Game-based Learning Across the Disciplines (Advances in Game-Based Learning)

✍ Scribed by Carmela Aprea (editor), Dirk Ifenthaler (editor)

• Publisher: Springer
• Year: 2021
• Tongue: English
• Leaves: 427
• Category: Library

✦ Synopsis

The volume focuses on epistemological, theoretical and empirical issues of game-based learning in various disciplines. It encompasses questions of game design as well as instructional integration and organizational implementation of game-based learning across various disciplines and includes contributions from different levels of the formal educational system (i.e., primary, secondary and tertiary education) as well as contributions reporting the use of game-based learning in informal learning settings. The volume addresses scholars, practitioners and students who are interested in how games and game-based learning can be designed, implemented and evaluated in a cross-, inter- and transdisciplinary perspective.

✦ Table of Contents

Preface
Contents
About the Editors
About the Contributors
Part I: Inside and Across Social Science, Business and Economics Disciplines
Chapter 1: Applying Insights from Behavioral Finance and Learning Theory in Designing a Financial Education Serious Game for Secondary School Students
1.1 Importance of Financial Literacy and Challenges in Financial Education
1.2 Theoretical Foundations to Inform the Design of the Financial Education Serious Game
1.2.1 Relevant Insights from Behavioral Finance
1.2.2 Insights from Theories of Learning and Motivation and Related Empirical Research
1.2.3 Game Design Theory and Implications from Empirical Evidence
1.3 Development Process of the Financial Education Serious Game “FinanceMission Heroes”
1.4 The Developed Financial Education Serious Game: FinanceMission Heroes
1.4.1 Configuring the Avatar
1.4.2 Tutorial
1.4.3 Overview
1.4.4 Equipment Store
1.4.5 Time Management
1.4.6 Level
1.4.7 Statement of Account
1.5 Discussion and Outlook
References
Chapter 2: Game-Based Learning in Economics Education at Upper Secondary Level: The Impact of Game Mechanics and Reflection on Students’ Financial Literacy
2.1 Introduction
2.2 Theoretical Background
2.2.1 Game-based Learning and the Meaning of Reflection
2.2.2 Serious Games and Game Mechanics
2.2.3 Game-Based Learning and Financial Education
2.2.4 Interest as Part of Financial Literacy and Its Role in Learning
2.3 Development, Implementation and Evaluation of the GBL Environment “Moonshot”
2.3.1 Game-Based Learning Environment “Moonshot”
2.3.1.1 Game Components of the Serious Game “Moonshot”
2.3.1.2 Direct and Generic Reflection
2.3.1.3 Varying Game Mechanics to Influence Perceived Basic Needs Experience
2.3.1.4 Challenges During Game Development
2.3.2 Research Design
2.3.2.1 Hypotheses
2.3.2.2 Sample and Procedure
2.3.2.3 Instruments
2.4 Outlook and Expected Implications
References
Chapter 3: Game Design in Financial Literacy: Exploring Design Patterns for a Collaborative and Inclusive Serious Game from Different Perspectives
3.1 Game-Based Learning as an Approach for Inclusion
3.2 Assumptions and Theoretical Derivations for Serious Games
3.3 Designing a Serious Game in the Field of Financial Literacy
3.3.1 Design Principles from Teaching Practitioners
3.3.2 Game-Based Learning Design Elements Applied to “Curve”
3.3.3 Linking Practitioners’ Principles and Theory-Driven Game Design Elements to Foster Collaborative Problem-Solving
3.4 Impact of Serious Games in Financial Literacy
References
Chapter 4: Development and Pilot Testing of a Financial Literacy Game for Young Adults: The Happy Life Game
4.1 Introduction
4.2 Theoretical Foundations
4.2.1 Financial Literacy
4.2.1.1 Concept, Underlying Definitions, and Competency Model
4.2.1.2 Spheres of Activity and Central Competences
