DOCSLIB.ORG

Computational Thinking Practiced with a Casual Serious Game in Higher Education Adilson Vahldick1,2,António José Mendes2,Maria José Marcelino2,Paulo Roberto Farah1

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Computational Thinking Practiced with a Casual Serious Game in Higher Education Adilson Vahldick1,2,António José Mendes2,Maria José Marcelino2,Paulo Roberto Farah1 Osprey Security [email protected] www.ospreysecurity.com Computational thinking Practiced with a Casual Serious Game in Higher Education Adilson Vahldick1,2,António José Mendes2,Maria José Marcelino2,Paulo Roberto Farah1 1High Education Centre Vale do Itajaí (CEAVI) State University of Santa Catarina (UDESC) - Ibirama, SC - Brazil 2CenterInformatics and Systems of the University of Coimbra (CISUC) University of Coimbra - Portugal {adilson.vahldick, paulo.farah}@udesc.br {toze, zemar}@dei.uc.pt Abstract. in this paper we discuss the importance for students in introductory courses of undergraduate programming begin their learning with developing skills thinking Computer (PC). Due to time constraints in the semester, it is difficult for teachersprovide this opportunity through specific authoring environments, like Alice and Scratch. For this reason, a serious casual game was created to support the development of these skills. Casual games are characterized by short, quick missions, and this can be favorable as extracurricular activities. An evaluation cycle has been completed in an undergraduate course and another is in progressanother course. The details of the game, from its use, the opinion of the students and the opinion of the teacher are presented in this article. The main contribution of this paper islist some principles that can assist in the development of games for the programming learning through tasks with PC. Abstract. This paper discusses the importance to Develop Computational Thinking (CT) skills in undergraduate introductory programming courses. Due to time constraints, it is hard for teachers Provide this opportunity specific authoring environments through, like Alice and Scratch. For this reason, it was created to casual serious game to support the development of These skills. Casual games are Characterized by fast and short missions, and this can be favorable extra classes activities. An evaluation cycle was finished in an undergraduate course and another is underway. The details of the game, the opinion of students and the teacher are presented in this article. The main contribution of this work is to list some principles que supports the development of games for learning through programming tasks with CT. 1. Introduction The games are easy and fun interactive experiences. Usually do not require training or foreign aid, unless the comments of the people who enjoyed playing (Prensky, 2001). The game-based learning(GameBased Learning - GBL) is an alternative in which students can learn in a personalized way (the game follows the evolution of the player) and assisted self (the player realizes his mistakes by failing the missions, or game teaches the player howperform some action) (Whitton, 2010). Serious games (or educational) provide a relevant context that helps make abstract concepts more concrete (Eagle & Barnes, 2009). Using a game naturally Osprey Security [email protected] www.ospreysecurity.com involves problem solving activities (Schell, 2008). It is precisely the failure to appropriation of the problem solving ability that results in the largest failure in learning programming (Robins et al., 2003). The programming learning is a process that requires profound cognitive changes and development in the mastery of skills complex (Gomes & Mendes, 2007). Writing programs involves understanding the problem and abstracting a model, divide the problem into smaller parts, decide the best strategy to solve each of the parties, and apply or adapt already known solutions (Winslow, 1996). The skills and competences (abstraction, decomposition, analysis, etc.) to perform this process is described as Computational Thinking (PC) (Wing, 2008). Research for the PC learning has been focused on basic education (France & Tedesco, 2015) due to the possibility to aggregate it with other disciplines such as mathematics and biology. Although there are several games available for practice and programming learning and PC (Vahldick et al., 2014), there are gaps for the sustainability of the teaching-learning process. These games do not cover in depth the issues in the discipline, nor provide a monitoring system of student progress. This article discusses the advantages of PC learning in higher education in introductory courses in programming and has the experience of using a serious casual game to promote this learning. Casual games require very few instructions to learn how to play them (Kadle, 2009). For educational purposes, this characteristic favors for the student to focus more on instructional tasks to spend your time in learning the mechanics and other game elements (Landers & Callan, 2011). The article describes the game as to their elements and instructional design. The work is structured as follows: in the second section is the importance justified the use of blocks for programming learning in higher education; the third sectionbased on the use of games programming and PC learning; in the fourth section the game developed in research is presented; Thursday experiments are described in the game; on Friday the results of these experiments; and finally are made the conclusions about the results. 