Wee Hoe Tan

How Do Professionals' Attitudes Differ between What Game-Based Learning Could Ideally Achieve and What Is Usually Achieved.

This paper compares the results of two surveys conducted between July 2009 and January 2010 with 45 subject matter experts (SMEs) and 41 game experts in the UK. The surveys examine the attitudes and attitude differences of the participants towards teachers who use games in the classroom and studios that produced educational games. The findings revealed respondents’ attitudes were statistically significantly less positive—comparing ideal conditions to usual practice—for the issues studied. The SMEs were unaware of the problems faced by educational game studios, which could lead to a scenario where games are made fun at the expense of learning outcomes or vice versa. In issues related to educational games, the SMEs were found to be certain only about aspects of related directly to teaching and learning while the games experts were confident only for game design and development. This revealed a need for collaboration between SMEs and game experts rather than independent production when designing and developing GBL solutions.

Game Coaching System Design and Development: A Retrospective Case Study of FPS Trainer

This paper is a retrospective case study of a game-based learning GBL researcher who cooperated with a professional gamer and a team of game developers to design and develop a coaching system for First-Person Shooter FPS players. The GBL researcher intended to verify the ecological validity of a model of cooperation; the developers wanted to assist FPS players in overcoming a bottleneck that hindered players from becoming professional gamers; while the professional gamer desired to venture into professional game coaching. The synergy generated by these individuals resulted the creation of FPS Trainer. The key challenge encountered in producing the system was to make in-game coaching and learning outcomes explicit while preserving FPS Trainer as a fun game. This paper illustrates how the challenge was overcome and discusses lessons learnt from the case study. The outcomes of the case study would benefit academics or game developers who plan to initiate cross-disciplinary cooperation for making coaching or training games.

Use computer game to learn Object-Oriented programming in computer science courses

The purpose of this study is to identify and evaluate how a computer game could be applied as a tool for learning Object-Oriented programming in computer science courses. The study aims to reduce the complexity of learning object-oriented programming for the students and provide efficient object-oriented design learning environment for them.

Digital Game-Based Learning for Remedial Mathematics Students: A New Teaching and Learning Approach in Malaysia

This paper presents a game-based learning study in Malaysia in which a game has been designed for remedial Mathematics students at primary school level. Mathematics is a core subject taught in all primary schools in Malaysia. However, for students who are recognized as weak in Mathematics, teachers use remedial modules supplied by the Ministry of Education in teaching and learning activities. A research study has been initiated to propose digital game-based learning for the remedial students, aiming to enhance the effectiveness of the modules. A prototype game is designed to be playable on tablet computers. The game contains lessons under the title of Whole Numbers: Addition in Year Two syllabus. This paper reveals the concepts and rationale behind the study and the game design. The research plan is also included to justify the ecological validity of the study.

Inventive problem-solving puzzle game design and development

This paper depicts the production of a game for learning theory of inventive problem solving or TRIZ. The theory is meant for resolving engineering contradiction and forecasting trends and evolution of technologies. Despite being an effective invention tool, TRIZ has been criticised for its steep learning curve by people who have no engineering background. Beginning learners commonly face difficulties to comprehend TRIZ principles, not to mention using them to solve problems. To resolve this issue, a ten-level puzzle game was designed and developed. A key challenge was confronted by the production team as the game designers were trying to ensure transfer of knowledge, from solving in-game puzzles to understanding of the usage of each principle. This paper illustrates how the challenge was overcome in the gamification process. The insight might benefit content experts in other fields of study who intend to design and develop games for teaching and learning purposes.

Emotional Design for National Car: The Role of Emotion and Perception in Car Design and Its Effect on Purchase

This paper proposes a conceptual framework in supporting Malaysia national car makers (Proton and Perodua) to realize the importance of adapting the emotional design concept in designing cars. The objective is to focus on the role of emotion and perception that leads to Malaysian consumer’s reflection in purchasing the national car from design approach. There are two major issues which lead to the study which are lack of emotion in car design and low emotional involvement of Malaysian toward purchasing national cars. Furthermore, it is likely that Malaysian consumer purchase cars that accommodates immediate pleasure, enjoyment experience, and distinguish the purposes. This paper contains the literature review to support the conceptual model which is built from the integration of learning domain and emotional design concept. As a result, this research contributes to the national car design issue in order to complement consumer’s need and preferences.

A Propriety Game-Based Learning Game as Learning Tool to Learn Object-Oriented Programming Paradigm

Understanding the significant of object-oriented programming, a propriety game-based learning game has been designed and develops as a learning tool to improve the student understanding toward object-oriented programming and self-motivation to learn. The proposed game is a simple role-playing game named ZTECH that motivates users to learn Object-Oriented programming in an easy and interaction environment. Players will play along the flow of each game quests and they will learn and pick up the object-oriented programming paradigm easily. Thus, this paper is a case study of an academic who worked with game designers, game developer to design and develop a propriety game-based learning game for learning object-oriented programming.