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From theories to game mechanics: Developing a game for training rational numbers

Tutkimustuotosvertaisarvioitu

Standard

From theories to game mechanics : Developing a game for training rational numbers. / Kiili, Kristian.

Proceedings of the 11th European Conference on Games Based Learning, ECGBL 2017. Academic Conferences and Publishing International Limited, 2017. s. 328-334.

Tutkimustuotosvertaisarvioitu

Harvard

Kiili, K 2017, From theories to game mechanics: Developing a game for training rational numbers. julkaisussa Proceedings of the 11th European Conference on Games Based Learning, ECGBL 2017. Academic Conferences and Publishing International Limited, Sivut 328-334, EUROPEAN CONFERENCE ON GAMES-BASED LEARNING, 1/01/00.

APA

Kiili, K. (2017). From theories to game mechanics: Developing a game for training rational numbers. teoksessa Proceedings of the 11th European Conference on Games Based Learning, ECGBL 2017 (Sivut 328-334). Academic Conferences and Publishing International Limited.

Vancouver

Kiili K. From theories to game mechanics: Developing a game for training rational numbers. julkaisussa Proceedings of the 11th European Conference on Games Based Learning, ECGBL 2017. Academic Conferences and Publishing International Limited. 2017. s. 328-334

Author

Kiili, Kristian. / From theories to game mechanics : Developing a game for training rational numbers. Proceedings of the 11th European Conference on Games Based Learning, ECGBL 2017. Academic Conferences and Publishing International Limited, 2017. Sivut 328-334

Bibtex - Lataa

@inproceedings{7e6564d469714e289e1a5ac674b675b2,
title = "From theories to game mechanics: Developing a game for training rational numbers",
abstract = "The paper reports the results from an ongoing project that aims to develop an engaging and effective digital game for training conceptual rational number knowledge. The overall research approach is design science. In the paper we report the results of an iteration in which we studied how students used a Semideus School game prototype and how they experienced the core mechanics of the game. 20 fourth graders and 32 sixth graders played Semideus School game for approximately 2.5 hours. Students were allowed to freely play the game with their iPads. Playing experience was studied with a digital questionnaire that included items about flow experience (Flow Short Scale), perceived playability, and acceptance of game-based math training. Additionally, a researcher observed the playing sessions and discussed with the students about the implementation of the game. Students experienced reasonable high flow experience while playing the game. The results revealed that 4th graders would be more willing to study rational numbers with a game and they also appreciated the playability of the game more than sixth graders. Moreover, sixth graders demanded more complex game mechanics, but 4th graders were happy with the core mechanics. We redesigned the game mechanics based on the findings. The paper describes the new mechanics and the theoretical basis of the new design.",
keywords = "Game design, Game mechanic, Game-based learning, Mathematics, Playing experience, Rational numbers",
author = "Kristian Kiili",
year = "2017",
language = "English",
pages = "328--334",
booktitle = "Proceedings of the 11th European Conference on Games Based Learning, ECGBL 2017",
publisher = "Academic Conferences and Publishing International Limited",

}

RIS (suitable for import to EndNote) - Lataa

TY - GEN

T1 - From theories to game mechanics

T2 - Developing a game for training rational numbers

AU - Kiili, Kristian

PY - 2017

Y1 - 2017

N2 - The paper reports the results from an ongoing project that aims to develop an engaging and effective digital game for training conceptual rational number knowledge. The overall research approach is design science. In the paper we report the results of an iteration in which we studied how students used a Semideus School game prototype and how they experienced the core mechanics of the game. 20 fourth graders and 32 sixth graders played Semideus School game for approximately 2.5 hours. Students were allowed to freely play the game with their iPads. Playing experience was studied with a digital questionnaire that included items about flow experience (Flow Short Scale), perceived playability, and acceptance of game-based math training. Additionally, a researcher observed the playing sessions and discussed with the students about the implementation of the game. Students experienced reasonable high flow experience while playing the game. The results revealed that 4th graders would be more willing to study rational numbers with a game and they also appreciated the playability of the game more than sixth graders. Moreover, sixth graders demanded more complex game mechanics, but 4th graders were happy with the core mechanics. We redesigned the game mechanics based on the findings. The paper describes the new mechanics and the theoretical basis of the new design.

AB - The paper reports the results from an ongoing project that aims to develop an engaging and effective digital game for training conceptual rational number knowledge. The overall research approach is design science. In the paper we report the results of an iteration in which we studied how students used a Semideus School game prototype and how they experienced the core mechanics of the game. 20 fourth graders and 32 sixth graders played Semideus School game for approximately 2.5 hours. Students were allowed to freely play the game with their iPads. Playing experience was studied with a digital questionnaire that included items about flow experience (Flow Short Scale), perceived playability, and acceptance of game-based math training. Additionally, a researcher observed the playing sessions and discussed with the students about the implementation of the game. Students experienced reasonable high flow experience while playing the game. The results revealed that 4th graders would be more willing to study rational numbers with a game and they also appreciated the playability of the game more than sixth graders. Moreover, sixth graders demanded more complex game mechanics, but 4th graders were happy with the core mechanics. We redesigned the game mechanics based on the findings. The paper describes the new mechanics and the theoretical basis of the new design.

KW - Game design

KW - Game mechanic

KW - Game-based learning

KW - Mathematics

KW - Playing experience

KW - Rational numbers

M3 - Conference contribution

SP - 328

EP - 334

BT - Proceedings of the 11th European Conference on Games Based Learning, ECGBL 2017

PB - Academic Conferences and Publishing International Limited

ER -