Game Design Research Articles

Design and Development of Educational Digital Game of Water Cycle for Elementary School Student using Scratch 3.0

Design and Development of Educational Digital Game of Water Cycle for Elementary School Student using Scratch 3.0

How and when does gamification level up mobile app effectiveness? Meta-analytics review

PurposeGamification in mobile apps has emerged as a compelling strategy to foster firm’s relationships with their customers through mobile applications. This study utilizes a meta-analytic review to demonstrate how gamification shapes consumer responses and how moderator variables play a role in this process.Design/methodology/approachThe study employed a meta-analytic review to combine and synthesize data from 62 studies, including 71 independent samples and a sample size of 20,510 to test the research model and examine the role of moderators in this model.FindingsFindings reveal that gamification, through the customer experience components (cognitive, hedonic, pragmatic and social elements), leads to customer engagement, resulting in word-of-mouth and loyalty. However, privacy concerns play a destructive role in this process, deteriorating customer–firm relationships. Moderator analysis indicates that gamification design elements, such as rewards, progression and customization systems, along with product and service benefit, involvement, familiarity and firm type moderate the relationship between gamification and customer response.Research limitations/implicationsThe meta-analysis main and moderator analysis results provide several insights for marketing managers that assist them in developing an effective gamification in mobile app strategy.Originality/valueThe findings reveal novel insights, encompassing both the bright and dark sides of the influence of gamification on customer response, while also examining the moderating roles of gamification, product and service and firm characteristics.

Can ChatGPT Match the Experts? A Feedback Comparison for Serious Game Development

This paper investigates the potential and validity of ChatGPT as a tool to generate meaningful input for the serious game design process. Baseline input was collected from game designers, students and teachers via surveys, individual interviews and group discussions inspired by a description of a simple educational drilling game and its context of use. In these mixed methods experiments, two recent large language models (ChatGPT 3.5 and 4.0) were prompted with the same description to validate findings with expert participants. In addition, the impact on the models’ suggestions from integrating the expert’s role (e.g., "Answer as if you were a teacher.", "game designer", or a "student") into the prompt was investigated. The findings of these comparative analyses show that the input from both human expert participants and large language models can produce overlapping input in some expert groups. However, experts put emphasis on different categories of input and produce unique viewpoints. This research opens the discussion on the trustworthiness of large language model generated input for serious game development.

Mapping the landscape of serious digital language learning games: Towards a Serious-Digital Game-based Language Learning (S-DGBLL) teacher competence framework

Serious games have been gaining increasing attention in the field of digital game-based language learning (DGBLL). However, to incorporate serious games into foreign/second language (L2) classrooms, teachers must be prepared with requisite knowledge and skills. To this end, following PRISMA guidelines, this study conducted a systematic review of research on serious digital language learning games with two aims. The main objective of this study was to map out the issues pertaining to serious digital language learning games that are currently being addressed in empirical studies in the DGBLL area. The secondary objective was to leverage the findings to inform the development of a research-based framework of expertise for L2 teachers intending to incorporate serious digital game-based language learning (S-DGBLL) in their classrooms. Fifty articles published until April 2023 were analysed in terms of research methodologies, pedagogical characteristics, game design, and outcomes. The findings have implications for the proposal of an S-DGBLL teacher competence framework.

Bayesian Knowledge Tracing Implemented in a Telecommunications Serious Game

The University of Johannesburg has integrated serious games into its teaching, exemplified by Codebreakers, a 2D game teaching information theory. While successful, Codebreakers lacked personalisation and used a criticised assessment method based on answer streaks. Knowledge tracing algorithms, known for their effectiveness in intelligent tutoring systems, were considered to address these limitations. This led to the research question: "Can a new serious game be designed, incorporating knowledge tracing algorithms to deliver personalised learning experiences in telecommunications education?" In response, an escape-themed serious game was developed, integrating Bayesian Knowledge Tracing as a statistical student model for personalised learning. This innovative approach combines free-roam gameplay with tailored educational content, significantly advancing serious game design. While primarily aimed at enhancing Codebreakers, this new game contributes substantially to serious game theory by successfully implementing personalised learning within an engaging format. The project showcases the potential of knowledge tracing algorithms in creating adaptive, student-centered learning experiences within the context of educational games.

