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2017 | Buch

Data-Driven Design Decisions to Improve Game-Based Learning of Fractions Kapitel lesen Erstes Kapitel lesen

Games and Learning Alliance

6th International Conference, GALA 2017, Lisbon, Portugal, December 5–7, 2017, Proceedings

herausgegeben von: João Dias, Pedro A. Santos, Remco C. Veltkamp

Verlag: Springer International Publishing

Buchreihe : Lecture Notes in Computer Science

Enthalten in: Springer Professional "Wirtschaft+Technik" , Springer Professional "Technik" , Springer Professional "Wirtschaft"

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Über dieses Buch

This book constitutes the refereed proceedings of the 6th International Conference on Games and Learning Alliance, GALA 2017, held in Lisbon, Portugal, in December 2017.

The 16 revised regular papers presented together with 6 poster papers were carefully reviewed and selected from 45 submissions. The papers cover topics such as games in education and training; games for health and special children; augmented and virtual reality; methods and tools (for desing and development); and poster abstracts.

Inhaltsverzeichnis

Frontmatter
Erratum to: Emotions Detection Through the Analysis of Physiological Information During Video Games Fruition
Marco Granato, Davide Gadia, Dario Maggiorini, Laura Anna Ripamonti

Games in Education and Training

Frontmatter
Data-Driven Design Decisions to Improve Game-Based Learning of Fractions
Abstract
The educational value of games for learning is of prime importance. To design tasks that promote learning, findings from basic research and user data from earlier versions of the game can be very helpful. In the current study, we reanalysed data from two studies using a game-based assessment and a training tool for improving fraction magnitude knowledge. Similar to results from basic research, data of both studies indicated that performance in game-based versions of number line estimation and magnitude comparison were highly correlated (even after controlling for students’ overall math achievement). This suggests that both tasks share an underlying (spatial) representation of number magnitude. Based on this we designed a new task to improve fraction learning. In particular, we merged mechanics of number line estimation and magnitude comparison to consider shared processing of number magnitude in both tasks in our game-based learning of fractions.
Manuel Ninaus, Kristian Kiili, Robert S. Siegler, Korbinian Moeller
Building a Game to Build Competencies
Abstract
Positive developments in aviation, such as the increased safety of air travel, advanced automation and more efficient pilot training courses, may negatively influence the pilots’ abilities to handle unknown and unexpected situations. Pilots of the older generation often have experience with manually flying multiple types of aircraft and handling all kinds of incidents. In contrast, the future generation of pilots will not be given the chance to gain the experiences in practice. Consequently, they may not have the competencies needed to handle critical situations. This paper describes how we set about designing a serious game for the acquisition of the essential competencies for critical situations. The game offers meaningful events, which match situations that pilots can face someday. The events trigger and reinforce the competencies of situational awareness, workload management, and application of procedures.
Esther Kuindersma, Jelke van der Pal, Jaap van den Herik, Aske Plaat
Training of Spatial Abilities with Digital Games: Impact on Mathematics Performance of Primary School Students
Abstract
The “A me gli occhi project” has been organized to support the development and consolidation of visuospatial abilities in students of the last two years of primary school, with the hypothesis that such a training would have a positive impact on their performance in mathematics. The present paper focuses on the second phase of the project, during which twenty game based training sessions have been organized along the whole school year. Students’ mathematical abilities have been measured at the beginning of the project and at the end using a standardized math test. Results show some improvements in the experimental group compared to the control one, confirming the initial hypothesis.
Laura Freina, Rosa Bottino, Lucia Ferlino, Mauro Tavella

