The Experts below are selected from a list of 129027 Experts worldwide ranked by ideXlab platform
Ole Goethe - One of the best experts on this subject based on the ideXlab platform.
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Game Design Principles Usable in Gamification
Human–Computer Interaction Series, 2019Co-Authors: Ole GoetheAbstract:This chapter presents focuses on a few principles of Game Design used in gamification. Game Design is the process of applying the Design and its aesthetics to develop a Game for either educational, entertainment, experimental, or exercise purposes. Game Design bears significance to develop rules, challenges, and goals applicable to various kinds of gamification settings. We will discuss Game Design as a concept, Game as a tree, dynamics, Game theory, Game thinking, and Game Design elements, success criteria development, and types of Games interaction. In addition, it highlights the Game Design and its application in non-Game-based settings involving engagement and decision-making. It also included the Game flow model, goal-setting theory in gamified settings, constraints and rewards, and incentives. The last part of the chapter bears important implications for the Designers by highlighting what is not gamification and the considerations to make for differentiating between the two for determining Design principles truly usable in gamification.
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Game Design Principles Usable in Gamification
Gamification Mindset, 2019Co-Authors: Ole GoetheAbstract:This chapter presents focuses on a few principles of Game Design Game Design” \b \i used in gamification. Game Design Game Design” \b \i is the process of applying the Design and its aesthetics to develop a Game for either educational, entertainment Entertainment” \b \i , experimental, or exercise purposes. Game Design bears significance to develop rules, challenges, and goals applicable to various kinds of gamification settings. We will discuss Game Design as a concept, Game as a tree, dynamics, Game theory Game theory” \b \i , Game thinking Game thinking” \b \i , and Game Design elements, success criteria development, and types of Games interaction. In addition, it highlights the Game Design and its application in non-Game-based settings involving engagement Engagement” \b \i and decision-making Decision-making” \b \i . It also included the Game flow model, goal-setting theory in gamified settings, constraints and rewards, and incentives. The last part of the chapter bears important implications for the Designers by highlighting what is not gamification and the considerations to make for differentiating between the two for determining Design principles truly usable in gamification.
Alexander Repenning - One of the best experts on this subject based on the ideXlab platform.
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APSEC - Engineering an Open-Web Educational Game Design Environment
2012 19th Asia-Pacific Software Engineering Conference, 2012Co-Authors: Navid Ahmadi, Mehdi Jazayeri, Alexander RepenningAbstract:Educational Game Design environments have long been employed as an engaging medium for teaching computer programming and software engineering concepts such as objects, agents, instances, behavior, and interaction. However, in contrast to the collaborative nature of programming, in particular among novice programmers, existing Game Design environments are solitary desktop-based applications with no or very limited support for sharing and collaboration. We have taken advantage of Web 2.0 technologies and its participative culture to develop a collaborative platform around Game Design activities that encourages social learning and integrates into the students' online social presence and lifestyle. We have employed open-Web technologies to build a Game Design environment using only HTML5 and JavaScript that lets users practice the Game Design and programming activities right inside their browser. Game Design and Game playing run on the client while an associated website hosts the created Games and supports collaboration. This paper reports on the Design, implementation, and evaluation of the Game Design environment. The preliminary evaluation of Agent Web's usability and performance demonstrates that not only does Agent Web meet its Design goals, but also that the current Web is a hospitable environment for end-user Game programming both on desktop and mobile devices.
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Towards democratizing computer science education through social Game Design
Proceeding of the 1st international workshop on Games and software engineering - GAS '11, 2011Co-Authors: Navid Ahmadi, Mehdi Jazayeri, Alexander RepenningAbstract:Computer science and software engineering education are limited to formal courses that are being taught in the school. Those who do not have access to the educational courses miss the learning context, even if educational tools are accessible for free. Computer Game Design has been employed as an engaging medium for practicing software engineering and computer programming skills. However, collaborative work is not supported by educational Game Design environments and peer learning is limited to face-to-face communication in the classroom. In this paper, we suggest democratizing computer science education by incorporating social learning into the educational Game Design using existing Web 2.0 mechanisms. Consequently, online users will benefit from situated learning in the Game Design activities that take place in their social networking space. We present AgentWeb, a Web-based Game Design environment as the steppingstone to enable social Game Design activities, and explore the challenges in fostering social learning in online Game Design practices.
