The purpose of this study was to explore the variables that might affect the learning outcomes of a serious game for disaster preparedness. Literature review in the field has revealed a number of variables that might have effects on the learning outcome with serious games, including: prior knowledge, in game guidance, gaming frequency, and playing skills. However, there has been no study on the relationships and effects between the types of knowledge (i.e., declarative, or procedural) used in serious games and the intended learning outcomes. Using disaster preparedness as a learning context, this study examines the two types of knowledge: (1) declarative (i.e., learners’ ability to retain facts and information), and (2) procedural knowledge (learners’ ability to perform actions and procedures), and their relationships with the learning outcomes of a serious game. The research question was: “To what extent do: prior knowledge, in-game guidance, and gaming frequency, predict the learning outcomes, in the forms of declarative and procedural knowledge of a disaster preparedness serious game?”

Made available in DSpace on 2016-03-15T19:42:32Z (GMT). No. of bitstreams: 1 Vanessa Dohme.pdf: 2538756 bytes, checksum: d51aa4031e5c4d60a18027a1d172d357 (MD5) Previous issue date: 2013-08-13 / The present work investigates the user s understanding when in contact with a digital game. Making use of semiotic s tools, the work proposes a language of games the Gamish, that carries three possible levels of communication between the gamer and the game: Perception Level; Contact Level; and Interaction Level. Each of these represents a degree of the gamer s involvement with the game. Understanding Gamish is a way to try to explain what makes a gamer keep playing, instead of looking for some other form of entertainment. For the present disertation, the casual digital games were the object chosen for study; these games pervade daily life activities, among people of all ages. A theoretical foundation is presented to reinforce the idea that non-digital and digital games equally have the same characteristics at their core. This work shows na evolution of these games and their signs, making a semiotic reading of these signs. Finally, it shows how one plays nowadays, easier and with more acceptance than ever before, decoding the information carried in the games. It concludes that games are more played because more people speak gamish. / O trabalho investiga a linha de entendimento do usuário ao entrar em contato com o jogo digital. Fazendo uso das ferramentas da semiótica, foi proposta uma linguagem dos jogos o Joguês, que apresenta três níveis possíveis de comunicação do jogador com o jogo: Nível de Percepção; Nível de Contato; e Nível de Interação. Cada um deles representa um grau de envolvimento do jogador com o game. Entender o Jogues é um caminho para tentar explicar o que faz com que o jogador continue jogando, ao invés de procurar outra forma de entretenimento. Para a presente dissertação, o objeto escolhido para estudo foram os jogos digitais casuais, que permeiam atividades cotidianas de pessoas de todas as idades. Apresenta-se uma fundamentação teórica para reforçar a ideia de que tanto os jogos não digitais como os eletrônicos têm as mesmas propriedades em sua base. O presente trabalho apresenta uma evolução desses jogos e de seus signos, fazendo uma leitura semiótica e de linguagem desses signos. Finalmente, mostra como é que, com mais facilidade e aceitação do que outrora, se joga hoje em dia, decodificando as informações que os jogos trazem. Conclui-se que se joga mais porque mais pessoas falam o joguês.

