Kristian Kiili

The Design Principles for Flow Experience in Educational Games

Abstract Educational games have to be well designed to incorporate learner engagement, an integral component of educational effectiveness. One foundation of designing educational engagement is flow theory. This article presents a flow framework that describes the building blocks of flow experience that can be used to design appealing and effective educational games for formal and informal learning contexts. The framework provides the principles for good educational game design, based upon associative, cognitive and situative learning theories, including engagement and pedagogic elements with a focus upon feedback and flow principles. Furthermore, the paper clarifies the relation between the flow experience and immersion. We tested the flow framework in the RealGame case study, which revealed that the RealGame business simulation game was well designed and effective at engaging students. We found that the university students’ flow experience in the game was high and the findings indicated that sense of control, clear goals and challenge-skill dimensions of flow scored the highest, but a rewarding experience and feedback dimensions also scored highly by the students. Overall, the results indicate that flow framework is a useful tool in studying game-based learning experiences.

Flow framework for analyzing the quality of educational games

The challenge of educational game design is to develop solutions that appeal to as many players as possible, but are still educationally effective. One foundation for analyzing and designing educational engagement is the flow theory. This article presents a flow framework that describes the dimensions of flow experience that can be used to analyze the quality of educational games. The framework also provides design-support for producing good educational games, because it can be used to reveal ways to optimize learning effects and user experience. However, the framework only works as a link between educational theory and game design, which is useful for game analysis but does not provide the means for a complete game design. To evaluate the elements included in the proposed framework, we analyzed university student’s experiences in participating in a business simulation game. We found that the students’ flow experience in the game was high and the findings indicated that sense of control, clear goals and challenge-skill dimensions of flow scored the highest. Overall, the results indicate that the flow framework is a useful tool to aid the analysis of game-based learning experiences.

Evaluating WAP usability: "what usability?"

Some educational communities and organizations have recognized the possibilities of mLearning. mLearning may provide tools to respond to the demands of working life and information society. One way to enhance mLearning is to raise the usability of mobile terminals as good usability is the basis for the meaningful and effective learning. Poor usability disturbs the learning processes because the energy of users is directed to the use of the system instead of learning. In this paper the usability of the Nokia 7110 mobile phone is evaluated. Researchers located the problem points of the user interface and navigation system. In fact, there were several obstacles in the user interface of the tested mobile phone that need improvement. First of all, the Navi Roller confuses users and they prefer to use it even in the tasks that could be done more easily with the other buttons. Secondly, the inconsistency of the Navi Roller and the shortcut button caused some problems. WAP services need improvement as well. The navigating structures were hard to understand and feedback of actions was insufficient. As a conclusion, there is a lot usability work to be done before mobile terminals can be effectively adapted as a part of education.

Mobile exergames for preventing diseases related to childhood obesity

Childhood obesity and physical inactivity are well-known problems which are typically related with videogames. The goal of this study is to develop digital games which motivate children and adolescents to exercise more, instead. The games are realized in such way that no special game consoles are required. The games can be played with a regular computer while mobile phones and heart rate monitors are used as the game controllers. Thus the games can also be played from a public screen in schools, for example, thus offering new exercising possibilities among youngsters. In this study, two exercising games (exergames) are presented and their ability to motivate youngsters is examined by group studies. The results indicate that the developed exergames are suitable in school environment. It is concluded that the games were found engaging and they motivated players to exercise. This indicates a positive effect of exergames in prevention of diseases which are related to childhood obesity and physical inactivity.

Hot Issues in Game Enhanced Learning: The GEL Viewpoint☆

Abstract The territory of Game Based Learning has been widely explored, yet much has still to be done in the field. Both the methodological and the empirical aspects of adopting games for educational purposes require further in-depth investigation. What are, then, the current hot issues in the field? What relevant research questions are still to be answered? This is the a rea that this paper showcases, encapsulating in a nutshell the efforts of the GEL Theme Team, a working group on Game Enhanced Learning active in the framework of the STELLAR European Network of Excellence.

