service, it is the connection points of trafficking, providing an online virtual world, to meet a wide variety of players to imagine. Since the online game itself was derived in economic behavior, such as: virtual currency, virtual treasure, etc., these products can be used to make real currency trading exchange. This study to build a new multiplayer online game based learning environment, in order to avoid a single person making learning boring, and will cause a lack of motivation to learn in the future, it will be built using photon game server and the game ends with unity build game scene. Through the mobile network, and use readily available smart phones, tablet PCs convenience of game-based learning, so that students interested in increasing the willingness to learn and to avoid boring single player learning environment, and may invite side friends together to play games, to learn the main purpose of online gaming style.
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Chang, Kuei-hsiang, and 張逵翔. "Game Editor and Testing Management System for Online Game-based Learning." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/53137431756350872732.
Full textAbstract:
碩士靜宜大學
資訊傳播工程學系
100
Games have the potential for learning. Nowadays, Massively Multiplayer Online Role-Playing Game (MMORPG) becomes a trend to interact with players in real time and provides various kinds of game scenarios and cooperation opportunities. To develop a game is usually more time-consuming and laborious; however, using a game authoring tool will assist game designers in editing and managing game content more efficiently. The benefits of this approach include that game materials are reusable and the users do not need to have programming experiments. One of approaches to evaluate the learning performance is testing. Today, Computer-Based Testing has been adopted as evaluation tool in many examinations, such as TOEFL. All answering activities are completed by computers. The integration of game-based learning and computer-based testing makes it possible to learning by another way. In this thesis, we attempt to develop a game editor and testing management system for multiplayer online game-based learning. The developed system provides instructors to create different games for multiple curriculums. We hope that instructors are more flexibility on planning their learning materials and have a good balance between fun and learning by our authoring system.
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Lin, Guan-You, and 林冠佑. "The Impact of Different Media-Rich Learning Methods on Flow Experience and Cognitive Load—Game-based Learning versus Non-game-based Learning." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/3qgbj5.
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碩士國立臺灣師範大學
科技應用與人力資源發展學系
101
The purpose of this study was to investigate the impact of different media-rich learning methods on flow experience and cognitive load as well as the correlation between flow experience and cognitive load. The research subjects were first-year students of a general curriculum in a university. A total of 103 students participated in this experiment, 50 of them assigned to the experimental group (game-based learning) and while the remaining 53 to the control group (non-game-based learning). The main findings were as follows: 1. Students engaged in game-based learning had significantly better flow experiences than those engaged in non-game-based learning. 2. No significant difference in intrinsic cognitive load was observed between the two groups. 3. Compared to the control group, students engaged in game-based learning had significantly lower extraneous cognitive load and higher germane cognitive load. 4. Flow experience was significantly negatively related to intrinsic cognitive load and extraneous cognitive load but significantly positively related to germane cognitive load.
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Chen, Kuan-chang, and 陳冠璋. "A Digital Board Game Based Learning System for Authentic Learning." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/07096107919095363243.
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碩士國立中央大學
資訊工程研究所
99
In this paper, we embedded authentic learning content into a themed board game and presented them by a set of educational equipment- Digital Learning Playground (DLP). DLP applied the idea of mixed reality that students interact to the simulative situations, and also remain some hands-on experience with realia. With this device, we build a digital board game and require students and the teacher to join in to yield the best learning environment- proper assistance and peer cooperation. The showing resulting data depicts that the students were highly engaged and satisfied with learning through a gaming flow. With respect to learning performance, the assessing data indicates an effective learning has been achieved.
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Tseng, Hsueh-Ju, and 曾雪如. "Exploring the effects of web-based game-based learning and self-regulated learning." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/66839247406534732942.
Full textAbstract:
碩士世新大學
傳播管理學研究所(含碩專班)
98
Since the information technology evolves, e-learning changes the traditional learning environment into novel environment and allows people learn anytime and anywhere immediately with all mobile equipment to fit in with the modern society. Another new trend is to combine physical classroom and cyber classroom into mixture learning environment, which is why blended learning has become an important research topic in e-learning domain. The research focuses on how game-based learning (GBL) and self-regulated learning (SRL) promote the positive interactions between teachers, students and peers, and contribute to students’ learning effects. In this study, we conducted an experiment, which was conducted in the course of “Media Marketing Management”. The effects of GBL, SRL, and their combination on the students’ learning performances are analyzed with the quantitative and qualitative data of students’ learning. It is found that students who received the treatment of GBL and SRL in the blended learning (BL) environment had the significantly better learning effects than those received traditional GBL in the face-to-face classroom. Moreover, the treatments of web-enabled teaching methods were refined in the design experiment for the future research.