Made available in DSpace on 2016-04-29T14:23:34Z (GMT). No. of bitstreams: 1 Winna Hita Iturriaga Zansavio.pdf: 14845152 bytes, checksum: 174a69bfd1ed18cabe069f7e7e111397 (MD5) Previous issue date: 2015-02-05 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / The research reflects about digital games as a product and object of culture construing the elements of its constitution from the psychoanalysis point of view as happened previously in the literature, the theater and the cinema. It construes its methodological course from Arlete dos Santos Petry reflection in "Heavy Rain or What We can Experience with Narratives in Digital Games" (2011), in which digital games and their constituent structures are thought of as enablers agents of subject emotional experiences and fundamental reflections, both for the players and for developers. I will present the concepts and content defined by Freudian Psychoanalysis base that may be present in digital games, applying them on the elements present in a digital game that starts as the point of the work of Lewis Carroll, the game "Alice Madness Returns". Based on the connexion between the concepts organized by Psychoanalysis and the development of the game performed by the developer/author, the search goes so far as to consider the elements present in the digital games as symbolic structures that are part of culture and human development. It concludes with the need for further study of relations between games, culture, design and narrative with the Psychoanalysis knowledges about art in general / A pesquisa reflete acerca dos jogos digitais enquanto produto e objeto da cultura construindo os elementos de sua constituição a partir do ponto de vista da psicanálise, tal como se sucedeu anteriormente com a literatura, o teatro e o cinema. Constrói seu percurso metodológico a partir da reflexão de Arlete dos Santos Petry, em "Heavy Rain ou o que Podemos Vivenciar com as Narrativas nos Jogos Digitais" (2011), na qual os jogos digitais e suas estruturas constituintes são pensados como agentes possibilitadores de experiências emocionais subjetivas e de reflexões fundamentais, tanto para os jogadores como para os desenvolvedores. Apresentará os conceitos e conteúdos delimitados pela psicanálise de base freudiana que podem estar presentes nos jogos digitais, aplicando-os sobre os elementos presentes em um jogo digital que tem por ponto de partida a Obra de Lewis Caroll, o jogo "Alice Madness Returns". Com base na relação entre os conceitos organizados pela psicanálise e o desenvolvimento do jogo realizado pelo desenvolvedor/autor, a pesquisa chega ao ponto de considerar os elementos presentes nos jogos digitais como estruturas simbólicas que fazem parte da cultura e da formação humana. Conclui pela necessidade de um estudo mais aprofundado das relações entre jogos, cultura, design e narrativa com os conhecimentos da psicanálise sobre a arte em geral

Studies have shown that digital media and digital games can enhance students' learning experience. However, few teachers appear to use digital game-based learning (DGBL) regularly. The purpose of this qualitative study was to understand how middle school teachers use DGBL in the classroom and the factors that positively and negatively influenced their choices to use DGBL. Rogers's diffusion of innovations theory framed the study. Research questions examined how middle school teachers use DGBL in the classroom, what they view as positively and negatively influencing decisions to integrate DGBL, and differences based upon the point in their teaching career when they began using DGBL. Eight purposively selected middle school teachers who have integrated DGBL were interviewed. In vivo and pattern coding were used in analysis. Findings indicated that teachers use DGBL to engage students in content, support skill building, promote teamwork, individualize learning, and for feedback and classroom management. Factors that positively influenced adoption included teachers' own gaming experiences and perceptions of positive influence on lesson planning, classroom management, and students. Negative influences included technical difficulties, lack of self-efficacy, perceptions of students being distracted, time constraints, and the need for back up plans. There were some differences between number of years participants had been using DGBL. By better understanding how and why teachers use DGBL, policy makers, administrators, and preservice and professional development providers can develop strategies to better support DGBL use, which will benefit students' learning.

The field of education is constantly evolving, and digital technology in the classroom is commonplace and includes the utilization of films, internet, computer aided instruction, educational video games, presentation software, edutainment, digital photography, cinematography, and computer aided drafting. As technology has advanced, so have the opportunities for its use in the classroom. This is particularly the case with serious games.<p> Serious games are generally defined as games whose primary intent is training or learning with definable learning goals, instead of being primarily intended for entertainment (Hartz & Stern, 2008). Closely related to educational video games and often used synonymously, serious games commonly incorporate simulations and role play. The design and focus of serious games are being recognized by a widening array of audiences including educators of primary and secondary education.<p> Much of the past research on serious games has focused largely on supporting the use of digital games in education. Little research has been done not only on why and how the games are effective, but also on how to incorporate the games into the curriculum (Becker, 2007). As the availability of serious games increases, it is important to build studies around specific games, exposing their potential and usability for specific curricular areas.<p> This case study utilizes the serious game <i>Building Homes of Our Own</i>, which has been created to educate students on the processes of planning, building, and selling a house. The study involved 18 Grade eleven students who were enrolled in Practical and Applied Arts (P.A.A.) and were engaged in the construction portion of their course. Three methods of data collection were used to explore four basic research questions: 1) How well does the game teach curriculum objectives? 2) How well does the game facilitate higher-order thinking? 3) What kind of environment is created by serious gaming in teaching construction? and, 4) What do students think about using serious games in the classroom? Research methods included the administration and evaluation of pre- and post-tests, administration and evaluation of critical thinking questions, direct observation of the serious gaming learning environment, and the utilization of a focus group interview.<p> Findings in the study provide important information that serves to answer the main question addressed by this study, namely, what is the potential of serious games for teaching high-school construction technologies? The findings report how effectively the serious game <i>Building Homes of Our Own </i>supports Saskatchewans construction curriculum objectives. Findings also include relevant information on a variety of critical-thinking skills learned as a result of playing this particular serious game. The researcher and his assistant made significant observations of the learning environment created by this serious game, and, finally, the students provided important information regarding the strengths and weaknesses of using <i>Building Homes of Our Own</i> and serious games in general, for learning in the context of P.A.A.

