|
Foreword |
5 |
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Acknowledgements |
7 |
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Contents |
8 |
|
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Contributors |
12 |
|
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About the Editors |
18 |
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Part I Serious Games and Emotion |
20 |
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1 Rising to the Challenge: An Emotion-Driven Approach Toward Adaptive Serious Games |
21 |
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1.1 Introduction |
21 |
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1.2 Definition |
23 |
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1.3 Emotions as Player-Centered Source of Adaptivity |
24 |
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1.4 Emotion Recognition: Assessing the Player's State |
26 |
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1.4.1 Self-Reports of Emotional Experience |
26 |
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1.4.2 Physiological Responses |
27 |
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1.4.3 Gameplay-Based Emotion Recognition |
29 |
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1.5 Implementation of Emotion-Driven Adaptivity in Games |
30 |
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1.5.1 Adaptable Game Elements |
31 |
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1.5.2 Current and Envisioned Implementation Methods |
35 |
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1.5.3 Application in Serious Games |
38 |
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1.6 Conclusion |
39 |
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References |
40 |
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2 The Emotion Detectives Game: Supporting the Social-emotional Competence of Young Children |
47 |
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2.1 Introduction |
48 |
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2.2 Importance of Digital Games as Intervention Tools |
49 |
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2.3 Promoting the Development of Children's Social-emotional Competence Through the Emotion Detectives Game |
50 |
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2.4 Adults' and Peers' Role in Supporting the Child's Play |
56 |
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2.5 Empirical Observations on Children's Gameplay Interactions |
56 |
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2.6 The Process of Recognizing and Naming Emotions |
57 |
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2.7 Player Interaction During Gameplay |
60 |
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2.7.1 Rules and Negotiations |
60 |
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2.7.2 Children's Ways of Interacting and Co-constructing Knowledge |
62 |
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2.8 Children's Interaction with the Emotion Detectives Game |
65 |
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2.9 Discussion |
67 |
|
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References |
67 |
|
|
Part II Games for Music Education |
72 |
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3 Designing Music Games and Mobile Apps for Early MusicLearning |
73 |
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3.1 Introduction |
73 |
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3.1.1 Digital Music Games for Learning and Entertainment |
75 |
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3.1.1.1 For Learning |
75 |
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3.1.1.2 For Entertainment |
75 |
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3.1.2 Cognitive Development |
77 |
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3.1.3 Musical Development and Perception |
78 |