4.2.2 Findings of Happiness Research in Relation to Money
4.2.3 Game-Based Learning
4.2.3.1 State of Research
4.2.3.2 Principles, Mechanics, and Elements of Game-Based Learning
4.3 Methodology
4.3.1 Development of the Happy Life Game
4.3.1.1 Requirements for the Specific Game Design
4.3.1.2 Aim of the Game and Game Structure
4.3.1.3 Story, Aesthetics, and Technology
4.3.1.4 Game Mechanics
4.3.2 Pilot Testing of the Happy Life Game
4.3.2.1 Criteria of Game Evaluation
4.3.2.2 Sample
4.3.2.3 Usability Testing
4.4 Results
4.5 Discussion, Limitations, and Conclusion
References
Chapter 5: Business Simulation Games: Three Cases from Supply Chain Management, Marketing, and Business Strategy
5.1 Introduction
5.2 Background
5.2.1 Core Business Concepts: Boundary of the Firm; Explore and Exploit, Creative Destruction
5.2.1.1 Boundary of the Firm
5.2.1.2 Explore and Exploit
5.2.1.3 Creative Destruction
5.2.2 Business Framed as Interplay Between Conflict and Strategy
5.2.3 Learning Affordances and Uses of Business Simulation Games
5.3 Methods
5.4 Findings: Example Business Education Use Cases
5.4.1 Case 1: SCM Game: Low Resolution, High Fidelity Supply Chain Management Practice
5.4.1.1 Educational Purpose
5.4.1.2 Game Structure
5.4.1.2.1 Artificial Conflict
5.4.1.2.2 Interactive Rule Set
5.4.1.2.3 Win/Lose Scenario
5.4.1.3 Learning Affordances
5.4.1.4 Overall Value for Business Education
5.4.2 Case 2: Marketing Simulation Game: An Excel-Based Free to Play Tool
5.4.2.1 Educational Purpose
5.4.2.2 Game Structure
5.4.2.2.1 Artificial Conflict
5.4.2.2.2 Interactive Rule Set
5.4.2.2.3 Win/Lose Scenario
5.4.2.3 Learning Affordances
5.4.2.4 Overall Value for Business Education
5.4.3 Case 3: The Founder: A Dystopian Business Simulator: A Realistic Start-Up Game
5.4.3.1 Educational Purpose
5.4.3.2 Game Structure
5.4.3.2.1 Artificial Conflict
5.4.3.2.2 Interactive Rule Set
5.4.3.2.3 Win/Lose Scenario
5.4.3.3 Learning Affordances
5.4.3.4 Overall Value for Business Education
5.5 Discussion
5.5.1 Limitations of Business Simulations Games
5.5.1.1 Opportunities for Research
5.5.1.2 Challenges to Research
5.6 Conclusion
References
Chapter 6: Serious Games as Assessment Tools: Visualizing Sustainable Creative Competence in the Field of Retail
6.1 Introduction
6.2 Theoretical Background
6.2.1 Serious Games
6.2.2 Serious Games as Assessment Tools
6.3 The Serious Game MyBUY
6.3.1 Context of the Serious Game MyBUY
6.3.2 Scientific Foundation: Domain Analysis and Domain Modeling
6.3.3 Design Foundation: Conceptual Assessment Framework (CAF)
6.3.3.1 Student Model
6.3.3.2 Task Model
6.3.3.3 Evidence Model
6.3.4 Production of the Serious Game: Assessment Implementation
6.3.4.1 Development of the Tasks
6.3.4.2 Design and Layout
6.3.5 Evaluation: Assessment Implementation
6.3.6 Assessment Delivery
6.3.7 Research Questions
6.4 Methodology
6.4.1 Sample and Data Collection
6.4.2 Measures and Analyses
6.5 Results
6.5.1 Validating the Sustainable Creative Competence Model
6.5.2 Usability
6.5.3 Cognitive Load
6.5.4 Motivation
6.6 Discussion and Impact
6.7 Limitations and Outlook
References
Chapter 7: Gameful Learning and the Syrian Conflict: Developing Global Learning Competencies in a Complex Conflict
7.1 Conceptual and Theoretical Foundations
7.1.1 Overview
7.1.2 Significant, High Impact Curriculum for Liberal Education
7.1.3 Game-Based Learning, Conflict, and Social Justice
7.1.4 Role-Play and Culturally Responsive Design
7.2 Syria Simulation Game Play
7.2.1 Workshop Simulation Overview
7.2.2 Critical Decision-Making
7.2.3 Course Simulation Overview: A Middle East Survey and Politics and Government Course
7.2.3.1 Middle East Survey Course Description and Student Learning Objectives
7.3 Simulation Assessment
7.3.1 Workshop Format
7.3.2 Syria Simulation Course Assessments and Outcome
