Hi Thijs,

See: http://lp.noe-kaleidoscope.org/

and:

https://www.researchgate.net/publication/228741322_Guess_my_X_and_other_techno-pedagogical_patterns_Toward_a_language_of_patterns_for_teaching_and_learning_mathematics

Article Guess my X and other techno-pedagogical patterns; Toward a l...

Hi, you may see :

THOMAS CONNOLLY, MARK STANSFIELD, LIZ BOYLE (2009) Games-Based Learning Advancements for Multi-Sensory Human Computer Interfaces: Techniques and Effective Practices.

It should be very helpful for your needs

My research, design, and assessment is focused on design that aligns the game mechanices to targeted and pre-specified knowledge domains and learning goals.

1. My latest publication provides a summary of the approach. It is available through open access and advance online publication http://onlinelibrary.wiley.com/doi/10.1111/bjet.12128/pdf

2. Another freely downloadable paper that provides an orientation to the method

http://onlinelibrary.wiley.com/doi/10.1111/bjet.12128/pdf

The full references for these two papers are:

Reese, D. D. (2009). Structure mapping theory as a formalism for instructional game design and assessment. In B. Kokinov, K. Holyoak, & D. Gentner (Eds.), New frontiers in analogy research: Proceedings of the 2nd International Conference on Analogy (Analogy '09) (pp. 394-403). Sofia, Bulgaria: New Bulgarian University Press. Available at http://www.nbu.bg/cogs/analogy09/proceedings/42-T2.pdf

Reese, D. D., Tabachnick, B. G., & Kosko, R. E. (2014). Video game learning dynamics: Actionable measures of multidimensional learning trajectories. British Journal of Educational Technology. Advance online publication http://onlinelibrary.wiley.com/doi/10.1111/bjet.12128/pdf doi:10.1111/bjet.12128

These two may be of some use:

http://www.researchgate.net/publication/250941946_On_Effective_Integration_of_Educational_Content_in_Serious_Games_Text_vs._Game_Mechanics/file/60b7d51ee881e59df2.pdf

http://link.springer.com/chapter/10.1007/978-3-642-34851-8_6#page-1

Conference Paper On Effective Integration of Educational Content in Serious G...

Gamification and games are connected, but they are not the same thing, so the gamification book is unlikely to address your question.

I think it can give me a solid base to work on. Perhaps I can combine several papers with the information I find in that book? That's also a method I am considering.

I have done extensive work on aligning instructional design with game design. Connecting the dots between good pedagogy and elements of a game's design is a powerful way to bring these things together.

Katrin Becker (2008), Video Game Pedagogy: Good Games = Good Pedagogy, (CH. 5, pp. 73-125), in Games: Their Purpose and Potential in Education edited by Christopher T. Miller, Springer Publishing

Katrin Becker (2006) Pedagogy in Commercial Video Games, in Games and Simulations in Online Learning: Research and Development Frameworks, Information Science Publishing edited by David Gibson, Clark Aldrich and Marc Prensky 2006 (Ch. 2 p.21-47)

I've also done considerable work on ways to combine game design and instructional design (and also simulation design). I describe a design model for developing serious games in my book: http://www.amazon.com/The-Guide-Computer-Simulations-Games/dp/1118009231

The main contrib of COmpanion Modeling groups (see http://commod.org & http://watagame.info) is that such question has to specify first the roles of the different stakeholders in the design, use and evaluation process. it includes *all** actors equally. In our approach the users (target groups) are the game designers (design is participatory) which is the best approach for the learning outcomes ! Ultimately the game as an outcome is not a critical issue. The game design process as a multi-level integrative participatory process is the key issue. Now I cannot say anything about autists designing games for their needs. But we can say something about illiterate people (farmers - our field is socio-environmental change) building their own games for their needs. ATB

The proceedings of the gamesforhealth conference europe can give you a good starting point.

Hi Thijs Morlion,

Nice to know that you are working on something similar like us. We also just start to do research on Gamification of learning for Healthcare. I would suggest you may have a look at following resources:

http://imuelearning.blogspot.com/p/imu-learning-webinar-series-2012.html

(Webinar by Karl Kapp)

http://karlkapp.com/category/gamification/

http://www.theknowledgeguru.com/100-great-game-based-learning-and-gamification-resources/

Hope these resources might helps you.

All the best for your research. Would love to see your progress and results. Would like to collaborate further. :)

I list some articles below you may be interested.

Hong, J. C., Hwang, M. Y.*, Liao, S., Lin, C. S., Pan, Y. C., & Chen, Y. L. (2014). Scientific reasoning correlated to altruistic traits in an inquiry learning platform: Autistic vs. realistic reasoning in science problem solving practice. Thinking Skills and Creativity, 12, 26-36.

