30 results on '"Felicia, Patrick"'
Search Results
2. How Game-Based Learning Works and What It Means for Pupils, Teachers, and Classroom Learning
- Author
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Jabbar, Azita Iliya Abdul, primary and Felicia, Patrick, additional
- Published
- 2019
- Full Text
- View/download PDF
3. Towards a Conceptual Framework of GBL Design for Engagement and Learning of Curriculum-Based Content
- Author
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Jabbar, Azita Iliya Abdul and Felicia, Patrick
- Abstract
This paper aims to show best practices of GBL design for engagement. It intends to show how teachers can implement GBL in a collaborative, comprehensive and systematic way, in the classrooms, and probably outside the classrooms, based on empirical evidence and theoretical framework designed accordingly. This paper presents the components needed to design an innovative GBL platform, and it describes how to facilitate learning in a gaming environment, sustain continuous learning in the gameplay, and apply the successful methodologies. In this paper, the authors discuss the overall findings of pupils and teacher surveys and classroom observations in the context of primary education (pupils ages between eight and twelve). The findings helped with guidelines design instructions of GBL for engagement and learning. By using a game-based approach best practice, teachers can embed gaming and learning principles to create engaging learning experiences.
- Published
- 2016
- Full Text
- View/download PDF
4. Gameplay Engagement and Learning in Game-Based Learning: A Systematic Review
- Author
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Abdul Jabbar, Azita Iliya and Felicia, Patrick
- Abstract
In this review, we investigated game design features that promote engagement and learning in game-based learning (GBL) settings. The aim was to address the lack of empirical evidence on the impact of game design on learning outcomes, identify how the design of game-based activities may affect learning and engagement, and develop a set of general recommendations for GBL instructional design. The findings illustrate the impact of key gaming features in GBL at both cognitive and emotional levels. We also identified gaming trends and several key drivers of engagement created by the gaming features embedded within GBL, as well as external factors that may have influences on engagement and learning.
- Published
- 2015
- Full Text
- View/download PDF
5. Acceptance and Use of Game-Based Learning in Vocational Education and Training: An International Survey
- Author
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Schmitz, Birgit, Felicia, Patrick, and Bignami, Filippo
- Abstract
This paper presents findings from a study carried out between May and October 2013. Based on a survey, which was developed by the MoGaBa VET project partners, the study aimed at understanding the factors that influence the way vocational instructors perceive and use game-based learning. A total of 267 trainers from eight European countries took part in the survey. Results indicated that even though educational games were regarded effective and useful with regard to motivational aspects or learning to use ICT; however, it also revealed that the integration and widespread use of mobile GBL solutions faced several challenges linked to technical, institutional and also organizational aspects.
- Published
- 2015
- Full Text
- View/download PDF
6. Gameplay Engagement and Learning in Game-Based Learning: A Systematic Review
- Author
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Jabbar, Azita Iliya Abdul and Felicia, Patrick
- Published
- 2015
7. An International Survey
- Author
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Schmitz, Birgit, primary, Felicia, Patrick, additional, and Bignami, Filippo, additional
- Published
- 2018
- Full Text
- View/download PDF
8. GAME-BASED LEARNING
- Author
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Felicia, Patrick, primary and Egenfeld-Nielsen, Simon, additional
- Published
- 2011
- Full Text
- View/download PDF
9. Harnessing the Emotional Potential of Video Games
- Author
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Felicia, Patrick, primary and Pitt, Ian, additional
- Published
- 2009
- Full Text
- View/download PDF
10. Profiling Users in Educational Games
- Author
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Felicia, Patrick, primary and Pitt, Ian, additional
- Published
- 2009
- Full Text
- View/download PDF
11. Comparing epidemiologically estimated treatment need with treatment provided in two dental schemes in Ireland
- Author
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Guiney Helena, Felicia Patrick, Whelton Helen, and Woods Noel
- Subjects
Need ,Treatment provided ,Extractions ,Restorations ,Dentures ,Proportion of treatments ,Mean number of teeth ,Survey data ,Administrative data ,Dentistry ,RK1-715 - Abstract
Abstract Background Valid estimation of dental treatment needed at population level is important for service planning. In many instances, planning is informed by survey data, which provide epidemiologically estimated need from the dental fieldworkers’ perspective. The aim of this paper is to determine the validity of this type of information for planning. A comparison of normative (epidemiologically estimated) need for selected treatments, as measured on a randomly-selected representative sample, is compared with treatment actually provided in the population from which the sample was drawn. Methods This paper compares dental treatment need-estimates, from a national survey, with treatment provided within two choice-of-dentist schemes: Scheme 1, a co-payment scheme for employed adults, and Scheme 2, a ‘free’ service for less-well-off adults. Epidemiologically estimated need for extractions, restorations, advanced restorations and denture treatments was recorded for a nationally representative sample in 2000/02. Treatments provided to employed and less-well-off adults were retrieved from the claims databases for both schemes. We used the chi-square test to compare proportions, and the student’s t-test to compare means between the survey and claims databases. Results Among employed adults, the proportion of 35-44-year-olds whose teeth had restorations was greater than estimated as needed in the survey (55.7% vs. 36.7%;p Among less-well-off adults, the proportion of 16-24-year-olds who had teeth extracted was greater than estimated as needed in the survey (27.4% vs. 7.9%;p Conclusions Significant differences were found between epidemiologically estimated need and treatment provided for selected treatments, which may be accounted for by measurement differences. The gap between epidemiologically estimated need and treatment provided seems to be greatest for less-well-off adults.