2. Blocks for the programming of learning in higher education It has been observed failure in the ability to solve problems in subjects like math and science in high school youth (Grover & Pea, 2013). Teach computer skills in Brazilian basic education has been the challenge and research to try to alleviate this situation (France & Tedesco, 2015). Regarding the PC approach to teaching in undergraduate courses, there are proposals for mathematics disciplines to mitigate the high levels of tax evasion and failure in such disciplines (Barcelos et al., 2015). These proposals are still recent efforts and isolated. Several generations of freshmen never had contact with this knowledge, which can be appreciated in Table 1 where 66.7% corroborate this argument. This table shows the demographic data from two experiments, described below, that involved 96 students infirst semester of undergraduate courses. Reproaches and evasions are high in introductory courses in programming. One of the serious problems of students is abstraírem the notion of how the machine interprets a program (Du Boulay, 1986). To support the development of this notion of abstract machine, the strategy adopted by educational programming environments like Alice and Scratch is that students start with evidence and gradually be conducted to understand the abstract aspects of computing (Dann & Cooper, 2009). In these types of environments the student practice and develops the construction of computational solutions through Osprey Security [email protected] www.ospreysecurity.com concrete elements. To achieve this solution is necessary to perform troubleshooting tasks, and so practice and learn abstraction, decomposition and analysis, which are essential skills for writing computer programs. These environments use a visual language based on the construction of programs using blocks(Block-BasedProgramming - BBP). These blocks physically represent the programming languages of commands which makes easier the initiation of beginners students and keep them attracted to the task (Weintrop & Wilensky, 2015). In addition, the animations act as a natural tool for debugging, showing step-apasso program execution and the state of variables. 3. Games asmeans to practice computational thinking Alice and Scratch are authoring environments, ie, allow the student freely build your solution. These environments are rich in resources and opportunities, however, take time for the studentdevelop the programs. Its adoption in the course of introducing programming requires that consume hours / class of the menu that were planned in the course for solving educational problems with a real programming language. Games have been used in education to introduce and reinforce concepts and to practice as an alternative to traditional exercises (Whitton, 2010). The biggest challenge is to maintain self-esteem and motivation for studentsinsist to try and win the game. However, the fun allows the studentperform its easiest tasks, even when requires more effort (Prensky, 2001). The main factor to promote the programming learning is that the student disciplined practice intensively (Robins et al., 2003). However, often lack motivation to get involved in these tasks. The practice in solving the problems in the games, which are more motivating than traditional exercise, builds confidence and experience, building a structured set of solutions patterns, which will be very useful when you encounter problems using programming languages real (Barnes et al., 2007). the casual games share this idea to have a few goals in tasks. The player is encouraged to quickly overcome the missions and stay involved with the game. The rewards with victories can be converted into new powers, customization of your character, or points to rank it a ranking among other players (Trefry, 2010). For education, casual games can be useful because, in addition to ease of use, and few tasks to keep the player always motivated, they provide feedback, immediate mission replayability to allows you to upgrade and test new possibilities, and are easy to be installed or run on browser (Landers & Callan, 2011). 4. game NoBug's Snack Bar Considering the benefits and opportunities set out in sections 2 and 3, was developed a game for learning and practice of PC techniques. The game mechanics are inspired by the casual game time
Load more

Recommended publications
  • The Design, Play, and Experience Framework Brian M. Winn Games
    The Design, Play, and Experience Framework Brian M. Winn Games for Entertainment and Learning (GEL) Lab Dept. of Telecommunication, Information Studies, and Media Michigan State University 253 Communication Arts & Sciences Building East Lansing, MI 48824 517-353-5497 (voice) 517-353-5498 (fax) [email protected] (email) The Design, Play, and Experience Framework ABSTRACT This chapter introduces a framework for the design of serious games for learning, called the Design, Play, and Experience framework. The author argues that the great potential of serious games will not be realized without a formal design approach. To that end, the author presents and thoroughly explains the Design, Play, and Experience framework which provides a formal approach to designing the learning, storytelling, gameplay, user experience, and technology components of a serious game. The author concludes by detailing how the framework provides a common language to discuss serious game design, a methodology to analyze a design, and a process to design a serious game for learning. INTRODUCTION The serious games movement asserts that the game medium can serve many functions, and a sole focus on entertainment significantly undersells its potential (Jenkins, 2006). Serious games have a purpose beyond entertainment, including (but not limited to) learning, health, advertising, and social change (Sawyer, 2002; Prensky, 2001). Some serious games are thought to provide stealth learning as players are focused not on learning but on playing (Shreve, 2005). Serious game design is a relatively new discipline. As such, there is a lack of a common language and a lack of standard practices for designing serious games. To date, serious game development teams have utilized a diverse mix of game design and instructional design methodologies to help realize their designs, but often without a unifying framework to bring these diverse perspectives together.
