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Digital Educational Game Development Methodology) and IDEALLY (Digital Educational Game Software Quality Evaluation Methodology)

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Digital Educational Game Development Methodology) and IDEALLY (Digital Educational Game Software Quality Evaluation Methodology) Digital Educational Games: Methodologies for Development and Software Quality by Serdar Aslan Dissertation submitted to the Faculty of the Virginia Polytechnic Institute and State University in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Computer Science and Applications Osman Balci, Chair James D. Arthur Reza Barkhi Mat Grove Anderson Norton Eli Tilevich September 30th, 2016 Blacksburg, Virginia Key words: Digital game development, educational game development, game development life cycle, game development methodology, game development processes, game development workflows, game software quality evaluation, and game-based learning. Digital Educational Games: Methodologies for Development and Software Quality by Serdar Aslan ABSTRACT Development of a game in the form of software for game-based learning poses significant technical challenges for educators, researchers, game designers, and software engineers. The game development consists of a set of complex processes requiring multi-faceted knowledge in multiple disciplines such as digital graphic design, education, gaming, instructional design, modeling and simulation, psychology, software engineering, visual arts, and the learning subject area. Planning and managing such a complex multidisciplinary development project require unifying methodologies for development and software quality evaluation and should not be performed in an ad hoc manner. This dissertation presents such methodologies named: GAMED (diGital educAtional gaMe dEvelopment methoDology) and IDEALLY (dIgital eDucational gamE softwAre quaLity evaLuation methodologY). GAMED consists of a body of methods, rules, and postulates and is embedded within a digital educational game life cycle. The life cycle describes a framework for organization of the phases, processes, work products, quality assurance activities, and project management activities required to develop, use, maintain, and evolve a digital educational game from birth to retirement. GAMED provides a modular structured approach for overcoming the development complexity and guides the developers throughout the entire life cycle. IDEALLY provides a hierarchy of 111 indicators consisting of 21 branch and 90 leaf indicators in the form of an acyclic graph for the measurement and evaluation of digital educational game software quality. We developed the GAMED and IDEALLY methodologies based on the experiences and knowledge we have gained in creating and publishing four digital educational games that run on the iOS (iPad, iPhone, and iPod touch) mobile devices: CandyFactory, CandySpan, CandyDepot, and CandyBot. The two methodologies provide a quality-centered structured approach for development of digital educational games and are essential for accomplishing demanding goals of game-based learning. Moreover, classifications provided in the literature are inadequate for the game designers, engineers and practitioners. To that end, we present a taxonomy of games that focuses on the characterization of games. Digital Educational Games: Methodologies for Development and Software Quality by Serdar Aslan GENERAL AUDIENCE ABSTRACT The game development consists of a set of complex processes requiring knowledge in many disciplines such as digital graphic design, education, gaming, instructional design, modeling and simulation, psychology, software engineering, visual arts, and the learning subject area. Planning and managing such projects require unifying methodologies for development and software quality evaluation. This dissertation presents such methodologies named: GAMED (diGital educAtional gaMe dEvelopment methoDology) and IDEALLY (dIgital eDucational gamE softwAre quaLity evaLuation methodologY). GAMED consists of a body of methods, rules, and postulates and is embedded within a digital educational game life cycle. It provides a modular structured approach for overcoming the development complexity and guides the developers throughout the entire life cycle. IDEALLY provides a hierarchy of 111 indicators consisting of 21 branches and 90 leaf indicators in the form of a graph, in which there is no cycle or closed path, for the measurement and evaluation of digital educational game software quality. Moreover, classifications provided in the literature are poorly defined for the game designers, engineers, and practitioners. To that end, we present a taxonomy of games that focuses on the characterization of games. DEDICATION To my dear wife and parents iv ACKNOWLEDGMENTS I owe my deepest gratitude to my advisor Dr. Osman Balci for his support and guidance not only in this research, but also in many aspects of life since I started studying at Virginia Tech. I have learned a lot from him and I cannot thank him enough. I would like to thank my committee members Dr. James D. Arthur, Dr. Reza Barkhi, Dr. Mat Grove, Dr. Anderson Norton, and Dr. Eli Tilevich. Moreover, I express my gratitude to Dr. Anderson Norton for helping us generate different game ideas and assisting us significantly throughout the development of the games. I also thank my fellow graduate students in the Mobile Software Engineering Lab. Finally, my gratitude goes to my wife and my parents, for always being there when I need them and supporting me, no matter what. v TABLE OF CONTENTS ABSTRACT ......................................................................................................................................................................... ii GENERAL AUDIENCE ABSTRACT .......................................................................................................................... iii DEDICATION ................................................................................................................................................................... iv ACKNOWLEDGMENTS ................................................................................................................................................. v LIST OF FIGURES ........................................................................................................................................................... ix LIST OF TABLES .............................................................................................................................................................. x CHAPTER 1: DEFINITION OF THE PROBLEM AND OBJECTIVES ................................................................ 1 1.1 STATEMENT OF THE PROBLEM .......................................................................................................................................... 1 1.2 STATEMENT OF OBJECTIVES ............................................................................................................................................. 2 1.3 SIGNIFICANCE OF THE RESEARCH .................................................................................................................................... 2 CHAPTER 2: BACKGROUND ....................................................................................................................................... 4 2.1 DIGITAL GAMES ................................................................................................................................................................... 4 2.1.1 Digital Game Genres....................................................................................................................................................................... 4 2.2 DIGITAL GAME-BASED LEARNING .................................................................................................................................. 5 2.2.1 The Importance of DGBL .............................................................................................................................................................. 5 2.2.2 Benefits of DGBL .............................................................................................................................................................................. 6 2.2.2.1 General Skills ............................................................................................................................................................................. 6 2.2.2.2 Freedom to Fail .......................................................................................................................................................................... 6 2.2.2.3 Clear Goals and Immediate Feedback ................................................................................................................................. 6 2.2.2.4 Active learning ........................................................................................................................................................................... 7 2.2.2.5 Challenge ..................................................................................................................................................................................... 7 2.2.2.6 Engagement................................................................................................................................................................................. 7 2.2.2.7 Formative Assessment ............................................................................................................................................................. 8 2.3 GAME DEVELOPMENT .......................................................................................................................................................
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