Jong, J. T., Hong, J. C.*, & Yen, C. Y. (2013). Persistence temperament associated with children playing math games between touch panel and embodied interaction. Journal of Computer Assisted Learning, 29, 569-578.

Hong, J. C., Hwang, M. Y.*, Chen, Y. J., Lin, P. S., Huang, Y. T., & Lee, C. C. (2013). Using the saliency-based model to design a digital archaeological game to motivate players' intention to visit the digital archives of Taiwan's natural science museum. Computers & Education, 66, 74-82.

Hong, J. C., Tsai, C. M., Ho, Y. C., Hwang, M. Y.*, & Wu, C. C. (2013). The learning effectiveness of a blended and embodied interactive video game for kindergarten students. Interactive Learning Environments, 21(1), 39-53.

Not sure if any of these will help.

"Video games in health care" (covers use in specific health e.g., diabetes, anxiety; as well as in training)

http://www.apa.org/pubs/journals/releases/gpr-14-2-113.pdf

"Serious video games for health" http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2919172/

"Educational Video Game Design: a review of the Literature" (2007)

http://www.eduquery.com/jaet/JAET4-1_Dondlinger.pdf

"Exergames for Physical Education Courses: physical, social and cognitive benefits"

http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3339488/

For some videos etc of health games you could try the "Games for Health Project" http://www.youtube.com/user/gfhproject

Interesting question, yet I am afraid very difficult to answer. Some years ago several publications revealed that commonly serious games are far less scientific than we'd wish, see e.g. (Kebritchi & Hirumi, 2008, http://www.citeulike.org/user/mapto/article/3097073).

To my knowledge the closest to your question is work on game design patterns, what can be considered a different perspective on game mechanics. The notion of game mechanics does not seem to be addressed scientifically. Thus I'd say (in response to Katrin above) that gamification and game design are different, but yet the closest available.

I myself have based my research on the recently emerged notion of threshold concepts - those key elements of the curriculum that can and do make or break learning. In that research philosophy I started from Davies & Mangan's (2006, http://www.citeulike.org/user/mapto/article/6145210) approach from theory to pedagogical principles to learning activities. In an attempt to apply them to serious games I figured that intended learning outcomes are only half of the story when we talk about serious games. Because of that a step backwards is needed so that you derive also something that you might call intended engagement outcomes.

I am yet to polish and publish this model, but I have applied it to two development research projects. Yet, if it makes sense to you, or anyone else, I'd be more than happy to share some early diagrams and examples.

Not to neglect is in this context perhaps also the work of Prof. David Shaffer:

e.g.: Shaffer, D.W. (2007). How computer games help children learn. New York, NY: Palgrave. and James Paul Gee:

http://en.wikipedia.org/wiki/James_Paul_Gee

Not especifically articles, but both the Serious Games Institute and Games for Learning Institute have been examining those same questions:

http://www.seriousgamesinstitute.co.uk

http://g4li.org

Here's one broad model of the different dimensions along which games can have effects: http://www.drdouglas.org/drdpdfs/Gentile-5Dimensions.pdf

You may want to try

How Gamification Reshapes Learning

http://elearningindustry.com/free-ebook-how-gamification-reshapes-learning

A colleague from Northern Arizona University who teaches gaming recommended it to me recently.

You might find this paper comparing two different mechanics in the same game of interest:

Plass, J.L., Homer, B.D., Hayward, E.O., Frye, J., Huang, T.T., Biles, M., Stein, M., & Perlin, K. (2012). The Effect of Learning Mechanics Design on Learning Outcomes in a Computer-Based Geometry Game. E-Learning and Games for Training, Education, Health and Sports. Lecture Notes in Computer Science, 2012, Volume 7516/2012, 65-71. DOI: 10.1007/978-3-642-33466-5_7

In addition, this study looked at three modes of play - individual, collaborative, and competitive, and investigated motivational and cognitive outcomes related to these different mechanics:

Plass, J.L., O’Keefe, P., Homer, B.D., Hayward**, E.O., Stein, M, & Perlin, K. (2013). Motivational and Cognitive Outcomes Associated with Individual, Competitive, and Collaborative Game Play. Special Issue on Advanced Learning Technologies. Journal of Educational Psychology, 4, 1050–1066. doi: 10.1037/a0032688

Please let me know if you would like a copy of either of these papers...

Jan

Some colleagues were interested in the papers I mentioned - here they are:

Plass, J.L., Homer, B.D., Hayward, E.O., Frye, J., Huang, T.T., Biles, M., Stein, M., & Perlin, K. (2012). The Effect of Learning Mechanics Design on Learning Outcomes in a Computer-Based Geometry Game. E-Learning and Games for Training, Education, Health and Sports. Lecture Notes in Computer Science, 2012, Volume 7516/2012, 65-71. DOI: 10.1007/978-3-642-33466-5_7

https://dl.dropboxusercontent.com/u/30524495/%20papers/Plass_TheEffectofLearningMechanics.pdf

And here is the other:

Article The Impact of Individual, Competitive, and Collaborative Mat...