Gamification in Retail: Enhancing Grocery Customer Experience with Location-Based Strategies

This study explores how gamification impacts customer experience in the retail sector emphasizing the need for businesses to differentiate in competitive markets. Gamification involves using game design elements in non-game contexts and is growing as a method to boost customer engagement and satisfaction. The research presents a unique gamified shopping system using location-based (Beacon technologies) with a custom mobile app. This system engages customers through interactive games and challenges in specific store locations. The app includes features like a suggestion page puzzle scoreboard and a points-based reward system. Study findings show a significant positive correlation between gamification strategies and improved customer experience (CX). Using game elements in non-game contexts enhances consumer behaviors and aligns with Self-Determination Theory principles. The app also integrates eco-friendly features and social interaction elements for an innovative and environmentally friendly approach to enhancing the retail customer experience.

Learning game design while playing games

This course investigated game design competencies of graduate students as they engaged in gameplay and learned about game-related concepts, including gamified approaches, game-based learning (GBL), design thinking, maker technologies, and game designs. Students were introduced to the week's topic beforehand and collaborated on design projects during class sessions. Students played a different game each week, focusing mainly on game mechanics. Through the utilization of foundational readings, video tutorials, discussions, assignments, and guidance from the instructor and a guest speaker, students developed a comprehensive understanding of game design principles. This understanding ultimately led them to design both board and video games. No prior programming or game design experience was necessary.

Virtual item trade scams: A typology of young victims

This study examined behavioral differences across groups of children and young people who have been victims of virtual item trade scams to explore the potential for grouping this type of victims into meaningful clusters. Using data from a representative survey among Danish children and young people (n = 1,026), three clusters of trade scam victims that showed significant internal homogeneity as well as cross-cluster differences were identified. Based on their modal behavior, these clusters were labeled Moderately Engaged Gamers, Diverse Active Gamers, and Highly Engaged Gamers. The typology represents a first step toward a better understanding of different types of virtual item trade scam victims and their behavioral patterns. Implications for policy and preventive measures on game design, personal, and parental levels are discussed.

Playfulness as a pedagogical strategy: game to educate about the rights of blind people and the role of guide dog

Since 1990, there has been a concern, in the most varied countries, with external public policies for inclusive education, however, still has a long way to go. There are several ways of promoting the rights of the blind to society, and one of these ways is games. This research characterized, in terms of nature, as applied research, as its interest is practical, and it is hoped that the results are used in solving real problems. This study adopts a methodology qualitative and has an exploratory character, advancing by deepening the understanding of the problem under study. Based on pre-existing literature on the rights of blind people and the reactions to the guide dog, the research is categorized as both bibliographic and documentary. The central purpose game theory is used to facilitate the dissemination of the rights of blind individuals and specifically the role played by the guide dog. Through a playful approach, the aim is to investigate why way the design of games can help in the development of effective pedagogical strategies external activities to raise awareness about the rights of blind people and the role played by guide dogs, preceding their effective implementation in the social context.

Comparative Analysis of Counter-Strike 2 and Valorant

With the rapid development of e-sports and online games, shooting games have received significant global attention and popularity. This article uses the research methodology of literature review to conduct a comprehensive analysis of the disparities and attributes of the two shooting games, Counter-Strike 2 (CS2) and Valorant, in terms of gameplay, community engagement, and business strategy. Through detailed analysis, this article finds that Valorant emphasizes character diversity and innovative skill systems in game design to enhance the strategy and interactivity of the game; while CS2 retains the fundamental aspects of traditional first-person shooting games, such as precise tactical execution and technical requirements, focusing on the technical depth and operational difficulty of the game. In terms of business model, CS2 continues the open market system for skin trading , fostering economic interaction among players. In contrast, Valorant adopts a more closed and direct sales approach, offering exclusive skins at fixed prices, and exerting control over the market. This research serves as a valuable resource for game developers in shaping future game design and market strategy, and it also introduces a new theoretical perspective to the field of game research, enhancing the understand of how different game designs influence player behavior and market response.

Collaborative digital game design and play to facilitate college students’ creativity development

ABSTRACT This study aimed to investigate how digital games affected college students’ creativity development. A sample of 60 college students participated in the digital game design and play instruction, grounded in the playful constructivism theory. The data incorporated the students’ pre- and post-creativity scores in game design, the first and final versions of game design, and the students’ responses to the open-ended questionnaire. The findings revealed that the students’ creativity was developed after digital game design and play instruction, facilitated by three key creative learning processes, including collaborative digital game design, digital game-playing for providing peer feedback, and redesign of the games after receiving peer feedback. These collaborative processes encouraged the students’ role-reversal between designers and players, enabling the students to provide and receive peer feedback for the exchange of creative ideas. Through reflecting on received peer feedback, the students refined their initial ideas and tailored their reflections to redesign the games for the target learners, thereby cultivating their creativity in educational digital game design. This study suggests collaborative digital game design and play instruction is an effective strategy to facilitate college students’ creativity development.

