DOCSLIB.ORG

Exploring the Elements of Educational Video Game Design and Creation

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Exploring the Elements of Educational Video Game Design and Creation EXPLORING THE ELEMENTS OF EDUCATIONAL VIDEO GAME DESIGN AND CREATION A DISSERTATION SUBMITTED TO THE GRADUATE SCHOOL OF EDUCATION AND THE COMMITTEE ON GRADUATE STUDIES OF STANFORD UNIVERSITY IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF PHILOSOPHY Osvaldo Jiménez June 2013 © 2013 by Osvaldo Jimenez. All Rights Reserved. Re-distributed by Stanford University under license with the author. This work is licensed under a Creative Commons Attribution- Noncommercial 3.0 United States License. http://creativecommons.org/licenses/by-nc/3.0/us/ This dissertation is online at: http://purl.stanford.edu/xj238xb0164 ii I certify that I have read this dissertation and that, in my opinion, it is fully adequate in scope and quality as a dissertation for the degree of Doctor of Philosophy. Shelley Goldman, Primary Adviser I certify that I have read this dissertation and that, in my opinion, it is fully adequate in scope and quality as a dissertation for the degree of Doctor of Philosophy. Amado Padilla, Co-Adviser I certify that I have read this dissertation and that, in my opinion, it is fully adequate in scope and quality as a dissertation for the degree of Doctor of Philosophy. Daniel Schwartz Approved for the Stanford University Committee on Graduate Studies. Patricia J. Gumport, Vice Provost Graduate Education This signature page was generated electronically upon submission of this dissertation in electronic format. An original signed hard copy of the signature page is on file in University Archives. iii iv Abstract It is difficult to create video games that are both entertaining and educational. Few educational video games have empirical evidence to support their claims of effectiveness (Honey & Hilton, 2011). Educational video games are explored through research and discussion aimed at making the development process more effective for other educational game designers. The discussion unfolds in several chapters. First, concerns surrounding the making of educational games are discussed. For instance, educational game designers are often given the task of delicately balancing the fun and educational aspects of their games. This balancing is highlighted in a framework presented of the development journey that educational game developers often must take, navigating around these two aspects, which are called sirens. Literature in psychology and other fields that make arguments for elements that can help make a game more educational and more fun are reviewed. On the educational side, the domain of fractions is explored, and the misunderstandings and difficulties encountered by students who are learning fractions are reviewed. The learning of fractions anchors the development and research since there is much work needed to improve student understanding. On the fun side, some of the motivational choices that have been used to increase the amount of fun are considered. Although there are elements in games that explicitly help either fun or learning, three areas are reviewed – choice, collaboration, and fantasy/story – that have properties that can help both fun and educational aspects of a game. It is the third area (fantasy/story) that this dissertation further explores as an element to be used in games. Since fantasy/story warrants further exploration, the literature on fantasy and more specifically story are reviewed. The review of the literature concludes that story can be helpful with learning by assisting with comprehension. Research on story grammars and scripts provide evidence for story helping people comprehend information, making it more likely for these people to remember that information. On the other hand, story can also help persuade people. The persuasion aspect is notable v because it can help with both motivation and learning. Persuasion is important because it gives the audience a willingness to accept a different outcome or piece of knowledge. Using this information, the dissertation then details the process that colleagues and I followed in order to create an educational game called Tug-of-War. After an initial study showing no significant achievement differences in learning, Tug-of-War was refined and demonstrated significant differences on pre-post measures in two quasi-experimental classroom studies. These three studies also provided evidence that children enjoyed playing Tug-of-War, based on survey results adapted from motivation scales. The process for creating the game as well as the study design and results for these three studies are provided. Next, a qualitative, interview-based study of how students conceptualize story both in interactive and non-interactive media is reported. The methods are described, including how game were selected for children to play, and how the interview protocol that was accomplished with the children. The chapter ends by describing the analysis, and highlights recurring themes that were discovered around children’s notions of story. The findings all of the initial studies resulted in a classroom study, where students were randomly assigned to play one of three versions of the Tug-of-War game. The first version was similar to the previous versions, having a context/story of the children participating in a tug-of-war match. The second version had similar game mechanics, but had no story or images related to the story. The third version embellished the first version by providing students with images of the relevant characters that are present in the game. The chapter provides analysis of pre and post measures of achievement, students reporting of fun, and a video analysis of ways students engaged in two of