Games for Health and Special Children

Frontmatter
BeeSmart: A Gesture-Based Videogame to Support Literacy and Eye-Hand Coordination of Children with Down Syndrome
Abstract
Children with Down Syndrome (DS) have deficits in eye-hand coordination skills. These deficits impact activities of daily living (ADL) and children’s independence. In addition, there is a substantial relationship between eye-hand coordination and the acquisition of literacy skills. In this paper, we present the design process of a gesture-based videogame to support eye-hand coordination and literacy skills. First, we conducted a contextual study in an educational institute for children with DS. Next, using the contextual study results, several design solutions were generated and iterated using low-fidelity prototypes. Finally, we designed and developed BeeSmart, a videogame based on the Troncoso’s method for literacy, wherein children use their fingers to draw around pictograms and words on a screen. Finally, we present a usability evaluation of BeeSmart to show the potential for supporting children with DS.
Veronica Lizeth Amado Sanchez, Oscar Iván Islas Cruz, Edgar Armando Ahumada Solorza, Iván Alejandro Encinas Monroy, Karina Caro, Luis A. Castro
Sinbad and the Magic Cure: A Serious Game for Children with ASD and Auditory Hypersensitivity
Abstract
Serious games (SG) are part of a range of technologies that can be used for children with Autism Spectrum Disorder (ASD). Typically, these games target communication skills, social interaction and speech. There are, however, few SGs for autistic children which have the aim of helping to moderate sensory hypersensitivity. This paper presents an SG which aims to target this area. A set of critical sounds was heuristically determined, and implemented in an interactive SG for reducing auditory hypersensitivity (i.e. over-sensitivity to environmental sounds) in children with ASD. The game, Sinbad and the Magic Cure, is designed for Android devices, and is intended for children aged 8–11.
Hanan Makki Zakari, Matthieu Poyade, David Simmons
Identifying Different Persuasive Gaming Approaches for Cancer Patients
Abstract
Using as a starting point behavior scientist B.J. Fogg’s conceptual framework on the role computer technology plays for users, in this paper it will be argued that persuasion through digital games can be approached from three different perspectives: digital games can be used as media for persuasion, digital games can be used as tools for persuasion and digital games can be used as social actors for persuasion. In this paper, I use four cancer gaming cases to illustrate how these three different persuasive roles can be used to accomplish different persuasive goals. The categorization proposed in this paper can serve to clarify what we mean when we refer to persuasion in relation to digital games and can be used as analytical approach for the study of persuasive gaming strategies.
Teresa de la Hera Conde-Pumpido
Prosodiya – A Mobile Game for German Dyslexic Children
Abstract
Approximately 4–10% of the German population suffers from developmental dyslexia. The learning disorder afffects educational, personal, and social development of children in a negative way. Mobile serious games have the potential to support dyslexic primary-school children in addition to school support and learning therapy. We propose such a mobile serious game called “Prosodiya”, with the help of which dyslexic children can improve their reading and writing performance. Prosodiya includes innovative and evidence-based interventions that focus on improving the awareness of linguistic features related to syllable stress. We report the results of a pilot study of a preliminary version of the game. Results indicate that the children enjoyed playing the game, that their motivation was maintained, and that they wanted more levels.
Heiko Holz, Katharina Brandelik, Jochen Brandelik, Benedikt Beuttler, Alexandra Kirsch, Jürgen Heller, Detmar Meurers
A Spinal Column Exergame for Occupational Health Purposes
Abstract
Sedentary, bad posture, and repetitive movements are the leading cause of several health problems, including spinal column pain, which, can lead to work absenteeism, deterioration of the quality of life, and surgery in extreme cases. Physical activity and exercise can reduce the risk of spinal column problems, and pain. However, sustaining healthy habits, such as exercising, requires motivation and engagement. Exergames are becoming more relevant thanks in part to the use of wearable technologies that provide compelling, engaging, and motivating experiences that can help improve health care. In this work, we present the development of a spinal column occupational health exergame and a study on engagement with two motion tracking technologies, a Microsoft Kinect V2 sensor, and an inertial measurement device. Results indicate, that the inertial measurement unit performs better than Microsoft’s Kinect V2, but the game was perceived as more engaging using Microsoft’s Kinect V2.
Sergio Valdivia, Robin Blanco, Alvaro Uribe, Lina Penuela, David Rojas, Bill Kapralos

