Game Design Framework Research Articles

LAMBOOZLED!: The design and development of a game-based approach to news literacy education

Given the need for innovative, engaging, and youth-centered approaches to media literacy, as well as the potential of active pedagogies to facilitate youth civic education and efficacy, games emerge as a particularly promising and under-utilized avenue for news literacy education. Our research asks, how might we use game-based learning to tackle fake news and stimulate news literacy among a youth audience? Here, we reflect on the process of designing LAMBOOZLED!, a news literacy game for middle school and high school students, based on a multilevel game design framework that allowed us to articulate learning objectives, consider suitable mechanics, dynamics and aesthetics, and integrate relevant instructional principles along multiple learning dimensions. Positioning this work at the nexus of game design and media literacy education, we discuss our key decision points and the larger stakes of adopting a game-based approach to news literacy education in the current political climate.

A Gamification Framework for Cognitive Assessment and Cognitive Training: Qualitative Study.

BackgroundCognitive tasks designed to measure or train cognition are often repetitive and presented in a monotonous manner, features that lead to participant boredom and disengagement. In this situation, participants do not put forth their best effort to do these tasks well. As a result, neuropsychologists cannot draw accurate conclusions about the data collected, and intervention effects are reduced. It is assumed that greater engagement and motivation will manifest as improved data quality. Gamification, the use of game elements in nongame settings, has been heralded as a potential mechanism for increasing participant engagement in cognitive tasks. Some studies have reported a positive effect of gamification on participant performance, although most studies have shown mixed results. One reason for these contrasting findings is that most studies have applied poor and heterogeneous design techniques to gamify cognitive tasks. Therefore, an appropriate gamification design framework is needed in these tasks.ObjectiveThis study aimed to propose a framework to guide the design of gamification in cognitive tasks.MethodsWe employed a design science research (DSR) approach to provide a framework for gamifying cognitive assessments and training by synthesizing current gamification design frameworks and gamification works in cognitive assessment and training, as well as incorporating field experiences. The prototypes of the framework were iteratively evaluated with 17 relevant experts.ResultsWe proposed a framework consisting of 7 phases: (1) preparation; (2) knowing users; (3) exploring existing tools for assessing or training a targeted cognitive context and determining the suitability of game-up and mapping techniques; (4) ideation; (5) prototyping using the Objects, Mechanics, Dynamics, Emotions (OMDE) design guideline; (6) development; and (7) disseminating and monitoring.ConclusionsWe found that (1) an intermediate design framework is needed to gamify cognitive tasks, which means that game elements should be selected by considering current cognitive assessment or training context characteristics since game elements may impose an irrelevant cognitive load that, in turn, can jeopardize data quality; (2) in addition to developing a new gamified cognitive task from scratch, 2 gamification techniques are widely used (first, adding game elements to an existing cognitive task and second, mapping an existing game to a cognitive function or impairment to assess or train it); and (3) further research is required to investigate the interplay of cognitive processes and game mechanics.

Tabletop Board Game Elements and Gamification Interventions for Health Behavior Change: Realist Review and Proposal of a Game Design Framework.

BackgroundGames, when used as interventional tools, can influence behavior change by incentivizing, reinforcing, educating, providing feedback loops, prompting, persuading, or providing meaning, fun, and community. However, not all game elements will appeal to all consumers equally, and different elements might work for different people and in different contexts.ObjectiveThe aim of this study was to conduct a realist review of tabletop games targeting behavior change and to propose a framework for designing effective behavior change games.MethodsA realist review was conducted to inform program theory in the development of tabletop games for health behavior change. The context, mechanisms used to change behavior, and outcomes of included studies were reviewed through a realist lens.ResultsThirty-one papers met the eligibility criteria and were included in the review. Several design methods were identified that enhanced the efficacy of the games to change behavior. These included design by local teams, pilot testing, clearly defined targets of behavior change, conscious attention to all aspects of game design, including game mechanics, dynamics, aesthetics, and the elicitation of emotions. Delivery with other mediums, leveraging behavioral insights, prior training for delivery, and repeated play were also important. Some design elements that were found to reduce efficacy included limited replayability or lack of fun for immersive engagement.ConclusionsGame designers need to consider all aspects of the context and the mechanisms to achieve the desired behavior change outcomes. Careful design thinking should include consideration of the game mechanics, dynamics, aesthetics, emotions, and contexts of the game and the players. People who know the players and the contexts well should design the games or have significant input. Testing in real-world settings is likely to lead to better outcomes. Careful selection and purposeful design of the behavior change mechanisms at play is essential. Fun and enjoyment of the player should be considered, as without engagement, there will be no desired intervention effect.