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3.1.4 Knowledge Formation and Musical Knowledge |
79 |
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3.1.5 Children's Play and Learning Motivation |
79 |
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3.2 Musical Applications on Android System |
80 |
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3.2.1 Music Teaching Approach and Content |
80 |
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3.2.2 Multi-touch Application and Music Learning |
81 |
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3.2.3 Music Game Content and Sequential Learning |
82 |
|
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3.3 Technical Issues in Developing Applications on Mobile Devices |
83 |
|
|
3.3.1 Agile Software Development Method |
83 |
|
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3.3.2 Game-Based Applications for Music Learning |
84 |
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3.3.2.1 Visual Design |
84 |
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3.3.2.2 Sound Design |
85 |
|
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3.3.2.3 Mapping Music Elements onto Gameplay |
85 |
|
|
3.4 Qualitative and Quantitative Research |
87 |
|
|
3.4.1 Usability Measurement and Interactive Interface |
88 |
|
|
3.5 Summary |
89 |
|
|
References |
90 |
|
|
4 Shake and Create: Reappropriating Video Game Technologies for the Enactive Learning of Music |
92 |
|
|
4.1 Introduction |
92 |
|
|
4.2 Music Hacks |
94 |
|
|
4.3 KIDI: A Tactile Controller for Learning Through Play |
95 |
|
|
4.4 BitBox!: A Gestural Framework for Exploring Adaptive Music |
103 |
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4.5 Conclusion and Future Development |
109 |
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|
References |
110 |
|
|
Part III Games for Medical Education and Training |
113 |
|
|
5 Digitisation of Anatomical Specimens and Historical Pathology Specimens for Educational Benefit |
114 |
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5.1 Introduction |
115 |
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5.2 Photogrammetry and Object VR for Visualising Anatomical Specimens |
116 |
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5.2.1 Results of Photogrammetry |
117 |
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5.2.2 Object Virtual Reality |
118 |
|
|
5.2.3 Portable Document Format Files |
118 |
|
|
5.2.4 Use of Digitised Specimens in Games and Interactive Applications |
119 |
|
|
5.3 Advanced Digital Imaging of Historical Specimens |
120 |
|
|
5.3.1 Agisoft PhotoScan |
120 |
|
|
5.3.2 Autodesk ReCap |
121 |
|
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5.3.3 Autodesk Memento |
121 |
|
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5.3.4 Selection of Specimens |
121 |
|
|
5.3.5 Imaging |
121 |
|
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5.3.6 Image Acquisition Issues |
123 |
|
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5.3.6.1 Lighting |
123 |
|
|
5.3.6.2 Movement |
123 |
|
|
5.3.6.3 Coverage |
123 |
|
|
5.3.7 Results |
123 |
|
|
5.3.7.1 Glass and Encasing |
123 |
|
|
5.3.7.2 Light |
124 |
|
|
5.3.7.3 Dry Specimens |
124 |
|
|
5.3.7.4 Wet Specimens |
125 |
|
|
5.3.7.5 Pollution |
126 |
|
|
5.3.7.6 Summary |
127 |
|
|
5.4 General Discussion |
127 |
|
|
5.4.1 Medical Museums |
127 |
|
|
5.5 Learning and Teaching with 3D |
128 |
|
|
5.5.1 Embedding in Games |
129 |
|
|
5.6 Conclusions |
130 |
|
|
References |
131 |
|
|
6 Towards the Development of a Virtual Reality Simulator with Haptic Force Feedback for Training in Stereotactic Brain Biopsies |
133 |
|
|
6.1 Introduction |
134 |
|
|
6.1.1 Stereotactic Brain Biopsies and Traditional Surgical Training |
134 |
|
|
6.1.2 Motor Skill Training and Haptic Technologies |
135 |
|
|
6.1.3 How Haptic Technologies Assist Surgical Training |
136 |
|
|
6.2 Aim |
137 |
|
|
6.3 Apparatus and Methods |
137 |
|
|
