The way children are playing and learning is changing, and children are now experiencing digital technologies both at home and in educational environments. This study explores how today’s children experience learning through digital entertainment systems (DES). It is therefore possible to use the results of this study as a starting point for future research. By exploring separate topics in greater detail in order to gain a deeper understanding of the processes of learning, and the benefits of digital entertainment systems, which provide an overview of children's learning experiences and skills.  The purpose of this study is to examine how a digital entertainment system can be designed to improve children's experience when using a golf simulator. Using the golf simulator as an example and starting point, this will provide knowledge and a greater understanding of how children experience learning in certain environments. The study will present four game elements in the golf simulator Toptracer, to make the children more motivated to learn the theoretical and practical aspects of golf. These game elements will be able to be modified and applied in other environments to improve children's learning experience.

京都大学 / 新制・課程博士 / 博士(人間・環境学) / 甲第24301号 / 人博第1057号 / 新制||人||248(附属図書館) / 2022||人博||1057(吉田南総合図書館) / 京都大学大学院人間・環境学研究科共生人間学専攻 / (主査)准教授 PETERSON Mark, 准教授 中森 誉之, 教授 勝又 直也, 教授 FIELD Malcolm Henry / 学位規則第4条第1項該当 / Doctor of Human and Environmental Studies / Kyoto University / DFAM

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Digitalisering har haft allt större inverkan på samhället sedan millennieskiftet vilket har lett till omformning av metoder och vanor inom olika områden där utbildning inte är ett undantag. Den nya generationen studenters sätt att lära har påverkats av digitalisering vilket har lett till nya trender i forskning som fokuserar på användning av spel som en alternativ undervisningsmetod. Detta arbete syftar till att utforska hur ett mobilt spel med fokus på datastrukturer och algoritmer emottas av studenter på datavetenskapliga program. Studien genomfördes med forskningsstrategin Design Science med fokus på utveckling och utvärdering av en spelprototyp. Spelprototypen utvecklades med spelmotorn Unity och integrerar animering av algoritmer, interaktion med datastrukturer, återkoppling och metafor för att göra abstrakta begrepp lättare att förstå. Hur dessa integrationer påverkar studenternas attityder till inlärning analyserades genom en enkätundersökning med öppna frågor och tillämpning av en tematisk analys. Resultatet visar positiva trender i studenternas attityder till inlärning via spelet med animerad demonstration, interaktion och återkoppling. Dock är deras inställning till metaforiska spel för inlärning något skeptisk, vilket pekar på vidare undersökning av denna aspekt. Baserat på insikterna från respondenternas svar erbjuder resultatet potentialen att utveckla en förbättrad prototyp i flera iterativa cykler. Studien avslutas med att lägga fram förslag på fokus i framtida iterationer för att förfina prototypen. / Digitalization has increasingly been impacting society since the turn of the millennium, reshaping methods, and habits in various fields, including education. The learning methods of the new generation’s students have been influenced by digitalization, leading to new research trends that focus on using games as alternative teaching methods. This study aims to explore how students in computer science programs engage with a mobile game focusing on data structures and algorithms. The study was conducted using a Design Science approach focusing on the development and evaluation of a game prototype. The prototype was developed using the Unity game engine and integrates animation of algorithms, interaction with datastructures, feedback, and a metaphor to make abstract concepts easier to understand. The impact of these integrations on students' attitudes to learning was analyzed with an open-ended survey using thematic analysis. The results of the study show positive trends in students' attitudes towards learning through the game with animated demonstration, interaction, and feedback. However, their attitudes towards metaphorical games for learning are somewhat skeptical, which suggests further investigation of this aspect. Based on the insights from the respondents' answers, the result offers the potential to develop an improved prototype in several iterative cycles. The study concludes with suggestions for future iterations to refine the prototype.

Development of a game in the form of software for game-based learning poses significant technical challenges for educators, researchers, game designers, and software engineers. The game development consists of a set of complex processes requiring multi-faceted knowledge in multiple disciplines such as digital graphic design, education, gaming, instructional design, modeling and simulation, psychology, software engineering, visual arts, and the learning subject area. Planning and managing such a complex multidisciplinary development project require unifying methodologies for development and software quality evaluation and should not be performed in an ad hoc manner. This dissertation presents such methodologies named: GAMED (diGital educAtional gaMe dEvelopment methoDology) and IDEALLY (dIgital eDucational gamE softwAre quaLity evaLuation methodologY). GAMED consists of a body of methods, rules, and postulates and is embedded within a digital educational game life cycle. The life cycle describes a framework for organization of the phases, processes, work products, quality assurance activities, and project management activities required to develop, use, maintain, and evolve a digital educational game from birth to retirement. GAMED provides a modular structured approach for overcoming the development complexity and guides the developers throughout the entire life cycle. IDEALLY provides a hierarchy of 111 indicators consisting of 21 branch and 90 leaf indicators in the form of an acyclic graph for the measurement and evaluation of digital educational game software quality. We developed the GAMED and IDEALLY methodologies based on the experiences and knowledge we have gained in creating and publishing four digital educational games that run on the iOS (iPad, iPhone, and iPod touch) mobile devices: CandyFactory, CandySpan, CandyDepot, and CandyBot. The two methodologies provide a quality-centered structured approach for development of digital educational games and are essential for accomplishing demanding goals of game-based learning. Moreover, classifications provided in the literature are inadequate for the game designers, engineers and practitioners. To that end, we present a taxonomy of games that focuses on the characterization of games. / Ph. D.