103524004 陳志坪 Adaptive Digital Game-Based Learning Framework

Authors:
1.Phit-Huan Tan FIST Multimedia University, Jalan Ayer Keroh Lama, Melaka, Malaysia
2.Siew-Woei Ling FCM Multimedia University, Jalan Multimedia, Cyberjaya Selangor, Malaysia
3.Choo-Yee Ting FIT Multimedia University, Jalan Multimedia, Cyberjaya Selangor, Malaysia





ABSTRACT
A common teaching and learning methodology involves one that
delivers knowledge to learners within a classroom environment.
With the enhancement of information technology, Web-based
learning has been promoted as an alternative teaching and
learning methodology. Digital games, an interactive piece of
technology within the multimedia learning environment, could
foster the learning process effectively and interestingly especially
among young learners. Researchers and game designers have
noted this promising technology and proposed some frameworks
and models to foster multimedia learning environment. However,
most of the models do not address the learning behavior in game
design, which is important to facilitate learning process in gamebased
learning. In view of this, this paper focuses on proposing
and discussing components that leverage the pedagogical aspects
in designing game-based learning environment.




1. INTRODUCTION
A game is an activity that follows some rules, played by one or
more individuals principally for entertainment [1]. To date, games
have not only in the entertainment industries but have also started
to influence the advertising, analyzing, marketing, simulating and
e-learning context [2]. Games have been integrated into education
to form an innovative educational paradigm. This paradigm,
known as game-based learning, which utilizes the game as a
medium for conveying the learning contents [3]. Pedersen (2003)
defined educational games as games that emphasize on learning.
The purpose of educational games put strong emphasis on
teaching or reinforcing a learned concept than on entertainment
[4]. Today, educators are interested in developing game-based
learning materials because games are able to boost up the
intrinsic motivation level of a learner mainly due to the highly
engaging challenges and feedbacks they provide [3].
Developing a good game for players is very important
because Kramer described that “a good game will stay with us all
our lives” and “a good game makes us long to play it again” [5].
The objectives of educational games emphasize heavily on
imparting knowledge, skills and attitude. However, looking at
some current gameplay sessions, unfortunately, educational
games focuses too much on text exercises, creating less
interesting adventure for players. Either way round, some
educational games imparted much excitement on the visual effect
but failed to achieve the learning goals. Numerous game design
guidelines and frameworks have been proposed and are made
available in different genre of games, each having their own set of
requirements. Similar to instructional design models, genres
existed because of the difference in which context one applies [6].
Therefore, it is very important for designers to adopt a framework
that suits the purpose well.
This paper is organized as followed: Section 1 provides the
background of this case study; Section 2 illustrates some
frameworks and models for Digital Game-based Learning;
Section 3 presents some ideas and elements that an educational
game should contain; Last section of this paper concludes and
provides future directions of this review.


...


4. SUMMARY AND FUTURE
DIRECTIONS
Several frameworks and models have been proposed by
researchers in the field of game design. It is crucial to highlight
that each framework focuses on different aspects, thus they could
supplement one another. However, the development of a game to
be used for entertainment is solely different from an edutainment
game, and thus requires game designers to look further into the
learners and learning content pedagogically. This paper has
identified the essential components based on existing frameworks
and models. Key features to be considered start with learner
learning ability, then proceed to the game design which poses
some vital features that could be helpful for developing
educational game.
Our thorough study of the existing models reveals that a well
designed game-based learning environment should consist of
elements such as the story, challenge, goals and objectives. It
should also provide feedback and outcome to help learners selfexplain
their learning process. All these factors could help
learners in boosting up motivations and satisfaction. Thus, in
conclusion, the above mentioned elements could greatly facilitate
the learning process, are needed to assist game designers in
constructing educational games.
This study hopes to further implement the components
to investigate on the effectiveness in fostering the learning
process and assist learners to achieve better performance in
the subject matter.

Form http://dl.acm.org/citation.cfm?id=1306844