Towards Modelling Effective Educational Games Using Multi-Domain Framework

Towards Modelling Effective Educational Games Using Multi-Domain Framework

Mifrah Ahmad (Universiti Teknologi PETRONAS, Malaysia), Lukman Ab Rahim (Universiti Teknologi PETRONAS, Malaysia), Kamisah Osman (The National University of Malaysia, Malaysia) and Noreen Izza Arshad (Universiti Teknologi PETRONAS, Malaysia)
Copyright: © 2018 |Pages: 11
DOI: 10.4018/978-1-5225-2255-3.ch291

Abstract

Game-based learning (GBL) has dominantly become an emerging teaching industry in 21st century. To provide an effective development of educational games (EG) with assurance of effectiveness; modelling and design methods are highlighted. To model EG, game developers must understand existing element's interaction and relationships. The elements of EG have been documented in many literature, however, the relationships are not well documented. Hence, this research has established these relationships by conducting a literature survey and identifying the relationships between different elements. Consequently, they are validated by eight game-based learning experts via qualitative methods and the validation results are interpreted using hermeneutics method of the interpretivism paradigm. In this chapter, we present the relationships that we found most crucial to validate since they have the least literature evidence. With the relationships identified and documented, game developers will have better understanding of the interaction between each elements and can produce better models of EG.
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Background

This section mainly explains how the evaluation and modelling strategies adopted or proposed in designing of EG to provide a unified modelling techniques during development process of EG.

Key Terms in this Chapter

Hermeneutic Circle: The iterative process of interpretation, reflective writing, and reading to provide the details of the whole phenomenon discussed.

Bloom's Taxonomy: it is known as a multi-tiered model of classifying thinking according to six cognitive levels of complexity.

Subject-Matter: The teacher/learner and the subject embedded in the EG.

Hermeneutics Method: An interpretive and concentrated research on historical meanings of experience and their developmental and cumulative effects on individual and social levels. Iteratively taking parts of interdependent meaning and the whole of their formation to achieve understanding.

Game Play: This is where the rules and regulations of EG.

Model-Driven Engineering: A software development approach, focusing on creation of models that represents the system-under-study (SUS) and subsequent generation of fully-working software artefacts from these models.

Interpretivism: The belief in multiple observations of reality, subjective and socially constructed through language, consciousness and shared meaning.

Game Environment: A dimension which collaborates game rules, objectives, subject, and theoretical aspects together as a whole to provide an interactive flow of activity.

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