EDUCATIONAL GAMES: DESIGN, LEARNING AND APPLICATIONS

EDUCATIONAL GAMES: DESIGN, LEARNING AND APPLICATIONS

CONTENTS

PREFACE

Chapter 1PERSUASION ON-LINE AND COMMUNICABILITY:THE DESTRUCTION OF CREDIBILITY IN THEVIRTUAL COMMUNITY AND COGNITIVE MODELS

Abstract

Introduction

2. Techniques and Methods

3. Models and Guidelines for Interactive Design

3.1. Professionals for Cognitive Models and Design

3.2. Models and Metaphors: Empathy and Inference for Interfaces

3.3. Models for Interactive Users: Diachronic Evolution

4. From Human-Computer Communication to Human-ComputerInteraction

4.1. Competence of the Interactive System and the User’s Change ofBehaviour

5. Persuasion: Main Variables of Communication in the VirtualCommunity

6. Persuasion Complexity: Dynamic Persuader and InteractivePersuaded Person

7. Persuasion, Education and New Technologies

7.1. Educational Websites and Credibility Factors

7.2. A Set of Main Components that Foster the Validity of on-LineEducational Information through Persuasion

8. Lesson Learned and Conclusion

Acknowledgements

Annex Section

Annex #1: First Profile of the Star Enunciator and Heuristic Table of thePersuasion Evaluation

Annex #2: Examples of the Destruction of Credibility in theVirtual Community

Annex #3: Dynamic Persuader and Stadistical Information forUsers Manipulation

Annex #4: Conformity Obtainment Techniques in Daily LifeSituations

Annex #5: Dynamic Persuader and Statistical Information forInteractive Persuaded Person

References

Chapter 2EDUCATIONAL GAMES AND COMMUNICABILITY:DESIGN, LEARNING AND INTERACTIVEAPPLICATIONS

Abstract

Introduction

Education and Children

New Technologies in the Classrooms: The Context Factor

Hypertext, Multimedia and Hypermedia Off-Line:Hardware and Software Evolution

Computer Graphics and Interaction in Video Games

Internet, Contents and Video Games for Children

Edutainment

Classification of the Video Games

Role and Adventure Games

Action Games

Simcity and the Sims: A New Era for Video Games

Communicability, Usability and Heuristic Assessment:Obtainment of the Metrics

Heuristic Assessment Modalities

Lesson Learned

Conclusions

Acknowledgements

Appendix #1: Examples of Metrics

1. Behaviour Animated Actors/Characters

2. Dyadic

Example #1

Example #2

Appendix #2: CD-ROM, DVD and Website

References

Chapter 3PLAYING TO LEARN: EXPERIENCES IN VIRTUALBIOLOGY ENVIRONMENTS

Abstract

Introduction

Organisation in the Chapter

Context

The Conceptual Framework of Play Applied in This Chapter

Playing to Learn

Motivating Learning through Play

Self-Regulated Learning

Problem-Solving

Opportunities to Solve Some Challenges in Science Educationthrough Playing in Virtual Environments

Playing Science Games

Implementing a Game into a School Curriculum

Considerations in Designing Educational Games in Virtual Spaces

Virtual Environments (VE)

Virtual environments and micro worlds in Zadarh

Micro-worlds

Virtual Realities (Vrs) (Activities in Micro-Worlds in Ves)

Virtual Realities or Practical Work?

Evaluating a Game for Learning

Overview of Methods to Collect Information

1. Technical Issues

1.1. Skills / Knowledge Required

1.2. Compatibility of the Programme with School ICT / Computers

1.3. Help and Documentation

1.4. Design and Navigation

1.5. Level of Use

2. Curriculum Issues

2.1. Subject Related Skills, Critical Thinking, Problem Solving Skills, GeneratingHypotheses and testing them, Application of Number, Etc).