Balancing Entertainment, Cost, and Educational Strength: A Design Framework for Medium-Coupling Educational Games

Games are powerful tools for teaching and learning, especially in the age of Education 4.0. The rapid growth of educational games is hindered by various problems, including their development cost. The medium coupling approach, which allows an educational game to be both engaging and economical, is one potential solution to the problem; unfortunately, it has received only sporadic attention. This study aims to explore the matter of designing medium-coupling educational games through a design framework. The framework dissects an educational game’s game content and educational content into parts to be interconnected. We applied the framework to design and develop an educational role-playing game (RPG). Sixty first-year Informatics students tested the game, which presented three learning topics with different characteristics. A post-test questionnaire’s results validate the game’s entertainment and educational values while also uncovering how it works under different learning contents. A discussion with the participants gathered insightful suggestions and critiques, which, together with the questionnaire’s results, are synthesized into design principles for medium-coupling games. We conclude that the framework is useful for creating games that are entertaining, educational, and cost-efficient.

Simulation games as a catalyst for social learning: The case of the water-food-energy nexus game

Role-playing simulations have gained in popularity in recent years as a novel method of engaging researchers and stakeholders in a variety of social and environmental issues. While academic interest has grown on this topic, knowledge remains sparse on the underlying theories that may guide the design of such games. Thsi article introduces a new game design framework - Com­pleC­Sus (Com­plex­ity-Col­lab­o­ra­tion-Sus­tain­abil­ity) - built on the concepts of social learning and procedural rhetoric. We describe and discuss the conceptual basis for our framework, giving a detailed account of its application through the recently developed the Water–Food–Energy Nexus Game (Nexus Game) as an example. We illustrate the process involved in designing the Nexus Game through initial scoping, prototyping, and design decisions, and how game structure and debriefing have been crafted to foster social learning focused on the understanding of the underlying social-ecological system as well as fostering collaboration between stakeholders. We also provide the analysis of qualitative data collected during recent gaming sessions across three continents to evaluate the Nexus Game’s potential learning effects.

Design de Jogos Digitais: análise comparativa de modelos projetuais

O jogo é conceituado como um processo voluntário de atividadeslúdicas, em uma esfera temporária, com orientação própria, dotado de umfim em si mesmo. Na contemporaneidade, os games constituem um campopromissor de aplicações e estudos, por serem produtos socioculturais comgrande impacto no setor econômico e tecnológico. Ao longo da história dodesenvolvimento dessa mídia, diversos modelos projetuais foram difundidospor meio da literatura para o desenvolvimento de jogos digitais. Diante dis-so, este estudo apresenta o tema por meio de revisão de literatura e métodocomparativo para descrever diferentes abordagens projetuais, com o intuitode evidenciar as similitudes e diferenças entre as etapas do processo de de-senvolvimento um game. Os resultados expõem a contribuição por meio dareflexão da análise comparativa de diferentes modelos para projetar jogos edestacam as incidências e as lacunas recorrentes encontradas

A Person-Centered Design Framework for Serious Games for Dementia

With the rapidly aging population and the rising number of people living with dementia (PLWD), there is an urgent need for programming and activities that can promote the health and wellbeing of PLWD. Due to staffing and budgetary constraints, there is considerable interest in using technology to support this effort. Serious games for dementia have become a very active research area. However, much of the work is being done without a strong theoretical basis. We incorporate a Montessori approach with highly tactile interactions. We have developed a person-centered design framework for serious games for dementia with initial design recommendations. This framework has the potential to facilitate future strategic design and development in the field of serious games for dementia.

Preventive Self-Care Serious Games for Diabetes: A Game Design

Diabetes is a significant factor that contributes to obesity. In recent years, there has been an increasing number of patients, including adults and children diagnosis of diabetes. Extensive awareness has been carried out for educating people to prevent from diagnosed with diabetes such as sharing the information through electronic media, social media, forum by medical experts, and others. However, less implementation of awareness is given through entertainment computing, such as serious games to attract people to learn in a fun way. In order to overcome the problem, a serious game to prevent diabetes through awareness was developed, namely as Grab2BeHealthy to educate people in choosing healthy food. The primary purpose of this study is to design the game architecture for this serious game using SGDA framework. There are a few literature studies addressed on game design framework and the implementation of a serious game in the healthcare industry, especially for awareness and diseases prevention. The game design architecture was developed using game design framework as a guideline to meet the objective of prevention. The prototype development has been tested by 50 players to proof the game design architecture.

