Abstract
Serious games are computer games with learning goals, and provide stimulating contexts with interactive, engaging and immersive activities. The brain wave analysis and the neuro-functional correlates of game-based learning (GBL) revealed that GBL is a powerful tool to enliven processes of learning through providing reward and emotional engagement. A serious game as an interactive learning environment should successfully integrate both game and pedagogical mechanics. Even though there are many serious game development frameworks in the current literature, no single framework is sufficient to cover interdisciplinary field of exploratory serious games. This study aimed to develop a framework for designing exploratory serious games. In order to ensure that students would accomplish the objectives of the learning unit in the game, the conceptual design framework was based upon (a) Kiili’s experiential gaming model, (b) 4C instructional design model, (c) ARCS Motivation Model, and (d) Activity Theory. The framework paid particular attention on learning support mechanisms of the game because students may have difficulty in, miss or avoid learning curricular content of an exploratory serious game when they focus on merely game mechanics. The study implemented the framework for teaching some object-oriented programming (OOP) concepts. We then tested the framework with different learning support schemes, under a quasi-experimental setting with college students. The students in three different support schemes of the game (agent support, pre-task support and post-task support) studied the game individually. The paper discusses findings of students’ interactions with the developed game and their achievement in OOP knowledge.
Presenters
Yavuz AkpinarProfessor, Computer Education and Educational Technology, Bogazici University, Istanbul, Turkey
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
KEYWORDS
Game Based Learning, Exploratory Learning Games, Learning Support, Instructional Design
