The influence of learning and gaming coherence on the effectiveness of serious games

Mildner, Philip ; Beck, Oliver ; Reinsch, Marcel ; Effelsberg, Wolfgang

Document Type: Conference or workshop publication
Year of publication: 2016
Book title: Proceedings of the 10th European Conference on Games Based Learning : 6-7 October 2016, The University of the West of Scotland, Paisley, Scotland
Page range: 452-460
Conference title: 10th European Conference on Games Based Learning (ECGBL 2016)
Location of the conference venue: Paisley, UK
Date of the conference: 06.-07.10.2016
Publisher: Conolly, Thomas
Place of publication: Reading ; Red Hook, NY
Publishing house: Academic Conferences and Publishing International Limited ; Curran
ISBN: 978-1-911218-09-8 , 978‐1‐911218‐10‐4 , 978-1-5108-3029-5
ISSN: 2049-0992 , 2094-100X
Publication language: English
Institution: School of Business Informatics and Mathematics > Praktische Informatik IV (Effelsberg 1989-2017)
Subject: 004 Computer science, internet
Keywords (English): game design , serious games , authoring tools , user study
Abstract: When creating digital game-based applications in educational contexts, a key aspect is how to combine the game and the learning part into a serious game that is both fun and effective. Such games can coarsely be categorized into games where learning and game parts are tightly linked together, and games that feature an exchangeable learning content. The former type gives game developers a high degree of freedom for integrating the learning content in a meaningful way. The latter type, on the other hand, allows non-expert game creators, such as teachers, to create customized games by using easy-to-use authoring components. In this work we examine both categories of games concerning their potential effectiveness and accessibility. We use two games: one that combines a generic game scenario with exchangeable quiz questions, and a second one with specialized content for teaching historic knowledge. Two comparative studies with a total of over 60 participants have been conducted with both games. The first study focuses on the effects of a game-based approach in comparison to one without game elements. The second study compares a generic game environment to one where game and learning content matches. Results show that the second game variant is able to produce better results in terms of fun and learning effectiveness. However, the generic variant still is able to produce good results with the benefit of not having to invest an additional development effort. These considerations are further elaborated to give practical advice for the creators of learning games.
Additional information: Ersch.-Jahr bei Curran, Red Hook, NY: 2017

Dieser Eintrag ist Teil der Universitätsbibliographie.

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