6.3.1 Materials |
137 |
|
|
6.3.1.1 Dataset |
137 |
|
|
6.3.1.2 Data Extraction and Visualization |
138 |
|
|
6.3.1.3 Haptic Interface |
138 |
|
|
6.3.2 Methodological and Technological Framework |
138 |
|
|
6.3.2.1 Biopsy Observation |
139 |
|
|
6.3.2.2 Creation of Anatomical 3D Models and Scene Components |
140 |
|
|
6.3.2.3 Design and Development of the Application |
143 |
|
|
6.4 Heuristic Study |
147 |
|
|
6.5 Results |
148 |
|
|
6.5.1 Parameterization and Analysis of the Haptic Force Feedback |
149 |
|
|
6.5.2 Assessment of the Anatomical Accuracy |
149 |
|
|
6.5.3 Assessment of the Instrumentation |
149 |
|
|
6.6 Discussion |
150 |
|
|
6.6.1 Parameterization and Analysis of the Haptic Force Feedback |
151 |
|
|
6.6.2 Assessment of the Anatomical Accuracy |
152 |
|
|
6.6.3 Assessment of the Instrumentation |
153 |
|
|
6.6.4 Future Potential of the Stereotactic Brain Biopsy Simulator |
154 |
|
|
6.7 Conclusions |
155 |
|
|
References |
156 |
|
|
7 Interaction and Communication in an Immersive Learning Game: The Challenges of Modelling Real-Time Collaboration in a Virtual Operating Room |
158 |
|
|
7.1 Introduction |
159 |
|
|
7.1.1 3D Virtual Operating Room |
164 |
|
|
7.2 Related Work |
165 |
|
|
7.2.1 Learning Games Related to Medical Education |
166 |
|
|
7.2.2 Interaction, Communication and Scenarios |
168 |
|
|
7.2.2.1 Interaction Design |
168 |
|
|
7.2.2.2 Scenario Integration |
169 |
|
|
7.2.2.3 Natural Communication |
170 |
|
|
7.3 Objectives |
171 |
|
|
7.4 Game Design Methodology |
173 |
|
|
7.4.1 Identifying the Objectives |
174 |
|
|
7.4.2 Representing Human Collaborative Activity |
175 |
|
|
7.4.2.1 Depth and Extent of a Scenario Content |
179 |
|
|
7.4.2.2 Scenario Validation |
181 |
|
|
7.4.3 Digitisation of the Activity |
182 |
|
|
7.4.3.1 Grounding the Actions: The Semantic Environment |
182 |
|
|
7.4.3.2 Making of the Interactive Environment |
184 |
|
|
7.4.3.3 AI Control for Non-playing Characters |
188 |
|
|
7.5 Scenario Gamification and the Tutoring System |
191 |
|
|
7.6 Conclusion |
194 |
|
|
References |
195 |
|
|
8 VR Surgery: Interactive Virtual Reality Application for Training Oral and Maxillofacial Surgeons using Oculus Rift and Leap Motion |
198 |
|
|
8.1 Introduction |
198 |
|
|
8.1.1 Surgical Training and Its Challenges |
199 |
|
|
8.2 Innovation in Surgical Training Methods |
200 |
|
|
8.2.1 Surgical Simulation |
200 |
|
|
8.2.2 Serious Games for Surgical Training |
201 |
|
|
8.2.3 Immersive Virtual Reality in Surgical Training |
201 |
|
|
8.3 VR Surgery |
202 |
|
|
8.3.1 Hardware and Software |
202 |
|
|
8.3.2 Design of VR Surgery |
203 |
|
|
8.3.2.1 Content Design |
204 |
|
|
8.3.2.2 Application Design |
204 |
|
|
8.3.2.3 User Feedback |
208 |
|
|
8.4 Discussion |
208 |
|
|
References |
210 |
|
|
9 Creation of E-Tutorials to Enhance Medical Student Anatomy Learning Experience Using Articulate Storyline 2 |
214 |
|
|
9.1 Introduction |
215 |
|
|
9.2 Anatomy of the Heart E-Tutorial |
218 |
|
|
9.2.1 Results of Cardiovascular E-Tutorial |
219 |
|
|
9.2.1.1 Regional Anatomy |
220 |
|
|
9.2.1.2 Layers of Heart Wall |
220 |
|
|
9.2.1.3 Cardiac Muscle |
221 |
|
|
9.2.1.4 Chambers, Valves and Blood Flow |
221 |
|
|
9.2.1.5 Innervation and Nodes |
221 |
|
|
9.2.1.6 Vasculature |
222 |
|
|
9.2.1.7 Thoracic Aorta Branches |
222 |
|
|
9.2.1.8 Surface Anatomy |
222 |
|
|
9.2.1.9 Cardiac Imaging |
223 |
|
|
9.2.1.10 Total Quiz Results |
223 |
|
|
9.3 Attainment in Anatomy: The Abdomen |
223 |
|
|
9.3.1 Results of Attainment in Anatomy: The Abdomen |
223 |
|
|
9.3.1.1 Teach Yourself Anatomy |
223 |
|
|
9.3.1.2 Teach Yourself Histology |
224 |
|
|
9.3.1.3 Teach Yourself Imaging |
224 |
|
|
9.3.1.4 Test Yourself |
225 |
|
|
9.4 Anatomy of the Wrist and Hand E-Tutorial |
225 |
|
|
9.4.1 Results of Anatomy of the Wrist and Hand E-Tutorial |
226 |
|
|
9.4.1.1 Introduction to Terminology |
226 |
|
|
9.4.1.2 Gross Anatomy |
226 |
|
|
9.4.1.3 Surface Anatomy |
227 |
|