The field of education is constantly evolving, and digital technology in the classroom is commonplace and includes the utilization of films, internet, computer aided instruction, educational video games, presentation software, edutainment, digital photography, cinematography, and computer aided drafting. As technology has advanced, so have the opportunities for its use in the classroom. This is particularly the case with serious games.<p> Serious games are generally defined as games whose primary intent is training or learning with definable learning goals, instead of being primarily intended for entertainment (Hartz & Stern, 2008). Closely related to educational video games and often used synonymously, serious games commonly incorporate simulations and role play. The design and focus of serious games are being recognized by a widening array of audiences including educators of primary and secondary education.<p> Much of the past research on serious games has focused largely on supporting the use of digital games in education. Little research has been done not only on why and how the games are effective, but also on how to incorporate the games into the curriculum (Becker, 2007). As the availability of serious games increases, it is important to build studies around specific games, exposing their potential and usability for specific curricular areas.<p> This case study utilizes the serious game <i>Building Homes of Our Own</i>, which has been created to educate students on the processes of planning, building, and selling a house. The study involved 18 Grade eleven students who were enrolled in Practical and Applied Arts (P.A.A.) and were engaged in the construction portion of their course. Three methods of data collection were used to explore four basic research questions: 1) How well does the game teach curriculum objectives? 2) How well does the game facilitate higher-order thinking? 3) What kind of environment is created by serious gaming in teaching construction? and, 4) What do students think about using serious games in the classroom? Research methods included the administration and evaluation of pre- and post-tests, administration and evaluation of critical thinking questions, direct observation of the serious gaming learning environment, and the utilization of a focus group interview.<p> Findings in the study provide important information that serves to answer the main question addressed by this study, namely, what is the potential of serious games for teaching high-school construction technologies? The findings report how effectively the serious game <i>Building Homes of Our Own </i>supports Saskatchewans construction curriculum objectives. Findings also include relevant information on a variety of critical-thinking skills learned as a result of playing this particular serious game. The researcher and his assistant made significant observations of the learning environment created by this serious game, and, finally, the students provided important information regarding the strengths and weaknesses of using <i>Building Homes of Our Own</i> and serious games in general, for learning in the context of P.A.A.

