|تعداد مشاهده مقاله||12,794,592|
|تعداد دریافت فایل اصل مقاله||6,126,762|
Investigating the Components of Educational Game Design Based on Explorer Player Style: A Systematic Literature Review
|Interdisciplinary Journal of Virtual Learning in Medical Sciences|
|مقاله 1، دوره 11، شماره 3، آذر 2020، صفحه 139-152 اصل مقاله (692.45 K)|
|نوع مقاله: Review Article|
|شناسه دیجیتال (DOI): 10.30476/ijvlms.2020.86988.1047|
|Mahsa Moradi* 1؛ Khadijeh Aliabadi1؛ Mohammad Reza Nili AhmadAbadi1؛ Saeid Pourroostaei Ardakani1؛ Yousef Mahdavi Nasab2|
|1Department of Educational Technology, Faculty of Psychology and Education , Allameh Tabataba'i University, Tehran, Iran|
|2Department of Educational Technology, Faculty of Psychology and Education, Kharazmi University, Tehran, Iran|
|Background: Game-based instruction is one of the methods that encourage exploration among learners. Identifying and incorporating exploratory components should be considered as a principal goal in designing a game that provides exploratory instruction. The present study aims to investigate the exploratory components of an educational game. Methods: A systematic review of the literature was performed in accordance with PRISMA guidelines. Based on the inclusion criteria, a comprehensive search was conducted in Google Scholar, ProQuest, ScienceDirect and Scopus for articles published between 1995-2019. A combination of keywords were used in the search, including ("educational game" OR "serious game" OR "adaptive game") AND ("player type" OR "player style" OR "player modeling" OR "Bartle player style" OR "explorer player"). A manual search was also conducted in Google to identify more literature. Furthermore, out of 1034 articles, 39 were studied in depth. Results: The obtained components were categorized in six sections, including: educational elements (research, serious game, projectbased activities, test hypotheses, question and answer, role play, simulation), exploratory dynamics (exploration, solving, collecting, and build), mechanics (chance, conflict or challenge, collaboration [negative relationship], prizes upon completion, non-linear space, existence of creative tools, existence of ancillary equipment, guidance, open content, customizability, access to all facilities, different ways to study elements and environment, and puzzle), aesthetics, branch stories and proportionality, exploration-based games (emphasis on the pivotal challenge to success, emphasis on meaningful choices, emphasis on thinking versus physical work, emphasis on longer game sessions, no punishment, emphasis on freedom versus control, emphasis on details versus imagination). Conclusion: Designers can draw on these components when developing a game that suits the learners’ styles. Analysis of the studies showed that the obtained components could be used in educational game design, and the obtained framework is a useful guide for game designers.|
|Educational Game Design؛ Explorer Player Style؛ Bartle Player Styles؛ Discovery Game|
Dong T, Dontcheva M, Joseph D, Karahalios K, Newman M, Ackerman M. Discovery-based games for learning software. InProceedings of the SIGCHI conference on human factors in computing systems 2012 May 5 (pp. 2083-2086).
Sukartiningsih S, Sarmini S, Jacky MJTIJoSS. What is Discovery Learning Can Grow Critical Thinking Skills? 2019;2(2):87-94.
Johnson AP. Teaching strategies for all teachers: Enhancing the most significant variable: Rowman & Littlefield; 2017.
Dickey MD. Development. Game design narrative for learning: Appropriating adventure game design narrative devices and techniques for the design of interactive learning environments. 2006;54(3):245-63.
Gee JPJAnls. Pleasure, learning, video games, and life: The projective stance. 2007;29:95.
Lee KM, Park N, Jin S-A. Narrative and Interactivity in Computer Games. 2006.
Neitzel BJHocgs. Narrativity in computer games. 2005:227-45.
Shaffer DW. How computer games help children learn: Macmillan; 2006.
Adams DM, Mayer RE, MacNamara A, Koenig A, Wainess RJJoep. Narrative games for learning: Testing the discovery and narrative hypotheses. 2012;104(1):235.
Kapp KM. The gamification of learning and instruction: game-based methods and strategies for training and education: John Wiley & Sons; 2012.
Bartle RJAO-Dhmpbe-jvbh. Hearts, Clubs, Diamonds, Spades: Players Who Suit MUDs in: Journal of MUD Research 1, 96. 1996.
Dörner R, Göbel S, Effelsberg W, Wiemeyer J. Serious Games: Springer; 2016.
Stieglitz S, Lattemann C, Robra-Bissantz S, Zarnekow R, Brockmann T. Gamification: Springer; 2017.
Kramarzewski A, Nucci ED. Practical Game Design: Packt Publishing; 2018.
Klawe M, editor Computer games, education and interfaces: The E-GEMS project. Graphics interface; 1999.
Bontchev B, Georgieva OJCiHB. Playing style recognition through an adaptive video game. 2018;82:136-47.
Bateman C, Boon R. 21st Century Game Design (Game Development Series): Charles River Media, Inc.; 2005.
Heeter C, Lee Y-H, Medler B, Magerko B, editors. Beyond player types: gaming achievement goal. Proceedings of the 2011 ACM SIGGRAPH Symposium on Video Games; 2011.
Ferro LS, Walz SP, Greuter S, editors. Towards personalised, gamified systems: an investigation into game design, personality and player typologies. Proceedings of The 9th Australasian Conference on Interactive Entertainment: Matters of Life and Death; 2013.
