Commenced in January 2007
Frequency: Monthly
Edition: International
Paper Count: 30075
Developing a Customizable Serious Game and Its Applicability in the Classroom

Authors: Anita Kéri

Abstract:

Recent developments in the field of education have led to a renewed interest in teaching methodologies and practices. Gamification is fast becoming a key instrument in the education of new generations and besides other methods, serious games have become the center of attention. Ready-built serious games are available for most higher education institutions to buy and implement. However, monetary restraints and the unalterable nature of the games might deter most higher education institutions from the application of these serious games. Therefore, there is a continuously growing need for a customizable serious game that has been developed based on a concrete need analysis and experts’ opinion. There has been little evidence so far of serious games that have been created based on relevant and current need analysis from higher education institution teachers, professional practitioners and students themselves. Therefore, the aim of this current paper is to analyze the needs of higher education institution educators with special emphasis on their needs, the applicability of serious games in their classrooms, and exploring options for the development of a customizable serious game framework. The paper undertakes to analyze workshop discussions on implementing serious games in education and propose a customizable serious game framework applicable in the education of the new generation. Research results show that the most important feature of a serious game is its customizability. The fact that practitioners are able to manage different scenarios and upload their own content to a game seems to be a key to the increasingly widespread application of serious games in the classroom.

Keywords: Education, gamification, game-based learning, serious games.

Digital Object Identifier (DOI): doi.org/10.5281/zenodo.2702819

Procedia APA BibTeX Chicago EndNote Harvard JSON MLA RIS XML ISO 690 PDF Downloads 186

References:


[1] S. Deterding, M. Sicart, L. Nacke, K. O’Hara, and D. Dixon, “Gamification: Using Game Design Elements in Non-Gaming Contexts. In Proceedings of the International Conference on Human Factors in Computing Systems”, May 7-12, 2011 pp. 4–7.
[CHI 2011, Extended Abstracts Volume, Vancouver, BC, Canada].
[2] B. Terill, “My Coverage of Lobby of the Social Gaming Summit.” Retrieved January 9, 2019, from http://www.bretterrill.com/2008/06/my-coverage-of-lobby-of-social-gaming.html.
[3] D. Helgason, “2010 Trends – Unity Blog”. Retrieved January 9, 2019, from https://blogs.unity3d.com/2010/01/14/2010-trends/.
[4] G. Zichermann, “A Long Engagement and a Shotgun Wedding: Why Engagement is the Power”, 2011, Retrieved January 9, 2019, from https://www.slideshare.net/gzicherm/g-summit-opener.
[5] K. Huotari, J. Hamari, “Defining Gamification - A Service Marketing Perspective”, 2012, In 16th International Academic Mindtrek Conference pp. 17–22.
[6] P. Zhang, “Motivational Affordances: Fundamental Reasons for ICT Design and Use”, 2008, Communications of the ACM, 51(11), 145–147.
[7] T. M. Connolly, E. A. Boyle, E. MacArthur, T. Hainey, and J. M. Boyle, “A systematic literature review of empirical evidence on computer games and serious games.”, 2012, Computers and Education, 59(2), 661–686. https://doi.org/10.1016/j.compedu.2012.03.004.
[8] Oxford Analytica, “Gamification and the Future of Education”. Oxford: Oxford Analytica, 2017, https://doi.org/10.1016/j.ymgme.2015.09.007.Obstructive.
[9] E. Kai, “The Impact of Gamification - Recommending Education Scenarios, International Journal of Emerging Technologies in Learning.”, 2013, Vol 8, 15-21, https://online-journals.org/index.php/i-jet/article/view/2320/2458.
[10] J. Kasurinen, A. Knutas, “Publication trends in gamification: A systematic mapping study”, 2018, Computer Science Review 27, 33–44.
[11] D. Gray, S. Brown, and J. Macanufo, “Gamestorming. A Playbook for Innovators, Rulebreakers, and Changemakers.” St. Petersburg: Piter. 288p. Toyama, K. (2015). The looming gamification of higher ed. The Chronicle of Higher Education, https://www.chronicle.com/article/The-Looming-Gamification-of/233992.
[12] J. Hamari, J. Koivisto, and H. Sarsa, “Does Gamification Work? — A Literature Review of Empirical Studies on Gamification.” In Proceedings of the 47th Hawaii International Conference on System Sciences, Hawaii, USA, January 6-9, 2014.
[13] D. Pappa, L. Pannese. "Effective design and evaluation of serious games: The case of the e-VITA project." World Summit on Knowledge Society. Springer, Berlin, Heidelberg, 2010.
[14] G. Kiryakova, N. Angelova, and L. Yordanova, Gamification in education. Proceedings of 9th International Balkan Education and Science Conference, 2014.
[15] T.L. Kingsley, M.M. Grabner-Hagen, “Gamification Questing to integrate content knowledge, literacy, and 21st-century learning”, 2015, Journal of Adolescent & Adult Literacy, volume 59, no 1, 51-61.
[16] D. Kayımbaşıoğlu, B. Oktekin, H. Hacı, “Integration of Gamification Technology in Education”, 2016, Procedia Computer Science, Volume 102, Pages 668-676, https://doi.org/10.1016/j.procs.2016.09.460.
[17] M. Aparicio, T. Oliveira, F. Bacao, M. Painho, “Gamification: A Key Determinant of Massive Open Online Course (MOOC) Success”, Information and Management, 2016, 56(1), pp 39-54.
[18] J. Martí-Parreño, E. Méndez-Ibáñez, A. Alonso-Arroyo, “The use of gamification in education: a bibliometric and text mining analysis”, Journal of Computer Assisted Learning, 2016, 32,663–676, doi: 10.1111/jcal.1216.
[19] G. P. Kusuma, E. K. Wigati, Y. Utomo, L. K. Putera Suryapranata, “Analysis of Gamification Models in Education Using MDA Framework”, Procedia Computer Science, 2018, Volume 135, 385-392, https://doi.org/10.1016/j.procs.2018.08.187.
[20] D. Dicheva, C. Dichev, G. Agre, and G. Angelova, “Gamification in Education: A Systematic Mapping Study”, Educational Technology & Society, 2015, 18(3), 9–22. https://doi.org/10.1016/j.infsof.2015.03.007.
[21] E. Tsekleves, J. Cosmas, and A. Aggoun, “Benefits, barriers and guideline recommendations for the implementation of serious games in education for stakeholders and policymakers”, British Journal of Educational Technology, 2016, 47(1), 164–183. https://doi.org/10.1111/bjet.12223.
[22] B. Huang, K. F. Hew, “Implementing a theory-driven gamification model in higher education flipped courses: Effects on out-of-class activity completion and quality of artifacts”, 2018, Computers & Education, volume 125, 254-272.