In der Diplomarbeit wird der Angebotsmarkt digitaler Spiele des Jahres 2009, im Besonderen für die Altersgruppe der Jugendlichen, strukturiert abgebildet. Dazu sollen zu Beginn die Begriffsbestimmung für „Jugendliche“ aus juristischer, entwicklungspsychologischer, persönlichkeitspsychologischer und soziologischer Sicht sowie dem Spieleverhalten der Altersgruppe nach der JIM-Studie (Jugend, Information (Multi-) Media) 2009 vorgenommen werden. Anschließend wird der Angebotsmarkt anhand der Kategorisierung nach Plattformen wie PC, Konsolen und Handhelds und Genres beschrieben. Mithilfe von erfassten Daten der USKDatenbank sind dabei Spiele (bis auf einige Ausnahmen), welche von der USK geprüft wurden, tabellarisch gelistet und werden für statistische Auswertungen genutzt. Anhand dieser Erfassungen wird u.a. belegt, wie hoch der „geeignete“ Anteil an Spielen des Jahres 2009 für Jugendliche Nutzer ist. Ebenso werden die USK-Genres und die Altersfreigabe für die einzelnen Plattformen untersucht und verglichen. Zudem sind Daten zu den beliebtesten und am besten bewerteten Spielen erfasst. Auf den Hauptteil der Arbeit aufbauend, werden unterschiedliche Distributionsformen sowie die mit digitalen Spielen verbundenen Akteure beschrieben, und weitergehende Trends und Prognosen vorgestellt. Der Basis der vorgestellten Daten zugrundeliegend, sollen im Ergebnis Handlungsempfehlungen für Bibliotheken im Umgang mit digitalen Spielen gegeben, sowie zukünftige Herausforderungen benannt werden. Zur Unterstützung zielgerichteter Entscheidungen in Bibliotheken sind zusätzlich im Anhang bibliothekarische wie nichtbibliothekarische Informationsmittel, von Einrichtungen und Publikationen über Veranstaltungen bis hin zu Preisen und informativen Seiten im Internet, rund um das Digitale Spiel enthalten.

?rea de concentra??o: Educa??o. / Na ficha catalogr?fica consta o t?tulo: "O jogo digital como atividade motivadora de aprendizagem: concep??es de educadoras de uma escola p?blica de Diamantina MG". / Na folha de aprova??o consta o t?tulo: "O jogo como atividade motivadora de aprendizagem no contexto escolar: concep??es das educadoras de uma escola p?blica de Diamantina - MG". / Submitted by Jos? Henrique Henrique (jose.neves@ufvjm.edu.br) on 2018-04-24T17:53:08Z No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) maria_cristina_fernandes_timo.pdf: 1089677 bytes, checksum: c59e146d5366c755aa0d451be94ce2bc (MD5) / Approved for entry into archive by Rodrigo Martins Cruz (rodrigo.cruz@ufvjm.edu.br) on 2018-04-26T16:33:14Z (GMT) No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) maria_cristina_fernandes_timo.pdf: 1089677 bytes, checksum: c59e146d5366c755aa0d451be94ce2bc (MD5) / Made available in DSpace on 2018-04-26T16:33:15Z (GMT). No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) maria_cristina_fernandes_timo.pdf: 1089677 bytes, checksum: c59e146d5366c755aa0d451be94ce2bc (MD5) Previous issue date: 2017 / O tema deste trabalho est? relacionado ?s concep??es de professores acerca do jogo digital como atividade motivadora da aprendizagem de alunos inseridos em cultura digital. Como desdobramento dessa cultura, surgem tend?ncias pedag?gicas emergentes que mesclam tecnologias ? sala de aula, requerendo atitudes e conhecimentos novos por parte do professor. A partir de tal perspectiva, o objetivo geral deste estudo ? investigar as concep??es de um grupo de educadoras de uma escola p?blica de ensino fundamental no munic?pio de Diamantina, acerca do jogo digital como atividade motivadora de aprendizagem. Para alcan??-lo, a metodologia adotada ? de abordagem qualitativa, cuja produ??o de dados realiza-se por meio de entrevistas semiestruturadas com professoras do 4? e 5? ano, diretora e supervisora pedag?gica. Por sua vez, a interpreta??o dos dados realiza-se mediante a t?cnica de an?lise de conte?do a partir da teoria de Bardin (2009). A partir desse percurso, as an?lises demonstram que coexistem concep??es convergentes e divergentes com vis?es inovadoras em educa??o. Para algumas educadoras o jogo digital n?o possui valor educativo em si, servindo apenas para entretenimento. Para outras, o jogo ? visto como l?dico e capaz de motivar intrinsecamente a aprendizagem dos alunos, tornando as aulas mais atraentes. Os resultados apontam para a oportunidade de realiza??o de novos estudos com abordagem metodol?gica de pesquisa participante, para que as educadoras tenham um contato direto com os jogos digitais, podendo assim ressignificar suas concep??es. / Disserta??o (Mestrado Profissional) ? Programa de P?s-Gradua??o em Educa??o, Universidade Federal dos Vales do Jequitinhonha e Mucuri, 2017. / The subject of this study has relation to teachers' conceptions about the digital game as a motivating activity on the learning process of students inserted in digital culture. As part of this culture, there are emerging pedagogical trends that mix technologies into the classroom, requiring new attitudes and knowledge from the teacher. From this perspective, the general objective of this study is to investigate the ideas of educator?s group from a public elementary school in the municipality of Diamantina, about the digital game as a motivating learning activity. To achieve this objective, the methodology adopted is a qualitative approach, which data production carried out through semi-structured interviews with 4th and 5th grade teachers, pedagogical director and supervisor. The data interpretation based on the technique of subject analysis from the theory of Bardin (2009). From this trajectory, the analyses show that convergent and divergent conceptions coexist with innovative visions in education. For some educators the digital game has no educational value in itself, serving only as an entertainment device. On the other hand, some teachers consider that the game is a playful and capable device of intrinsically motivating learning, making classes more attractive for the students. The results point to the opportunity to carry out new studies with a participatory research methodological approach, so that the educators have direct contact with the digital games, thus being able to re-conceptualize their conceptions.