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broadening participation through scalable Game Design
Technical Symposium on Computer Science Education, 2008Co-Authors: Alexander Repenning, Andri IoannidouAbstract:Game development is quickly gaining popularity in introductory programming courses. Motivational and educational aspects of Game development are hard to balance and often sacrifice principled educational goals. We are employing the notion of scalable Game Design as an approach to broaden participation by shifting the pedagogical focus from specific programming to more general Design comprehension. Scalable Game Design combines the Flow psychological model, the FIT competency framework and the AgentSheets rapid Game prototyping environment. The scalable aspect of our approach has allowed us to teach Game Design in a broad variety of contexts with students ranging from elementary school to CS graduate students, with projects ranging from simple Frogger-like to sophisticated Sims-like Games, and with diverse cultures from the USA, Europe and Asia.
Lucy Santos Green - One of the best experts on this subject based on the ideXlab platform.
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Teaching systems thinking through Game Design
Educational Technology Research and Development, 2019Co-Authors: Mete Akcaoglu, Lucy Santos GreenAbstract:In this mixed-methods study, we examined if students benefitted from a Game Design course offered during an enrichment hour in terms of gains in their system analysis and Design skills. Students at a rural middle school in Southeast US ( n = 19) attended a 1-hour Game Design course offered weekly during an academic enrichment class period, for the duration of a school year, learning basics of digital Game-Design and practicing system Design skills such as making flowcharts. The results of quasi-experimental data indicated that the treatment group’s pretest–posttest system analysis and Design skills, compared to the control group, which did not receive any training, further improved, F (1,33) = 16.516, p
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Teaching systems thinking through Game Design
Educational Technology Research and Development, 2018Co-Authors: Mete Akcaoglu, Lucy Santos GreenAbstract:In this mixed-methods study, we examined if students benefitted from a Game Design course offered during an enrichment hour in terms of gains in their system analysis and Design skills. Students at a rural middle school in Southeast US (n = 19) attended a 1-hour Game Design course offered weekly during an academic enrichment class period, for the duration of a school year, learning basics of digital Game-Design and practicing system Design skills such as making flowcharts. The results of quasi-experimental data indicated that the treatment group’s pretest–posttest system analysis and Design skills, compared to the control group, which did not receive any training, further improved, F(1,33) = 16.516, p < 0.001. Results from the interviews showed that the participants were able to verbalize how they applied system analysis and Design skills developed during the course to problem-solving in different contexts. We discussed the instructional aspects of learning Game-Design that align with systems thinking. We also explored the possible influence of initial cognitive skills on student learning outcomes from such interventions.
Navid Ahmadi - One of the best experts on this subject based on the ideXlab platform.
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CDVE - Enabling Cooperative Educational Game Design on the Web
Lecture Notes in Computer Science, 2012Co-Authors: Navid Ahmadi, Mehdi Jazayeri, Monica LandoniAbstract:Educational Game Design environments enable end users to create computer Games and are used as an engaging medium to teach programming to novice programmers. Although the cooperative dimension of end-user programming has been recognized and collaboration among novice programmers is advised, educational Game Design environments have remained solitary and desktop based, with only limited support for sharing—at most through a supplementary Website. Inspired by cooperation benefits of Web 2.0, we have developed AgentWeb, a fully Web-based Game Design environment that incorporates cooperation tools into the Game Design process. Coupled with the participative nature of Web 2.0 applications, AgentWeb enables a richer class of learning and collaboration in which the download-upload operations are unnecessary and users are given instant access to the Design and implementation of other Games. The sharing of Design is an enabling ingredient for cooperative Design. We present a preliminary evaluation of AgentWeb’s usability.