Gamification

Frontmatter
Investigating Motivation in Gamification
Results from an Experimental Pilot Study
Abstract
Gamification has drawn increasing attention in the last years. The goal is to motivate people and to increase engagement for tasks. However, the empirical research remains limited, due to the unclear definition of the term gamification and an underdeveloped theory. The research at hand tries to narrow this gap by conducting a laboratory experiment to test the effects of gamification on the performance of subjects in a rather boring task. Beyond this, we tried to capture the motivation of the subjects during and after the experiment using different questionnaires. This was done to provide deeper insights into the interim step between gamification and performance. We could identify some significant motivational effects, though the performance was not increased. The results indicate that different gamification elements do not cumulate their influence. Experiments and the measurement of motivational effects of gamification elements provide an interesting research opportunity for future research.
Peter Bußwolder, Andreas Gebhardt
Students’ Choices
A Comparative Study of a Gamified and a Non-gamified Question-Based Learning App in Graduate Education
Abstract
Serious Games are applied to foster motivation in accomplishing real-world tasks. However, their efficacy can be considered as being dependent on personal preferences of the recipients. In this exploratory study, two multiple choice question-based apps have been evaluated as a learning tool in a university course of an environmental engineering study program: a commercial quiz app (QuizUp) and a professional learning app (Skive). At the beginning of the course each student (N = 15) chose one of these apps as a mandatory learning aid for factual knowledge over the complete course period. The study results, collected by learning diaries, a questionnaire and results of the final test, confirm the type dependence of learning experiences created by these tools. Further, it acknowledges mostly the maturity of the used question-based learning app, but reveals current limitations of both, the quiz app and the didactical context.
Heinrich Söbke, Laura Weitze
Towards Implementing Gamification in MOOCs
Abstract
Gamification is well known as a design strategy used to generate a change in users’ behaviour, such as motivation. However, while in recent years interest in it has been growing, empirical evidence on the effects that the application of game elements can generate on users’ behaviour is still lacking. We present the results of a study as a step towards designing gamification with better understanding of the possible effects that each game element could generate on end users. By involving three groups of experts: game designers, learning scientists and specialists in technology-enhanced learning (TEL), we assessed a selected number of 21 game design patterns in relation to the effects these could generate on learning performance, goal achievement and engagement of learners if implemented in a Massive Online Open Course (MOOC). Based on quantitative and qualitative data collected, 9 game elements have been selected to be further investigated.
Alessandra Antonaci, Roland Klemke, Christian M. Stracke, Marcus Specht
gMOOCs – Flow and Persuasion to Gamify MOOCs
Abstract
Gamification has gained great interest recently in several fields. However, while the literature reports that a gamification design relying on external motivation only can lead users to cognitive dissonance, most gamification approaches use points, badges and leaderboards as dominant game elements. We present our developed testable predictions with the aim of investigating additional motivational theories (flow and persuasion) to argue for a deeper integration of gamification and the learning content at hand. Relying on expert selected game elements, we consequently derive design considerations to create gMOOCs, gamified massive online open courses, designed according to the principles of flow and persuasion. Our findings are the basis of our experiment and a contribution to the development of a new theoretical design for gamification.
Alessandra Antonaci, Daria Peter, Roland Klemke, Tim Bruysten, Christian M. Stracke, Marcus Specht
Social Engagement in a Digital Role-Playing Game Dedicated to Classroom Management
Abstract
Classcraft is a role-playing game for classroom management in high schools. Teachers can create teams and assign an avatar to students, as well as points and ‘powers’ as rewards for desired behavior. Classcraft aims to foster players’ social engagement. We conducted a preliminary study on classrooms from Switzerland. The objective aims to characterize the social component of players’ engagement. Our approach is based on the identification of engaged-behaviors. This work is grounded on the idea that players’ engagement encompasses four components (environmental, social, self-component and action). We developed a methodology based on playing analytics to monitor players’ behavior. The detection of socially engaged-behaviors is based on the collection and analysis of players’ digital interactions with kTBS4LA, a playing analytics tools. Different categories of players emerged in terms of social engagement. The data collected shows that social engagement varies across time, classroom or gender. This variation seems linked both to specific game features.
Guillaume Bonvin, Eric Sanchez
OneUp Learning: A Course Gamification Platform
Abstract
Gamification of education is still evolving. It lacks systematic studies assessing its effect in different contexts. Creating a gamified course is still time-consuming and design limited. As a response to these challenges, we developed OneUp Learning – a customizable platform aimed at facilitating the process of gamifying learning activities and enabling contextual studies. In this paper we present the platform architecture and its functionality, which includes support for integrating game design elements in learning activities, for creation of dynamic problems and for visualizing student performance and progress. At the end, we present a usability study of the platform and the assessment results from an end user perspective.
Darina Dicheva, Keith Irwin, Christo Dichev