|
9.4.1.4 Clinical Relevance |
227 |
|
|
9.4.1.5 Quiz |
228 |
|
|
9.5 Results of Beta Phase End-User Evaluation |
228 |
|
|
9.5.1 Pre-evaluation Questionnaire |
228 |
|
|
9.5.2 Post-evaluation Questionnaire |
229 |
|
|
9.6 Discussion |
230 |
|
|
References |
232 |
|
|
Part IV Game Based Learning in Various Subjects |
233 |
|
|
10 Tipping the Scales: Classroom Feasibility of the Radix Endeavor Game |
234 |
|
|
10.1 Introduction |
235 |
|
|
10.2 Barriers and Benefits |
238 |
|
|
10.3 Background |
240 |
|
|
10.3.1 Design of the Radix Endeavor |
240 |
|
|
10.3.2 Implementation Design |
243 |
|
|
10.3.3 Implementation Realities |
245 |
|
|
10.4 Research Design |
246 |
|
|
10.4.1 Sample |
246 |
|
|
10.4.2 Data Collected |
247 |
|
|
10.4.2.1 Log Data |
247 |
|
|
10.4.2.2 Surveys |
247 |
|
|
10.4.2.3 Interviews |
248 |
|
|
10.4.3 Data Analysis Goals |
248 |
|
|
10.5 Findings |
249 |
|
|
10.5.1 Background |
249 |
|
|
10.5.1.1 Feasibility and Usage |
249 |
|
|
10.5.1.2 Comfort Level with Radix |
251 |
|
|
10.5.1.3 Ease of Implementation Ratings |
252 |
|
|
10.5.2 Implementation Barriers |
253 |
|
|
10.5.2.1 Technical Issues |
253 |
|
|
10.5.2.2 Curriculum Fit |
254 |
|
|
10.5.2.3 Gameplay Reports |
254 |
|
|
10.5.2.4 Teacher and Student Resources |
255 |
|
|
10.5.2.5 Control over Student Actions |
256 |
|
|
10.5.2.6 Amount of Time Needed |
257 |
|
|
10.5.2.7 Students' Boredom or Frustration |
257 |
|
|
10.5.3 Implementation Successes |
258 |
|
|
10.5.3.1 Pedagogy Fit and Approaches Used |
258 |
|
|
10.5.3.2 Curriculum Alignment and Content Learned |
259 |
|
|
10.5.3.3 Practices and Soft Skills Developed |
260 |
|
|
10.5.3.4 Level of Student Engagement |
261 |
|
|
10.5.3.5 Unique Qualities |
261 |
|
|
10.5.4 Factors not Discussed by Teachers |
262 |
|
|
10.5.4.1 Connections Across the Curriculum |
262 |
|
|
10.5.4.2 Formative Assessment |
263 |
|
|
10.5.4.3 Mismatched Pedagogy |
263 |
|
|
10.6 Discussion |
264 |
|
|
10.6.1 Increasing Adoption |
265 |
|
|
References |
267 |
|
|
11 Al-Kimia: How to Create a Video Game to Help High School Students Enjoy Chemistry |
268 |
|
|
11.1 What Is Al-Kimia? |
269 |
|
|
11.2 Why Design a Video Game About Chemistry? |
269 |
|
|
11.3 Use of Games as an Effective Learning Tool |
270 |
|
|
11.4 What Type of Video Game Is Most Effective for Learning? |
270 |
|
|
11.5 How to Design a Digital Game |
272 |
|
|
11.6 Al-Kimia |
275 |
|
|
11.6.1 The Story |
276 |
|
|
11.6.2 Applying the Theoretical Framework in the Real World |
277 |
|
|
11.7 Results |
279 |
|
|
11.8 Conclusions |
280 |
|
|
References |
281 |
|
|
12 Designing Virtual Worlds for Learning History: The Case Study of NetConnect Project |
282 |
|
|
12.1 Background |
282 |
|
|
12.2 Main Aim of the Chapter |
283 |
|
|
12.3 NetConnect Virtual Worlds |
284 |
|
|
12.3.1 Historical Details and 3D Reconstruction |
284 |
|
|
12.3.2 Design, Edutainment and Gaming Features |
286 |
|
|
12.4 Research 1: Evaluation of the Virtual Worlds |
287 |
|
|
12.4.1 Research Participants and Questionnaires |
287 |
|
|
12.4.2 Procedure |
288 |
|
|
12.4.3 Results |
288 |
|
|
12.4.4 Limitations and Future Works |
288 |
|
|
12.5 Research 2: Learning Through VWs and Motivation |
289 |
|
|
12.5.1 Research Participants |
289 |
|
|
12.5.2 Procedure |
289 |
|
|
12.5.3 Results |
290 |
|
|
12.5.4 Limitations and Future Works |
290 |
|
|
12.6 Conclusions |
291 |
|
|
References |
291 |
|
|
Part V Serious Games for Children and Adolescents |
295 |
|
|
13 Intelligent Behaviors of Virtual Characters in Serious Games for Child Safety Education |
296 |
|
|
13.1 Introduction |
296 |
|
|
13.2 Current Serious Games for Safety Education |
297 |
|
|
13.3 Risk-Taking Behaviors and Danger Zone |
298 |
|
|
13.4 Behavior Design for Virtual Characters |
300 |
|
|
13.5 Evaluation of the Child Safety Games |
306 |
|
|
13.5.1 Waterside Safety Game |
306 |
|
|
13.5.2 Earthquake Escape Game |
308 |
|
|
13.6 Conclusions |
312 |
|
|
References |
312 |
|
|