7.3.3 Implications
7.4 Design and Development
7.4.1 Game Mechanics
7.4.2 Win Condition
7.5 Game Design Recommendations
7.5.1 Future Research Recommendations
7.5.2 Concluding Thoughts
Appendix 1: Syria Simulation Actors and Action Cards 2015–2016
Appendix 2: Workshop Evaluation Form
References
Part II: Inside and Across the STEM Disciplines
Chapter 8: Designing Dynamic Learning Supports for Game and Simulation-Based Learning in STEM Education
8.1 Introduction
8.2 Case 1: Designing in-Game Support for Mathematical Problem Representation
8.2.1 Background
8.2.2 E-Rebuild: Architecture Game-Based Platform for Math Problem Solving
8.2.3 Learning Supports Design
8.2.3.1 Initial Learning Support Design
8.2.3.1.1 Core Game Actions to Be Supported
8.2.3.1.2 In-Game Scaffolding of Mathematical Problem Representation
8.2.3.1.3 Usability Study
8.2.3.1.4 Study Findings
8.2.3.2 Second-Round Learning Support Design
8.2.3.2.1 Additional Game Actions to Be Supported
8.2.3.2.2 User-Interface Design
8.2.3.2.3 In-Game Scaffolding of Mathematical Problem Representation
8.2.3.2.4 Usability Study
8.2.3.2.5 Study Findings
8.2.4 Summary and Implication
8.3 Case 2: Designing in-Game Support for Representational Flexibility
8.3.1 Background
8.3.2 VR-Based Flexibility Training
8.3.3 Learning Support Designs
8.3.3.1 Iterative Usability Studies
8.3.3.2 Initial Learning Support Design
8.3.3.2.1 Design
8.3.3.2.2 Study Findings
8.3.3.3 Second-Round Learning Support Design
8.3.3.3.1 Design
8.3.3.3.2 Study Findings
8.3.4 Summary and Implication
8.4 Conclusion and Discussion
References
Chapter 9: Fostering Learning Transfer by Employing a Learning App for Future Preschool Educators in Vocational Schools
9.1 Introduction
9.2 Project Background
9.3 Theoretical Context
9.3.1 Terminology
9.3.2 Research on Effects of GBL on Learning and Learning Outcomes
9.3.3 Users’ and Teachers’ Involvement
9.3.4 Fun and/versus Learning
9.4 Methods
9.5 Results
9.6 Discussion
9.7 Conclusion
References
Chapter 10: A Naturalistic Inquiry Into Digital Game-Based Learning in Stem Classes From the Instructors’ Perspective
10.1 Introduction
10.2 Technology Integration and the Variant game
10.2.1 Digital Games and Game Integration
10.2.2 Technological Pedagogical Content Knowledge
10.2.3 The Variant: Limits
10.3 Method
10.4 Results
10.4.1 Perception of the Value of Digital Games
10.4.2 Examining the Tool and Modifying Teaching Methods
10.4.3 Applying Various Strategies to Facilitate the Learning Process
10.4.4 Evaluating the Implementation Process for Improvement
10.4.5 Emergent Themes from the Study
10.5 Discussion
10.6 Conclusions
References
Chapter 11: Designing an Augmented Reality Digital Game for Adaptive Number Knowledge Development
11.1 Introduction
11.2 The Game
11.2.1 The Design Process
11.2.2 Describing The Nomads
11.2.3 Embedded Mini-games
11.2.3.1 Collecting Berries
11.2.3.2 Hunting Buffalos
11.2.3.3 Collecting Logs
11.2.3.4 Mining Ore and Gems
11.2.4 Building Adaptive Number Knowledge
11.3 Augmented Reality Game Design and Learning Science Theories
11.3.1 Cognitive Load Theory and Multimedia Theory
11.3.2 Collaborative Learning Theory and Sociocultural Theory
11.4 Discussion
11.5 Future Directions
References
Chapter 12: The Iteration of Design and Assessment for a Digital Game to Support Reasoning in a College Algebra Course
12.1 Introduction
12.2 Purpose of the Study
12.3 Literature Review
12.3.1 Student Difficulties in Algebra
12.3.2 Game-based Learning Approach to Mathematics
12.3.3 Assessment of Game-based Learning
12.3.4 Design-based Research
12.4 The Design of “Functions of the Machine” to Scaffold Student Reasoning in Algebra
12.5 Design-Based Research: The Evaluation of the Digital Game
12.5.1 The First Iteration Research
12.5.1.1 Instruments and Measures
