Abstract
In recent years, the ever-increasing need for valid and effective training to acquire competences in multiform contexts has led to a wide diffusion of educational games (EG). In spite of their diffusion, there is still a need to reflect on the design process that should embed the games’ pedagogical potential and the instructional process in the entertainment scope. Moreover, as building EG, especially in digital environments, is an enterprise that involves specialists with different expertise, it can be useful to have a shared methodology that is easily understandable and usable by many users. In this paper, we propose to use situated psychological agents (SPA) as a methodology to design and build effective EG and show how to represent games in terms of SPA and their interactions by diagrams and describe different examples of how this approach has been applied.
Highlights
Education is a key step and challenge in every society as successfully preparing future citizens in terms of knowledge, skills, and competences strongly affects the competitiveness at an individual and collective level
Competences are more acquired through pedagogical models that favor the active involvement of the learner in the acquisition process [2,3,4] opening the way to innovative educational strategies, including educational games (EG) [5,6,7,8]
The introduction of information and communication technologies has led to a revolution in education concerning different aspects, for example, the tools that can be used for education, the places where education can happen, the possibility to interact with an incomparable higher amount of learning resources and educational figures
Summary
Education is a key step and challenge in every society as successfully preparing future citizens in terms of knowledge, skills, and competences strongly affects the competitiveness at an individual and collective level. ICT has brought to the evolution of new approaches such as technology-enhanced learning and game-based learning [9,10] It means, for example, that a learner, child or adult, can access books, one of the most used learning sources for a very long time, and additional multimedia contents, simulations, Appl. If we consider the tools that have been introduced in the educational context, it seems that, in spite of their wide diffusion, there is still a need to reflect on the methodology to design, implement, and use them in a learning scenario. We will propose a methodology that meets this requirement, which is based on the situated psychological agents (SPA) approach, connecting it to the EG design process
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