An interpretive approach to model educational games: Learning theories domain using multi-domain framework

Game-based learning or educational games are known to be a highly engaging learning system which is incorporated with features that could be addictive for learners to provide effective learning. To model and develop an effective educational game has constantly been a challenge for game developers as...

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Main Authors: Ahmad, M., Rahim, L.A., Arshad, N.I.
Format: Conference or Workshop Item
Institution: Universiti Teknologi Petronas
Record Id / ISBN-0: utp-eprints.26173 /
Published: Institute of Electrical and Electronics Engineers Inc. 2015
Online Access: https://www.scopus.com/inward/record.uri?eid=2-s2.0-84962251350&doi=10.1109%2fISTMET.2015.7359065&partnerID=40&md5=cd63e9a7991ebd7b018e86477de9145a
http://eprints.utp.edu.my/26173/
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id utp-eprints.26173
recordtype eprints
spelling utp-eprints.261732021-08-30T08:53:36Z An interpretive approach to model educational games: Learning theories domain using multi-domain framework Ahmad, M. Rahim, L.A. Arshad, N.I. Game-based learning or educational games are known to be a highly engaging learning system which is incorporated with features that could be addictive for learners to provide effective learning. To model and develop an effective educational game has constantly been a challenge for game developers as they need to understand the depth and relationships between theoretical foundations, game environment, rules and regulations, and the learner's achievement to precisely recognize the goal embedded in the educational game. Thus, the authors have proposed a multi-domain framework with extracted relationships through systematic literature review. These relationships are verified through qualitative interviews with eight (8) game-based learning experts to validate the relationships. This paper presents six (6) implicit relationships based on learning theories domain and discusses their relevancy with game environment, game play (rule and regulations), and subject-matter (learners, teachers) by applying interpretive hermeneutic approach of qualitative study. Consequently, this paper concludes six (6) explicit relationships for game developers to reflect on during the development process of educational games. © 2015 IEEE. Institute of Electrical and Electronics Engineers Inc. 2015 Conference or Workshop Item NonPeerReviewed https://www.scopus.com/inward/record.uri?eid=2-s2.0-84962251350&doi=10.1109%2fISTMET.2015.7359065&partnerID=40&md5=cd63e9a7991ebd7b018e86477de9145a Ahmad, M. and Rahim, L.A. and Arshad, N.I. (2015) An interpretive approach to model educational games: Learning theories domain using multi-domain framework. In: UNSPECIFIED. http://eprints.utp.edu.my/26173/
institution Universiti Teknologi Petronas
collection UTP Institutional Repository
description Game-based learning or educational games are known to be a highly engaging learning system which is incorporated with features that could be addictive for learners to provide effective learning. To model and develop an effective educational game has constantly been a challenge for game developers as they need to understand the depth and relationships between theoretical foundations, game environment, rules and regulations, and the learner's achievement to precisely recognize the goal embedded in the educational game. Thus, the authors have proposed a multi-domain framework with extracted relationships through systematic literature review. These relationships are verified through qualitative interviews with eight (8) game-based learning experts to validate the relationships. This paper presents six (6) implicit relationships based on learning theories domain and discusses their relevancy with game environment, game play (rule and regulations), and subject-matter (learners, teachers) by applying interpretive hermeneutic approach of qualitative study. Consequently, this paper concludes six (6) explicit relationships for game developers to reflect on during the development process of educational games. © 2015 IEEE.
format Conference or Workshop Item
author Ahmad, M.
Rahim, L.A.
Arshad, N.I.
spellingShingle Ahmad, M.
Rahim, L.A.
Arshad, N.I.
An interpretive approach to model educational games: Learning theories domain using multi-domain framework
author_sort Ahmad, M.
title An interpretive approach to model educational games: Learning theories domain using multi-domain framework
title_short An interpretive approach to model educational games: Learning theories domain using multi-domain framework
title_full An interpretive approach to model educational games: Learning theories domain using multi-domain framework
title_fullStr An interpretive approach to model educational games: Learning theories domain using multi-domain framework
title_full_unstemmed An interpretive approach to model educational games: Learning theories domain using multi-domain framework
title_sort interpretive approach to model educational games: learning theories domain using multi-domain framework
publisher Institute of Electrical and Electronics Engineers Inc.
publishDate 2015
url https://www.scopus.com/inward/record.uri?eid=2-s2.0-84962251350&doi=10.1109%2fISTMET.2015.7359065&partnerID=40&md5=cd63e9a7991ebd7b018e86477de9145a
http://eprints.utp.edu.my/26173/
_version_ 1741197094938476544
score 11.62408

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