Exploration and Application of Emotional Interactive Design in Game Design

Exploration and Application of Emotional Interactive Design in Game Design

Digital-Game Based Learning Innovation on POE: Constructing Student’s Mental Models on Temperature Effect on Reaction Rate

The aim of this study is to identify how the POE learning integrated into D-GBL can construct student’s mental models on temperature effect on reaction rate and the game design is created. This research is a part of the Research and Development (R&D) with Borg and Gall model. This study is focused on the third stage. The study began with collecting information, planning product, and prototype development. For product design, the study created mission and sub-missions to represent the POE steps, which are predicting, observing, and explaining. The information was collected from various literature reviews on D-GBL and mental model. For product design, mission and sub-missions were created to represent POE steps. Next, the prototype was developed in the form of a game design document. Students must answer various questions to complete these missions and sub-missions. If the answers are given incorrect, the game restart from the beginning of that mission. Therefore, D-GBL integrated in the POE model can construct students' mental models.

Personalized Daily Hand Movement Training Methods and Effects: A Case Study

This study proposes a method for personalized daily hand exercise training to address the lack of personalization in rehabilitation training and its disconnect from daily life. This research aims to evaluate the impact of Happiness Memory Therapy on patients’ hand function through gamified daily life training. The methodology integrates Happiness Memory Therapy and Positive Mirror Theory to assist in life game design. Patient interviews and empathy are used to gather life experiences, interests, hobbies, and challenges, which are then incorporated into personalized rehabilitation training. The experimental process includes pre- and post-intervention tests to assess changes in subjective well-being (SWLS), happiness (SHS), positive and negative emotions (PANAS), psychological well-being (PWB), and hand function impairment (DASH). The results show that the intervention significantly enhances patients’ subjective well-being, happiness, positive emotions, and reduces negative emotions and hand function impairments. In conclusion, Happiness Memory Therapy and Positive Mirror Theory are effective in developing personalized daily hand exercise training methods and have a significant impact on improving the psychological health and quality of life of stroke patients, offering new ideas and methods for personalized rehabilitation training.

The Soulsification of video games

AbstractThe Soulsification process emerged during video game development and it influenced both player experience and industry practices. This phenomenon began to manifest following the commercial success of early Souls games such as Demon’s Souls and Dark Souls, which are renowned for their punishing gameplay difficulty, complex level design, and methodical combat mechanics. This process reshapes the design of video games by making them similar to those mentioned above, and it is increasingly adopted by developers. Consequently, they become so-called Soulslike games which are influenced by FromSoftware’s Souls series. To understand this phenomenon, the number of Soulslike video game releases is analyzed. Furthermore, to understand player opinions about these games, a questionnaire was created and completed by 100 participants. The results indicate that the Soulsification process commenced in 2014, persists, and will likely continue into the future. Similarly, players generally embrace this genre and report an overall positive experience with it. These findings can inform the development of future Soulslike games.

The Social Cognition Ability Evaluation of LLMs: A Dynamic Gamified Assessment and Hierarchical Social Learning Measurement Approach

Large Language Model(LLM) has shown amazing abilities in reasoning tasks, theory of mind(ToM) has been tested in many studies as part of reasoning tasks, and social learning, which is closely related to theory of mind, are still lack of investigation. However, the test methods and materials make the test results unconvincing. We propose a dynamic gamified assessment(DGA) and hierarchical social learning measurement to test ToM and social learning capacities in LLMs. The test for ToM consists of five parts. First, we extract ToM tasks from ToM experiments and then design game rules to satisfy the ToM task requirement. After that, we design ToM questions to match the game’s rules and use these to generate test materials. Finally, we go through the above steps to test the model. To assess the social learning ability, we introduce a novel set of social rules (three in total). Experiment results demonstrate that, except GPT-4, LLMs performed poorly on the ToM test but showed a certain level of social learning ability in social learning measurement.