14 Using Serious Games to (Re)Train Cognition in Adolescents |
314 |
|
|
14.1 Introduction |
314 |
|
|
14.2 Training Cognitive Processes |
315 |
|
|
14.3 Motivations |
318 |
|
|
14.4 Serious Games and Cognitive Training |
319 |
|
|
14.5 Recommendations for Future Research and Development |
322 |
|
|
References |
324 |
|
|
15 Promoting Healthy Adolescent Lifestyles Through Serious Games: Enacting a Multidisciplinary Approach |
329 |
|
|
15.1 Introduction |
330 |
|
|
15.2 Background |
331 |
|
|
15.3 Games for Health: A Multidisciplinary Project |
334 |
|
|
15.4 Design Processes and Perspectives |
336 |
|
|
15.4.1 The Theory-Based Design Perspective |
337 |
|
|
15.4.2 The Research-Driven Design Perspective |
340 |
|
|
15.4.3 The Entertainment Design Perspective |
342 |
|
|
15.4.4 Reconciling Perspectives |
344 |
|
|
15.5 A Case Study: The PEGASO Project |
346 |
|
|
15.6 Conclusions |
349 |
|
|
References |
350 |
|
|
16 Digital Games in Early Childhood: Broadening Definitions of Learning, Literacy, and Play |
355 |
|
|
16.1 Introduction |
355 |
|
|
16.2 Learning in, Through, and Beyond Digital Games |
357 |
|
|
16.2.1 The Elements of Motivation, Autonomy, Competence, and Relatedness in Digital Games |
357 |
|
|
16.2.2 Early Childhood and the Learning Potential of Digital Games |
359 |
|
|
16.3 Toward Multiple Literacies |
362 |
|
|
16.3.1 Digital Games and Multiple Literacies |
362 |
|
|
16.3.2 Multiple Literacies in Early Childhood |
364 |
|
|
16.4 The Significance of Digital Play |
365 |
|
|
16.4.1 Defining Digital Play |
366 |
|
|
16.4.2 The Educational Value of Digital Play in Early Childhood |
367 |
|
|
16.5 Concluding Remarks: Toward a Child Perspective on Digital Game Playing |
368 |
|
|
References |
369 |
|
|
Part VI Serious Games for Serious Topics |
374 |
|
|
17 “Walk a Mile in My Shoes”: A Virtual World Exercise for Fostering Students' Subjective Understandings of the Experiences of People of Color |
375 |
|
|
17.1 Introduction |
375 |
|
|
17.2 Previous Uses of Virtual Worlds in Educational Settings |
377 |
|
|
17.3 The VIP |
379 |
|
|
17.4 Method |
380 |
|
|
17.4.1 Participants |
380 |
|
|
17.4.2 Data Analysis |
381 |
|
|
17.4.3 Reflexivity and Verification |
381 |
|
|
17.5 White Students' Experiences with the VIP |
382 |
|
|
17.5.1 Experiences of White Racism |
383 |
|
|
17.5.2 Experiences of Interminority Prejudice |
384 |
|
|
17.5.3 Experiences of Racial Microaggressions |
385 |
|
|
17.5.4 Insight into Double Consciousness |
387 |
|
|
17.5.5 Influences of Racial Contexts on Racial Experiences |
388 |
|
|
17.5.6 Resistance to Seeing Race |
390 |
|
|
17.6 Conclusion |
392 |
|
|
References |
393 |
|
|
18 Question-Answering Virtual Humans Based on Pre-recorded Testimonies for Holocaust Education |
395 |
|
|
18.1 Introduction |
396 |
|
|
18.2 Conversational Natural Language Interfaces |
396 |
|
|
18.2.1 Question Answering (QA) About the Holocaust |
397 |
|
|
18.3 Design and Development of Interact |
398 |
|
|
18.3.1 Mapping Current Interaction |
398 |
|
|
18.3.2 The Interact System |
400 |
|
|
18.3.3 Question Generation Methodology |
401 |
|
|
18.3.4 Video Recording and 3D Data Capture |
403 |
|
|
18.3.5 Creating Virtual Survivors |
403 |
|
|
18.3.6 The Uncanny Valley and a New Form of Mixed Reality |
405 |
|
|
18.3.7 Query Elaboration and Expansion |
407 |
|
|
18.3.8 Interact Hardware |
409 |
|
|
18.4 Evaluation |
409 |
|
|
18.5 Conclusions and Future Work |
411 |
|
|
References |
412 |
|
|
19 A Driving Simulator Designed for the Care of Trucker Suffering from Post-Traumatic Stress Disorder |
414 |
|
|
19.1 Introduction |
414 |
|
|
19.2 Related Work |
415 |
|
|
19.3 Theoretical Approach for the Design of an Environment Guided by ACET |
417 |
|
|
19.3.1 Critical Game Features |
417 |
|
|
19.3.2 Serious Game Mechanics of the Simulator |
418 |
|
|
19.3.3 Positive Reinforcement Items |
420 |
|
|
19.3.4 Personalization of the Game |
422 |
|
|
19.3.5 Customization of the Missions |
422 |
|
|