2.2. Content

2.3. Tasks and Exercises - It is Desirable to Incorporate in a Game Tasks andProblems to Solve

3. Interactivity and Enjoyment

3.1. Is the Game Genuinely Interactive?

3.2. Does the Programme Allow Construction of Knowledge and New Ideas?

3.3. Does the Programme Allow Players to Introduce their Own Ideas or to DesignOwn Tasks?

3.4. Would Users Enjoy Using the Programme? Enjoyment implies that Usersbecome absorbed into the Programme.

4. Virtual Environments

5. Special Needs

6. Evaluation against How a Game Represents the Nature of a Subject andWhether It Can Achieve the Desired Outcomes

6.1. Learning Outcome 1: Scientific Inquiry and Problem-Solving Skills (ScienceProcess Skills)

6.2. Learning Outcome 2: Nature of Scientific Knowledge

6.3. Learning Outcome 3: Constructing and Applying Scientific Knowledge

6.4. Learning Outcome 4: Science, Technology, Society, and the Environment

6.5. Outcomes that cannot be Duplicated or done the same way by other (Non-Computer-Based) Resources? E.G., Enjoyment, Etc.

7. Students’ Evaluation of the Game (Individual or Focus Groups)

7.1. Allocate a Score for Each of These

7.2. What Events do you remember from using this Programme?

7.3. What Information do you remember from using this Programme?

7.4. What Activity in the Programme teaches you Most?

7.5. What would you add or take away from this Programme?

Students’ Evaluation of Zadarh

Conclusion

Some Issues for Developers

References

Chapter 4THE ROLE OF CONTEXTUAL INTERFERENCEAND MENTAL ENGAGEMENT ON LEARNING

Abstract

Introduction: Games and the Transfer of Knowledge

Learning and Student Engagement

Measuring and Assessing Mental Engagement

The Contextual Interference Effect

Converging Evidence for the Role of Contextual Interferencein Learning

Embodied Learning Research

Cognitive Development Research

Play Research

Physical Rehabilitation Research

Physical Activity and Executive Function

The Learning Curve and Mental Engagement

Physical Activity Games: Connecting the Science to the Teachingof Physical Education