Design for safety training for construction professionals: A digital game-based learning approach

Globally, there is a pressing need to train more construction professionals in Design for Safety (DfS). Conventional instructional methods like video watching and lectures may not effectively meet professionals’ need for training programmes that are relevant to real-life. Digital game-based learning (DGBL) is a proven educational tool, yet its application in professional DfS training remains inadequately explored. This study examined DGBL’s effectiveness using the SafeSim Design game to train construction professionals in DfS. A quasi-experiment was conducted to compare the effect of DGBL with that of online videos covering the same training contents. In total, 246 construction professionals participated in the course and 61 were interviewed or took part in a focus group discussion. We evaluated the change in pre- and post-course quiz scores, assignment scores, questionnaire responses, and qualitative data. We found that DGBL benefitted trainees more equally across different levels of prior experience. The results contribute to the literature by pointing out the importance of occupational background in influencing trainee performance, a factor not well explored in the literature. The results indicate that providing optional scaffolding support and detailed explanations for in-game activities is crucial, as this approach avoids the expertise reversal effect and helps manage trainees’ cognitive load. This study also demonstrated the feasibility of designing and implementing DGBL as an instructional tool for professional training. The above findings inform the development of effective DfS training and contribute to the wider implementation of DfS in construction industry around the world.

Learning from Ludemes: An Inventory of Common Player Actions within Tabletop Role-Playing Games (TTRPGs) to Inform Principled Design of Game-Based Learning Experiences

In this study, the authors investigate role-playing game design through the lens of instructional design practice to probe the ecosystem of tabletop role-playing games (TTRPGs) and their applied use for learning. A qualitative thematic analysis approach is used to systematically catalog and categorize all possible player actions, called ludemes, from the 5th Edition of Dungeons & Dragons (D&D). Through this analysis, the interplay of game mechanics, player actions, and rules of TTRPGs are explored, unveiling their potential to stimulate various psychological, environmental, and behavioral factors that positively influence learning processes. Specifically, this study’s analysis of a game’s ludemes (i.e., player actions) exposes the interrelationships, congruence, and combinations of actions with various learning processes. The identified categories of ludemes in the study pave the way toward a working vocabulary and framework for future research in the application of game-based learning and its potential to catalyze meaningful learning outcomes. From a global instructional standpoint, this study highlights the role of pedagogical affordances, such as collaborative storytelling and problem solving skills, theorizing how TTRPGs can promote cognitive, metacognitive, affective, social, and cultural learning. Toward these goals, the authors posit that role-playing, with its complex dynamics and compelling narratives, offers a robust and natural conduit for learning.

What drives user churn in serious games? An empirical examination of the TAM, SOR theory, and game quality in Chinese cultural heritage games

User churn in serious games related to Chinese cultural heritage is severe due to various game quality issues, leading to a lack of long-term user feedback necessary for optimizing design, which further hampers the development of such games. Through user interviews and literature review, this study identified two dimensions of quality of cultural heritage serious games: factors related to online gaming and those intrinsic to serious games. Within the Stimulus-Organism-Response (SOR) theoretical framework of, this study integrates these quality factors within the Technology Acceptance Model (TAM) to construct a user churn model. This model explores the relationship between quality factors and user churn. Utilizing 534 valid responses gathered from online platforms, this study employs statistical analyses and structural equation modeling to uncover that learning objectives, entertainment experience, system quality, and game design profoundly influence both perceived usefulness and ease of use, which in turn indirectly impacts user churn. Service quality’s influence on user churn is mediated by perceived usefulness, while brand image affects churn through perceived ease of use. Notably, learning objectives and entertainment experience emerge as critical determinants. The insights gained offer valuable guidance for game designers in addressing user needs, enhancing game quality, and reducing churn. Building on previous research, this study uses a mixed-methods approach and identifies factors affecting user churn in the context of cultural heritage serious games and validated the model’s rationality and effectiveness, enriching the foundational theoretical research on serious games.

Exploring player agency in educational video games

Player agency is the freedom and control to make decisions during gameplay. Game designers shape player agency by including alternative storylines, optional objectives, and developing a range of mechanics thereby enriching player experience with novelty and variety during gameplay. So far, there is a dearth of studies that focus on giving autonomy to players over the use of learning mechanic in educational games. This study explores the impact of providing players with the autonomy over the use of learning mechanic. Students interacted with two versions of a computer programming game prototype differing in the level of player agency in terms of freedom to employ the learning mechanics during gameplay. We employed quantitative and qualitative methods to investigate if player agency affected students’ learning outcomes, game enjoyment, and intrinsic motivation to learn. The results have implications for design of educational games, suggesting that incorporating player agency, particularly in the context of choosing learning mechanics, can enhance enjoyment and intrinsic motivation without compromising the educational effectiveness of the game.