ABSTRACT Digital game-based learning has traditionally been examined from an ‘artefact-centric’ perspective that focuses on understanding how game design and principles of learning are, or can be, intertwined. These types of examinations have resulted in many descriptions of games’ educational potential, which has subsequently led to many types of arguments for why games should be used more extensively in formal education. However, comparatively little research has been do
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Keywords : Digital game-based learning, Serious game
AbstractThis thesis explores the use of serious games from an instructor perspective. More specifically, it aims to study the roles of instructors and how they can be facilitated within an instructor-led game-based training environment. Research within the field of serious games has mostly focused on the learners' perspective, but little attention has been paid to what the instructors do and what challenges that entails. In this thesis, I argue that serious games, as artefacts used for learning
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Keywords : Serious games, Serious gaming, Game-based training
ABSTRACT This thesis addresses the problems of the development of serious games, focusing particularly on bridging the gap between of two separate communities: developers and domain experts, that is, educators. Nowadays, students are used to “consume” a large number of games for different purposes (mainly for leisure), and they are expecting a certain quality level in the games (e.g. media assets, story, effects, etc.) and affecting the attitude of playing the game if it does no
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Keywords : Educational video games, Serious games, Game design, Human-Computer interaction, Game engine
ABSTRACT This thesis explores the use of serious games from an instructor perspective. More specifically, it aims to study the roles of instructors and how they can be facilitated within an instructor-led game-based training environment. Research within the field of serious games has mostly focused on the learners’ perspective, but little attention has been paid to what the instructors do and what challenges that entails. In this thesis, I argue that serious games, as artefacts used f
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Happy new year everyone! This new year comes with an improved version of my first ever LudumDare competition entry: The One Fork Restaurant. To celebrate the release of the final version of this game, I've decided to write down a full postmortem about it. As the title implies, it's a funny time-management game taking place in a restaurant, where many people come to eat various meals. But the restaurant has only one fork, so customers have to share it! When the customers are w
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Keywords : the one fork restaurant, postmortem, ludum dare 28, game design, game development
ABSTRACT From the perspective of educators, games are viewed as a medium in which the younger generation both thrive and excel. Students navigate game environments with ease and regularly solve problems, engage in advanced collaborative efforts, and communicate complex concepts and strategies to one another during their private gaming sessions at home. Games invite the player to form an understanding of intricate systems and mechanics based on participation and experimentation rather than m
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Keywords : Education, Serious Game
The famous website Gamasutra has just published one of our article about the potential use of Game Design tools to help designers and programmers communicate within a game development studio. You can read it online:
Keywords : game design tools, industry
In this paper, we propose an environment to support collaborative modding, as a new way to learn a subject. Modding can be defined as the activity to modify an existing game with dedicated tools. In a constructivist approach, we base our work on the assumption that modding a learning game can help learners to acquire the concepts of the subject concerned. We also think that modding in collaborative settings can help learners both to learn the subject and to learn to collaborate. We first propose
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Keywords : Modding game, Development kits, Learning game 2.0, Collaborative learning
This one-of-a-kind book is guide for any foreigner who wants to work in the Japanese video game industry. James Kay, the British-born author of the book, has personally made this move: he worked for different Japanese video games studios during 10 years, and then founded his own studio there. Over 300 pages, he tackles all the questions one could ask: Why go to Japan to create video games? How to get hired in a Japanese studio? How to find a place to live? And how is the day-to-day life in a Jap
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Keywords : japan, video game, industry, guidebook, job
Abstract: When we talk about video game, we observe that people who modified it are those who best knows its content. Thus we can consider game modifications as a way of knowledge appropriation. In this paper, we apply this model to learning games, positioning the research project in a Web 2.0 approach. If the content of a game can be learned by playing it, it can be more deeply understood by making this game evolving. The Web 2.0 is not defined by its technologies, but by the way of using
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Keywords : Modding, Game development kits, Learning game 2.0, Collaborative learning