the conditions. Results of the final study indicate that story had a positive impact on the student engagement and involvement with the fractions content. The advantages that story brings to bear in educational games is discussed. vi Acknowledgements I would like to thank my dissertation reading committee (Shelley Goldman, Daniel Schwartz, and Amado Padilla) for their invaluable support and wisdom during this entire process. To Shelley, thank you for keeping me going and for guiding me through the whole process. To Dan, thank you for helping me correctly think about how to conduct, study, and analyze a topic of interest for me. To Amado, thank you for always believing in me and helping me keep the entire process in perspective. I would also like to thank my oral committee (Mehran Sahami and Eric Roberts) for their valuable insight and questions. Next I would like to thank Ugochi Acholonu and Dylan Arena for their help in creating the initial designs of the Tug-of-War game, and in helping conduct the research. I would also like to thank fellow colleagues and researchers Jessica Tsang, Ilsa Marie Dohmen, Jennifer Tackman, Doris Chin, Kristen Pilner Blair, Joe Prempeh, Min Chi, Nicole Hallinen, Jacob Haigh, and Rassan Walker for their advice and for their contributions in helping me conduct the research. I’d also like to thank the administrators, teachers, and users in the Bay Area that contributed to this project. I would also like to thank the DARE Fellowship for helping make the goal of completing my dissertation a reality. If it were not for the support of my colleagues in that program as well as Anika Green and Chris Golde, I may not have finished. Finally I would like to thank my family & friends for their unwavering support throughout this whole journey and the numerous ways they helped. Specifically I’d like to thank my nieces and nephews (aka “las crías”) for their constant playtesting, my parents Jaime & Alicia for telling me never to give up, and my friends Dan G, Daniel and Javier for their writing advice. Finally, and most importantly I’d like to thank my wife Cheryl Lynne for her incredible support at every imaginable stage of this process. I would not have finished if it were not for my family. I will be forever indebted to all of you. vii Table of Contents Abstract........................................................................................................................... v Acknowledgements ...................................................................................................... vii List of Tables ................................................................................................................ xii List of Illustrations........................................................................................................ xii Section I – Difficulty in Making Educational Games .................................................... 1 Introduction ................................................................................................................. 1 Researching the Learning............................................................................................ 7 Fractions .................................................................................................................. 8 Researching the Fun – Empirical Research on Motivation....................................... 14 Intrinsic Motivation ............................................................................................... 15 Challenge............................................................................................................... 17 Other Structural Qualities ..................................................................................... 18 Researching Elements useful both for fun and learning ........................................... 21 Control/Choice .....................................................................................................
Load more

Recommended publications
  • Digital Games As a Context for Children's Cognitive Development
    Volume 32, Number 1 | 2019 Social Policy Report Digital Games as a Context for Children’s Cognitive Development: Research Recommendations and Policy Considerations Fran C. Blumberg, Fordham University Kirby Deater-Deckard, University of Massachusetts-Amherst Sandra L. Calvert, Georgetown University Rachel M. Flynn, Northwestern University C. Shawn Green, University of Wisconsin-Madison David Arnold, University of Massachusetts-Amherst Patricia J. Brooks, College of Staten Island & The Graduate Center, CUNY ABSTRACT We document the need to examine digital game play and app use as a context for cognitive development, particularly during middle childhood. We highlight this developmental period as 6- through 12- year olds comprise a large swath of the preadult population that plays and uses these media forms. Surprisingly, this age range remains understudied with regard to the impact of their interactive media use as compared to young children and adolescents. This gap in knowledge about middle childhood may refect strong and widely held concerns about the effects of digital games and apps before and after this period. These concerns include concurrent and subsequent infuences of game use on very young children’s and adolescents’ cognitive and socioemotional functioning. We highlight here what is currently known about the impact of media on young children and adolescents and what is not known about this impact in middle childhood. We then offer recommendations for the types of research that developmental scientists can undertake to examine the effcacy of digital games within the rapidly changing media ecology in which children live. We conclude with a discussion of media policies that we believe can help children beneft from their media use.