    [Show full text]
  • Mobile Exergaming for Health—Effects of a Serious Game Application for Smartphones on Physical Activity and Exercise Adherence
    Höchsmann et al. Trials (2017) 18:103 DOI 10.1186/s13063-017-1853-3 STUDY PROTOCOL Open Access Mobile Exergaming for Health—Effects of a serious game application for smartphones on physical activity and exercise adherence in type 2 diabetes mellitus—study protocol for a randomized controlled trial Christoph Höchsmann1, Steffen P. Walz2, Juliane Schäfer1, Jussi Holopainen3, Henner Hanssen1 and Arno Schmidt-Trucksäss1* Abstract Background: Exergaming is a novel approach to increase motivation for regular physical activity (PA) among sedentary individuals such as patients with type 2 diabetes mellitus (T2DM). Because existing exergames do not offer fitness-level adjusted, individualized workouts and are normally stationary (TV bound), thus not enabling PA anywhere and at any time, we developed a smartphone-based, game-like software application (MOBIGAME) specifically designed for middle-aged T2DM patients to induce a healthier, more active lifestyle as part of successful T2DM treatment and management. In a randomized controlled trial we aim to examine whether our smartphone-based game application can lead to increases in daily PA in T2DM patients that are persistent in the mid to long term and whether these increases are greater than those in a control group. Methods: This study is designed as a randomized controlled trial. We plan to recruit a total of 42 T2DM patients [45-70 years, body mass index (BMI) ≥25 kg/m2, low daily PA, regular smartphone use]. The experimental intervention (duration 24 weeks) includes individualized multidimensional home-based exercise and daily PA promotion administered through MOBIGAME. The control intervention consists of a one-time standard lifestyle counseling including the promotion of baseline activities.
    [Show full text]
  • Creating a Social Serious Game an Interdisciplinary Experience Among Computer Scientists and Artists from UNLP Faculties
    ACHI 2014 : The Seventh International Conference on Advances in Computer-Human Interactions Creating a Social Serious Game An interdisciplinary experience among computer scientists and artists from UNLP Faculties Javier F. Díaz, Laura A. Fava, Luciano J. Nomdedeu Carlos Pinto, Yanina Hualde, Leo Bolzicco, Research Laboratory on New Information Technology - Vicente Bastos Mendes Da Silva LINTI- Multimedia Department Informatics Faculty, La Plata National University, Fine Arts Faculty, La Plata National University Buenos Aires, Argentina La Plata, Buenos Aires, Argentina [email protected], [email protected], [email protected], [email protected], [email protected] [email protected], [email protected] Abstract—This article describes the interdisciplinary work social behavior, increased social skills, and provide an carried out by teachers and students of the Faculties of Fine Arts attractive place to play, a significant space to transmit and and Informatics in La Plata city, to develop a serious game for acquire knowledge. social networks related with Argentine native peoples. The game In Argentina, there are nearly one thousand communities presented is a serious video game, innovative for social sciences, established in different parts of the country with a self- which promotes more effective learning processes than traditional methods, adding to social networks the ability to recognized native population which is 2.38% of the total transmit knowledge, besides favoring socialization, cooperation national population,
    [Show full text]
  • Non-Serious Serious Games
    Press Start Non-Serious Serious Games Non-Serious Serious Games Matthew Hudson Toshiba Design Center Abstract Serious games have been shown to promote behavioural change and impart skills to players, and non-serious games have proven to have numerous benefits. This paper argues that non-serious digital games played in a ‘clan’ or online community setting can lead to similar real world benefits to serious games. This paper reports the outcomes from an ethnographic study and the analysis of user generated data from an online gaming clan. The outcomes support previous research which shows that non-serious games can be a setting for improved social well- being, second language learning, and self-esteem/confidence building. In addition this paper presents the novel results that play within online game communities can impart benefits to players, such as treating a fear of public speaking. This paper ultimately argues that communities of Gamers impart ‘serious’ benefits to their members. Keywords Online communities; digital games; clan; social play; serious games; non-serious games Press Start 2016 | Volume 3 | Issue 2 ISSN: 2055-8198 URL: http://press-start.gla.ac.uk Press Start is an open access student journal that publishes the best undergraduate and postgraduate research, essays and dissertations from across the multidisciplinary subject of game studies. Press Start is published by HATII at the University of Glasgow. Hudson Non-Serious Serious Games Introduction Serious games have been shown to promote behavioural change and impart skills to players (Lampton et al. 2006, Wouters et al. 2009), and non-serious games have been shown to have numerous benefits (Granic et al.