Historical Overview

The Beginning

The Late 20th Century

Physical Education Today: What Was Old Is New Again

Instructional Prototype

Qualified Instructors

Selection of Appropriate Games

Game Design

Monitoring Skill Development

Conclusion

References

Chapter 5LEARNING TO GAME AND GAMING TO LEARN:A PROCESS-ORIENTED PEDAGOGYFOR COLLABORATIVE GAME-BASED LEARNING

1. Introduction

2. Processes Underlying This Approach

3a. Creating a Stimulating Gaming Environment

3b. Good Games for Learning

4. Managing the Social Experience

5. Facilitating Contribution and Knowledge Building

6. Conclusion

References

Chapter 6INTELLIGENT EDUCATIONAL GAMES:A CONSTRAINT-BASED APPROACH

Abstract

Introduction

Constraint-Based Intelligent Tutoring Systems

Its and Games

Wetas: An Intelligent Tutoring Shell

The Domain Structure

The Domain Model

Problem Representation

Scaffolding and Parsing

The Wetas RPC Interface

Language Builder: A Simple Its Game

Building Intelligent Games with Greenmind

Turtle’s Rare Ingredient Hunt

A Sorting Tutor

Conclusion

Acknowledgements

References

Chapter 7NATURAL MULTIMODAL INTERACTIONIN COLLABORATIVE VISUALIZATION

Abstract

1. Introduction

1.1. Navigating Visualization: Beyond WIMP Interfaces

1.2. Multimodality: Benefits and Challenges

2. State-of-the-Art and the Evolution of Multimodal Visualization

2.1. Multimodal Interaction for Immersive Visualizations in Virtual andAugmented Reality Environments

2.2. The Role of Gesture in Multimodal Interaction and Visualization

2.3. Perception, Learning and Multimodal Interaction

2.4. Games and Visualization

3. Mutual Disambiguation

4. Case Studies

4.1. MAVEN

4.2. VITA

4.3. Charter

4.4. Leveraging Multimodal Redundancy for More Natural Interfaces

4. Summary and Overview

5. Conclusion

References

Chapter 8WORKING WITH CULTURAL DIFFERENCES:A CASE STUDY IN MULTICULTURALTEAMWORK USING A 3DCVE

1. Introduction

2. Defining Cultural Learning

2.1. Cultural learning in the Classroom

3. Teamwork

4. Activity Theory

5. The Babel Project

5.1. Stakeholders

6. Analysis of Cross-Cultural Issues Raised

6.1. Modes of Communication

6.1.1. Local Communication

6.1.2. Email Text and File Exchange

6.1.3. MSN Text-Chat

6.1.4. Scanned Sketches

6.1.5. AWs Modelling

6.1.6. Serendipitous Meetings in AWs

6.1.7. Bulletin Board Signs in Aws

6.1.8. Videoconferencing

6.2. Finding a Common Language

6.3. Working with Cultural Differences

6.4. Conflict Resolution

6.5. Transformative Outcomes

7. Discussion: Socio-technical Organisation

8. Conclusion

9. Recommendations for Future Multicultural 3DCVE Exercises

References

Chapter 9PATTERNS FOR THE DESIGNOF EDUCATIONAL GAMES

Abstract

Introduction

Patterns and Catalogues of Patterns

Patterns in Educational Games

Patterns Based on Scripts

The Story Patterns Study

Story Patterns and Gameplay Patterns

Story Patterns and Didactical Patterns

Integration of Story, Gameplay, and Learning

Application and Future Work

References

Chapter 10EDUCATIONAL COMPUTER GAMESAND THEIR APPLICATIONTO DEVELOPMENTAL DISABILITIES

Abstract

Introduction: Educational Computer Games

A Brief History of Educational Computer Games

A Simple Computer Game: AVAART∗

Psychological Assessments with avaART

Further Assessments with AVAART: Future Research Directionsand Possible Educational-Remedial Applications

Selective Attention and Abnormal Attention Patterns

Self Control

Perseveration and Inflexibility of Response Patterns

Emotions (Faces and Voice)

Time and Sound Perception

Normalization of Attention Patterns

Technicological Advances and Advantages of Computer Games

Precision

Intrinsic Motivation

Benefits of Playing the Game

Affordability and Accessibility to Education and Remediation

Conclusion

References

Chapter 11CALL FOR LEARNING-GAME DESIGN PATTERNS

Abstract

Introduction

Towards Learning-Game Design Patterns

The Template for Learning-game Design Patterns

The Use of the Design Patterns

The Description of the Game

Summary of Identified Design Patterns

Identified Learning-Game Design Patterns

Teachable Agent (Integration Pattern)

Protégé Effect (Engagement Pattern)

Representation of Certainty (Cognition Pattern)

Ask-A-Friend (Social Interaction Pattern)

Weeding (Presentation Pattern)

Patterns as Design Tools

Conclusion

References

Chapter 12APPLICATION OF EDUCATIONALGAMES IN PSYCHOTHERAPY

Abstract

Introduction

Educational Games in the Health Sector

Educational Games and Psychotherapy

The Development of Treasure Hunt

Story

Psychological Content

Software, Accoustics and Budget

Preliminary Results

Indications for Use

Conclusion

References

Chapter 13COMPUTER GAMES, EDUCATION,AND THE GOOD LIFE

Abstract

Introduction

Goals of Education

Knowledge and Experience

Moral Development

The Good Life

Conclusion

References

Chapter 14IT'S YOUR TURN!: EXPLORING THE BENEFITSOF A TRADITIONAL BOARD GAMEFOR THE DEVELOPMENT OF LEARNINGCOMMUNITIES

Abstract

Introduction

Methodology: First-Hand Case Study

Game Background and Description

Analysis: Unique Benefits of ‘Traditional’ Board Games

Building Group Cohesion through Story

Abstract Thinking through Discussion

Conclusion

References

Chapter15INTERACTIVEFICTIONASEDUCATIONALGAMINGFORL2ENGLISHIMPROVEMENT

Abstract

1.Introduction

2.InteractiveFictionasanEducationalMedium

3.ThePilotExperiment

4.Discussion

5.Conclusion

References

Chapter16PETIMO:SAFESOCIALNETWORKINGROBOTFORCHILDREN

Abstract

1.Introduction

1.1.BackgroundandMotivation

1.2.AimsandObjectives

2.RelatedWork

2.1.NoveltyoftheSystem

3.SystemDesign

3.1.CuteCulturalInfluence

3.2.InterfaceDesign

3.2.1.PetimoWorld

3.2.2.Petimo

4.SystemDescription

4.1.PetimoWorldFeatures

4.1.1.MacroWorld

4.1.2.MicroWorld

4.2.PetimoFeatures

4.3.CommunicationwithPetimoWorld

5.FutureWork

5.1.OveralInteractivity

5.2.PetimoasaSocialTool

5.3.UsabilityandEnjoyability

5.4.PossiblePlug-insandEnhancements

6.Conclusion

References

INDEX

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