How Do Students Interact in Online Discussion Forums in a PENS-Based Gamified Course?

This study explored how to effectively apply gamification design principles to improve the quantity and quality of online discussions. Based on a game design framework: Playing Experience of Needs Satisfaction (PENS), two specific gamification design principles, (1) aligning gamification awards with specific performance expectations and (2) weighing gamification awards based on task challenging levels, were applied in online discussion forums of a graduate level online course. Data on student activities in online discussion were collected from the baseline (non-gamified) version of the course and the gamified version. Both quantitative and qualitative methods were used to examine how students interacted with each other in the gamified environment compared to non-gamified environment. Results suggested that the gamification design features promoted knowledge-building in online discussions, encouraged more decentralized and diverse interactions among students, and motivated a higher level engagement in student facilitators. Implications for further research and practices were also discussed.

Gamification Design Framework to Support Autism Children Interaction Skills: A Systematic Review

Gamification Design Framework to Support Autism Children Interaction Skills: A Systematic Review

Towards an Ethical Game Design Solution to Loot Boxes: a Commentary on King and Delfabbro

King and Delfabbro (2019b) proposed the adoption of social responsibility measures to combat predatory monetisation in video games, such as loot boxes. This paper rectifies a game example mistakenly used by King and Delfabbro and provides further game examples to illustrate, critique and extend the proposed measures. This paper argues that the proposed measures are unlikely to be widely adopted by the video game industry, given the industry’s economic interests in the continued unhindered implementation of predatory monetisation, their preference for continued ‘self-regulation’ and their past resistance against potential regulation. With reference to South Korean law, this paper explores the possibility of codifying and enforcing the proposed measures as law and argues that overly paternalistic regulations are insensible and impractical. This paper recommends the use of regulatory nudging to encourage video game companies through incentives, such as discretionary grants and tax relief schemes, to adopt the proposed social responsibility measures and develop towards an ethical game design framework.

Anti-Phishing Game Framework to Educate Arabic Users: Avoidance of URLs Phishing Attacks

Objectives: The main objective of this study is to address poor security awareness regarding phishing attack in Middle East by developing anti-phishing educational game to educate Arabic users about phishing URLs. Methods/statistical analysis: We start by identifying phishing site URL attributes that help identify phishing sites. Then, we followed a well-established game design framework (EDPE) to develop our anti-phishing game. We performed a study on 56 participants using pretest and post-test technique to assess the level of phishing awareness among participants before playing the game and after playing the game. We used paired t-test and one-way analysis of variance (ANOVA) statistical analysis to identify to what extent anti-phishing game could help users identify and avoid phishing attacks. Findings: The results obtained from pretest proved the clam that security awareness in Arabic region is still immature. While the results obtained from post-test prove that serious educational games in Arabic language could be used to educate Arabic users about security concepts and increase security awareness. In addition, the results reflect that employees need more training (as their performance were the lowest among different demographic participants) to help them correctly identify phishing sites. Moreover, by inspecting participants’ responses, we identified that similar and deceptive domains, is the hardest URL phishing category to be correctly identified by users. So, we should pay more attention to this category while performing users training. Application/improvements: Our anti-phishing game is the first security educational game in Arabic language. It proves the effectiveness of serious games as a training tool. It is a step towards raising security awareness in Arabic region.Keywords: Anti-Phishing, Attack, Arabic, Game, Framework

A framework to design vocabulary-based serious games for children with autism spectrum disorder (ASD)

The use of serious games to help children with autism spectrum disorder (ASD) learn different skills has increased in the recent past. Games, however, have not been exploited to enhance the vocabulary of these children. The serious game design framework (SGDF) and its components provide support throughout the design process, but there are no existing SGDFs that can be used to design serious games for these children to learn vocabulary skills. Therefore, in this research, a SGDF is proposed to overcome the problem of designing serious games for children with ASD. The components of the framework were identified after an extensive review of the literature on ASD and existing SGDFs. The input, process and output model was used as an underlying structure of the framework, and the identified components were logically placed in each phase of the model. The proposed framework was iteratively evaluated through expert reviews with academic experts and researchers working in the area of serious games, as well as game designers. The modified version of the framework was produced based on the comments provided by experts. This modified version was then used in the applicability evaluation of the framework with researchers and game designers. A proposed SGDF was produced based on the comments of experts. The main findings from expert reviews show that the structure, components and details of the proposed framework have been effectively refined. The use of the framework to produce serious game design and the prototype demonstrates its use in real time. The evaluation of the prototype with autistic children shows the improvement in their vocabulary learning before and after using the prototype.