    [Show full text]
  • Serious Games and Gamification, 2 Credits, Fall 2018 1 GEORGE MASON UNIVERSITY COLLEGE of EDUCATION and HUMAN DEVE
    GEORGE MASON UNIVERSITY COLLEGE OF EDUCATION AND HUMAN DEVELOPMENT GRADUATE SCHOOL OF EDUCATION Instructional Design and Technology (IDT) Program EDIT 772 DL2: Serious Games and Gamification 2 credits, Fall 2018 October 15, 2018 through December 19, 2018; Asynchronous FACULTY Name: Dr. Karen Cooper Office hours: Day or evenings by appointment via phone, email, or web. Phone: 407-434-9020 Email: [email protected] PREREQUISITES/COREQUISITES None UNIVERSITY CATALOG COURSE DESCRIPTION Provides basic knowledge of available applications and platforms for creating contextually based learning environments such as immersive virtual worlds, simulated worlds, alternate reality games, and massive multiplayer online role-playing games for e-learning. COURSE OVERVIEW Welcome to Serious Games and Gamification. This course provides basic knowledge of the range of capabilities of gaming and gamification techniques. Students learn to cultivate and identify effective game design practices for creating instructional products. For our purposes, a Serious Game is defined to be a game designed for the purpose of solving a learning need. Although serious games can be entertaining, their main purpose is to train or educate. Gamification is the application of typical elements of game playing (e.g., point scoring, competition with others, rules of play) to activity in a non-game environment. Throughout history people have taught, learned, entertained and communicated with games, and this has held constant across platforms. From board games to customized digital body-gear of today, games can convey information and transfer experience in a very engaging way, offering perspective, motivation, and a powerful autonomous learning experience. EDIT 772 DL2: Serious Games and Gamification, 2 credits, Fall 2018 1 Our focus will be the intersection of technology, gameplay and pedagogy.
    [Show full text]
  • Internet Gaming and Aggression in Adolescent Males Michael Forsythe Winona State University
    Winona State University OpenRiver Counselor Education Capstones Counselor Education 1-10-2017 Internet Gaming and Aggression in Adolescent Males Michael Forsythe Winona State University Follow this and additional works at: https://openriver.winona.edu/counseloreducationcapstones Recommended Citation Forsythe, Michael, "Internet Gaming and Aggression in Adolescent Males" (2017). Counselor Education Capstones. 70. https://openriver.winona.edu/counseloreducationcapstones/70 This Capstone Paper is brought to you for free and open access by the Counselor Education at OpenRiver. It has been accepted for inclusion in Counselor Education Capstones by an authorized administrator of OpenRiver. For more information, please contact [email protected]. Running head: INTERNET GAMING AND AGGRESSION IN ADOLESCENT MALES 1 The Effects of Violent Internet Gaming Content on Aggression in Adolescent Males A Capstone Project submitted in partial fulfillment of the requirements for the Master of Science Degree in Community Counseling at Winona State University Michael Forsythe College of Education Counselor Education Department Spring, 2017 INTERNET GAMING AND AGGRESSION IN ADOLESCENT MALES 2 CERTIFICATE OF APPROVAL __________________________ INTERNET GAMING AND AGGRESSION IN ADOLESCENT MALES This is to certify that the Capstone Project of Michael Forsythe Has been approved by the faculty advisor and the CE 695 – Capstone Project Course Instructor in partial fulfillment of the requirements for the Master of Science Degree in Community Counseling Capstone Project Supervisor: Eric Baltrinic, Ph.D. Approval Date: 1/10/17 INTERNET GAMING AND AGGRESSION IN ADOLESCENT MALES 3 Abstract Internet Gaming (IG) has become a subject of interest to the counseling profession, to the extent that addiction to IG is included as an item worthy of further consideration in the DSM-5.