19.3.6 Customization of the Truck |
423 |
|
|
19.4 The Proposed Game |
424 |
|
|
19.4.1 Setup Overview |
424 |
|
|
19.4.2 Gameplay Through the Therapy Protocol |
425 |
|
|
19.4.2.1 The First Session |
425 |
|
|
19.4.2.2 Subsequent Sessions |
426 |
|
|
19.5 Experiments |
426 |
|
|
19.5.1 Protocol |
427 |
|
|
19.5.2 Satisfaction Test |
427 |
|
|
19.5.3 Immersion test |
429 |
|
|
19.5.4 Cybersickness Test |
429 |
|
|
19.6 Conclusion and Future Work |
430 |
|
|
References |
432 |
|
|
20 Using Serious Games to Establish a Dialogue Between Designers and Citizens in Participatory Design |
435 |
|
|
20.1 Introduction |
436 |
|
|
20.2 Literature Review |
437 |
|
|
20.2.1 Participatory Design: Definitions and Issues |
438 |
|
|
20.2.2 3D City Models as Participatory Tools |
439 |
|
|
20.2.3 3D Representation of City in Videogames |
439 |
|
|
20.2.4 Serious Games as Participatory Tool (ca. 350 Words) |
441 |
|
|
20.3 Theoretical Framework: A Virtual Architectural Narrative Environment as Participatory Tool |
442 |
|
|
20.3.1 From Participatory Issues to Research Questions |
442 |
|
|
20.3.2 Architectural Portal of People's Narratives |
444 |
|
|
20.3.2.1 Phase, Communication and Tools |
445 |
|
|
20.3.2.2 Content, Immersion and Playfulness |
446 |
|
|
20.4 Case Study: Grainger Street |
447 |
|
|
20.4.1 Background (Cities, MyPlace and the Age-Friendly City Initiative) |
447 |
|
|
20.4.2 Methodology |
448 |
|
|
20.4.3 Grainger Street: Historical Background |
448 |
|
|
20.4.4 Laser Scanning of the Street |
449 |
|
|
20.4.5 Digital Reconstruction |
450 |
|
|
20.4.6 Virtual Environment in Unity |
452 |
|
|
20.5 Conclusions and Future Developments |
454 |
|
|
References |
454 |
|
|
Part VII Gamification |
457 |
|
|
21 How to Use Game Elements to Enhance Learning: Applications of the Theory of Gamified Learning |
458 |
|
|
21.1 Introduction |
458 |
|
|
21.2 The Theory of Gamified Learning |
460 |
|
|
21.3 Goal-Setting Theory and Self-Regulation |
463 |
|
|
21.3.1 Applying Goal-Setting Theory via Rules/Goals Game Elements |
464 |
|
|
21.3.2 Applying Goal-Setting Theory via Conflict/Challenge Game Elements |
465 |
|
|
21.4 The Testing Effect |
466 |
|
|
21.4.1 Applying the Testing Effect via Assessment Game Elements |
467 |
|
|
21.5 Presence Theory |
468 |
|
|
21.5.1 Applying Presence Theory via Action Language Game Elements |
470 |
|
|
21.5.2 Applying Presence Theory via Immersion Game Elements |
471 |
|
|
21.5.3 Applying Presence Theory via Environment Game Elements |
472 |
|
|
21.6 Self-Determination Theory |
473 |
|
|
21.6.1 Applying Self-Determination Theory via Control Game Elements |
474 |
|
|
21.7 The Narrative Hypothesis |
475 |
|
|
21.7.1 Applying the Narrative Hypothesis via Game Fiction Game Elements |
477 |
|
|
21.8 Social Constructivism |
478 |
|
|
21.8.1 Applying Social Constructivism via Human Interaction Game Elements |
479 |
|
|
21.9 Conclusion |
480 |
|
|
References |
481 |
|
|
22 Why Gamification Fails in Education and How to Make It Successful: Introducing Nine Gamification Heuristics Based on Self-Determination Theory |
485 |
|
|
22.1 Introduction |
486 |
|
|
22.2 Q1 What Is Gamification? |
486 |
|
|
22.3 Q2 How Does Gamification Work? |
488 |
|
|
22.3.1 Intrinsic, Extrinsic and Amotivation |
488 |
|
|
22.3.2 The Internalization Processes of Extrinsic Regulations |
490 |
|
|
22.3.3 Autonomous Motivation Outperforming Controlled Motivation |
492 |
|
|
22.3.4 Basic Psychological Needs Co-shaping Motivations |
493 |
|
|
22.3.5 A Self-Determination Theory Perspective on (Gamified) Motivation in Education |
495 |
|
|
22.4 Q3 How Can Gamification Design Be Improved? |
496 |
|
|
22.4.1 Supporting Basic Psychological Needs |
497 |
|
|
22.4.1.1 Need for Autonomy |
497 |
|
|
22.4.1.2 Need for Competence |
498 |
|
|
22.4.1.3 Need for Relatedness |
499 |
|
|
22.4.1.4 Interplay Between Psychological Needs |
500 |
|
|
22.4.2 Situational Gamification |
501 |
|
|
22.4.2.1 Integration of Gamification into the Activity Context |
