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The development of guidelines to design collaborative serious games for a new educational platform

Poort, Aniek (2017) The development of guidelines to design collaborative serious games for a new educational platform.

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Abstract:Games can be played for fun, but there are also games that aim to teach players new skills or knowledge. These serious games can be used in education, but learning does not naturally occur form games. Research identified several factors that support learning in games, one of these factors is collaboration. A new educational gaming platform that uses collaboration as a key element, is Luqo. However, the company does not have sufficient knowledge about how to create a serious collaborative game. Besides, literature does not provide a clear overview of which elements should be incorporated in serious collaborative games. For this reason, a set of guidelines will be designed for Luqo, to guide the design of serious collaborative games. The design process was guided by the generic design model from Mckenney and Reeves (2012). After analyzing the context, a theoretical framework was established to define relevant elements in the fields of serious games, learning support and collaboration. This has led to a first set of guidelines. After that, five evaluations were used to test and improve the guidelines. These evaluations consisted of assessing existing programming and collaborative games, discussions, interviews and a case study. After each evaluation, changes were made to the guidelines and a new version was established before starting the next evaluation. The step-by-step process that was used to design and evaluate the guidelines provides a clear overview over the whole process. Each evaluation had some strong and weak points, but each helped to identify new points for improvement. However, the guidelines could still benefit from further research. For example, it was not tested if novice designers are able to design a game based on the guidelines. Also, it showed that the guidelines can elicit discussions about how certain elements can be applied. However, even though the guidelines seemed usable as a design tool, it was not tested if using the guidelines leads to games from which students effectively learn new skills or knowledge.
Item Type:Essay (Master)
Clients:
Luqo, Utrecht, Netherlands
Faculty:BMS: Behavioural, Management and Social Sciences
Subject:77 psychology, 81 education, teaching
Programme:Psychology MSc (66604)
Link to this item:http://purl.utwente.nl/essays/74230
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