    [Show full text]
  • What Is the Purpose of Educational Software
    What is the purpose of educational software What is the purpose of educational software do? What they are mutually educational software, science, economy, solve problems typical of companies in various fields such as business people, learning to use to simplify the presentation of the subject? This is entered, results will help you judge, get feedback. Compared to computer games and fun skill to learn, is much greater emphasis on some educational software. And uniqueness of what is educational software? This is it, this software is created, it is created by experts can be considered as intended audience, be equal to traditional classroom learning. If it's an opportunity to learn, this software is in the four walls of the classroom, lessons must be equivalent to the guidance of competent instructors. The advantage of educational software, enter college have to worry about the reputed or about finding good teachers is that no, it can easily be obtained easily and distance education. Given in the virtual classroom‐formatted computer software utilizing the whole training course known as Shirabasutopikku courseware. These are kits for teachers and trainers. Educational software, as do traditional teaching methods in the classroom? Yes, they are also white board is used to teach computer or network. Such software has been referred to as classroom management. Another reference software designed by professionals and ordinary dictionary or encyclopedia. One of the software reference is Wikipedia. What is educational software for children that like? It has been designed using a mixed hardware platform and custom. Rather than a modern educational software, and servers based on built‐in pop‐ups on a single computer.
    [Show full text]
  • REPORT to the UTAH LEGISLATURE Best Practices In
    REPORT TO THE UTAH LEGISLATURE Number 2005-04 Best Practices in Using Technology in Public Education February 2005 Review Performed by: Manager John M. Schaff Supervisor Maria Stahla Staff Kade Minchey David Gibson -1- Technology Deployment and Use Varies by School The Legislative Audit Subcommittee requested a review of how technology is being used to improve public education, whether there is sufficient training and support for teachers and students, and whether schools are maximizing the technology that has been purchased. Much has been accomplished to put technology into Utah’s schools to improve the education of students. Most teachers have personal computers, all schools have some personal computers for student use, and most schools have some computers connected to the Internet. The amount, age, accessibility and use of computers varies greatly, however, by district and school. Although much has been accomplished, much remains to be done including upgrading and replacing outdated technology, providing the professional development needed to enable educators to use technology more effectively in the classroom and providing the technical support to maintain the systems. Although questions still remain about how best to use technology to improve the education of students, many believe it plays an important role. While it is difficult to isolate the effects of technology alone, many administrators see positive academic effects of the use of computers, connections to the Internet, and various software programs in their schools. Each school district determines how much to invest in technology to achieve its educational goals and how fast to deploy the technology infrastructure. School districts have local boards that have broad authority to set their education policies and differing funding capabilities to finance their technology programs.
    [Show full text]
  • Drivers and Barriers to Adopting Gamification: Teachers' Perspectives
    Drivers and Barriers to Adopting Gamification: Teachers’ Perspectives Antonio Sánchez-Mena1 and José Martí-Parreño*2 1HR Manager- Universidad Europea de Valencia, Valencia, Spain and Universidad Europea de Canarias, Tenerife, Spain 2Associate Professor - Universidad Europea de Valencia, Valencia, Spain [email protected] [email protected] Abstract: Gamification is the use of game design elements in non-game contexts and it is gaining momentum in a wide range of areas including education. Despite increasing academic research exploring the use of gamification in education little is known about teachers’ main drivers and barriers to using gamification in their courses. Using a phenomenology approach, 16 online structured interviews were conducted in order to explore the main drivers that encourage teachers serving in Higher Education institutions to using gamification in their courses. The main barriers that prevent teachers from using gamification were also analysed. Four main drivers (attention-motivation, entertainment, interactivity, and easiness to learn) and four main barriers (lack of resources, students’ apathy, subject fit, and classroom dynamics) were identified. Results suggest that teachers perceive the use of gamification both as beneficial but also as a potential risk for classroom atmosphere. Managerial recommendations for managers of Higher Education institutions, limitations of the study, and future research lines are also addressed. Keywords: gamification, games and learning, drivers, barriers, teachers, Higher Education. 1. Introduction Technological developments and teaching methodologies associated with them represent new opportunities in education but also a challenge for teachers of Higher Education institutions. Teachers must face questions regarding whether to implement new teaching methodologies in their courses based on their beliefs on expected outcomes, performance, costs, and benefits.