- Published
- 2012
- Full Text
- View/download PDF
12. Preface
- Author
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Pivec, Maja, Gründler, Josef, Admiraal, Wilfried, Alemi, Minoo, All, Anissa, Almeida, Ana, Amresh, Ashish, Arnab, Sylvester, Ask, Kristine, Avouris, Nikolaos, Awwal, Nafisa, Hauge, Jannicke Baalsrud, Badau, Dana, Barata, Ana, Barendregt, Wolmet, Basaiawmoit, Rajiv, Bellotti, Francesco, Blanchfield, Peter, Borit, Melania, Boskic, Natasha, Boyle, Liz, Brady, Mairead, Bratitsis, Tharrenos, Brinch, Sara, Brom, Cyril, Brooks, Anthony, Brown, David, Brox, Ellen, Busch, Carsten, Caldeira, Carlos, Callies, Sophie, Cardoso, Tiago, Carron, Thibault, Casimir, Rommert, De Castro, António Vieira, Chang, Maiga, Charalambis, Dimitris, Charles, Darryl, Charlier, Nathalie, Chee, Yam San, Chen, Ming-Puu, Chiarello, Fabio, Connolly, Thomas, Crockett, Larry, Darwish, Tamer, Sigurdardottir, Helga, Deliyannis, Ioannis, Demirbilek, Muhammet, Sigurdardottir, Helga Dis, Duin, Heiko, Dyer, Ronald, Edgar, David, Ejsing-Duun, Stine, Escudeiro, Paula, Felicia, Patrick, Fesakis, Georgios, Figueira, Ana Paula, Fotaris, Panagiotis, Fujimoto, Toru, George, Sebastien, Georgiadis, Panagiotis, Gerodetti, Natalia, Giannakoulopoulos, Andreas, Gjedde, Lisa, Goebel, Stefan, Gomez-Martin, Pedro Pablo, Gouscos, Dimitris, Grigoriadou, Maria, Guralnick, David, Guttormsgaard, Vibeke, Habgood, Jacob, Hainey, O., Hanghoj, Thorkild, Hawlitschek, Anja, Hemben, Terseer, Hlavacs, Helmut, Hommedal, Silje Hole, Hollins, Paul, Idrus, Rozhan, Wang, Alf Inge, Ismail, Marina, Jans, Ruben, Juzeleniene, Saule, Kalavassis, Fragiskos, Kalogiannakis, Michail, Karakostas, Anastasios, Katzlinger-Felhofer, Elisabeth, Ketamo, Harri, Ketelhut, Diane Jass, Kickmeier-Rust, Michael, Kiili, Kristian, Koeppen, Veit, Kolås, Line, Kordaki, Maria, Korkut, Safak, Kourti, Evangelia, Ken, Li, Lukosch, Heide, Macleod, Hamish, Magnussen, Rikke, Majgaard, Gunver, Marchetti, Emanuela, Marques, Bertil, Marty, Jean-Charles, Marzantowicz, Lukasz, Mehm, Florian, Meimaris, Michail, Michel, Christine, Moffat, David, Montero-Fleta, Begoña, Moseley, Alexander, Mota, Dulce, Mozelius, Peter, Nadolski, Rob, Nelson, Brian, Neville, Karen, Annie W. Y., Ng, Nixon, Darren, Nocchi, Susanna, Broin, Daire O., O'Mullane, John, Skevik, Trond Olav, Øygardslia, Kristine, Panagouli, Dimitra, Papagiannakis, George, Papakonstantinou, George, Papastergiou, Marina, Peachey, Paul, Peirce, Neil, Perez-Sabater, Carmen, Pfeiffer, Alexander, Pimenidis, Elias, Piramuthu, Selwyn, Plohn, Trygve, Popescu, Maria-Magdalena, Poskiene, Audrone, Poylymenakou, Angeliki, Reis, Rosa, Retalis, Simos, Rito, Pedro, Rogers, Gregory, Rossiou, Eleni, Roussou, Maria, Rugelj, Joze, Salajan, Florin, Santorineos, Manthos, Sardone, Nancy, Schneider, Etienne, Shabalina, Olga, Shah, Samir, Siepermann, Markus, Sillaots, Martin, Silseth, Kennet, Sim, Gavin, Sime, Julie-Ann, Skoumpourdi, Chrysanthi, Soebke, Heinrich, Stansfield, Mark, Steinicke, Martin, Stewart, Ian, Tang, Stephen, Thomas, Andre, Tomos, Florica, Trivedi, Uday, Tsiatsos, Thrasyvoulos, Tunstall, Richard, Vahed, Anisa, Vallance, Michael, Van Eck, Richard, Van Oostendorp, Herre, Van Rosmalen, Peter, Vaz De Carvalho, Carlos, Verhagen, Harko, Voulgari, Iro, Weitz, Charlotte Lærke, Wendel, Viktor, Westera, Wim, Westin, Thomas, Whitton, Nicola, Williams, Dorothy, Wilson, Amanda, Wilson, Andrew, Wong, Yoke Seng, Zaharias, Panagiotis, and Zorina, Aljona
- Subjects