    [Show full text]
  • BIM GAME: A“Serious Game”To Educate Non‐Experts About Energy‐Related Design and Living
    BIM GAME: A“Serious Game”to Educate Non‐experts about Energy‐related Design and Living by Lin Yang Bachelor of Architecture. 2007 Tianjin University People’s Republic of China Submitted to the Department of Architecture in Partial Fulfillment of the Requirements for the Degree of Master of Science in Architecture Studies at the Massachusetts Institute of Technology June 2009 © 2009 Lin Yang. All rights reserved. The author hereby grants to MIT permission to reproduce and to distribute publicly paper and electronic copies of this thesis document in whole or in part in any medium now known or hereafter created. Signature of Author: Department of Architecture May 21, 2009 Certified by: Kent Larson Principal Research Scientist in Architecture Thesis Supervisor Accepted by: Julian Beinart Professor of Architecture Chair of the Department Committee on Graduate Students 2 BIM GAME: A“Serious Game”to Educate Non‐experts about Energy‐related Design and Living The Reader of this thesis is Larry Sass Associate Professor of Computation Massachusetts Institute of Technology Ling Yi Liu Oaktree Development LLC 3 4 BIM GAME: A“Serious Game”to Educate Non‐experts about Energy‐related Design and Living by Lin Yang Submitted to the Department of Architecture on May 21, 2009 in Partial Fulfillment of the Requirements for the Degree of Master of Science in Architecture Studies Abstract: Climate Change is one defining issue of our time. With the increasingly sophisticated uses of energy, we have to face the problem as energy shortage and global warming. Since almost one‐fourth of US energy is consumed by homes, creating high‐performance low‐energy houses and educating people about energy‐related decision making, is perhaps the first and most cost‐effective way of addressing energy issue.
    [Show full text]
  • A Serious Game About the German Energy Transition
    A Process full of Challenges ‐ A Serious Game about the German Energy Transition Jens Müller1, Sebastian Kreuz2, Wolfgang Höhl1, Volker Lüdecke1 1University of Applied Sciences Augsburg, Faculty of Design, Augsburg, Germany 2Brandenburg University of Technology Cottbus‐Senftenberg, Chair of Energy Economics, Cottbus, Germany jmueller@hs‐augsburg.de sebastian.kreuz@b‐tu.de, [email protected] wolfgang.hoehl@hs‐augsburg.de [email protected] Abstract: The implementation of the german energy transition (Energiewende) is unclear in its configuration and timeframe. The future of the transition depends on more than factors such as technological development, economic feasibility and political framing. Rather, maintaining a positive attitude by society and its under‐ standing is significant. Therefore, effectively communicating the complex process of energy transition is essen‐ tial. For preserving the variety of aspects and the multitude of perspectives in this open process we choose the format of a serious game. We explain why we think developing serious games can be an appropriate tool for that purpose. Contrary to existing games on that topic, we focused on motives, attitudes and their implications in a world full of contradictions and caprices in everyday life. We created an innovative Adventure, which fo‐ cusses on the energy transition. This topic represents a challenge because it bears complex interrelations (technical, political, social) and strong polarization in debate. In order to achieve a compelling game experi‐ ence as well as a learning outcome, we use a set of characters to represent different attitudes. While dealing with job‐related and day‐to‐day tasks, the characters run into the dilemma of foiling their commitment to sus‐ tainability.
    [Show full text]
  • What Adult Education Can Learn from Video Games
    GAME ON! HOW VIDEO GAMES AND GAME DESIGN PRINCIPLES CAN HELP TO MAKE ADULT EDUCATION MORE ENGAGING FOR THE LEARNER DAN MCLAUGHLIN Submitted in part fulfilment of the requirements for the MEd In Adult and Community Education Department of Adult and Community Education National University of Ireland Maynooth 2012 Supervisor: Michael Murray ACKNOWLEDGEMENTS I would like to express my gratitude to Michael for the support, encouragement and seemingly limitless patience he exhibited during the course of this research. Thanks too, to the faculty staff of the Adult and Community Education Department. I thank my family, and love them for the support they have shown, for creating a productive space and talking me down from the ledge, when things were tough. In particular thanks are due to my sister, Ruth, for the time she spent discussing my ideas. Special thanks are due to my long-suffering mother, without whom the words that follow would not make anything near as much sense as they do. Finally my thanks to Emer, Liam and Conor who have given me purpose. ii ABSTRACT The recent technological revolution has produced a new type of adult learner. This thesis will examine the educational needs of this new learner, and suggest ways in which adult educational practice can adapt in order to meet these needs. In doing do, it will examine the concepts of digital game-based learning and the ‘gamification’ of adult education and training, in the context of Howard Gardner’s theory of multiple intelligences and Paulo Freire’s problem-posing approach to education. iii TABLE OF CONTENTS Acknowledgements ......................................................................................................................................