    [Show full text]
  • A Narrative Metaphor to Facilitate Educational Game Authoring Eugenio J
    A narrative metaphor to facilitate educational game authoring Eugenio J. Marchiori 1, Javier Torrente 1, Ángel del Blanco 1, Pablo Moreno-Ger 1, Pilar Sancho1, Baltasar Fernández-Manjón 1,2 1 Department of Software Engineering and Artificial Intelligence, Complutense University, Madrid 2 Laboratory of Computer Science, Massachusetts General Hospital, Harvard University, Boston (emarchiori, jtorrente, angel.dba, pablom)@fdi.ucm.es, [email protected], [email protected] Abstract In this paper we present WEEV (Writing Environment for Educational Video games), a methodology for educational point-and-click adventure game authoring. Our approach aims to allow educators to actively collaborate in the educational game development process, using a narrative-based representation. WEEV is based on a pragmatic reinterpretation of previous works on narrativity and video games, enhanced by the use of a novel visual language to represent the flow of the story or narrative. The WEEV methodology has been implemented into an actual tool based on the already established <e-Adventure> platform for educational games. This tool was improved with feedback gathered from formative evaluation, end-users testing (i.e. educators), and actual use in the development of an educational game. The system, still under development, presents some user-interaction problems along with a need for the educational effectiveness of the resulting games to be further analyzed. However, this paper highlights that, according to the qualitative results of evaluations, WEEV can indeed be successfully applied to simplify the game creation process and that by using representations of games that educators can understand, WEEV can help provide educational value to games.
    [Show full text]
  • A Method for Designing Educational Games
    The 5/10 Method: A method for designing educational games Rick van Rooij Bsc Supervised by Johan Jeuring and Nicolas Pronost Utrecht University 2 Abstract ABSTRACT 3 1. INTRODUCTION 3 1.1 GAMES IN EDUCATION AND PROBLEM POSTULATION 3 1.2 THE DESIGN PROCESS 4 1.3 TEN STEPS TO COMPLEX LEARNING 5 1.3.1 4C/ID METHOD 5 1.3.2 THE 10 STEPS IN DETAIL 6 2. A METHOD FOR EDUCATIONAL GAME DESIGN 9 2.1 THE GOAL OF THE 5/10 METHOD 9 2.2 THE 5/10 METHOD 10 2.2.1 ANALYZE 10 2.2.2 DESIGN 11 2.2.3 DEVELOP 16 2.2.4 IMPLEMENT 16 2.2.5 EVALUATE 16 3. CASE STUDY: MOTH 17 3.1 THE GOAL 17 3.2 USING THE METHOD 18 3.2.1 ANALYZE 18 3.2.2 DESIGN 21 3.2.3 DEVELOP 29 3.2.4 IMPLEMENT 31 3.2.5 EVALUATE 31 4. CONCLUSION AND FUTURE WORK 33 REFERENCES 33 APPENDIX A: LEARNING GOALS, TASKS AND BACKGROUND INFORMATION 36 APPENDIX B: LEVEL SCREENSHOTS 39 APPENDIX C: THE SURVEY 45 Abstract 3 Abstract Over the last few years educative games have been on a rise. They have been shown to improve insight, involvement (Marino and Hayes, 2012), engagement in the subject (Wilson et al, 2009) scientific discourse, reasoning and inquiry (Barab et al. 2007). They have been used in schools with success and good results (Ketelhut, 2007). However recent studies show that in spite of this potential games are often misused and are hard to integrate in the instructional environment.
    [Show full text]
  • Engaging Children with Educational Content Via Gamification Kalpana Nand1,4, Nilufar Baghaei1,2* , John Casey1, Bashar Barmada1, Farhad Mehdipour2 and Hai-Ning Liang3
    Nand et al. Smart Learning Environments (2019) 6:6 Smart Learning Environments https://doi.org/10.1186/s40561-019-0085-2 RESEARCH Open Access Engaging children with educational content via Gamification Kalpana Nand1,4, Nilufar Baghaei1,2* , John Casey1, Bashar Barmada1, Farhad Mehdipour2 and Hai-Ning Liang3 * Correspondence: nilufar.baghaei@ op.ac.nz Abstract 1Department of Computer Science, Unitec Institute of Technology, Gamification is the application of game mechanisms in non-gaming environments Auckland, New Zealand with the objective of enhancing user experience. In this paper, we investigate the 2Department of Information effectiveness of gamification in educational context, i.e. teaching numeracy at a Technology, Otago Polytechnic Auckland International Campus primary school level. We study the appealing characteristics of engaging computer (OPAIC), Auckland, New Zealand games from children’s point of view, and investigate whether embedding the Full list of author information is proposed characteristics into an educational tool enhances children’s learning. The available at the end of the article main characteristics we identify are levels of difficulties, feedback from the current level, and graphical presentation. They were then embedded into a Java-based open source programme based on “Who wants to be a millionaire” TV show, with the aim of teaching children numeracy (level 5 New Zealand curriculum). Two versions were created: feature enriched game (FEG) with all the features enabled and feature devoid game (FDG) with no extra features. We present the results of an evaluation study done with primary school children (n = 120) over a period of two weeks. The effectiveness of the educational tool was measured using a pre-test and a post-test, as well as other indicators such as the frequency and duration of interaction.
