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The growing interest in applying gamified designs in higher education is challenged by mixed results in terms of student acceptance. Different players are attracted to games for different reasons and game design elements, and a better understanding of how each learner will connect to different game mechanics provides valuable input for game design and evaluation. In this paper, we present and validate a scale to measure the affinity of each player with different game elements. First, a theoretical review was carried out on three profile classifications and six motivational theoretical models, proposing a taxonomy for twelve player profiles based on three axes: relational, competence and motivational. Then, a pilot test was carried out with 54 subjects, analysing content and comprehension validity through the judgment of six experts and construct validity through an exploratory factorial analysis. Subsequently, with a sample of 1010 subjects, a confirmatory factor analysis was performed. The scale was made up of 30 items, with a Cronbach's alpha of 0.822; three main components were obtained: dominators, interactors and trackers. The results show the validity of the scale, with high levels of confidence. It provides an understanding of the player's profile in a playful context, their motivational orientation and their affinity with the specific game design. This can be used to improve the design of gamified experiences in higher education. [ABSTRACT FROM AUTHOR]

This paper presents the results of a questionnaire-based study conducted at the "Vasile Alecsandri" University of Bacău, Romania. The study aimed at identifying students' perception of the impact of educational games on their social emotional skills. The objectives of the study are: O1. to highlight the connection between game-based learning and social emotional learning skills; O2. to identify students' perceptions of the effects of learning games on their social-emotional learning skills in the context of online education; O3. to systematise the main arguments for using learning games to build social-emotional learning skills. A questionnaire consisting of a series of closed questions answered by 200 students from different study programmes was used for data collection. The results obtained made it possible to determine both students' perceptions of the impact of educational games on their professional and personal development and to formulate suggestions for the use of games to build social-emotional learning skills in higher education. [ABSTRACT FROM AUTHOR]

Contribution: This article compares the effectiveness for online software engineering education of video-based learning and game-based learning using teacher-authored educational video games created by using authoring tools. Background: Although substantial research has evaluated the impact of video-based and game-based learning versus traditional teaching approaches, little research has been done comparing the effectiveness of video-based learning and video game-based learning. Furthermore, the few studies that performed this comparison did not compare the effectiveness for online education or examined teacher-authored video games. Research Questions: Is game-based learning using teacher-authored video games more effective than video-based learning in terms of knowledge acquisition for software engineering students in online settings? Is game-based learning using teacher-authored video games more effective than video-based learning in terms of motivation for software engineering students in online settings? Methodology: A quasi-experimental design with control and experimental groups and pre- and post-tests was employed. A total of 180 software engineering students participated in this study, 81 of which belonged to the control group while the other 99 were part of the experimental group. The students in the control group took an online lesson in which they learned exclusively by watching videos, whereas the students in the experimental group took the same lesson but learned exclusively by playing an educational video game created by a teacher through an authoring tool. Findings: The results show that game-based learning using teacher-authored educational video games was more effective than video-based learning in terms of both knowledge acquisition and motivation. [ABSTRACT FROM AUTHOR]

Standard video games are applications whose development process often follows a traditional software methodology. Serious Games (SGs) are a tool with an immensely positive impact and great success. SGs enable learning and provide entertainment and self-empowerment, which motivates students. The development of an SG consists of complex processes requiring multi-disciplinary knowledge in multiple domains, including knowing the learning domain and adding the appropriate game mechanics to foster high intrinsic motivation and positive player experience that makes the players feel like they are having fun while learning. Otherwise, the game is viewed as boring and not as a fun and engaging activity. Nevertheless, despite their potential, the application of SGs in education has been limited in terms of pedagogy. Several authors assert that this lack is because SG standards and guidelines have not been developed. There is an imbalance between experts' contributions to education and game design specialists for the SG development. Not all the SGs that have been developed have applied appropriate design methodologies that incorporate both the entertainment mechanics and the serious component. To ensure that an SG meets the user's expectations, it must be designed using an appropriate method. This work aims to present iPlus, a methodology for designing SGs based on a participatory, flexible, and user-centered approach. Additionally, this paper analyses several case studies with the iPlus methodology. [ABSTRACT FROM AUTHOR]