501 |
|
|
22.4.2.2 Implementation Context and Environment |
501 |
|
|
22.4.2.3 User Characteristics |
502 |
|
|
22.5 Conclusion |
503 |
|
|
References |
505 |
|
|
Part VIII Assessment of Serious Games |
510 |
|
|
23 Factors Associated with Player Satisfaction and Educational Value of Serious Games |
511 |
|
|
23.1 Computer Games |
512 |
|
|
23.1.1 Project Aims |
514 |
|
|
23.2 Methods |
515 |
|
|
23.2.1 Participants |
515 |
|
|
23.2.2 Study Questionnaires |
515 |
|
|
23.2.3 The Game-Specific Questionnaires |
516 |
|
|
23.3 Results |
517 |
|
|
23.3.1 Demographic |
518 |
|
|
23.3.2 Evaluation of Serious Games for Playability and Educational Content |
518 |
|
|
23.3.2.1 Cancer Game |
518 |
|
|
23.3.2.2 Darfur Is Dying |
519 |
|
|
23.3.2.3 Elude |
519 |
|
|
23.3.3 Rating and Replayability of the Games |
520 |
|
|
23.3.4 Knowledge Quiz |
521 |
|
|
23.3.4.1 Cancer Game |
521 |
|
|
23.3.4.2 Darfur Is Dying |
521 |
|
|
23.3.4.3 Elude |
521 |
|
|
23.3.5 Player Satisfaction |
522 |
|
|
23.3.6 Comparison with Heuristics |
523 |
|
|
23.4 Discussion |
524 |
|
|
23.4.1 Review of the Games |
525 |
|
|
23.4.2 Comparison of Player Views of the Three Games |
526 |
|
|
23.4.3 Comparison to Published Heuristics |
526 |
|
|
23.5 Limitations of the Work |
530 |
|
|
23.6 Conclusion |
531 |
|
|
References |
532 |
|
|
24 Learning Analytics as an Assessment Tool in Serious Games: A Review of Literature |
534 |
|
|
24.1 Introduction |
534 |
|
|
24.1.1 Purpose of the Study and Research Questions |
535 |
|
|
24.2 Method |
535 |
|
|
24.2.1 Article Selection Criteria |
536 |
|
|
24.2.2 Analysis |
536 |
|
|
24.3 Findings and Discussion |
540 |
|
|
24.3.1 What Issues Have Researchers Been Investigating on Using Learning Analytics in SG (RQ1)? |
540 |
|
|
24.3.1.1 Student Performance |
541 |
|
|
24.3.1.2 Game Design Strategies |
542 |
|
|
24.3.1.3 Motivation |
543 |
|
|
24.3.1.4 Student Behavior |
543 |
|
|
24.3.1.5 Problem-Solving Strategies |
544 |
|
|
24.3.1.6 Learner Progress Trajectories |
545 |
|
|
24.3.1.7 Student Collaboration |
545 |
|
|
24.3.2 What Research Evidences Are There in Using Analytics to Support Teaching and Learning Through SG (RQ2)? |
545 |
|
|
24.3.3 What Techniques Have Been Used to Investigate Analytics in SG (RQ3)? |
548 |
|
|
24.3.3.1 Game Features and Metrics |
549 |
|
|
24.3.3.2 Data Visualization |
550 |
|
|
24.3.4 What Challenges Have Researchers Identified in Using Analytics for SG (RQ4)? |
553 |
|
|
24.3.4.1 Are There Any Trends Shown in the Review (RQ5)? |
555 |
|
|
24.4 Implications and Conclusion |
557 |
|
|
24.4.1 Implications for Future Research |
557 |
|
|
24.4.2 Limitations of the Study |
558 |
|
|
24.5 Conclusion |
558 |
|
|
References |
559 |
|
|
Part IX Narrative Design |
561 |
|
|
25 Creating Story-Based Serious Games Using a Controlled Natural Language Domain Specific Modeling Language |
562 |
|
|
25.1 Introduction |
563 |
|
|
25.2 Related Work |
565 |
|
|
25.3 Principles of the Language |
568 |
|
|
25.3.1 Domain-Specific Modeling Language |
568 |
|
|
25.3.2 Controlled Natural Language |
568 |
|
|
25.3.3 Flow-Oriented Modeling |
568 |
|
|
25.3.4 Graphical Language |
569 |
|
|
25.3.5 Open Narrative |
569 |
|
|
25.4 Modeling Concepts |
570 |
|
|
25.4.1 Modeling Concepts for the Game Narrative |
570 |
|
|
25.4.1.1 Game Moves |
570 |
|
|
25.4.1.2 Bricks |
570 |
|
|
25.4.1.3 Scenarios |
571 |
|
|
25.4.2 Non-Narrative Modeling Concepts: Annotations |
573 |
|
|
25.5 ACE-Based Syntax |
576 |
|
|
25.5.1 Noun Phrases |
577 |
|
|
25.5.2 Verb Phrases |
578 |
|
|
25.5.3 Adjective Phrases |
579 |
|
|
25.5.4 Special Sentence Structures |
579 |
|
|
25.6 Mapping the Syntax to Bricks |
580 |
|
|
25.7 Overall Example |
581 |
|
|
25.8 Linking Narrative and Pedagogy |
582 |
|
|
25.9 Tool Support |
584 |
|
|
25.9.1 ATTAC-L Editor |
589 |
|
|
25.9.2 Export Module |
589 |
|
|
25.9.3 Simulator |
590 |
|
|
25.10 Evaluation |
593 |
|
|
25.11 Conclusions and Future Work |