Human-Computer Interaction ,Computer Networks and Communications ,Artificial Intelligence ,Control and Systems Engineering ,Software ,Computer Graphics and Computer-Aided Design ,3304 - Published
- 2017
13. Towards a Model to Improve Best Practices and Successful Outcomes for Game-Based Learning in the Classroom
- Author
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Jabbar, Azita Iliya Abdul, Felicia, Patrick, and Tabirca, Sabin
- Abstract
This thesis provides an analysis of gaming elements of engagement that influence learning of curriculum-based content, from data gathered through a systematic review, survey research, and a series of classroom observations. It discusses the implications of elements of engagement in games becoming such a critical component of game-based learning (GBL) for the successful delivery of curriculum-based content for classroom and extended learning. The thesis is divided into five chapters: introduction, literature review, pupil survey, case study, and discussion and conclusion. Systematic review data were gathered from a sample of 91 papers that studied GBL in primary education to analyse gaming elements of engagement that influence learning. This research adopted a mixed-methods design. Survey data were gathered from a convenience sample of 465 pupils across a school in the Republic of Ireland, and two schools in the Turks and Caicos Islands, regarding the pupils’ engagement with learning resources, which included reading materials (i.e. digital and paper-based materials) and classroom, online, and gaming activities. Case study data were gathered from a convenience sample of two teachers of the same school, who completed a set of teacher self-report questionnaires from a series of classroom observations of GBL implementation as planned by them within a period of three to four months. Thus, the findings were not generalizable, as the data analysis was to a great extent limited by the disadvantages of convenience sampling strategies and by the collection of observational data of teacher self-reports of their GBL plans and implementation. Nonetheless, the findings suggest that GBL environments for engagement and learning of curriculum content are best designed by considering gaming elements and features that provide opportunities for the participating pupils to explore and develop a sense of excitement and interest (i.e. promoting engagement) at the beginning of GBL, to get involved in tasks and activities that challenge their abilities (i.e. motivating engagement) during the gameplay, and to gain suitable feedback and reward for task completion (i.e. supporting engagement) during and probably after the gameplay. Primarily, an engagement strategy for the successful design and implementation of GBL in classrooms includes providing meaningful gaming and creating challenges to sustain engagement. Gaming components garnering top attention from pupils to become engaged learners within a GBL environment include a variety of interesting materials and guided activities, opportunities to perform, and task-relevant guidance and feedback. Ultimately, the thesis provides a useful source of information for best practices for teachers, game designers and developers, and other education stakeholders who are considering the use of GBL for classroom teaching/learning and extended learning. This thesis synthesizes the vast literature related to GBL, presents original materials related to gameplay and learning engagement within GBL environments, and offers several recommendations for best practices of game-based instructional design for engagement and learning.