    [Show full text]
  • Introduction to Games-Based Learning
    Chapter I Introduction to Games-Based Learning Stephen Tang Liverpool.John.Moores.University,.UK Martin Hanneghan Liverpool.John.Moores.University,.UK Abdennour El Rhalibi Liverpool.John.Moores.University,.UK ABSTRACT Games-based.learning.takes.advantage.of.gaming.technologies.to.create.a.fun,.motivating,.and.inter- active.virtual.learning.environment.that.promotes.situated.experiential.learning..Many.researchers. now.believe.that.this.approach.can.better.motivate.present.day.entertainment-driven.learners.to.more. thoroughly engage in learning through meaningful activities defined in the game context as opposed to those.offered.using.more.traditional.didactic.approaches..This.chapter.describes.games-based.learning,. the.related.terms.and.scope,.current.approaches,.embedded.pedagogies.and.challenges.for.providing. high-quality.education.in.the.21st.Century. INTRODUCTION 2006). These digital cultures have significantly changed the ways humans work, communicate, The 21st Century has witnessed emergent cultures socialise and play and they are also affecting such as ‘blogging’ (Khan & Kellner, 2004), file the way younger generations learn. It is crucial sharing (Lessig, 2004) and gaming (Pearce, that learning is congruent to lifestyle for effec- Copyright © 2009, IGI Global, distributing in print or electronic forms without written permission of IGI Global is prohibited. Introduction to Games-Based Learning tive learning to take place (JISC, 2004). These such opportunities (BECTa, 2006; FAS, 2006a). changes in lifestyle are inevitable and have since Many also agree that it is now appropriate to introduced additional challenges to teachers in take advantage of gaming technologies to create providing high-quality education. a new generation of educational technology tools One of the significant changes experienced to equip learners of all ages with necessary skills in the education sector is the change of learners’ through experiential learning (FAS, 2006a).
    [Show full text]
  • Learning Management System Technologies and Software Solutions for Online Teaching: Tools and Applications
    Learning Management System Technologies and Software Solutions for Online Teaching: Tools and Applications Yefim Kats Ellis University, USA & Rivier College, USA InformatIon scIence reference Hershey • New York Director of Editorial Content: Kristin Klinger Director of Book Publications: Julia Mosemann Acquisitions Editor: Lindsay Johnston Development Editor: Elizabeth Ardner Typesetter: Gregory Snader Production Editor: Jamie Snavely Cover Design: Lisa Tosheff Printed at: Yurchak Printing Inc. Published in the United States of America by Information Science Reference (an imprint of IGI Global) 701 E. Chocolate Avenue Hershey PA 17033 Tel: 717-533-8845 Fax: 717-533-8661 E-mail: [email protected] Web site: http://www.igi-global.com/reference Copyright © 2010 by IGI Global. All rights reserved. No part of this publication may be reproduced, stored or distributed in any form or by any means, electronic or mechanical, including photocopying, without written permission from the publisher. Product or company names used in this set are for identification purposes only. Inclusion of the names of the products or companies does not indicate a claim of ownership by IGI Global of the trademark or registered trademark. Library of Congress Cataloging-in-Publication Data Learning management system technologies and software solutions for online teaching : tools and applications / Yefim Kats, editor. p. cm. Includes bibliographical references and index. Summary: "This book gives a general coverage of learning management systems followed by a comparative analysis of the particular LMS products, review of technologies supporting different aspect of educational process, and, the best practices and methodologies for LMS-supported course delivery"--Provided by publisher. ISBN 978-1-61520-853-1 (hardcover) -- ISBN 978-1-61520-854-8 (ebook) 1.