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APSEC - Engineering an Open-Web Educational Game Design Environment
2012 19th Asia-Pacific Software Engineering Conference, 2012Co-Authors: Navid Ahmadi, Mehdi Jazayeri, Alexander RepenningAbstract:Educational Game Design environments have long been employed as an engaging medium for teaching computer programming and software engineering concepts such as objects, agents, instances, behavior, and interaction. However, in contrast to the collaborative nature of programming, in particular among novice programmers, existing Game Design environments are solitary desktop-based applications with no or very limited support for sharing and collaboration. We have taken advantage of Web 2.0 technologies and its participative culture to develop a collaborative platform around Game Design activities that encourages social learning and integrates into the students' online social presence and lifestyle. We have employed open-Web technologies to build a Game Design environment using only HTML5 and JavaScript that lets users practice the Game Design and programming activities right inside their browser. Game Design and Game playing run on the client while an associated website hosts the created Games and supports collaboration. This paper reports on the Design, implementation, and evaluation of the Game Design environment. The preliminary evaluation of Agent Web's usability and performance demonstrates that not only does Agent Web meet its Design goals, but also that the current Web is a hospitable environment for end-user Game programming both on desktop and mobile devices.
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Towards democratizing computer science education through social Game Design
Proceeding of the 1st international workshop on Games and software engineering - GAS '11, 2011Co-Authors: Navid Ahmadi, Mehdi Jazayeri, Alexander RepenningAbstract:Computer science and software engineering education are limited to formal courses that are being taught in the school. Those who do not have access to the educational courses miss the learning context, even if educational tools are accessible for free. Computer Game Design has been employed as an engaging medium for practicing software engineering and computer programming skills. However, collaborative work is not supported by educational Game Design environments and peer learning is limited to face-to-face communication in the classroom. In this paper, we suggest democratizing computer science education by incorporating social learning into the educational Game Design using existing Web 2.0 mechanisms. Consequently, online users will benefit from situated learning in the Game Design activities that take place in their social networking space. We present AgentWeb, a Web-based Game Design environment as the steppingstone to enable social Game Design activities, and explore the challenges in fostering social learning in online Game Design practices.
A. Verbraeck - One of the best experts on this subject based on the ideXlab platform.
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The Context Dependency of Four Persuasive Game Design Principles
Translational Systems Sciences, 2019Co-Authors: A.e. Erdbrink, Rens Kortmann, A. VerbraeckAbstract:This paper explores the context dependency of four popular persuasive Game Design principles in order to improve their effective implementation. To prevent the use of badly chosen Design principles that can be counterproductive, other authors showed the importance of tailoring persuasive Game Design principles to various Gamer personalities. In this paper we aim to further theoretically explore the context dependency of four popular principles. With the elaboration likelihood model as a framework, we present examples of different scenarios that describe how these four persuasive Game Design principles can either enhance or reduce the motivation and/or ability of the player to elaborate on the persuasive message of the Game. Although we emphasize the theoretical nature of this paper, it may form a starting point for experimental research on persuasive Game Design principles. Results from this future research will ultimately contribute to the overall effectiveness of persuasive Games, whose application is valuable within an active learning context.
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The Context Dependency of Two Popular Persuasive Game Design Principles
2019Co-Authors: A.e. Erdbrink, L.j. Kortmann, A. VerbraeckAbstract:This paper explores the context dependency of two popular persuasive Game Design principles in order to improve their effective implementation. Because of limited guidelines the choice and suitability of a persuasive Game Design principle is often based on a Designer’s own intuition. To prevent the use of badly chosen Design principles that can be counterproductive, other authors showed the importance of tailoring the persuasive Game Design principles to various Gamer personalities. In this paper we aim to further explore the context dependency of persuasive Game Design principles and suggest how Designers can take this into account when selecting and implementing these principles. Noticing the underexposed role of attitudes concerning persuasion through technology (including persuasive Game Design principles) we chose the Elaboration Likelihood Model as a framework for our exploration. Findings show different scenarios that describe how both persuasive Game Design principles can either enhance or reduce the motivation and/or ability of the player to elaborate on the persuasive message of the Game. Although theoretical and explorative, this paper may form a starting point for further experimental research on the context dependency of persuasive Game Design principles in order to improve their effective implementation.