- Published
- 2016
14. Employing Q-Method to investigate informal learning in an undergraduate game development project
- Author
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Gauttier, Stéphanie, Boyle, Bryan, Tseloudi, Chrysanthi, Arnedillo-Sanchez, Inmaculada, Felicia, Patrick, Pierce, Neil, Brady, Mairead, and Devitt, Ann
- Published
- 2016
15. Getting Started with Unity
- Author
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Felicia, Patrick, Felicia, Patrick, Felicia, Patrick, and Felicia, Patrick
- Abstract
Getting Started with Unity is written in an easy-to-follow tutorial format. Getting Started with Unity is for[ 3D game developers[/color] who would like to learn how to use Unity3D and become familiar with its core features. This book is also suitable for intermediate users who would like to improve their skills. No prior knowledge of Unity3D is required.
- Published
- 2013
16. Developments in Current Game-based Learning Design and Deployment
- Author
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Felicia, Patrick and Felicia, Patrick
- Subjects
- Learning, Psychology of, Cognitive learning, Educational games, Simulation games in education
- Abstract
'This book highlights the latest research from professionals and researchers working in the fields of educational games development, e-learning, multimedia, educational psychology, and information technology, promoting an in-depth understanding of the multiple factors and challenges inherent to the design and integration of game-based learning environments'--Provided by publisher.
- Published
- 2013
17. State of the art: Game based learning:a review of the state of the art
- Author
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Felicia, Patrick, Egenfeld- Nielsen, Simon, Egenfeldt-Nielsen, Simon, Meyer, Bente, and Sørensen, Birgitte Holm
- Subjects
serious games ,digital natives ,state of the art ,Game based learning - Published
- 2011
18. Digital games in schools : Handbook for teachers
- Author
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Felicia, Patrick and Zeiliger, Jerome
- Subjects
game-based learning ,[INFO.EIAH] Computer Science [cs]/Technology for Human Learning ,digital games ,[SHS.EDU] Humanities and Social Sciences/Education - Abstract
This handbook has been written in the framework of European Schoolnet's Games in Schools project which began in January 2008 and ended in June 2009. The project's aim was to analyse the current situation in eight countries (Austria, Denmark, France, Italy, Lithuania, the Netherlands, Spain and UK) with regard to games based learning. It is composed of various elements, including a synthesis and final report based on the results of a Europe-wide teachers' survey, case studies and interviews with relevant national policy makers, researchers and experts, as well as an online community of practice and finally the present teachers' handbook. The Games in Schools blog provides more information regarding European Schoolnet's project, and also provides links to the study's reports (http://games.eun.org). This handbook is intended for teachers interested in using digital games in their lessons. It provides the necessary information to understand the educational benefits of digital games and to learn how to use them as educational and motivational resources. After reading this handbook, you should be able to make informed decisions on the choice and use of digital games in the classroom, and obtain all the benefits digital games can offer. This handbook is a practical guide aimed at providing you with theoretical and practical information. It is an introduction to the educational use of digital games and it provides references to useful resources such as articles, websites and books where you can find additional information.
- Published
- 2009
19. Harnessing the Emotional Potential of Video Games
- Author
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Felicia, Patrick, primary and Pitt, Ian, additional
- Full Text
- View/download PDF
20. Assessing how Game-Based Learning is Perceived in Irish Education.
- Author
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Felicia, Patrick
- Subjects
EDUCATIONAL games ,EDUCATION ,TEACHING methods ,VIDEO games ,INFORMATION & communication technologies - Abstract
Despite a solid body of evidence on the effectiveness of Game-Based Learning, very few schools and universities have embraced this medium in Ireland. Recent research shows that, aside from the technological and educational qualities of GBL systems, educators are essential to a wider acceptance and use of video games. This paper will present results from a survey conducted in Irish universities and schools to determine how Game-Based Learning is perceived by teachers and lecturers. The survey, which was sent to Irish teachers and lecturers, assessed their teaching and gaming experience (e.g., use of ICT or gaming propensity), how they believe video games could help teaching and learning, whether they used video games in their teaching, and the factors that could either help or prevent the inclusion of video games in the classroom. The results show interesting trends, notably that, while games seem to be acknowledged for their educational and motivational benefits, more information needs to be provided to instructors in terms of empirical evidence and best practice. The author analyses the results of this survey and present implications for the Irish educational system, and European instructors at large. [ABSTRACT FROM AUTHOR]
