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An Inclusive Framework for Developing Video Games for Learning
Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Social Sciences, Department of Informatics and Media, Human-Computer Interaction.ORCID iD: 0000-0003-0598-7257
Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Social Sciences, Department of Informatics and Media, Information Systems.ORCID iD: 0000-0002-4326-2882
2012 (English)In: Proceedings of the 6th European Conference on Games Based Learning (ECGBL 2012) / [ed] Felicia, P., Reading, UK: Academic Publishing International Limited , 2012, , 656 p.348-355 p.Conference paper, Published paper (Refereed)
Abstract [en]

Games are a type of vehicle with which society is changing at present-day. But how the games themselves will be changed by society, is an interesting question to ask for enhancing and initiating better design of games. As participation in gaming upsurges around the world and across a larger part of the population, it is obvious that games are not only an entertainment medium for children or young people anymore. Games can be used to accomplish different purposes for different groups of people in the society. Design and use of games for learning and/or educational purpose has been an important research field for several years. However, this research field is yet to deliver expected achievement and result, despite many efforts and resources put into it. Factors that are important to consider for designing a game that will motivate users to active involvement in playing a game for active learning, are crucial for the successfulness of the design of such a game. The design goal for educational games would be to produce games that motivate users and thereby achieve effective learning. This paper proposes a framework in which the parameters of what users want from a game are considered for the development of games for learning. The framework is based on the previous research and theory of Richard Rouse (2001), who defined different dimensions of game design in terms of learning. The proposed framework is important in order to investigate and assess the success of existing games used for learning. Also the framework can provide better understanding as a requirement engineering tool for game designers, who are to design games for learning and educational purposes in the future. The proposed framework was verified using a small quantitative analysis. It was found that, while some parameters of the framework indeed have significance for designing games for learning, there are additional factors that need to be discovered by further analysis and research to enhance the usability of the framework.

Place, publisher, year, edition, pages
Reading, UK: Academic Publishing International Limited , 2012. , 656 p.348-355 p.
Series
European Conference on Games Based Learning, ISSN 2049-0992
Keyword [en]
Games and learning, inclusive games design, inclusive framework for games design, educational computer games.
National Category
Human Aspects of ICT
Research subject
Human-Computer Interaction
Identifiers
URN: urn:nbn:se:uu:diva-188003Scopus ID: 2-s2.0-84897788934ISBN: 978-1-908272-69-0 (print)ISBN: 978-1-908272-70-6 (print)OAI: oai:DiVA.org:uu-188003DiVA: diva2:576245
Conference
ECGBL 2012, 4-5 October 2012, Cork, Ireland
Available from: 2012-12-12 Created: 2012-12-12 Last updated: 2014-09-10Bibliographically approved

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Scopushttp://www.google.se/books?hl=sv&lr=&id=L5B9MJjHXQYC&oi=fnd&pg=PA348&dq=An+Inclusive+Framework+for+Developing+Video+Games+for+Learning&ots=mGzgffu5rB&sig=ohEVFdU6fcFml-xwcIDFt0VUiew&redir_esc=y#v=onepage&q=An%20Inclusive%20Framework%20for%20Developing%20Video%20Games%20for%20Learning&f=false

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