Educational Games: Design, Learning and Applications

EDUCATIONAL GAMES: DESIGN, LEARNING AND APPLICATIONS......Page 4
CONTENTS......Page 6
PREFACE......Page 8
Abstract......Page 16
Introduction......Page 17
2. Techniques and Methods......Page 18
3. Models and Guidelines for Interactive Design......Page 20
3.1. Professionals for Cognitive Models and Design......Page 21
3.2. Models and Metaphors: Empathy and Inference for Interfaces......Page 22
3.3. Models for Interactive Users: Diachronic Evolution......Page 24
4. From Human-Computer Communication to Human-ComputerInteraction......Page 25
4.1. Competence of the Interactive System and the User’s Change ofBehaviour......Page 27
5. Persuasion: Main Variables of Communication in the VirtualCommunity......Page 29
6. Persuasion Complexity: Dynamic Persuader and InteractivePersuaded Person......Page 31
7. Persuasion, Education and New Technologies......Page 33
7.1. Educational Websites and Credibility Factors......Page 34
7.2. A Set of Main Components that Foster the Validity of on-LineEducational Information through Persuasion......Page 38
8. Lesson Learned and Conclusion......Page 40
Annex Section......Page 41
References......Page 48
Introduction......Page 52
Education and Children......Page 54
New Technologies in the Classrooms: The Context Factor......Page 56
Hypertext, Multimedia and Hypermedia Off-Line:Hardware and Software Evolution......Page 58
Computer Graphics and Interaction in Video Games......Page 62
Internet, Contents and Video Games for Children......Page 65
Edutainment......Page 66
Role and Adventure Games......Page 68
Action Games......Page 69
Simcity and the Sims: A New Era for Video Games......Page 70
Communicability, Usability and Heuristic Assessment:Obtainment of the Metrics......Page 75
Heuristic Assessment Modalities......Page 79
Lesson Learned......Page 80
Conclusions......Page 82
Appendix #1: Examples of Metrics......Page 83
Appendix #2: CD-ROM, DVD and Website......Page 85
References......Page 86
Introduction......Page 90
Context......Page 91
The Conceptual Framework of Play Applied in This Chapter......Page 92
Playing to Learn......Page 94
Motivating Learning through Play......Page 98
Self-Regulated Learning......Page 99
Problem-Solving......Page 102
Opportunities to Solve Some Challenges in Science Educationthrough Playing in Virtual Environments......Page 106
Playing Science Games......Page 107
Implementing a Game into a School Curriculum......Page 111
Considerations in Designing Educational Games in Virtual Spaces......Page 112
Virtual Environments (VE)......Page 113
Micro-worlds......Page 115
Virtual Realities or Practical Work?......Page 116
Evaluating a Game for Learning......Page 117
1.2. Compatibility of the Programme with School ICT / Computers......Page 118
2.1. Subject Related Skills, Critical Thinking, Problem Solving Skills, GeneratingHypotheses and testing them, Application of Number, Etc......Page 119
3.4. Would Users Enjoy Using the Programme? Enjoyment implies that Usersbecome absorbed into the Programme.......Page 120
6.2. Learning Outcome 2: Nature of Scientific Knowledge......Page 121
6.5. Outcomes that cannot be Duplicated or done the same way by other (Non-Computer-Based) Resources? E.G., Enjoyment, Etc.......Page 122
7.5. What would you add or take away from this Programme?......Page 123
Students’ Evaluation of Zadarh......Page 124
Conclusion......Page 125
References......Page 127
Introduction: Games and the Transfer of Knowledge......Page 142
Learning and Student Engagement......Page 143
Measuring and Assessing Mental Engagement......Page 144
The Contextual Interference Effect......Page 146
Embodied Learning Research......Page 147
Play Research......Page 148
Physical Rehabilitation Research......Page 149
Physical Activity and Executive Function......Page 150
The Learning Curve and Mental Engagement......Page 152
The Beginning......Page 153
The Late 20th Century......Page 154
Physical Education Today: What Was Old Is New Again......Page 155
Qualified Instructors......Page 156
Selection of Appropriate Games......Page 157
Game Design......Page 158
Monitoring Skill Development......Page 162
References......Page 163
1. Introduction......Page 172
2. Processes Underlying This Approach......Page 174
3a. Creating a Stimulating Gaming Environment......Page 180
3b. Good Games for Learning......Page 184
4. Managing the Social Experience......Page 187
5. Facilitating Contribution and Knowledge Building......Page 192
6. Conclusion......Page 196
References......Page 197