    [Show full text]
  • Adaptive Augmented Reality Serious Game to Foster Problem Solving Skills
    CORE Metadata, citation and similar papers at core.ac.uk Provided by Columbus State University Adaptive Augmented Reality Serious Game to Foster Problem Solving Skills a,1 RANIA HODHOD , HILLARY FLEENOR and SYEDALI NABI a TSYS School of Computer Science, Columbus State University Abstract. This paper describes the design of an adaptive intelligent augmented reality serious game which aims to foster problem solving skills in young learners. Studies show that our students lack computational thinking skills in high school, which raises the need to establish new methods to develop these skills in our younger learners. We believe that problem solving skills are the fundamental skills of computational thinking and are critical for STEM, in addition to a broad range of other fields. Therefore we decided to focus on those meta-cognitive skills acquired to foster problem solving, such as strategic knowledge. The game described in this paper provides a unique adaptive learning environment that aims to develop learners’ meta-cognitive skills by utilizing augmented reality technology, believable pedagogical agents and intelligent tutoring modules. It offers a great user experience and entertainment which we hope will encourage learners to invest more time in the learning process. This paper describes the architecture and design of the game from the viewpoint of educational pedagogies and frameworks for serious game design. Keywords. Augmented reality, intelligent tutoring, believable agents, game design framework Introduction Problem solving is a cognitive skill that involves both analytical and creative skills and consists of using generic or ad hoc methods, in an orderly manner, for finding solutions to problems. Problem solving involves several metacognitive skills which refer to the active monitoring and consequent regulation and orchestration of those methods in relation to the cognitive object or data on which they bear [35].
    [Show full text]
  • A Personalized Serious Game for Attention Training
    Keep Attention: A Personalized Serious Game for Attention Training Nadia Hocine Mohamed Ameur Wafaa Ziani University of Mostaganem University of Mostaganem University of Mostaganem Mostaganem, Algeria Mostaganem, Algeria Mostaganem, Algeria [email protected] [email protected] [email protected] ABSTRACT disorders [6] [13] [14]. Attention abilities may be altered because of different factors since childhood or during the aging process and may Attention ability, or the mental focus on the most relevant influence the daily lives of peoples. Attention troubles may information [2], is among the cognitive abilities that may be caused by different diseases such as Attention Deficit influence the daily activities of people and their learning. Hyperactivity Disorder (ADHD) which is responsible of Attention can be altered because of different psychological many learning difficulties. The early diagnosis and factors and deficits such as attention deficit hyperactivity surveillance of children’s cognitive abilities can help in disorder, which is the main cause of school difficulties [9]. preventing the development of such diseases. Serious In this paper, we present Keep Attention, a serious game for games may play an important role in helping tutors to attention training. The objective of this game is to help assess the children’s cognitive abilities and to get tutors to evaluate the children’s attention skills and provide quantitative data about their progression. It can also be used them with personalized training experience. We consider as a personalized training tool that takes into account not the challenge of designing games that maintain the children only the individuals’ abilities and training needs but also motivation although repetitive nature of tasks in training.
    [Show full text]
  • The Development of Sightheart: a Gamified Serious Game Training Tool for Analytical Skills and Values Internalization
    International Journal of Academic Research in Business and Social Sciences Vol. 7, Special Issue - 4th International Conference on Educational Research and Practice 2017 ISSN: 2222-6990 The Development of SightHeart: A Gamified Serious Game Training Tool for Analytical Skills and Values Internalization Wan Nurul Nazirah Meor Zamani and Ahmad Fauzi Mohd Ayub Faculty of Educational Studies, Universiti Putra Malaysia, 43400 UPM Serdang, Selangor, Malaysia DOI: 10.6007/IJARBSS/v7-i14/3682 URL: http://dx.doi.org/10.6007/IJARBSS/v7-i14/3682 Abstract This paper addresses the development of a two-dimensional (2D) computer serious game prototype named SightHeart as an alternative informal tool for training students’ analytical skills and values internalization. The prototype was developed using an extension of the ADDIE model called DGBL-ID and was evaluated based on users’ motivation, engagement, acceptance and behaviour intention towards the serious game. The study aims to highlight on developmental issues related to serious games such as lack of entertainment value due to heavily-focused on the learning content. Simultaneously, the game also intends to address learning issues among undergraduate students reported by literature, particularly the lack of critical thinking skills and having poor character that may affect their employability. The concept of gamification, motivation, psychological and other related learning theories were used as a combined approach to overcome these issues to boost their motivation and engagement towards SightHeart.
    [Show full text]