- Published
- 2011
21. Assessing Players' Motivations and Learning Strategies Based on their Personality.
- Author
-
Felicia, Patrick
- Subjects
VIDEO games ,VIDEO gamers ,ACADEMIC motivation ,LEARNING strategies ,EDUCATIONAL games - Abstract
The objective of this chapter is to provide guidelines for the design of adaptive educational video games, by identifying significant motivational and learning strategies for players. By evaluating the emotions sought by particular subjects, the author provides guidelines to assist game designers in the production of video games that both teach and entertain. The results, based on personality traits, acknowledge both dramatic and didactic aspects of video games, with an emphasis on emotions and motivation. It is based on players' personality traits in the light of the Big-Five personality model. [ABSTRACT FROM AUTHOR]
- Published
- 2010
22. Modelling Players' Behaviours and Learning Strategies in Video Games.
- Author
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Felicia, Patrick
- Subjects
VIDEO games ,ELECTRONIC games ,EDUCATIONAL games ,LEARNING strategies ,LEARNING disabilities - Abstract
User profiling is a relevant research topic in both video games and educational software development. For the former, it helps to provide a more enjoyable experience that is tailored to users' preferences; for the latter, it aims to provide a learning environment that adapts to subjects' abilities, disabilities or learning preferences. The aim of this paper is to combine both approaches in order to create a model that accounts for both cognitive and emotional needs of the subjects, and that provides an environment where they feel immersed, empowered, motivated and willing to learn. Because people have different learning styles, needs and preferences, their motivation to play video games, their behaviour and their learning strategies can differ significantly. Unless these singularities are acknowledged, learning benefits on the part of the learner could vary greatly. Although several educational video games were based on Intelligent Tutoring Systems (ITSs), that included a flexible approach to learning and that adapted the educational strategies to learners' skills, very few researchers have tried and managed to model players' behaviours and learning preferences in video games. This paper presents an ongoing quantitative study that aims to profile gamers based on their personality traits. It is based on an online survey carried out with 33 subjects aged between 18 and 44. This survey includes four parts, each of them assess personality traits, motivation for playing video games, emotions sought while playing, preferred features and learning strategies. Following data collection, a correlation analysis was carried out in order to identify significant links between personality traits, in the light of the Big-5 model, and other factors that can affect learning and emotions in serious games. Significant correlations were identified suggesting that the Big-Five model could be used for user profiling in video games in order to increase both learning outcomes and motivation. [ABSTRACT FROM AUTHOR]
- Published
- 2009
23. Towards a Conceptual Framework of GBL Design for Engagement and Learning of Curriculum-based Content
- Author
-
Felicia, Patrick and Jabbar, Azita
- Abstract
This paper aims to show best practices of GBL design for engagement. It intends to show how teachers can implement GBL in a collaborative, comprehensive and systematic way, in the classrooms, and probably outside the classrooms, based on empirical evidence and theoretical framework designed accordingly. This paper presents the components needed to design an innovative GBL platform, and it describes how to facilitate learning in a gaming environment, sustain continuous learning in the gameplay, and apply the successful methodologies. In this paper, the authors discuss the overall findings of pupils and teacher surveys and classroom observations in the context of primary education (pupils ages between eight and twelve). The findings helped with guidelines design instructions of GBL for engagement and learning. By using a game-based approach best practice, teachers can embed gaming and learning principles to create engaging learning experiences.
