2018
Heljakka, Katriina; Ihamäki, Pirita
Designing a Pervasive Adventure Gamescape : Avoiding the Pitfalls in Creating Augmented LBGs for Playful Learning Journal Article
In: Journal of Digital Media and Interaction, vol. 1, no. 2, pp. 75-94, 2018, ISSN: ISSN 2184-3120.
Abstract | Links | Tags: Educational game, Geocaching, Location-based game, Pervasive gamescape
@article{KatriinaHeljakka2018,
title = {Designing a Pervasive Adventure Gamescape : Avoiding the Pitfalls in Creating Augmented LBGs for Playful Learning},
author = {Katriina Heljakka and Pirita Ihamäki},
url = {https://research.utu.fi/converis/portal/detail/Publication/37232944},
doi = {10.34624/jdmi.v1i2.955},
issn = {ISSN 2184-3120},
year = {2018},
date = {2018-01-01},
urldate = {2018-01-01},
journal = {Journal of Digital Media and Interaction},
volume = {1},
number = {2},
pages = {75-94},
publisher = {DigiMedia - Digital Media and Interaction Research Center},
abstract = {This article reports on the design and evaluation of player experiences in relation to a location-based game (LBG). LBGs seek to move gamified play into the "real world" of cities, parks, and other locations. These games are played in everyday places, where game information is tied to specific locations (Magerkurth et al, 2005). This connection to real-world physicality makes the game experience multidimensional and fun for players of different ages. Yet, to be able to envision and create an urban gamescape means that a set of criteria must be met. The unique challenge of creating and orchestrating LBG experiences requires a certain sensitivity from its designers to the multiple factors that must be considered. These may include-but are not limited to-factors such as the city's infrastructure, the flows of urban traffic, the maintenance of recreational areas, and human-related factors such as cooperation with the city administration. The game introduced in this article-Sigrid-Secrets-represents an urban game adventure built upon the platform of geocaching. We approach the game with a focus on its potential learning affordances. We ask how the pitfalls in creating opportunities for learning through LBGs could be avoided, especially when designing pedagogic aims into an urban gaming experience fit for school-aged children.},
keywords = {Educational game, Geocaching, Location-based game, Pervasive gamescape},
pubstate = {published},
tppubtype = {article}
}
This article reports on the design and evaluation of player experiences in relation to a location-based game (LBG). LBGs seek to move gamified play into the "real world" of cities, parks, and other locations. These games are played in everyday places, where game information is tied to specific locations (Magerkurth et al, 2005). This connection to real-world physicality makes the game experience multidimensional and fun for players of different ages. Yet, to be able to envision and create an urban gamescape means that a set of criteria must be met. The unique challenge of creating and orchestrating LBG experiences requires a certain sensitivity from its designers to the multiple factors that must be considered. These may include-but are not limited to-factors such as the city's infrastructure, the flows of urban traffic, the maintenance of recreational areas, and human-related factors such as cooperation with the city administration. The game introduced in this article-Sigrid-Secrets-represents an urban game adventure built upon the platform of geocaching. We approach the game with a focus on its potential learning affordances. We ask how the pitfalls in creating opportunities for learning through LBGs could be avoided, especially when designing pedagogic aims into an urban gaming experience fit for school-aged children.
Lämsä, Joni; Hämäläinen, Raija; Aro, Mikko; Koskimaa, Raine; Äyrämö, Sanna Mari
In: British Journal of Educational Technology, vol. 49, no. 4, pp. 596–607, 2018, ISSN: 14678535.
Abstract | Links | Tags: Educational game, Educational game design, Learning disabilities, Math skills, Reading skills, Supporting learning
@article{Lamsa2018,
title = {Games for Enhancing Basic Reading and Maths Skills: A Systematic Review of Educational Game Design in Supporting Learning by People with Learning Disabilities},
author = {Joni Lämsä and Raija Hämäläinen and Mikko Aro and Raine Koskimaa and Sanna Mari Äyrämö},
doi = {10.1111/bjet.12639},
issn = {14678535},
year = {2018},
date = {2018-01-01},
urldate = {2018-01-01},
booktitle = {British Journal of Educational Technology},
journal = {British Journal of Educational Technology},
volume = {49},
number = {4},
pages = {596–607},
publisher = {Wiley Subscription Services, Inc},
abstract = {The development of games for people with learning disabilities is one way to enhance the quality of learning and respond to the need for inclusive special educational support. Recently, game researchers have highlighted the need for paying more attention to identifying the game design choices that can strengthen learning. This paper reviews recent studies in the field of games that aim at supporting people with difficulties in learning, particularly in basic reading and maths skills. We identify the major characteristics and learning outcomes of the reviewed studies, as well as key design principles that have been used in games for enhancing basic reading and maths skills. The results show that people with specific learning difficulties have positive improvements in the quality of learning. We also found specific gamification elements that have been used to promote the learning of basic reading and maths skills. However, we call for research, which would explicitly examine the effects of game design choices on learning. Currently, the studies that address learning disabilities do not specifically define which kind of games and game design the results refer to, while game design studies do not clarify how these games influence learning. Thus, there is a need to rethink previous empirical studies on game settings for people with learning difficulties via advancing the role of game design in empirical intervention studies.},
keywords = {Educational game, Educational game design, Learning disabilities, Math skills, Reading skills, Supporting learning},
pubstate = {published},
tppubtype = {article}
}
The development of games for people with learning disabilities is one way to enhance the quality of learning and respond to the need for inclusive special educational support. Recently, game researchers have highlighted the need for paying more attention to identifying the game design choices that can strengthen learning. This paper reviews recent studies in the field of games that aim at supporting people with difficulties in learning, particularly in basic reading and maths skills. We identify the major characteristics and learning outcomes of the reviewed studies, as well as key design principles that have been used in games for enhancing basic reading and maths skills. The results show that people with specific learning difficulties have positive improvements in the quality of learning. We also found specific gamification elements that have been used to promote the learning of basic reading and maths skills. However, we call for research, which would explicitly examine the effects of game design choices on learning. Currently, the studies that address learning disabilities do not specifically define which kind of games and game design the results refer to, while game design studies do not clarify how these games influence learning. Thus, there is a need to rethink previous empirical studies on game settings for people with learning difficulties via advancing the role of game design in empirical intervention studies.