12.5.1.2 Data Analysis and Results from the First Iteration
12.5.1.2.1 Results of Algebra Reasoning
12.5.1.2.2 Results of Motivation and Engagement
12.5.2 Analysis of Gameplay Behavior Data and Modification of Game Design
12.5.3 The Second Iteration Research
12.5.3.1 Revised Instrument for Measuring Mathematics Reasoning
12.5.3.2 Data Analysis and Results from the Second Iteration
12.5.4 Analysis of Gameplay Behavior Data
12.6 Discussion
12.7 Conclusion
References
Part III: Substantiating Game-Based Learning
Chapter 13: Instructional Design for Digital Game-Based Learning
13.1 Introduction
13.2 Instructional Design (ID)
13.3 Examples for Domain-Specific Digital Games for Learning
13.3.1 History: “1961” by A. Hawlitschek
13.3.2 STEM: “Serena Supergreen” funded by the German Federal Ministry of Education and Research and “Experimento Game” by Siemens Stiftung
13.3.3 Ethics/Moral Development: “Catch 22” by J. Schuldt née Krebs
13.4 Discussion: Domain-Specific Aspects of Game Design
13.5 Conclusions and Open Research Questions
References
Chapter 14: Play Attention: Thinking Like a Game Designer with Online Instructional Design
14.1 Introduction
14.2 Self-Determination Theory
14.2.1 Examples of Self-Determination Theory in Gaming Contexts
14.3 Game Mechanics and Gameplay
14.3.1 Reviewing the Use of Gamification in Education
14.4 Thinking Like a Designer
14.4.1 Examples from Online Higher Education
14.4.1.1 Small-Scale Example: MRKT 396, Fundamentals of Marketing Research (by Meghan Naxer)
14.4.1.2 Large-Scale Example: NMC 470, Media Law (by Christopher Lindberg)
14.4.1.3 Background
14.4.1.4 Structure of the Activities
14.4.1.5 Motivation
14.4.1.6 Game Mechanics and Gameplay
14.5 Conclusion
References
Chapter 15: The Teacher-Centered Perspective on Digital Game-Based Learning
15.1 Introduction
15.2 Understanding Teachers’ Acceptance of DGBL
15.2.1 Models of Technology Acceptance
15.2.2 Determining Barriers for Teachers in DGBL
15.2.3 Key Criteria for Teacher-Centered Evaluation
15.3 Teacher-Centered Evaluation
15.3.1 Evaluation Methods and Strategies in DGBL
15.3.2 Combining Key Criteria and Methods for a Teacher-Centered Evaluation
15.4 Experiences With Teacher-Centered Evaluation: Two Cases
15.4.1 DGBL Evaluation in yUOShi and Pearprogramming
15.4.2 Evaluation Experiences and Suggestions
15.5 Conclusion
References
Chapter 16: Narrative, Video Games, and Performance In Situ
16.1 Introduction
16.2 Narrative and Video Games
16.2.1 Literacy
16.2.2 Elements of a Literacy Event
16.2.3 Video Games, Literacy, and Narrative
16.2.4 Game-Based Learning, Text, Context, Skills, and Application
16.3 Examples
16.3.1 Super Mario Bros. (1985, 2020)
16.3.2 The Deed (2015)
16.3.3 World of Warcraft (2004)
16.4 Implications for Future Research
16.5 Discussion and Conclusion
References
Chapter 17: Could Minecraft Be a School?
17.1 Minecraft: A Learning Environment
17.2 Current Research on Minecraft in Education
17.3 Children, Computers, and Powerful Ideas
17.4 What Could We Do If Minecraft Were a School?
References
Chapter 18: Looking Back and Moving Forward with Game-Based Learning Across the Disciplines
18.1 Introduction
18.2 Potential Benefits of Game-Based Learning Across the Disciplines
18.3 Key Themes Emerging from Current Research
18.3.1 Integrative Design: Taking Domain Knowledge into Account and Connecting it with Educational Theories
18.3.2 Activity-Oriented Design: Carefully Drafting Game Mechanics and Other Game Design Features
18.3.3 Context-Sensitive Design: Bearing in Mind the Needs and Constraints of the Implementation Setting
18.3.4 Participatory Design: Incorporating the Expertise from Different Fields and Perspectives
18.4 Future Directions of Research on Game-Based Learning Across the Disciplines
References
Index