    [Show full text]
  • Microsoft Kodu's Case
    International Journal of Education (IJE) Vol.8, No.3, September 2020 EDUCATIONAL DIGITAL GAMES AS LEARNING TOOLS: MICROSOFT KODU'S CASE Christos Lalos1 and Ilektra Skarpa2 1IT Educator, PhD Candidate at University of Alicante in Spain 2Primary School Teacher, PhD Candidate at University of Murcia in Spain ABSTRACT The virtual environments of electronic games and, in general, digital media engagement undoubtedly attract the interest of young people in your days. On the other hand, students in schools seem to enjoy the traditional educational process. Students, therefore, need to be motivated to participate in school lessons, and a way to achieve this, is to use new digital media that are considered particularly popular with young people. The main objective of the project is to propose a didactic approach to achieving some of the objectives of the courses in the Primary School. In particular, an educational game is presented and developed as an example, with the help of Microsoft Kodu digital software, and it is recorded how it works as a learning tool. KEYWORDS Electronic communities, digital game, educational software, Microsoft Kodu 1. INTRODUCTION In 2009, Microsoft introduced a tool that anyone could use to easily and quickly program their own simple game. Who does not remember Sparrow, an 11-year-old girl who in front of the astonished eyes of the public, made in a few minutes a simple game that she could play with the manager of Microsoft? So according to the description of the title by the company itself, it is more of a programming language that uses the gamepad to enter commands, than a game in which users create tracks and content.
    [Show full text]
  • A Design Process for Balanced Educational Video Games with Collaborative Activities
    A design process for balanced educational video games with collaborative activities Natalia Padilla-Zea a,b, Nuria Medina-Medina a, Francisco L. Gutiérrez-Vela a, José R. López-Arcos a, Patricia Paderewski a & Carina S. González-González c a Dpto. Lenguajes y Sistemas Informáticos y CITYC, Universidad de Granada, Granada, España. {npadilla, nmedina, fgutierr, patricia, jrlarco}@ugr.es b Universidad Internacional de la Rioja, Logroño, España. [email protected] c Dpto. Ingeniería de Sistemas y Automática y Arquitectura y Tecnología de Computadores, Universidad de La Laguna, Tenerife, Españ[email protected] Received: February 13th, 2015. Received in revised form: March 10th, 2015. Accepted: September 29th, 2015 Abstract The efficiency of educational video games could be improved through the use of a specific development method that allows them to keep both their educational and recreational goals and maintains their playability. Accordingly, we present a process for the incremental design of educational video games with collaborative activities based on Software Engineering principles. This process intends to make the specification and design of educational and recreational contents easier, and also ensures a balance between educational and playful components. To support this methodology, we present a pilot authoring tool that implements our design process. Keywords: Digital Game-Based Learning; Methodologies; Educational Video Games Design; Computer-Supported Collaborative Learning. Proceso de diseño para videojuegos educativos con actividades colaborativas Resumen El uso de un método de desarrollo específico para videojuegos educativos que facilite la definición de objetivos pedagógicos y lúdicos podría mejorar la eficiencia instructiva de este tipo de aplicaciones, sin perder su jugabilidad. Con esta intención, en este trabajo se presenta un proceso de diseño incremental que aplica principios de Ingeniería del Software para generar videojuegos educativos con actividades colaborativas.
    [Show full text]
  • Integrating Science Tasks and Puzzles in Computer Role Playing Games
    Multimodal Technologies and Interaction Article Integrating Science Tasks and Puzzles in Computer Role Playing Games Varvara Garneli * , Konstantinos Patiniotis and Konstantinos Chorianopoulos Department of Informatics, Ionian University, 49132 Corfu, Greece * Correspondence: [email protected] Received: 15 May 2019; Accepted: 12 July 2019; Published: 15 July 2019 Abstract: The design of educational serious games to be used as motivational learning environments is very rewarding but also very challenging. The integration of learning with playing activities seems to be one of the major challenges. Previous work has not examined the integration of science content based on the school curriculum in the gameplay mechanics of a computer role playing game (CRPG) and in a storyline which ends with a dramatic conflict. In this study, an educational CRPG was designed for learning concepts in the physical sciences according to the curriculum of the correspondent book. We integrated the content into the gameplay which included several tasks to be performed and puzzles to be solved, advancing players to successfully complete the game, according to the game’s storyline. Finally, we performed a usability test for ease-of-use and enjoyment issues. Most testers considered the educational CRPG entertaining. Computer role playing game’s gameplay mechanics provide affordances for the integration of science and technology courses in a playful learning environment. Keywords: educational serious games; game design; role playing games; science education 1. Introduction Video games are a popular medium which have appeared in several forms and configurations following the development of digital technology. While entertaining video games feature only the “game” dimension, serious games can be defined as “a mental contest, played with a computer in accordance with specific rules, that uses entertainment to further government or corporate training, education, health, public policy, and strategic communication objectives” [1].
    [Show full text]