Learning Analytics have become an indispensable element of education, as digital mediums are increasingly used within formal and informal education. Integrating specifications for learning analytics in non-traditional educational mediums, such as serious games, has not yet reached the level of development necessary to fulfil their potential. Though much research has been conducted on the issue of managing and extracting value from learning analytics, the importance of specifications, methods and decisions for the initial creation of such data has been somewhat overlooked. To this end, we have developed a custom library that implements the Experience API specification within the Unity 3D game engine. In this paper, we present this library, as well as a representative scenario illustrating the procedure of generating and recording data. Through this work we aim to expand the reach of learning analytics into serious games, facilitate the generation of such data in commercially popular development tools and identify significant events, with educational value, to be

Generating Education in-Game Data: The Case of an Ancient Theatre Serious Game.

During the last years, there has been a growing multidisciplinary interest in alternative educational approaches, such as serious games, aiming at enhancing thinking skills and media literacy. Likewise, the objective of this study is to present the design and the development of an educational web application for learning the necessary steps towards the detection of bogus content, according to the fact-checking procedures. The game presents news articles, which have to be characterized as fake or real by the players. During the effort to reach the correct decision, the players can use tools and practices for identifying relevant information regarding the clues, which frame a news story (title, date, creator, source, containing images). After presenting the progress of interface design and development, this paper reports the results of a randomized online field study (n = 111), which provides some preliminary evidence. Specifically, it is validated that the game can raise awareness, teach about authentication tools, and highlight the importance of patterns that include evidence regarding the authenticity of articles. Additionally, thorough discussion was conducted within a media class (n = 35) to receive useful feedback/evaluation about the offered utilities and their usability. The findings suggest that educational games may be a promising vehicle to inoculate the public against misinformation.

/pdf/mathe-the-game-a-serious-game-for-education-and-training-in-2e2jmbcw6t.pdf

MAthE the Game: A Serious Game for Education and Training in News Verification.

https://doi.org/10.1016/j.ress.2022.108514

Playing it safe: A literature review and research agenda on motivational technologies in transportation safety

Previous research on game-based learning has provided firm empirical evidence that playing educational video games can positively impact students’ motivation and learning outcomes at all levels of education and disciplines. However, the use and uptake of game-based learning in educational settings is being hampered by the lack of authoring tools capable of allowing teachers to easily create educational video games and adapt them according to their needs and contexts of use. Moreover, in order to determine to which extent this kind of tools are useful for teachers to conduct effective game-based learning experiences, further research is required to evaluate these tools from the teachers’ perspective, as well as to evaluate the instructional effectiveness of the educational video games that teachers can create by using them. This article contributes to fill this research gap by presenting a teacher-oriented authoring tool for educational games called SGAME, as well as by examining the teachers’ perceptions toward this tool and the effect of the educational video games it allows to create on students’ perceptions and learning outcomes. A total of three evaluation instruments were used: a questionnaire to collect teachers’ perceptions toward the SGAME authoring tool, another questionnaire to collect students’ perceptions toward a game created with SGAME, and a pre-test and a post-test to measure the students’ learning gains achieved by playing this game. A total of 201 teachers and 79 students participated in the evaluation reported in this article. The results of this article show that SGAME is an easy-to-use authoring tool that allows teachers to create motivating and effective educational video games.

/pdf/sgame-an-authoring-tool-to-easily-create-educational-video-gdg4rpfama.pdf

SGAME: An Authoring Tool to Easily Create Educational Video Games by Integrating SCORM-Compliant Learning Objects

The robust growth of Information and Communication Technology (ICT) and its massive usage in every aspect of human life has made a tremendous impact on the learning process, leading to new concerns over the need to reform the educational system to embody such technologies. Therefore, a resurgence of interest has occurred in how to use serious games as assistance to pedagogical activities over the last years. Serious games though must be designed for individuals to provide a personalized experience and increase perceived value for learners. However, creating such games is not an easy task, requiring an expertise from a wide variety of fields such as game and software developers, educational specialists, game testers and teachers. Driven from the above reasons we have designed and developed the IOLAOS platform, which aims to facilitate the collaboration of user roles in order to (a) enable educational experts to codify the learning process, styles and preferences into game creation, (b) share information and instructions with game developers to make their games adaptable (c) allow teachers to shape the learning process and create their own virtual classes, monitor learning sessions and customize their learner's game experience based on their profile, (d) offer learners a unique educational game experience and (e) permit game testers to constantly evaluate the whole process and provide feedback for the reliability of the platform and the learning process itself.

Designing the Learning Process: The IOLAOS Platform

Concealing education into games

No reproduction, copy or transmission may be made without written permission from the individual authors. Papers have been double-blind peer reviewed before final submission to the conference. Initially, paper abstracts were read and selected by the conference panel for submission as possible papers for the conference. Many thanks to the reviewers who helped ensure the quality of the full papers. These Conference Proceedings have been submitted to Thomson ISI for indexing. Please note that the process of indexing can take up to a year to complete. The Electronic version of the Proceedings is available to download at ISSUU.com. You will need to sign up to become an IS-SUU user (no cost involved) and follow the link to Abstract: Many examples exist of the effective use of digital games for learning, both in the classroom and informally, for developing subject knowledge, skills (cognitive, (psycho)motor and psychodynamic), attitudes and behaviours. However, educational games are often limited in scope to the topic of the game itself and position learners as 'players' in the game space, rather than giving them control over the gaming environment. In fact, the increasing body of research literature suggests that making games could better address the needs of learners than just playing existing learning games. Collaborative game‐making provides a model in which learners can work together to create something that is meaningful for them, giving them input into both the process and product, and facilitating the development of a range of 21CS (21CS), such as digital literacy. Intuitive digital game‐making tools have become increasingly available in recent years, allowing students to directly access game‐making environments and support the growth in use of collaborative game‐making learning activities in schools. Making Games in Collaboration for Learning (MAGICAL) is an EU‐funded project that aims to explore the use of collaborative game‐making as a pedagogic model. It seeks to establish whether, and in what ways, the approach can support collaboration, problem‐solving, creativity and digital literacy skills. This paper starts by considering the literature on digital game‐making, particularly highlighting the benefits, drawbacks and research gaps. It then goes on to describe the MAGICAL project in more detail, particularly focusing on the way in which the 21CS can be defined, communicated to learners, and assessed. Next, the different approaches to collaborative game‐making in the classroom are discussed. The paper concludes by highlighting lessons learned from the project so far, and presenting recommendations for collaborative game‐making …

Proceedings of the 9th European Conference on Games-based Learning

This paper presents initial findings and ongoing work of the game creation tool, a core component of the IOLAOS(IOLAOS in ancient Greece was a divine hero famed for helping with some of Heracles’s labors.) platform, a general open authorable framework for educational and training games. The game creation tool features a web editor, where the game narrative can be manipulated, according to specific needs. Moreover, this tool is applied for creating an educational game according to a reference scenario namely teaching schoolers road safety. A ludic approach is used both in game creation and play. Helping children staying safe and preventing serious injury on the roads is crucial. In this context, this work presents an augmented version of the IOLAOS architecture including an enhanced game creation tool and a new multimodality module. In addition presents a case study for creating educational games for teaching road safety, by employing ludic interfaces for both the game creator and the game player, as well as ludic game design.

Ludic Educational Game Creation Tool: Teaching Schoolers Road Safety

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Concealing education into games

Proceedings of the 9th European Conference on Games-based Learning

Ludic Educational Game Creation Tool: Teaching Schoolers Road Safety