[23] M. S. Kuo, Y. Y. Chuang, “How gamification motivates visits and engagement for online academic dissemination – An empirical study”, Computers in Human Behavior, 2016, Volume 55, Part A, 16-27.
[24] I. Yildirim, “The effects of gamification-based teaching practices on student achievement and students' attitudes toward lessons”, Internet and Higher Education, 2017, 33, 86-92.
[25] B. Taspinar, W. Schmidt, H. Schuhbauer, “Gamification in Education: A Board Game Approach to Knowledge Acquisition”, Procedia Computer Science, 2016, Volume 99, 101-116, https://doi.org/10.1016/j.procs.2016.09.104.
[26] E.T. Ang, J. M. Chan, V. Gopal, Li Shia N., “Gamifying anatomy education, Clinical Anatomy”, 2018, 31(7): 997-1005, |https://doi.org/10.1002/ca.23249.
[27] S. Subhash, E. A. Cudney, “Gamified learning in higher education: A systematic review of the literature”, Computers in Human Behavior, 2018, Volume 87, 192-206, https://doi.org/10.1016/j.chb.2018.05.028.
[28] D. J. Fisher, J. Beedle, and S. E. Rouse, “Gamification: A Study of Business Teacher Educators' Knowledge of, Attitudes toward, and Experiences with the Gamification of Activities in the Classroom”, 2013, The Journal of Research in Business Education, 56(1), https://www.questia.com/library/journal/1P3-3948504681/gamification-a-study-of-business-teacher-educators.
[29] L. De-Marcos, A. Domínguez, J. Saenz-de-Navarrete, and C. Pagés, “An empirical study comparing gamification and social networking on e-learning”, 2014, Computers & Education, 75, 82-91.
[30] B.C. Müller, C. Reise, G. Seliger, “Gamification in Factory Management Education – A Case Study with Lego Mindstorms”, Procedia CIRP, 2015, Volume 26, 121-126, https://doi.org/10.1016/j.procir.2014.07.056.
[31] M. Low, S. Venkataraman, and V. Srivatsan, “Developing an entrepreneurship game for teaching and research”, Simulation and Gaming, 1994, 25(3), 383–401, https://doi.org/10.1177/1046878194253006.
[32] K. Hindle, “A grounded theory for teaching entrepreneurship using simulation games, Simulation and Gaming”, 2002, 33(2), 236–241, https://doi.org/10.1177/1046878102332012.
[33] M. Prensky, “Fun play and games: What makes games engaging”, Digital GameBased Learning, 2001, 5, 1–5.
[34] W. H. Y. Huang, D. Soman, “Gamification of education. Research Report Series: Behavioural Economics in Action”, Rotman School of Management, University of Toronto, 2013.
[35] E. Klopfer, S. Osterweil, K. Salen, “Moving Learning Games Forward, Obstacles Opportunities & Openness, The Education Arcade”, Massachusetts Institute of Technology, 2009, http://education.mit.edu/wp-content/uploads/2018/10/MovingLearningGamesForward_EdArcade.pdf
[36] W. Poonnawat, and P. Lehmann, “A framework for using business intelligence for learning decision making with business simulation games”, CSEDU 2015 - 7th International Conference on Computer Supported Education, 2015, Proceedings, 2, 283–288. https://doi.org/10.5220/0005474902830288.
[37] J. Fox, L. Pittaway, and I. Uzuegbunam, “Simulations in Entrepreneurship Education: Serious Games and Learning Through Play”, Entrepreneurship Education and Pedagogy, 2018, 1(1), 61–89. https://doi.org/10.1177/2515127417737285.
[38] W. C. Kriz, and E. Auchter, “10 Years of Evaluation Research Into Gaming Simulation for German Entrepreneurship and a New Study on Its Long-Term Effects”, Simulation and Gaming, 2016, 47(2), 179–205. https://doi.org/10.1177/1046878116633972.
[39] F. Bellotti, R. Berta, A. De Gloria, E. Lavagnino, A. Antonaci, F. Dagnino., M. Ott, M. Romero, M. Usart, I. S. Maye, “Serious games and the development of an entrepreneurial mindset in higher education engineering students”, Entertainment Computing, Volume 5, Issue 4, December 2014, Pages 357-366, https://doi.org/10.1016/j.entcom.2014.07.003.
[40] F. Bellotti, Francesco, R. Berta, A. De Gloria, E. Lavagnino, F. Dagnino, M. Ott, I. S. Mayer, I. "Designing a course for stimulating entrepreneurship in higher education through serious games." Procedia Computer Science 15 (2012): 174-186.
[41] I. Mayer, G. Bekebrede, C. Harteveld, H. Warmelink, Q. Zhou, T. Van Ruijven, I. Wenzler, “The research and evaluation of serious games: Toward a comprehensive methodology”, British Journal of Educational Technology, 2014, 45(3), 502–527. https://doi.org/10.1111/bjet.12067.