- Published
- 2016
- Full Text
- View/download PDF
24. A Teacher Survey to Identify Solutions That Facilitate GBL Design for Engagement.
- Author
-
Azita Iliya Abdul Jabbar and Felicia, Patrick
- Subjects
TEACHER surveys ,STUDENT engagement ,EDUCATIONAL games ,ACTIVITY programs in education ,ENTHUSIASM - Abstract
Game-based learning (GBL) remains important for engagement and learning. It is about much more than simply learning with games. GBL involves several steps, approaches, elements and features in gaming that lead to and enhance engagement and leaning. The accelerating pace of gaming and digital technology, along with increasing pressure on teachers to improve pupils' performance and achievement, means there is a need to search for innovative approaches to GBL that will engage pupils with learning. By "engagement" we mean the capacity to create and sustain a momentum of continuous learning so that pupils become self-directed learners. However, only a few surveys explore the connections between approaches, strategies, resources, teaching and learning in the context of designing and using GBL to increase engagement. These connections may be understood as "learning experiences" and "conditions" in classroom learning environments. Therefore, the attempt to harness and maximise teaching and learning approaches, strategies and resources is at the centre of GBL research and initiatives. Thus, we designed and administered a teacher questionnaire as part of design-based research (DBR). The purpose of the questionnaire was to gain insight into teachers' instructional practices, give teachers the opportunity to share their teaching experiences, and keep a broad and open understanding of teachers' experiences, including their positive and negative feelings and thoughts. The findings presented in this paper evaluate increasingly varied materials, resources and solutions for enhancing learning within primary and post-primary schools. This survey also aimed to gauge teachers' enthusiasm for using a game-based approach to designing classroom activities and for extended learning, towards our effort to introduce and enhance GBL approaches. The survey results may improve our understanding of teachers' concerns, requirements and GBL suitability in relation to introducing and using games as a teaching and learning method in the classroom and for independent and extended learning. [ABSTRACT FROM AUTHOR]
- Published
- 2015
25. Motivation in Games: A Literature Review.
- Author
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Felicia, Patrick
- Subjects
VIDEO games & psychology ,INTRINSIC motivation ,LEARNING ,ACADEMIC ability ,EDUCATIONAL cooperation ,TEACHING methods ,EDUCATIONAL games - Abstract
This paper explains why and how video games can motivate students to learn. It explains key concepts linked to motivation, engagement and flow, and illustrates how some features in video games can promote intrinsic motivation, hence encourage and sustain learning. In the second part of the paper, empirical evidence of the motivational aspects of video games is presented, with reference to recent scientific studies conducted essentially between 2005 and 2011. Evidence collected demonstrates that games are employed to increase learners' motivation, in a wide range of settings, for different topics (e.g., science, literature, or engineering), and to address the different needs and specificities of learners (e.g., gender, age, or special needs). It also shows that games can teach both academic and non-academic skills, and motivate students to collaborate, share information, and increase their attainments, and that, in many cases, they are more effective than traditional approaches. These results emphasize that some additional mechanisms need to be implemented in games to ensure that they systematically manage to engage, teach and change students' behaviors. These include game design (e.g., personalized strategies, adapted challenge or a good balance between educational and entertaining features), and teaching strategies (e.g., briefing, debriefing, and teachers' support). [ABSTRACT FROM AUTHOR]
- Published
- 2012
26. Preface.
- Author
-
Felicia, Patrick
- Subjects
EDUCATIONAL games ,ONLINE education - Published
- 2012
27. Why won’t they jam? : The reasons for general upper secondary school students for not attending a game jam
- Author
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Aurava, Riikka, Murray, John, Kankainen, Ville, Felicia, Patrick, Tampere University, and Communication Sciences
- Subjects
518 Media and communications ,516 Educational sciences - Abstract
This short paper charts why potential participants decide not to participate in game jams. Specifically, we aim at finding reasons for adolescents, specifically Finnish general upper secondary school students, for not attending game jam events. In November 2018, we arranged a game jam in Tampere, at the University of Tampere, where the participants were students from three schools. From the possible pool of over 800 pupils, we had measly twelve registrations and due to cancellations, we only had eight participants, aged 17 and 18, in the jam. Although the jam event itself was successful, we wanted to know why only a fraction of invitees participated. Furthermore, we wanted to map the possible barriers to entry that prevented students from getting involved. To address this we conducted an online survey of all invitees in December 2018. Of the all possible participants 218 replied. This paper analyzes those results and discusses the implications of the results to future educational use of game jamming in formal education. Educators have in recent years tried to better teach the so called 21st century skills and competencies, which have been deemed essential for the new era (see e.g. Dede, 2007; Ananiadou & Claro, 2009). An increasing number of studies has shown that the skills acquired in game jam events closely resemble the 21st century skills: STEAM/STEM related and inter- and intrapersonal skills. Thus, it is also important to see if the game jam method could be applied to formal learning in schools. With this end in mind, we have organized several game jams in Finnish schools, namely in general upper secondary schools. The results are promising, showing that the benefits of game jams can indeed be transferred to formal learning. The number of the involved students has been small, which affects both the research and the goal we are trying to reach: spreading the benefits of game jamming to a larger audience. In this article, we aim at finding reasons for non-attendance. publishedVersion