Analysis and Use of the Emotional Context with Wearable Devices for Games and Intelligent Assistants.

In this paper, we consider the use of wearable sensors for providing affect-based adaptation in Ambient Intelligence (AmI) systems. We begin with discussion of selected issues regarding the applications of affective computing techniques. We describe our experiments for affect change detection with a range of wearable devices, such as wristbands and the BITalino platform, and discuss an original software solution, which we developed for this purpose. Furthermore, as a test-bed application for our work, we selected computer games. We discuss the state-of-the-art in affect-based adaptation in games, described in terms of the so-called affective loop. We present our original proposal of a conceptual design framework for games, called the affective game design patterns. As a proof-of-concept realization of this approach, we discuss some original game prototypes, which we have developed, involving emotion-based control and adaptation. Finally, we comment on a software framework, that we have previously developed, for context-aware systems which uses human emotional contexts. This framework provides means for implementing adaptive systems using mobile devices with wearable sensors.

Gamification in the study of anatomy: The use of artificial intelligence to improve learning

In medicine, the study of anatomy is of utmost importance since this fundamental course is relevant to all medical careers. Every single medical student must learn anatomy regardless of which specialization they choose to follow. Technology‐assisted learning is a growing topic not only in medicine, but in each and every area of study. There is a large number of possible approaches to teach/learn assisted by technology such as educative and serious games, the use of virtual and augmented reality, hardware and software created specifically for training a certain skill and many more. Based on this approach, in this research we developed a gamified mobile application to help both the students and the professor at anatomy classes to understand and develop knowledge in this field based on different kinds of media such as videos, texts, images, audios, quizzes and so on. Gamification consists in the use of game elements in different contexts outside games. This involves presenting aspects such as ranking, badges, quests, etc. to promote engagement and institutes an immersion and flow in faculty education. In order to do that, it was applied the Marczewski's Gamification Design Framework, which involves the definition of the problem, users, success to project and building the user journey to attain some specific behaviours, actions and emotion which can be refined to complete the process and promote learning. This framework was combined with Artificial Intelligence techniques to recognize the difficulties of each individual student and is then able to provide targeted content based on the student performance.Support or Funding InformationThe authors thank Mackpesquisa for the financial support.This abstract is from the Experimental Biology 2019 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.

Ethics as a Game? Towards a Framework for Game Design

Citizen morality reflects civilization and is significant to society. Ethics education for improving morality, especially in China, may fail because of its reliance on lecture-based teaching. Game-based learning presents an innovative approach to ethics education. This paper identifies problems in tertiary ethics education and reviews relevant game design principles before establishing a framework for designing educational games that may assist in ethics education. It then proposes a game design model for teaching ethics.

A 3D Multiuser Virtual Learning Environment for Online Training of Agriculture Surveyors