Augmented and Virtual Reality

Frontmatter
Design Patterns for Augmented Reality Learning Games
Abstract
Augmented Reality (AR) is expected to receive a major uptake with the recent availability of high quality wearable AR devices such as Microsoft’s Hololens. However, the design of interaction with AR applications and games is still a field of experimentation and upcoming innovations in sensor technology provide new ways. With this paper, we aim to provide a step towards the structured use of design patterns for sensor-based AR games, which can also inform general application development in the field of AR.
Felix Emmerich, Roland Klemke, Thomas Hummes
Learning by Imagining History: Staged Representations in Location-Based Augmented Reality
Abstract
In the SPIRIT project, a location-based Augmented Reality (AR) application has been developed to stimulate the imagination of historical personal life at outdoor places. This paper presents quantitative evaluation results concerning the app’s potential for educational purposes. They are based on 107 questionnaires filled by visitors of a Roman fort museum site, having used the AR app in a 40 min tour over several locations. At each place, users can turn into several directions and see keyed video representations of acting characters superimposed on their device’s camera image. The fictional events are made up based on historical facts specific to the location. Next to issues with the novelty of the interaction, there has been an interrelation of the subjects self-assessed gaining of knowledge and the appreciation of the story’s motivational factors.
Peter Winzer, Ulrike Spierling, Erik Massarczyk, Kathrin Neurohr

Methods and Tools (for Design and Development)

