Eugenio J. Marchiori

A framework to improve evaluation in educational games

The evaluation process is key for educators acceptance of any educational action. The evaluation is challenging in most cases but especially when educational games are used. In educational games if in-game evaluation exist it is usually based on a series of simple goals and whether these goals are achieved (i.e. assessment). But we consider that evaluation can be improved by taking advantage of in-game interaction, such as the user behavior during the game and the type and number of interactions performed by the user while playing. In this paper, we propose an evaluation framework for educational games based on in-game interaction data. We discuss how user interaction data is collected in the most automatic and seamless way possible, how to analyze the data to extract relevant information, and how to present this information in a usable way to educators so they achieve the maximum benefit from the experience. The evaluation framework is implemented as part of the eAdventure educational platform, where it can be used both to improve upon traditional basic assessment methods (i.e. goals, scores & reports) and to provide information to help improve interaction with games (e.g. discovery strategies).

A visual language for the creation of narrative educational games

This paper presents a DSVL that simplifies educational video game development for educators, who do not have programming backgrounds. Other solutions that reduce the cost and complexity of educational video game development have been proposed, but simple to use approaches tailored to the specific needs of educators are still needed. We use a multidisciplinary approach based on visual language and narrative theory concepts to create an easy to understand and maintain description of games. This language specifically targets games of the adventure point-and-click genre. The resulting DVSL uses an explicit flow representation to help educational game authors (i.e. educators) to design the story-flow of adventure games, while providing specific features for the integration of educational characteristics (e.g. student assessment and content adaptation). These highly visual descriptions can then be automatically transformed into playable educational video games.

A narrative metaphor to facilitate educational game authoring

In this paper we present WEEV (Writing Environment for Educational Video games), a methodology for educational point-and-click adventure game authoring. Our approach aims to allow educators to actively collaborate in the educational game development process, using a narrative-based representation. WEEV is based on a pragmatic reinterpretation of previous works on narrativity and video games, enhanced by the use of a novel visual language to represent the flow of the story or narrative. The WEEV methodology has been implemented into an actual tool based on the already established platform for educational games. This tool was improved with feedback gathered from formative evaluation, end-users testing (i.e. educators), and actual use in the development of an educational game. The system, still under development, presents some user-interaction problems along with a need for the educational effectiveness of the resulting games to be further analyzed. However, this paper highlights that, according to the qualitative results of evaluations, WEEV can indeed be successfully applied to simplify the game creation process and that by using representations of games that educators can understand, WEEV can help provide educational value to games.

Using e-learning standards in educational video games

The integration of educational video games in Virtual Learning Environments (VLEs) is a challenging task in need of standardization to improve interoperability and to safeguard investment. The generalized use of VLEs has fostered the emergence of rich contents, and different standards exist to improve their interoperability and reusability. This work describes a proposal of how existing e-learning standards can be used to improve the integration of educational games in VLEs, while introducing a set of models that take into account the features of the selected standards. A specific implementation of this approach in the eAdventure game platform is also presented.

Development of Game-Like Simulations for Procedural Knowledge in Healthcare Education

We present EGDA, an educational game development approach focused on the teaching of procedural knowledge using a cost-effective approach. EGDA proposes four tasks: analysis, design, implementation, and quality assurance that are subdivided in a total of 12 subtasks. One of the benefits of EGDA is that anyone can apply it to develop a game since it keeps development as simple as possible and uses tools for modeling and implementation that do not require a highly technical profile. EGDA has been applied to the creation of seven educational games in healthcare, and has been iteratively refined after each experience. EGDA is evaluated on two aspects. First, the effort and cost needed for creating these games is estimated and compared to current industry standards. Second, impact on knowledge acquisition and a student acceptance are discussed. Results suggest that EGDA can make game development more affordable, which is critical for increased adoption and scalability of game-based learning (GBL), while assuring a high educational value of the resulting games.

Integrating Domain Experts in Educational Game Authoring: A Case Study

Authoring educational games introduces difficult problems because it is the product of multidisciplinary work, integrating very different experts with different backgrounds that use different terminology. In this paper we discuses how a team composed of computer science experts, an education expert and two medical experts successfully tacked the problem of designing and implementing an educational video game. An approach consisting of different tools and strategies was used to ensure educational value, correctness and completeness of the knowledge represented in the game. The games goal is to teach basic medical first response procedures to young students (12-15 year old) by using photo realistic representations of the situations and videos with correct realization of the procedures. The game was successfully completed and is currently available online and being tested with real students.

Extending a game authoring tool for ubiquitous education

Educational game authoring tools allow for the creation of educational games for personal computers and web-browsers reducing costs and development cycles. However, gaming has changed in the last few years, with a significant increase of games developed for mobile devices. We propose an extension of existing educational game authoring tools that allows for a seamless adaptation of current games to mobile platforms and to take advantage of the new features provide by mobile devices (e.g. GPS, compass) at the same time. Additionally, mobile educational games allow for ubiquitous learning by providing highly interactive and engaging contents with educational value in different situations. We have exemplified our approach extending the <e-Adventure> educational game platform and using Android™ as the target platform. We present the identified challenges and the proposed solutions to explore the ubiquitous educational gaming possibilities.

Extensible multi-platform educational game framework

This paper presents an extensible multi-platform educational game framework. This new framework enhances the point-and-click adventure game model used in a preexisting educational game framework (eAdventure) by extending it with new game metaphors and interactions. These include mini-games (e.g. puzzles, stories, word-games) suited for a greater variety of subjects (e.g. math, history, science) that are configured through a plug-in architecture. Targeting multiple platforms allows for the transparent deployment and use of the developed games in new mobile devices (e.g. tablets) and other systems of growing interest in the educational community. Unifying these aspects into one platform is a challenging task because it must implement the appropriate balance between expressivity, game production costs and possibilities to re-use successful educational game models. The basic adventure metaphor is used as a backbone to provide a strong narrative to drive games and engage the students.

Preliminary evaluation of three eyes-free interfaces for point-and-click computer games

This paper presents a preliminary evaluation of the perceived entertainment value and ease of use of three eyes-free interfaces for point-and-click games. Interface 1 (I1) uses a web-like cyclical navigation system to change the focused interactive element. Interface 2 (I2) uses a sonar to help the user locate interactive elements with the mouse. Interface 3 (I3) interprets natural language commands typed in by the player. Results suggest that I2 adds more entertainment value and is appropriate for experienced players. Players find I1 is the easiest to use while I3 seems more adequate for users with little gaming experience.