595 |
|
|
References |
596 |
|
|
26 Immersion and Narrative Design in Educational Games Across Cultures |
599 |
|
|
26.1 Introduction |
599 |
|
|
26.2 Cross-cultural Games and Education |
600 |
|
|
26.3 Narrative Cohesion |
602 |
|
|
26.3.1 Narrative and Education |
605 |
|
|
26.3.2 Narrative and Culture |
607 |
|
|
26.4 Immersion |
608 |
|
|
26.5 The Framework for Immersion and Narrative Design in Educational Games Across Cultures (INDEC) |
610 |
|
|
26.6 Conclusions and Implications |
613 |
|
|
References |
613 |
|
|
Part X Review and Methodology |
616 |
|
|
27 “I Just Don't Know Where to Begin”: Designing to Facilitate the Educational Use of Commercial, Off-the-Shelf Video Games |
617 |
|
|
27.1 Introduction |
617 |
|
|
27.2 Literature Review |
619 |
|
|
27.2.1 Technology in Schools/Curricula |
619 |
|
|
27.2.2 Limited Aspects of Educational Content |
620 |
|
|
27.3 Research Methods and Process |
621 |
|
|
27.3.1 Research Design |
622 |
|
|
27.3.2 Preliminary Research |
623 |
|
|
27.4 Pilot Testing in the Classroom |
625 |
|
|
27.4.1 Year One |
625 |
|
|
27.4.2 Year Two |
629 |
|
|
27.5 Development of Scalable Resources |
630 |
|
|
27.5.1 Framework Design Process |
630 |
|
|
27.5.1.1 Card Deck |
631 |
|
|
27.5.1.2 Mat |
633 |
|
|
27.5.1.3 Online Tool |
636 |
|
|
27.5.2 Future Possibilities |
637 |
|
|
27.6 Reflections and Conclusions |
637 |
|
|
References |
638 |
|
|
28 The Role of the Teacher in Game-Based Learning: A Review and Outlook |
641 |
|
|
28.1 Introduction |
641 |
|
|
28.2 The (Missing?) Role of the Teacher in Game-Based Learning |
642 |
|
|
28.2.1 The Teacher as Key for Learning to Occur |
642 |
|
|
28.2.2 Addressing the Role of the Teacher in GBL |
644 |
|
|
28.2.3 The Marginalized Role of the Teacher in the Design of GBL Applications |
645 |
|
|
28.2.4 Teacher Education and Professional Development in GBL |
646 |
|
|
28.3 Emphasizing Challenges and Reviewing Current Roles of the Teacher in GBL |
647 |
|
|
28.3.1 Goffman's Frame Analysis to Understand the Implications When Digital Games Are Situated in an Educational Context |
648 |
|
|
28.3.1.1 Study I: “Teacher Roles in Learning Games – When Games Become Situated in Schools” (Magnussen 2007) |
651 |
|
|
28.3.1.2 Study II: “Teachers' Many Roles in Game-Based Learning Projects” (Berg Marklund and Alklind Taylor 2015) |
654 |
|
|
28.3.2 Teacher Agency and the Sense of Professional Development |
657 |
|
|
28.3.2.1 Study III: “Facilitating Dialog in the Game-Based Learning Classroom: Teacher Challenges Reconstructing Professional Identity” (Chee et al. 2014) |
658 |
|
|
28.4 Discussion |
661 |
|
|
28.4.1 A Culture of Participation – The Teacher as Designer of Playful Frames |
661 |
|
|
28.4.2 Game Design Thinking and Game Literacy as Part of Teacher Education |
662 |
|
|
28.5 Conclusion |
662 |
|
|
References |
663 |
|
|
29 Building Context-Aware Gamified Apps by Using Ontologies as Unified Representation and Reasoning-Based Models |
667 |
|
|
29.1 Introduction |
667 |
|
|
29.2 Background and Related Work |
669 |
|
|
29.3 Motivating Scenario |
672 |
|
|
29.3.1 Scenario Description |
672 |
|
|
29.3.2 Scenario Analysis and Challenging Requirements |
673 |
|
|
29.4 The Global Framework Design |
674 |
|
|
29.4.1 Separation of Concern Principle |
674 |
|
|
29.4.2 Gamification and Context Awareness as a Set of Micro-services |
675 |
|
|
29.4.3 Game Mechanics and Context as a Set of Ontology Modules |
678 |
|
|
29.4.3.1 The Context Ontology |
679 |
|
|
29.4.3.2 The Gamification Ontology |
681 |
|
|
29.4.3.3 Ontology Modules Connections |
682 |
|
|
29.5 The Framework's Implementation and Deployment |
684 |
|
|
29.5.1 Context-Aware Gamified Apps Design and Development Processes |
685 |
|
|
29.5.2 Proof of Concept: Case Study and Micro-services Prototype |
686 |
|
|
29.5.2.1 The Mobile App Features' Description |
687 |
|
|
29.5.2.2 The Framework's Usability |
689 |
|
|
29.6 Conclusion and Future Work |
691 |
|
|
References |
692 |
|