Introduction......Page 200
Constraint-Based Intelligent Tutoring Systems......Page 202
Its and Games......Page 204
Wetas: An Intelligent Tutoring Shell......Page 206
The Domain Structure......Page 209
The Domain Model......Page 210
Scaffolding and Parsing......Page 211
The Wetas RPC Interface......Page 212
Language Builder: A Simple Its Game......Page 215
Building Intelligent Games with Greenmind......Page 219
Turtle’s Rare Ingredient Hunt......Page 223
A Sorting Tutor......Page 226
Conclusion......Page 228
References......Page 230
Abstract......Page 234
1.2. Multimodality: Benefits and Challenges......Page 235
2.1. Multimodal Interaction for Immersive Visualizations in Virtual andAugmented Reality Environments......Page 236
2.2. The Role of Gesture in Multimodal Interaction and Visualization......Page 238
2.4. Games and Visualization......Page 239
3. Mutual Disambiguation......Page 241
4.1. MAVEN......Page 242
4.2. VITA......Page 244
4.3. Charter......Page 245
5. Summary and Overview......Page 247
References......Page 249
1. Introduction......Page 256
2.1. Cultural learning in the Classroom......Page 257
4. Activity Theory......Page 258
5. The Babel Project......Page 260
6.1. Modes of Communication......Page 261
6.1.2. Email Text and File Exchange......Page 262
6.1.4. Scanned Sketches......Page 263
6.1.7. Bulletin Board Signs in Aws......Page 264
6.1.8. Videoconferencing......Page 265
6.2. Finding a Common Language......Page 266
6.3. Working with Cultural Differences......Page 267
6.4. Conflict Resolution......Page 270
7. Discussion: Socio-technical Organisation......Page 273
9. Recommendations for Future Multicultural 3DCVE Exercises......Page 275
References......Page 276
Introduction......Page 278
Patterns and Catalogues of Patterns......Page 280
Patterns in Educational Games......Page 282
Patterns Based on Scripts......Page 283
The Story Patterns Study......Page 284
Story Patterns and Gameplay Patterns......Page 288
Story Patterns and Didactical Patterns......Page 289
Integration of Story, Gameplay, and Learning......Page 290
Application and Future Work......Page 291
References......Page 292
Abstract......Page 296
A Brief History of Educational Computer Games......Page 297
A Simple Computer Game: AVAART......Page 299
Psychological Assessments with avaART......Page 301
Selective Attention and Abnormal Attention Patterns......Page 303
Self Control......Page 304
Perseveration and Inflexibility of Response Patterns......Page 305
Emotions (Faces and Voice)......Page 306
Time and Sound Perception......Page 307
Precision......Page 308
Conclusion......Page 309
References......Page 310
Introduction......Page 314
Towards Learning-Game Design Patterns......Page 315
The Template for Learning-game Design Patterns......Page 316
The Description of the Game......Page 317
Summary of Identified Design Patterns......Page 318
Teachable Agent (Integration Pattern)......Page 319
Untitled......Page 320
Representation of Certainty (Cognition Pattern)......Page 321
Ask-A-Friend (Social Interaction Pattern)......Page 322
Weeding (Presentation Pattern)......Page 323
Conclusion......Page 324
References......Page 325
Abstract......Page 328
Educational Games in the Health Sector......Page 329
The Development of Treasure Hunt......Page 330
Software, Accoustics and Budget......Page 331
Preliminary Results......Page 332
Conclusion......Page 333
References......Page 335
Introduction......Page 338
Goals of Education......Page 339
Knowledge and Experience......Page 340
Moral Development......Page 341
The Good Life......Page 342
References......Page 343
Introduction......Page 346
Game Background and Description......Page 347
Building Group Cohesion through Story......Page 348
Abstract Thinking through Discussion......Page 349
References......Page 352
Abstract......Page 354
2.InteractiveFictionasanEducationalMedium......Page 355
3.ThePilotExperiment......Page 357
4.Discussion......Page 362
References......Page 363
Abstract......Page 366
1.Introduction......Page 367
1.2.AimsandObjective......Page 368
2.RelatedWork......Page 369
3.1.CuteCulturalInfluence......Page 371
3.2.1.PetimoWorld......Page 372
4.1.PetimoWorldFeatures......Page 375
4.1.1.MacroWorld......Page 376
4.1.2.MicroWorld......Page 377
4.2.PetimoFeatures......Page 378
4.3.CommunicationwithPetimoWorld......Page 381
5.1.OveralInteractivity......Page 382
5.3.UsabilityandEnjoyability......Page 383
5.4.PossiblePlug-insandEnhancements......Page 384
6.Conclusion......Page 385
References......Page 386
INDEX......Page 388