Konert J, Göbel S, Steinmetz R, editors. Modeling the player, learner and personality: Independency of the models of Bartle, Kolb and NEO-FFI (Big5) and the implications for game based learning. Proceedings of the 7th European Conference on Game Based Learning (ECGBL); 2013.
Alfieri L, Brooks PJ, Aldrich NJ, Tenenbaum HRJJoep. Does discovery-based instruction enhance learning? 2011;103(1):1.
Mayer B, Harris C. Libraries got game: Aligned learning through modern board games: American Library Association; 2010.
Sangsawang TJP-S, Sciences B. Instructional design framework for educational media. 2015;176:65-80.
Isbister K, Flanagan M, Hash C, editors. Designing games for learning: insights from conversations with designers. Proceedings of the SIGCHI Conference on Human Factors in Computing Systems; 2010.
Pirker J, Gütl C, Löffler J, editors. PTD: Player type design to foster engaging and playful learning experiences. International Conference on Interactive Collaborative Learning; 2017: Springer.
Bontchev B, Vassileva D, Aleksieva-Petrova A, Petrov MJCiHB. Playing styles based on experiential learning theory. 2018;85:319-28.
Tondello GF, Wehbe RR, Diamond L, Busch M, Marczewski A, Nacke LE, editors. The gamification user types hexad scale. Proceedings of the 2016 annual symposium on computer-human interaction in play; 2016.
Monterrat B, Yessad A, Bouchet F, Lavoué E, Luengo V, editors. MAGAM: a multi-aspect generic adaptation model for learning environments. European Conference on Technology Enhanced Learning; 2017: Springer.
Heeter C, Fitzgerald JJMSU. Game Design and the Challenge-Avoiding Impression Manager Player Type. 2008.
Darby DG. DIFFERENTIATION: A TAXONOMY OF ONLINE LEARNER TYPES IN HIGHER EDUCATION: UNIVERSITY OF NORTH TEXAS; 2019.
Bostan BJCiE. Requirements analysis of presence: Insights from a RPG game. 2009;7(1):1-17.
Yee N. Motivations of play in MMORPGs. 2005.
Hynninen T. Identifying player profiles in video games. 2016.
Mena RJRJIJoG-BL. Player types, play styles, and play complexity: Updating the entertainment grid. 2012;2(2):75-89.
Xu YJTSToCSE, Journals iATSI. Effective gamification design: A literature review. 2015;3(4):47-54.
Lindberg RS, Hasanov A, Laine TH, editors. Improving Play and Learning Style Adaptation in a Programming Education Game. CSEDU (1); 2017.
Frye JM. Video game player profiles: bridging industry, game studies and social science perspectives: New York University; 2013.
Patterson J. Avian: Game design and player metrics for player modeling in educational games: Drexel University; 2014.
Kocadere SA, Çağlar ŞJJoET, Society. Gamification from player type perspective: A case study. 2018;21(3):12-22.
Nacke LE, Bateman C, Mandryk RL, editors. BrainHex: preliminary results from a neurobiological gamer typology survey. International conference on entertainment computing; 2011: Springer.
Marczewski AJCIPP, Charleston, Chapter User Types. Even Ninja Monkeys like to play. 2015:69-84.
Monterrat B, Desmarais M, Lavoué E, George S, editors. A player model for adaptive gamification in learning environments. International conference on artificial intelligence in education; 2015: Springer.
Dias R, Martinho C, editors. Adapting content presentation and control to player personality in videogames. Proceedings of the 8th International Conference on Advances in Computer Entertainment Technology; 2011.
Drachen A, Canossa A, Yannakakis GN, editors. Player modeling using self-organization in Tomb Raider: Underworld. 2009 IEEE symposium on computational intelligence and games; 2009: IEEE.
Fortes Tondello G. Dynamic Personalization of Gameful Interactive Systems. 2019.
Rogers K, Kamm C, Weber M, editors. Towards player-centric adaptivity: Interactions of gameplay behaviour and player traits in a survival game. Proceedings of the 2016 Annual Symposium on Computer-Human Interaction in Play Companion Extended Abstracts; 2016.
Hanna N, Richards D, Hitchens M, Jacobson MJ, editors. Towards quantifying player's involvement in 3D games based-on player types. Proceedings of the 2014 Conference on Interactive Entertainment; 2014.
Kahn AS, Shen C, Lu L, Ratan RA, Coary S, Hou J, et al. The Trojan Player Typology: A cross-genre, cross-cultural, behaviorally validated scale of video game play motivations. 2015;49:354-61.
Savolainen M. Adapting game content with a player typology. 2019.
Quick J. Modeling gameplay enjoyment through feature preferences, goal orientations, usage, and gender: Arizona State University; 2013.
Khoshkangini R, Ontañón S, Marconi A, Zhu JJEP, GameOn. Dynamically extracting play style in educational games. 2018.
Fullerton T. Game design workshop: a playcentric approach to creating innovative games: CRC press; 2014.
Harteveld C, Sutherland SC, editors. Personalized gaming for motivating social and behavioral science participation. Proceedings of the 2017 ACM Workshop on Theory-Informed User Modeling for Tailoring and Personalizing Interfaces; 2017.
تعداد مشاهده مقاله: 643
تعداد دریافت فایل اصل مقاله: 750