Mastering the Game: How Level Structure and Game Elements Shape Competency Acquisition.
Saved in:
| Title: | Mastering the Game: How Level Structure and Game Elements Shape Competency Acquisition. |
|---|---|
| Authors: | Richter, Katharina1 katharina.richter@phsg.ch, Kickmeier-Rust, Michael D.1 michael.kickmeier@phsg.ch, Tschirky, Dominik1 dominik.tschirky@phsg.ch |
| Source: | Proceedings of the European Conference on Games Based Learning. 2024, Vol. 18 Issue 1, p715-722. 8p. |
| Subject Terms: | *Educational games, *Educational outcomes, *Student engagement, *Educational technology, *Cognitive ability |
| Abstract: | Understanding the dynamics of level structure and game elements in digital educational games is paramount to fostering competency acquisition. How levels are organized within a game, along with the use of various game elements, has a significant impact on the learning outcomes and skill development of individuals. Through the strategic design and implementation of these components, educational games can effectively engage learners and facilitate the acquisition of competencies in multiple domains. In addition to structure, the integration of gamification elements can have a profound impact on learner engagement and sustainable skill acquisition. Therefore, a key element for the success of a serious game is to create appropriate personalization and a balanced relationship between learning and gaming experience. As a result, a mini-game called "Basketball Physics Challenge" has been designed to be integrated into an intelligent, adaptive physical learning game centered around force and motion as part of an ongoing research project. By playing the game "Basketball Physics Challenge", players will apply their understanding of basic physics principles in a realistic, interactive, and virtual setting. An experimental design was used to test the mini-game, in which a gamified and a non-gamified version were used and compared. 20 participants completed the experiment, and their learning progress was meticulously tracked. Using competency-based knowledge space theory, the mini-game facilitated in-game competency assessment, enabled monitoring of learning progress, tailored learning experiences, and provided individualized formative feedback. The pilot was used to develop and implement a competency model that will be the subject of future in-depth studies. The results indicated that the gamified version of the game led to slightly higher engagement and performance levels compared to the non-gamified version, although the difference in learning outcomes between the two versions was not statistically significant. The analysis also showed that an optimal number of levels and a balanced integration of game elements are crucial for maintaining engagement without causing cognitive overload. Furthermore, the order in which the game versions were presented affected player performance, with initial exposure to gamification leading to better outcomes. These findings provide valuable information for the design of educational games and their effectiveness in skill acquisition. This research supports the development of powerful educational technologies that enhance learning through a coherent level structure and meaningful use of game elements that effectively promote learner engagement. [ABSTRACT FROM AUTHOR] |
| Copyright of Proceedings of the European Conference on Games Based Learning is the property of Academic Conferences & Publishing International Ltd. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
|---|---|
| Header | DbId: ehh DbLabel: Education Research Complete An: 181750194 AccessLevel: 6 PubType: Conference PubTypeId: conference PreciseRelevancyScore: 0 |
| IllustrationInfo | |
| Items | – Name: Title Label: Title Group: Ti Data: Mastering the Game: How Level Structure and Game Elements Shape Competency Acquisition. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Richter%2C+Katharina%22">Richter, Katharina</searchLink><relatesTo>1</relatesTo><i> katharina.richter@phsg.ch</i><br /><searchLink fieldCode="AR" term="%22Kickmeier-Rust%2C+Michael+D%2E%22">Kickmeier-Rust, Michael D.</searchLink><relatesTo>1</relatesTo><i> michael.kickmeier@phsg.ch</i><br /><searchLink fieldCode="AR" term="%22Tschirky%2C+Dominik%22">Tschirky, Dominik</searchLink><relatesTo>1</relatesTo><i> dominik.tschirky@phsg.ch</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Proceedings+of+the+European+Conference+on+Games+Based+Learning%22">Proceedings of the European Conference on Games Based Learning</searchLink>. 2024, Vol. 18 Issue 1, p715-722. 8p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Educational+games%22">Educational games</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+outcomes%22">Educational outcomes</searchLink><br />*<searchLink fieldCode="DE" term="%22Student+engagement%22">Student engagement</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+technology%22">Educational technology</searchLink><br />*<searchLink fieldCode="DE" term="%22Cognitive+ability%22">Cognitive ability</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Understanding the dynamics of level structure and game elements in digital educational games is paramount to fostering competency acquisition. How levels are organized within a game, along with the use of various game elements, has a significant impact on the learning outcomes and skill development of individuals. Through the strategic design and implementation of these components, educational games can effectively engage learners and facilitate the acquisition of competencies in multiple domains. In addition to structure, the integration of gamification elements can have a profound impact on learner engagement and sustainable skill acquisition. Therefore, a key element for the success of a serious game is to create appropriate personalization and a balanced relationship between learning and gaming experience. As a result, a mini-game called "Basketball Physics Challenge" has been designed to be integrated into an intelligent, adaptive physical learning game centered around force and motion as part of an ongoing research project. By playing the game "Basketball Physics Challenge", players will apply their understanding of basic physics principles in a realistic, interactive, and virtual setting. An experimental design was used to test the mini-game, in which a gamified and a non-gamified version were used and compared. 20 participants completed the experiment, and their learning progress was meticulously tracked. Using competency-based knowledge space theory, the mini-game facilitated in-game competency assessment, enabled monitoring of learning progress, tailored learning experiences, and provided individualized formative feedback. The pilot was used to develop and implement a competency model that will be the subject of future in-depth studies. The results indicated that the gamified version of the game led to slightly higher engagement and performance levels compared to the non-gamified version, although the difference in learning outcomes between the two versions was not statistically significant. The analysis also showed that an optimal number of levels and a balanced integration of game elements are crucial for maintaining engagement without causing cognitive overload. Furthermore, the order in which the game versions were presented affected player performance, with initial exposure to gamification leading to better outcomes. These findings provide valuable information for the design of educational games and their effectiveness in skill acquisition. This research supports the development of powerful educational technologies that enhance learning through a coherent level structure and meaningful use of game elements that effectively promote learner engagement. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Proceedings of the European Conference on Games Based Learning is the property of Academic Conferences & Publishing International Ltd. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=181750194 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.34190/ecgbl.18.1.2695 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 8 StartPage: 715 Subjects: – SubjectFull: Educational games Type: general – SubjectFull: Educational outcomes Type: general – SubjectFull: Student engagement Type: general – SubjectFull: Educational technology Type: general – SubjectFull: Cognitive ability Type: general Titles: – TitleFull: Mastering the Game: How Level Structure and Game Elements Shape Competency Acquisition. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Richter, Katharina – PersonEntity: Name: NameFull: Kickmeier-Rust, Michael D. – PersonEntity: Name: NameFull: Tschirky, Dominik IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Text: 2024 Type: published Y: 2024 Identifiers: – Type: issn-print Value: 20490992 Numbering: – Type: volume Value: 18 – Type: issue Value: 1 Titles: – TitleFull: Proceedings of the European Conference on Games Based Learning Type: main |
| ResultId | 1 |