Exerbraining for Schools: Combining Body and Brain Training☆

Abstract The growing obesity problem has reinforced policymakers and educators to devise strategies that encourage introduction of novel and engaging physical activities in schools. At the same time, the gaming industry has introduced a game genre that requires the player to be physically involved in the game (e.g. Nintendo Wii, Kinect). In fact, exergames (physically activating games) is an emerging trend that may influence also the implementation of the physical education curriculum and classroom activities in the near future. In this paper we discuss the possibilities and limitations that exergames can provid e for schools. We review exergaming practices that have been introduced to schools and propose a new form of exergaming, exerbraining that combines both body and brain training and thus could fit well to school context. We report the results of the case study in which we tested an exerbraining game involving mathematical content. The results showed that students enjoyed playing the game a lot and exerbraining games can provide effective learning solutions for schools.

Evaluating Cognitive and Affective Outcomes of a Digital Game-Based Math Test

Even though digital learning games have become common in education, relatively little is known about the usefulness of game-based assessment. This paper aims to explore if a game-based math test can provide added value to math education with respect to cognitive and affective outcomes. We used in-game measures, embedded in the game called Semideus Exam, focusing on conceptual fraction knowledge. In order to validate the game-based assessment approach, we compared the cognitive outcomes of 51 Finnish sixth graders, who completed both paper-based and game-based math tests in a randomized order. In addition, the students’ test anxiety and flow experience were measured to evaluate the affective outcomes. The results indicate that the game-based test scores correlated significantly with the paper-based test scores suggesting that the game-based assessment was successfully implemented and the game provided comparable data with the paper-based test approach. More importantly, the results revealed that game-based assessment lowered test anxiety and increased engagement which is likely to decrease assessment bias caused by test anxiety. In addition, the results show that earlier playing experience and gender did not influence the game-based test score suggesting fairness of the game-based assessment approach. Although we identified several benefits of the game-based assessment approach, more evidence is needed on the usefulness and fairness of game-based assessments.

GEL: Exploring game enhanced learning

Abstract A brief presentation is given of the objectives and activities pursed in GEL (Game Enhanced Learning), a Theme Team initiative financed by the STELLAR Network of Excellence in Technology Enhanced Learning (TEL) during year 2011 - 2012. Some of GELs main outputs relevant to the Serious Games research field are also outlined.

A Game-Based Approach to Examining Students’ Conceptual Knowledge of Fractions

Considering the difficulties many students and even educated adults face with reasoning about fractions, the potential for serious games to augment traditional instructional approaches on this topic is strong. The present study aims at providing evidence for the validity of a serious game used for studying students’ conceptual knowledge of fractions. A total of 54 Finnish fifth graders played the math game on tablet computers using tilt-control to maneuver an avatar along a number line for a total of 30 min. Results indicated that most of the hallmark effects of fraction magnitude processing as identified in basic research on numerical cognition were successfully replicated using our serious game. This clearly suggests that game-based approaches for fraction education (even using tilt-control) are possible and may be effective tools for assessing and possibly promoting students’ conceptual knowledge of fractions.

Enriching shared experience by collective heart rate

The last decade has witnessed a growing interest in design information technologies and interfaces that support rich and complex user experiences, including satisfaction, joy, aesthetics, and reflection. It is high on the agenda to extend and intensify the overall (user) experiences with the help of appropriate technology. This paper presents two pilot studies in which mobile devices were used to enrich shared experiences by measuring user generated collective heart rate. It is visualised in the indoor ice rink and utilised in exertion games to bring intensiveness into the audience experience. The aim of the study was to explore the usefulness and affect of the developed collective heart rate system and to evaluate it as one of the new features that could enhance the shared experience among the audiences in co-creational spaces. In particular, the study focuses on studying the significance of the technological equipment in creating a sense of collectiveness and togetherness of the participants. This research is important because it introduces a new idea of user involvement with the techniques of mobile phones and heart rate measurement belts. The results, positive and negative, of the study widen the field of physiological sensing technologies and facilitate the diffusion of these techniques into different public events.