- Published
- 2020
28. Assessment of gesture-based natural interface systems in serious games
- Author
-
Murphy, David, Dubé, Karina, and Felicia, Patrick
- Subjects
VR ,Interaction ,Serious Games ,Virtual Reality ,Assessment ,Natural Interfaces ,Games ,Gesture Interfaces - Abstract
The goal of this study was to examine interaction designs and devices for natural gesture-based interaction for a 3D serious game for surgical training. The 3D input devices used in the experiment consisted of a 5DT Data Glove and a Leap Motion sensor. The 3D model used for interaction was a particle-based deformable object using NVIDIA Flex. The interface was constructed in C++ using Unreal Engine 4 as the game engine and was designed to measure the movement of the wrist around a virtual object. A user study was conducted to compare the usability of contact based (5DT Glove) and non-contact based (the Leap) gesture-based input devices for use in the system. Eleven right-handed adult volunteers were recruited. Each volunteer was asked to perform four tasks on the deformable model. These tasks involved pushing and pulling certain points and faces on the 3D model. To account for possible learning bias, subjects were randomly assigned their first device. After each device, the subjects were asked to complete a System Usability Scale questionnaire. The experiment collected information on the (a) accuracy, (b) discoverability, and (c) ease of use of the two devices. Accuracy was measured based on the distance between the user’s selected location and a predetermined target point. Discoverability was based on the time taken to reach the selection point. Ease of use was determined by survey. Standard descriptive statistics are employed (mainly means and standard deviations). The results indicate that while non-contact based devices might be perceived as having greater ease of use due to the lack of restrictions and cabling when compared to the glove, the glove was more accurate. The favourability of the glove among those who preferred the glove was higher than the favourability of the Leap among those who preferred the Leap. The significance of this is dependant upon the type of learning scenario employed in the serious game. If the emphasis within the serious game is on task training, e.g. dexterous tasks associated with surgical instrument manipulation, then the results suggest the use of the Glove is more appropriate due its higher accuracy count. However, if the focus in the serious game is on naturalness of interaction then the Leap is more highly preferred. These insights may help serious game designers and educational content creators in adopting the appropriate input device for natural gesture-based interaction.
- Published
- 2017
29. Game-based language learning for pre-school children.:A design perspective
- Author
-
Meyer, Bente Tobiesen and Felicia, Patrick
- Published
- 2012
30. Interactive Narrator in Ludic Space:A Dynamic Story Plot underneath the Framework of MMORPGs Storytelling System
- Author
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Nobaew, Banphot, Ryberg, Thomas, and Felicia, Patrick
- Subjects
Storytelling system ,Dynamic story ,MMORPGs ,ComputingMilieux_PERSONALCOMPUTING ,Interactive narrator - Abstract
For decades, the development of digital interactive storytelling in games has been of interest to many researchers. Some scholars have studied the expert system which dynamically creates plots for players, while other scholars investigate the story structure. However, the latter mostly focuses on the micro story level of storytelling structure (Begin-Middle-End). This paper describes the framework for a games writer in MMORPGs as a non-linear narrative, in which a gameplayer takes the role of a digital story writer in a magic cycle. It proposes an extended storytelling framework to a games writer. The framework is developed based on 3 prior theoretical notions: the Story structure, Dramatic structure (Freytag's Pyramid), and Hero’s Journey model (Campbell). The story structure is founded by Aristotle in his Poetics (c. 335 BC), but is now considered the basis of digital narrative. Hero’s Journey model is the basic of three structure story proposed by Cambel. Developing the framework, the study investigated forty Quests (quest stories) from players during gameplay in World of Warcraft, and employed the plot analysis to deconstruct game storylines. This framework is deeply focusing on the plot point of game-story and develops further to the multi-plot point structure. To analyze the gameplay data in this study, the emotional experience and learning content are considered for the plot investigation. This study is sets out to examine the assumption that, when players play games in a semiotic domain of visual grammar, they simultaneously interpret meaning and produce the storyline per se. The result shows that (1) gameplayers create distinctive story plots which are shown by the story graphs in a freedom of Ludic space, (2) each quest has the different of story plot patterns; although, it has likewise a storyline pattern. To summarize, from the results, the paper proposes the multi-plot point framework which creates the concept of the game story movement for applying in game-story design for learning purposes.
- Published
- 2012
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