Frontmatter
A Game-Based Development Method of Experiential Learning for Aspiring Professionals
Abstract
Contemporary workers must demonstrate strong knowledge and skills of their profession. However their so-called 21st century skills such as communication, leadership, and overall teamplay become distinctive in nowadays jobs. Teaching these often tacit skills and attitudes requires an underpinned approach. In this paper we operationalise experiential learning, using a multiplayer game to create the necessary engagement. With this consequential workshop format we created a game-based workshop in which 120 aspiring professionals participated. The results of this exploratory experiment are promising. All participants left the workshop with a clear actionable view to improve team performance. The results of the personality test that is part of the workshop yield an unexpected result. A modified version of workshop may be implemented as a training recommendation instrument for forthcoming students.
Steven T. de Rooij, Hylke W. van Dijk
Emotions Detection Through the Analysis of Physiological Information During Video Games Fruition
Abstract
Games are interactive tools able to arouse emotions in the user. This is particularly relevant in Serious Games, where the main goal could be educational, pedagogical, etc. Therefore, understanding the players’ emotions during the game fruition could provide a valid support to the developers and researchers in video games field in order to design a more effective product. The presented research is a starting point to propose a framework for the determination of the player emotions through physiological information. We acquire several signals: facial electromyography, electrocardiogram, galvanic skin response, and respiration rate. We then compare the data to an emotional player assessment, defined using a valence and an arousal vector, through the application of Machine Learning techniques. The obtained results seem to suggest that the proposed approach can represent a valid tool to analyze the players’ emotions.
Marco Granato, Davide Gadia, Dario Maggiorini, Laura Anna Ripamonti
Design of a Component-Based Mobile Learning Game Authoring Tool
Abstract
Mobile learning games (MLGs) have great potential in education, especially in fields requiring outdoors activities such as botany or cultural heritage education. However, the number of mobile learning games actually used for outdoor education remains very low. The absence of dedicated applications allowing to build MLGs, without technical expertise, is certainly one of the most important factors. To overcome this limitation, we propose a design method for MLG authoring tools, based on reusable components. We describe in this paper the design and first results of Moggle-Designer, a full-web MLG authoring tool requiring no technical expertise. We detail how a model-based approach, combined with component-oriented programming, adequately allow the representation and manipulation of didactic expert knowledge. Finally, we present Moggle-Player, an application for running the designed MLGs on any mobile browser. Moggle-Designer was used to design several mobile games that have been tested during a pilot study in a botanical park.
Pierre-Yves Gicquel, Sebastien George, Pierre Laforcade, Iza Marfisi-Schottman
Investigating the Design and Evaluation of Educational Games Under the Perspective of Player Experience
Abstract
Educational games are praised for their potential in providing engaging and self motivating learning experiences. However, in order to fully leverage those capabilities, game designers have to carefully balance factors that provide an enjoyable experience, without losing the focus on the instructional aspect. This work examines the design and evaluation of educational games focusing on the perspective of individual player emotions and experience. This investigation targets the following research questions: how to include (and balance) both the educational and the player experience elements into the game design? Which specific methodologies are available to evaluate player experience in educational games? After discussing possible answers to these questions, we briefly sketch directions that demand further research.
Alysson Diniz dos Santos, Francesco Strada, Andrea Bottino
The Effect of Uncertainty and Quality Perception on the Usage of Forecasting Tools – A Game Based Analysis
Abstract
Forecasting tools are used in many areas of application to improve the decision making. But often, decision makers do not follow the forecast. This behavior is only desirable in situations when the forecast is faulty or does not consider all information. Otherwise, it bears suboptimal decisions. This paper investigates under which circumstances decision makers rely on or discard forecasts. In particular, the degree of uncertainty is in the focus. Results show that the more uncertain the decision situation is, the more a decision maker relies on the forecast if it contradicts his own estimation. The more the situation seems to be clear, the more he relies on his own estimation. Then, a faulty forecast can even confirm the decision maker to opt for a wrong decision.
Richard Lackes, Markus Siepermann, Georg Vetter
Exploring Context-Aware Activities to Enhance the Learning Experience
Abstract
Mobile geolocation applications have been growing in popularity in the last decade. The ability to run a service on a mobile device that provides facts or recreational information to users opens up new opportunities to create engaging learning contexts. However, the potential of such services has not been fully exploited within educational settings, as compiling functional, student-friendly, context-aware learning journeys required advanced programming skills. The authors discuss this challenge and present tools that facilitate the construction of gamified learning paths, which integrate context-aware activities and minigames as motivational drivers for learning. The paper reports on the user testing feedback obtained in workshop settings.
Jannicke Baalsrud Hauge, Ioana Andreea Stefan, Antoniu Stefan, Massimiliano Cazzaniga, Pau Yanez, Tomasz Skupinski, Francois Mohier
Backmatter
Metadaten
Titel
Games and Learning Alliance
herausgegeben von
João Dias
Pedro A. Santos
Remco C. Veltkamp
Copyright-Jahr
2017
Electronic ISBN
978-3-319-71940-5
Print ISBN
978-3-319-71939-9
DOI
https://doi.org/10.1007/978-3-319-71940-5

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