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Yang, Kai-Lan, and 楊凱蘭. "Effects of Game Theory With Digital Game-Based Learning on Sixth Graders’ Speed Class Learning Performance." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/hk4cwf.
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碩士國立臺北教育大學
數學暨資訊教育學系(含數學教育碩士班)
104
Digital Game-based learning have a positive impact on the performance of learning, attitudes and motivation in many learning areas. Thus, digital game-based learning has become one of the important teaching strategy now.Cooperative learning not only helps students obtain basic knowledge and skills, but also help them enhance high-level cognitive abilities. Some scholars put forward that other strategies should be imported in cooperative learning to enhance knowledge sharing between teams. This study hopes to import game theory for improving the sixth graders’ learning performance.To evaluate the effectiveness of the proposed approach,an experiment was conducted on an elementary school Mathematics course by assigning two classes of students to an experimental groups and a control group. The experimental group learned with the game theory integrated digital game-based learning system,while the students in the control group learned with the digital game-based learning system without using game theory strategy.The experimental results show that:1.The experimental group performed significantly better than the control group.2. This strategy enhance math learning attitude effectively in the experimental group.3. This strategy enhance cooperative learning attitude effectively in the experimental group.4. This strategy enhance the acceptance of digital game-based learning effectively in the experimental group. Students have more depth group discussions and better learning performance through this strategy.
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Chang, Hung-tien, and 張弘典. "Beenergy: a Game-based Learning on Energy Education." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/22mh24.
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碩士國立中央大學
網路學習科技研究所
96
Recent studies on energy education reveal that the textbooks about energy education domain are abundance in Taiwan, but the energy education subjects are usually distributed over textbooks of various subject domains so that the whole effect upon energy conservation is not meet the corresponding result. The energy education has been implemented in Taiwan for years, students'' knowledge of energy has been promoted, but the promotion of the active attitude has not reach a corresponding level. In this study, we proposed a new learning model, which combines the notations of situated learning and digital game-based learning. The new model was employed to develop a digital learning game – Beenergy. We try to use this digital learning game to have the “static” knowledge about energy become active and become relevant and promote learners’ motivation toward learning. An authentic experiment was also conducted to examine if the project mentioned above did effectively meet the aim of this study. What we learned from this study is as follow: 1. The game can help learners to facilitate their motivation. 2. The game can help learners to facilitate the awareness of the energy subject.
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Huang, Li Song, and 黃麗松. "Online Engineering Material Laboratory—Digital Game-Based Learning." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/76986824805774075502.
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碩士國立交通大學
土木工程學系
99
Engineering Material Laboratory is one of the basic courses of Civil Engineering for undergraduate students. The objective of the course is to introduce the properties and relationship between materials which later will greatly help students in other advanced Civic Engineering courses. In traditional Engineering Material Laboratory class, safety procedure, time management and experiment-material costs are the essential limitations, however, give students neither less nor even no chance to review or repeat the experiments from time to time. Using computer capacity and internet efficiency to create an online Civic Material Laboratory platform, this thesis attempts to overcome the restriction in traditional experiment course for students to be able to review the experiments anytime and anywhere. Furthermore, to increase students’ interest, this learning platform is designed as computer games. It’s aimed that through games, students learns the basic knowledge and skills of Civic Engineering students that shall have. Following, the system is verified via civil students and non-civil students. After work, comparing the grades of the pre-test to the post-test, the positive difference show that students’ learning effects are improving. The results of verification reveal that the system is useful for assisting students in learning the Engineering Material Laboratory course.
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Hsu, Chih-Yang, and 許智陽. "A Game-Based Mobile Learning System for Homeland." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/49280656197891146050.
Full textAbstract:
碩士國立新竹教育大學
資訊科學研究所
98
Hand-held devices are widely used in mobile learning researches. For example,the context-aware learning systems and ubiquitous learning (U-Learning) systemsintegrate the PDA, GPS and internet for students to learn the knowledge based on the location. However, there is few discussions address on how to integrate games into a mobile learning application for homeland education for promoting students to learn. This paper constructed a game-based learning system on Android platform mobile devices, and assist students to learn the context-aware knowledge related with the homeland courses. Meanwhile, these games applied gesture operation by a variety of sensor built in Smart Phone, such as touch-screens, accelerometer, and e-compass,which interest students. These gesture operations not only make homeland education activities become more fun, but also motivates students to learn. Clustering tools were employed on analyzing seventeen students’journey routes in Beipu of Hsinchu country. The result illustrates that students get better learning performance in the learning areas with gesture games better than the areas without any games. Students would like to pay more time to stay and take in-deep travel for discovering the local culture and history of the areas with gesture games.