Aim/Purpose: This research proposed a 3D multiuser virtual learning environment (3DMUVLE) educational game design framework by combining ATMSG, ADDIE, E-Simulation, and 3D Open Simulator Technology Architecture. This paper focused on a case study of online training for food crops productivity data surveys. Background: The conventional online training still lacks engagement, immersion, and curiosity aspects, which decreases learners’ learning seriousness because the instructors and participants do not meet directly. Integration of 3DMUVLE and gamification in online training has a good potential to tackle the issue. Methodology: This research applied the Design Research Method (DRM) to propose a 3DMUVLE educational game design framework. The proposed framework was applied in training that involved 30 participants (first group), and the result was compared with that of 30 other participants (second group) who studied using the conventional method, which was an e-book and web-based learning. Authors compared the perceived usefulness and heightened enjoyment in using the proposed 3DMUVLE using linear regression analysis on HMSAM model. Contribution: Through statistical tests on the case study data, this research indicated that the 3DMUVLE resulted in better knowledge gain. Findings: Some important findings in this paper include (1) the development steps of a 3DMUVLE educational game design framework for online training of food crops productivity data survey; (2) statistical analysis result that the proposed 3DMUVLE lead to better knowledge gain, enjoyment, curiosity, immersion, and usefulness aspects; (3) the statistical analytic also showed that enjoyment and perceived of usefulness factors represented the strongest variables that influenced behavioral intention to use. Recommendations for Practitioners: The 3DMUVLE is suggested to produce better knowledge gain, yet it still has to be proven further through similar statistical analysis in real field survey scenarios. Recommendation for Researchers: The proposed 3DMUVLE can be adapted to other domains. Pleasing features in the game can be improved, such as quality of instruction in the simulation, in the hope that these will increase engagement and knowledge gain. Voice communication among users and instructors to improve interactivity may also be introduced. Impact on Society: 3DMUVLE potentially offers better knowledge gain that can be applied in various fields of online training. Future Research: An immediate future research includes a development targeted for smartphone platform, in Virtual Reality (VR) or non-VR mode. VR improves immersion aspect further but is more complicated to perform. Smartphone is relatively cheaper than a computer and more accessible by more people. Training using a smartphone-based 3DMUVLE can be carried out in wider scenarios.

Designing Educational Video Games to Be Objects-to-Think-With

In this article we propose that educational game design should work to create games as objects-to-think-with—games that engage players in the exploration of and experimentation with personally interesting questions around domain-relevant representations. We argue that this design focuses on developing tools and interactions that the player can use for inquiry and productive thinking. As a step toward achieving this goal, we propose the constructible authentic representations design principle and illustrate this principle using a prototype game, Particles!, for exploring the particulate nature of matter. Observations of game play and interviews with 9 children ages 11–14 suggest that core game representations and mechanics provided players with a space for engaging in useful scientific practices and knowledge resources for reasoning about the important role molecular structure plays in material properties beyond the game. We explore how this design proposal extends and complements existing constructivist game design frameworks. Furthermore, we suggest that the framework of games as objects-to-think-with should push the educational game design community to consider the complexity and nuance of cognition and to embrace and champion the learner in game design.

Juicing the game design process: towards a content centric framework for understanding and teaching game design in higher education

ABSTRACTThe aim of this article is to advance a framework for understanding and teaching game design in higher education, in order to address complexities inherent in teaching game design courses. Everyday teaching and learning game design often deviate from the standard textbook model of game design. In reality everyday teaching and learning operate with handling game design curriculum, how to think games, and how to organise the development process. The presented framework merge curriculum, thinking, and process guided by the game design concept of juiciness. The framework will be presented by dismantling the standard textbook model of game design into three; game design (curriculum), game design thinking (thinking), and game development (organisation). In this perspective game design is concerned with game mechanics, game design thinking preoccupied with paper prototyping, metaphor, and framing, while game developments addresses player experience including play and game testing. This article will coin vertical design as juiciness as opposed to horizontal design understood as expanding system layout. Juiciness will be placed as a guiding principle in the relationship between designers and designed content as an aspect of designer intentions and motivations. Lastly, the content centric framework will be presented by merging game design, game design thinking, game development, vertical design with selected aspects of accepted software development strategies as an approach to teaching and learning game design in higher education.

Serious Game for Children with Autism to Learn Vocabulary: An Experimental Evaluation

ABSTRACTThe use of serious games (SGs) to provide intervention for various skills to children with autism spectrum disorder (ASD) has increased in the recent years. However, the potential of these games has not been utilized to provide learning of vocabulary to children with ASD. In designing games for children with ASD, there is a need to consider components specifically from the perspectives of ASD and the generic components that can support from the theoretical, content, and game design aspects. In the absence of any existing framework to design games for children with ASD, this article first introduces a framework named serious game design framework (SGDF), constructed to provide support throughout the design process. This framework was constructed based on the extensive review of the literature on ASD and existing SGDFs. The article then focuses on the design and development of a SG prototype based on SGDF. An experimental evaluation prototype was conducted to examine the effectiveness using the withdrawal design of single-subject research design (SSRD) in improving the receptive identification of vocabulary items among children with autism before and after using the prototype. The receptive identification of vocabulary items is measured in terms of the number of correct responses given and the number of attempts made to identify the correct response. The pre- and post-evaluations of the SG prototype show that learning of vocabulary items among children with ASD improved after using the game and they retained items at the end of weeks 1 and 2 following the withdrawal of intervention.