Digital game-based learning has traditionally been examined from an ‘artefact-centric’ perspective that focuses on understanding how game design and principles of learning are, or can be, intertwined. These types of examinations have resulted in many descriptions of games’ educational potential, which has subsequently led to many types of arguments for why games should be used more extensively in formal education. However, comparatively little research has been done to understand the educational settings in which many game-based learning processes and educational games are intended to be applied. The relative lack of research on formal education settings has resulted in a scenario where the educational potential of games is well detailed through theory and understood independently of their actual contexts of use, while successful examples of games “making good” on their promises as educational tools remain rare. This thesis explores and describes the various challenges that the realities of formal education present to developers and educators who attempt to work with educational games. In order to examine the multi-faceted nature of educational games, the research has used a qualitative mixed-method approach that entails extensive literature reviews coupled with several case studies that involve educators, students, and developers. Interviews were conducted in order to investigate these actors’ various attitudes towards, and experiences of, educational games and game-based learning. In addition, more in-depth researcher participation methods were employed during case studies to examine the processes involved in developing, integrating, and using educational games in formal settings. The research revealed obstacles which indicate that processes associated with “traditional” game development are incommensurable with educational game development. Furthermore, the research demonstrates that the use of games in formal education introduces heavy demands on the recipient organisations’ infrastructures, cultures, and working processes. So, while games created for “formal” and “informal” use are superficially similar, the different contexts in which they are used make them distinctly different from one another.  The conclusion of this research is that educational games manifest a unique mixture of utility, gameplay, and context-dependent meaning-making activities. Educational games cannot be understood if they are only seen as a teaching utility or only as a game experience. To make educational games viable, both educators and developers need to alter their working processes, their own perceptions of games and teaching, as well as the way they collaborate and communicate with each other and other actors within the educational game ‘system’. The thesis thus argues that a more systems-oriented understanding of educational games, where the game artefact is not treated separately from the context of use, is necessary for both research and practice in the field to progress. To contribute to such an understanding of educational games, a comprehensive model (dubbed the Utility, Gameplay, and Meaning Model) of the ‘educational game system’ is presented, as well as a series of recommendations and considerations to help developers and educators navigate the complex processes involved in creating and using educational games. / I denna avhandling presenteras en djupgående undersökning av digitala lärospel och hur de utvecklas för, och används inom, skolutbildning. Lärospelsforskning har traditionellt sett främst fokuserat på att undersöka spels utbildningspotential ur ett produktcentrerat perspektiv där spel och spelare sätts i centrum. Detta perspektiv har bidragit till en högre förståelse av sambandet mellan olika typer av spelmekanik och pedagogiska principer, samt vad spelare lär sig av sina interaktioner med spelinnehåll. Allteftersom denna typ av forskning påvisat olika typer av positiva sammanhang mellan spelande och lärande har således även argumenten och trycket för att använda spel i skolan ökat. Men trots att vår förståelse för vad som händer i förhållandet mellan spel och spelare stärkts, så är förståelsen av de krav och förutsättningar som spel ställer som utbildningsverktyg fortfarande väldigt begränsad; prioriteringen av att förstå