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In last decades, online computer games are used for e-learning purposes with significant success which determines steadily increasing interest in game development. Board games are special group of computer games where figures are manipulated on a surface according predefined rules. The paper presents a new, formalized model of traditional quizzes,...
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... Then, the aim of the proposed metaphor is to facilitate teachers the design of location-based learning games that are mainly characterised by containing routes of geolocated questions. The design of these location-based learning games consist, as described in (Bontchev & Vassileva (2010);Bontchev, et al. 2002), in presenting quizzes in map (or board approach) where knowledge from course material is taught in a safe navigation. Then, the puzzle game board will be completed when all questions are correctly answered. ...
Recent research in the Technology-Enhanced Learning domain shows that m-learning activities can lead to positive effects in students’ motivation and engagement. Most of these activities are based on pervasive and ubiquitous computing that includes game elements. These gamified implementations are known as location-based games. However, the potential effectiveness of these approaches largely depends on to what extent their design is aligned with the requirements of specific educational situations. For this reason, involving teachers in the design of their own location-based learning games becomes crucial to fulfil their teaching requirements. This paper presents a metaphor based on puzzle game boards as a strategy to involve teachers in the design of their own location-based learning games. A design-based research methodology has been followed to evaluate the proposed metaphor. Previous research experiments have shown the feasibility of the puzzle-based games approach to allow secondary education teachers the design of these types of learning experiences. However, some issues in terms of understanding specific elements of the proposed metaphor were detected. A second iteration of the research methodology is described in the paper to evaluate both the changes made to the definitions of the metaphor’s elements and the dynamics of the game design task. The evaluation is carried out in the frame of a workshop session with 20 primary and secondary education teachers who completed a paper-based design task. The main findings show that teachers did not have problems using the proposed metaphor and they successfully designed their own gamified m-learning activities.
... The multiplicity (power) of each object type (let say -class) may be one (singleton) or greater than one. The gamer is supposed to do some actions over the objects such as filling text at some input fields, dragging and dropping an object from source to destination position, single or double mouse clicking over a figure or position, or even rotating a figure [15]. For a given object, each action may be executed only under some predefined rules (conditions) for the given object type. ...
Internet computer games turn to be more and more attractive within the context of technology enhanced learning. Educational games as quizzes and quests have gained significant success in appealing and motivating learners to study in a different way and provoke steadily increasing interest in new methods of application. Board games are specific group of games where figures are manipulated in competitive play mode with race conditions on a surface according predefined rules. The article represents a new, formalized model of traditional quizzes, puzzles and quests shown as multimedia board games which facilitates the construction process of such games. Authors provide different examples of quizzes and their models in order to demonstrate the model is quite general and does support not only quizzes, mazes and quests but also any set of teaching activities. The execution process of such models is explained and, as well, how they can be useful for creation and delivery of adaptive e-learning courseware.
... Navigation rules may control movements from one question to another, or manage choosing a question, e.g. choice of complexity [12]. ...
... Such approaches rely on profound knowledge of issues of course material for achieving safe navigation through a map or board [9]. The concepts of these types of games ensures many benefits such as taking turns by rolling dices, varying questions in terms of difficulty, and applying various strategies for selection of a question by individual player [12]. ...
... Quizzes, puzzles and quests can be modeled as special board mini-games, where the board may be any map with positions and figures (objects) over it, moved by rules for manipulation and causing resulted effects [12]. A run time execution of such a quiz board game model has been proposed in [7]. ...
In last decade, educational games such as quizzes, puzzles and quests have provoked an increasing interest in new methods of learning and appeared to be an appeal motivating students to study in a way rather different than the traditional one. Board games manipulate figures a surface according predefined rules in a competitive play mode with race conditions. Traditional quizzes, puzzles and quests can be presented as multimedia board games, often with artificial agents simulating the opponent or a collaborator. Authors present a formal model of board games serving for educational purposes, and show the place of artificial agents within the game construction and possible ways of agent's realization.
Over the past few years the use of educational games for learning purposes has reported many educational benefits in terms of students’ motivation and engagement towards learning. One of the challenges in the research field of Game-Based Learning (GBL) is to create or adapt educational games to teachers’ requirements depending on their particular situations. An approach to face this problem is to provide teachers with strategies that allow them to design meaningful games for their learning scenarios. To address this issue, a metaphor has been proposed for supporting teachers in the design of the so-called location-based learning games. In this study, we describe four real learning contexts, including 16 secondary education teachers use the proposed metaphor to design their own location-based games. Besides, in order to gain meaningful insights about the impact of the designed games in students’ satisfaction, we deployed the teachers’ designs in “QuesTInSitu: The Game”. A total of 253 students from the 4 secondary schools played the designed games. The main findings derived from the evaluation with teachers and students provide meaningful insights about main considerations when designing and deploying location-based learning games for outdoors and indoors.
