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From game characteristics to effective learning games : evaluation of a component-based quiz game
Mildner, Philip
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Stamer, Nicolas
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Effelsberg, Wolfgang
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DOI:
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https://doi.org/10.1007/978-3-319-19126-3_5
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URL:
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http://link.springer.com/chapter/10.1007%2F978-3-3...
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Weitere URL:
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https://www.researchgate.net/publication/300882901...
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Dokumenttyp:
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Konferenzveröffentlichung
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Erscheinungsjahr:
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2015
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Buchtitel:
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Serious Games : First Joint International Conference, JCSG 2015, Huddersfield, UK, June 3 - 4, 2015 ; proceedings
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Titel einer Zeitschrift oder einer Reihe:
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Lecture Notes in Computer Science
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Band/Volume:
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9090
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Seitenbereich:
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51-62
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Veranstaltungsdatum:
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June 3-4, 2015
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Herausgeber:
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Göbel, Stefan
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Ort der Veröffentlichung:
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Berlin [u.a.]
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Verlag:
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Springer
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ISBN:
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978-3-319-19125-6 , 978-3-319-19126-3
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ISSN:
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0302-9743 , 1611-3349
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Sprache der Veröffentlichung:
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Englisch
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Einrichtung:
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Fakultät für Wirtschaftsinformatik und Wirtschaftsmathematik > Praktische Informatik IV (Effelsberg 1989-2017)
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Fachgebiet:
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004 Informatik
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Freie Schlagwörter (Englisch):
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serious games , game design , game mechanics , quiz
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Abstract:
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When developing learning games, emphasis should not only be put on a good integration of the learning content, but also on an engaging game design, in order to create learning tools that both train and motivate. In this paper, we examine the influence of specific game elements to both factors. Therefore, we first analyze models for the characterization of game elements. We then apply an adapted model to the design of a component-based learning game based on a quiz. Various game elements can be added to the game dynamically. This includes, among others, different forms of presentation, challenge, competition and constraints. Using this application we performed a user study to evaluate which game elements are most effective in delivering knowledge as well as in fostering motivation. Results show that a combination of game elements is suited best for influencing both factors positively.
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 | Dieser Eintrag ist Teil der Universitätsbibliographie. |
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