spelens inneboende potential har lett till ett synsätt som inte tar utbildningsmiljöers realiteter i beaktande. Resultatet av detta är att det i dagsläget finns en stor mängd argument för varför digitala spel har stor potential för lärande och därmed bör användas mer i skolutbildning. Men det finns få studier som påvisar hur denna potential faktiskt kan uppnås, eller om den ens uttrycker sig som förväntat när spel används i verkliga utbildningssammanhang. Med denna kunskapsbrist i åtanke undersöker och beskriver denna avhandling hur formella utbildningssammanhang och digitala spel förhåller sig till varandra både konceptuellt och praktiskt. Genom fältstudier som inkluderat både utvecklare, utbildare och elever har utmaningar som uppstår i det unika mötet mellan utbildning och spelande identifierats. Observationer från fältstudier stöds även av intervjuer där lärare och utvecklares arbetsprocesser och synpunkter kring utbildning och lärospel undersökts. De huvudsakliga utmaningarna som uppdagats i dessa studier är att den ”traditionella” synen på spelutveckling, spelande och spelare är svårförenlig med skolutbildnings realiteter, pedagogiska principer och skolan som marknad för spelkonsumtion. Kort sagt så delar spel skapade för informellt och formellt spelande (till exempel för hemmabruk respektive klassrumsanvändning) många ytliga likheter, men användningskontexterna introducerar så pass olika krav och förutsättningar att informella och formella spel och spelsituationer inte är jämförbara. I avhandlingen konstateras slutligen att lärospel utgör en unik blandning av användbarhet, spelupplevelser och kontextberoende aktiviteter för meningsskapande. Lärospel kan inte förstås till fullo om de endast ses som läroverktyg, eller endast som spelupplevelser. För att lärospel ska mogna och bli användbara och effektiva inom skolutbildning i större utsträckning behöver både utvecklare och utbildare förändra arbetsprocesser i sina organisationer, och metoderna genom vilka de skapar och använder spel som läromedel. Lärospel kan inte förstås som ett förhållande mellan spel och spelare då de i själva verket utgör ett stort system av aktörer, processer och användningskontexter, som var och en påverkas av individuella och lokala krav och förutsättningar. Med detta i åtanke yrkar denna avhandling för en mer systemorienterad förståelse av lärospel där spelobjektet inte separeras från kontexter och arbetsprocesser. Avhandlingen bidrar till detta systemperspektiv genom att presentera modeller som beskriver systemet som lärospel utgör, samt en serie rekommendationer som kan hjälpa utbildare och utvecklare att navigera de komplicerade processerna involverade i användandet och utvecklingen av lärospel.

<p>Previous research has shown that student-teacher interaction is very important in motivating students to learn a second language. However, it is unclear whether facial expression, which is one of the most important portions of interaction, affects in-game language learning motivation or not. The purpose of this study is to find out the evidence demonstrating the facial expressions of the other party, in this case, virtual characters in game, will or will not influence the learning motivation <a>of Japanese L2 students</a>. The researchers of this study developed four versions of a 3D animated Japanese role-playing game. Each version of the game represents one facial expression that is neutral, happy, sad or angry. The entire research consists of two experiments: a validation study and a motivation study. After validating all the facial expressions of five main characters in the game, <a>eighty-four college students from 200/300 level Japanese courses </a>joined in the motivation study voluntarily. They played a version of the game assigned randomly to them and then did a post-questionnaire. Conclusions were drawn based on the survey results. The findings of this research suggested that virtual characters’ facial expressions in game had no significant effect on participants’ <b>learning motivation</b>. However, significance was found in <b>years of learning Japanese</b> and <b>gender</b>. Meanwhile, it was found <b>facial expression</b> and <b>years of learning Japanese</b> had an interactive effect on the variable <b>immersion into game.</b> </p>