Educational games are now seen as effective learning tools. However, there is a gap in the literature regarding the core dimensions of Game-based learning (GBL) for comprehensive design, analysis, and evaluation due to inconsistent use of elements. The literature on GBL reports an extensive diversity of elements used for the design and evaluation of GBL without any categorization of micro and macro-level elements. Hardly any studies systematically decompose these aspects to derivate factors/sub-factors, obstructing identification of any clear pattern. The problem is not the scarcity of GBL research but inconsistency in terminology, scope, definition, and usage of elements leading to the absence of a holistic view of GBL for effective design and evaluation. This study bridges the gap by outlining terminology and scope with four conceptual levels and then systematically categorizing GBL elements by scope, definition, and usage. The methodology used is directed content analysis of GBL literature collected through a previous systematic literature review. Dimensionalization of GBL and further decomposition into factor/sub-factors based on theoretical constructs, has resulted in a consistent and clear pattern delineating the structure of the educational game design, analysis, and evaluation. Further codifying metrics and mapping the relationship among GBL dimensions deduce into a conceptual framework (called LEAGUÊ) that facilitates greater insight into the process of learning with educational games, where to focus and what to evaluate. The LEAGUÊ framework can be applied for the analysis, design and evaluation of learning games. The framework is put in practice by utilizing the framework components (dimensions, factors/sub-factors and relations) to develop three items: 1) an analysis instrument, 2)a card-based ideation and design toolkit, and 3) an evaluation guide that can assist educational game designers, researchers, educators and evaluators for the analysis, design and evaluation of learning games respectively. This paper exemplifies the application of framework for the analysis of learning games using the analysis instrument (developed using LEAGUÊ framework) with one case study as an example. [ABSTRACT FROM AUTHOR]

A growing body of literature suggests that adding game elements to learning tasks indirectly influences the learning process by increasing engagement with the tasks. The present study aims to advance learning engagement research by examining an often neglected subcomponent of behavioral engagement, attrition. Implementing two equivalent versions of a learning task, differing solely in the presence of game elements, allowed unequivocal attribution of any effect on the presence of game elements. Conducting the study in an online learning environment allowed further a highly unconstrained examination of the effects of game elements on attrition. We found that game elements affected both participant attrition and engagement of participants who completed the learning task. Participants with low self-efficacy were particularly prone to drop out in the non-game condition. Game elements also affected both learning efficacy and efficiency. We further found task attractivity to partially mediate the effect of game elements on learning outcomes. The results suggest that by facilitating engagement via task attractivity game elements can compensate to some extent for the increased cognitive demand that the game elements induce. We finally discuss the importance of considering the interrelations between learner characteristics, game elements, and engagement for interpreting results on learning performance measures. • Relations between game elements, engagement, and learning outcomes are examined • Use of game elements mitigates participant dropout early in an online learning task • Learning outcomes are affected by game elements indirectly via task engagement • Participants with lower self-efficacy may benefit more from game elements • Performance gain mediated by task attractivity balances cognitive cost [ABSTRACT FROM AUTHOR]

Different forms of computer games are widely used in the education field. Designing appropriate games can increase the acceptance of learning content by the learner. This study presents a definition of games, computer games, and the games that are employed within education. The definition of edutainment, educational games, game-based learning, and gamification are presented. The role of serious games for learning are clearly described. The differences between game-based learning and gamification are formulated. Researchers will find these findings helpful to distinguish game-based learning and gamification and to determine suitable designs for delivering learning content. [ABSTRACT FROM AUTHOR]

Abstract: As video games, particularly, social games are growing in popularity and number of users, there has been an increasing interest in its potential as innovative teaching tools. Gamification is a new concept intending to use elements from video games in non-game applications. Education is an area with high potential for application of this concept since it seeks to promote people’s motivation and engagement. The research in progress will try to find how to apply social gamification in education, testing and validating the results of that application. To fulfil these objectives, this paper presents the guidelines and main features of a social gamification framework to be applied in an existent K-6 social learning environment. [Copyright &y& Elsevier]