The papers below are both about games for health and challenges in designing them:

On Effective Integration of Educational Content in Serious Games: Text vs. Game Mechanics: http://ieeexplore.ieee.org/xpl/articleDetails.jsp?arnumber=6601936

If you Build it would they play? Challenges and Solutions in Adopting Games for Children: https://www.academia.edu/3403261/If_you_Build_it_would_they_play_Challenges_and_Solutions_in_Adopting_Games_for_Children

Seamless Evaluation Integration into IDS Educational Games: http://www.fdg2013.org/program/papers/paper42_molnar_kostkova.pdf

Hi Thijs,

Dit you look at Games for Health (Europe) and SEGAH conferences?

http://www.gamesforhealtheurope.org/

http://www.ipca.pt/segah2014/

The first one has a lot more industry links, the second has a deeper research component.

You might as well take a look at the activities and publications of the EU-funded GaLA network of Excellence on serious games

http://www.galanoe.eu/

incl. the upcoming GaLA conference (http://www.galaconf.org/).

Let me know if you need more hints or contacts in the area, also in the Netherlands.

In collaboration with my co-author, we have written significantly on relating entertainment design with Instructional Design and the InterPlay of story, play and game. You can refer to our publication list. My co-author is Dr. Atsusi 2C Hirumi.

Hong, J. C., Hwang, M. Y.*, Tai, K. H., & Kuo, Y. C. (2016). Parental monitoring predicts students’ prosocial and impulsive tendencies relevant to consequence-based reasoning in a blended learning environment. Interactive Learning Environments, 24(7), 1534-1551.

Hong, J.C., Tsai, C.R.*, Fan-Chiang, C., & Hwang, M.Y. (2016). Mindfulness in learning safe sex via social media: Perspectives of personality and experiential value. Computers in Human Behavior, 64, 337-346..

Hong, J. C., Hwang, M. Y.*, Wu, N. C., Huang, Y. L., Lin, P. H., & Chen, Y. L. (2016). Integrating a moral reasoning game in a blended learning setting: Effects on students’ interest and performance. Interactive Learning Environments, 24(3), 572-589.

Hong, J. C., Tai, K. H.*, Hwang, M. Y., & Kuo, Y. C. (2016). Internet cognitive failure affects learning progress as mediated by cognitive anxiety and flow while playing a Chinese antonym synonym game with interacting verbal-analytical and motor-control. Computers & Education, 100, 32-44.

Hong, J. C., Hwang, M. Y.*, Tai, K. H., & Kuo, Y. C. (2016). Crystallized intelligence affects hedonic and epistemic values to continue playing a game with saliency-based design. Computers & Education, 95, 75-84.

Hong, J. C., Wu, C. L., Chen, H. C., Chang, Y. L., & Chang, K. E. (2016). Effect of radical-position regularity for Chinese orthographic skills of Chinese-as-a-second- language learners. Computers in Human Behavior, 59, 402-410.

Hong, J. C., Hwang, M. Y.*, Szeto, S. Y. E., Tsai, C. R., Kuo, Y. C.,& Hsu, W. Y. (2016). Internet cognitive failure relevant to self-efficacy, learning interest, and satisfaction with social media learning. Computers in Human Behavior, 55, 214-222.

Hong, J. C., Hwang, M. Y.*, Liu, Y. T., Lin, P. H., & Chen, Y. L. (2016). The role of pre-game learning attitude in the prediction to competitive anxiety, perceived utility of pre-game learning of game and gameplay interest. Interactive Learning Environment, 24(1), 239-251.

Hong, J. C., Hwang, M. Y.*, Tai, K. H., & Lin, P. C. (2015). Self-efficacy relevant to competitive anxiety and gameplay interest in the one-on-one competition setting. Educational Technology Research & Development, 63, 791-807.

 Hong, J. C., Hwang, M. Y.*, Chang, S. W., Tai, K. H., Kuo, Y. C., & Tsai, Y. H. (2015) Internet cognitive failure and fatigue relevant to learners’ self-regulation and learning progress in English vocabulary with a calibration scheme. Journal of Computer-assisted Learning, 31, 450-461.

Hong, J.C., Lin, M.P., Hwang, M.Y.*, Tai, K. H., & Kuo, Y. C. (2015). Comparing animated and static modes in educational gameplay on user interest, performance and gameplay anxiety. Computers & Education, 88, 109-118.

yes

Nice Dear Jon-Chao Hong