Extending the Activity Theory Based Model for Serious Games Design in Engineering to Integrate Analytics

MJ Callaghan, Niall McShane, Augusto Gómez Eguíluz, Maggi Savin-Baden

Research output: Contribution to journalArticle

2 Citations (Scopus)

Abstract

Serious Games (SG) have been shown to have instructional potential and a number of formal models, frameworks and methodologies have emerged to support their design and analysis. The Activity Theory-based Model of Serious Games (ATMSG) facilitates a systematic and detailed representation of educational SG describing how game elements are connected together to contribute to pedagogical goals. This paper proposes and presents an extension to the ATMSG framework to facilitate the identification, selection and integration of analytics into serious games. A practical example of the approach in use in the analysis and design phase of a SG for engineering is demonstrated.
LanguageEnglish
Pages109-126
Number of pages18
JournalInternational Journal of Engineering Pedagogy (iJEP)
Volume8
Issue number1
Early online dateFeb 2018
DOIs
Publication statusE-pub ahead of print - Feb 2018

Fingerprint

Serious games
Identification (control systems)

Keywords

  • Activity theory
  • electrical engineering education
  • game based learning
  • analytics
  • serious games

Cite this

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title = "Extending the Activity Theory Based Model for Serious Games Design in Engineering to Integrate Analytics",
abstract = "Serious Games (SG) have been shown to have instructional potential and a number of formal models, frameworks and methodologies have emerged to support their design and analysis. The Activity Theory-based Model of Serious Games (ATMSG) facilitates a systematic and detailed representation of educational SG describing how game elements are connected together to contribute to pedagogical goals. This paper proposes and presents an extension to the ATMSG framework to facilitate the identification, selection and integration of analytics into serious games. A practical example of the approach in use in the analysis and design phase of a SG for engineering is demonstrated.",
keywords = "Activity theory, electrical engineering education, game based learning, analytics, serious games",
author = "MJ Callaghan and Niall McShane and {G{\'o}mez Egu{\'i}luz}, Augusto and Maggi Savin-Baden",
note = "Reference text: [1] E. Klopfer, and S. Osterweil. “The Boom and Bust and Boom of Educational Games.” In Trans. Edutainment IX (2013): 290–296. [2] Djaouti, D., Alvarez, J., Jessel, J.-P., & Rampnoux, O. (2011). Origins of Serious Games. In Serious Games and Edutainment Applications (pp. 25–43). London: Springer London. doi:10.1007/978-1-4471-2161-9_3 [3] Quinn, C. N. (1994). Designing educational computer games. (A-59, pp. 45–57). Am-sterdam: Elsevier Science. [4] Kiili, K. & Lainema, T. (2008) Measuring Engagement in Educational Games. Inter. Learning Research. 19 (3). 469-488 [5] Shoukry, L., G{\"o}bel, S., and Steinmetz. R. “Learning analytics and serious games. Pro. of the 2014 ACM International Workshop on Serious Games, 21-26, Orlando, Florida: ACM. [6] Serrano-Laguna, A., Torrente, J., Moreno-Ger, P., and B. Fernandez-Manjon. {"}Learning analytics in educational videogames{"}. Ent. Com. 2014. [7] Freire, M., Serrano-Laguna, {\'A}., Iglesias, B. M., Mart{\'i}nez-Ortiz, I., Moreno-Ger, P., & Fern{\'a}ndez-Manj{\'o}n, B. (2016). Game Learning Analytics: In Learning, Design, and Tech. (pp. 1–29). Cham: Springer Int.Publishing. http://doi.org/10.1007/978-3-319-17727-4_21-1 [8] Ferguson, R. (2012). Learning analytics: drivers, developments and challenges. Interna-tional Journal of Technology Enhanced Learning, 4(5/6), 304–317. [9] Shute, V. J., Ventura, M., Bauer, M. I., & Zapata-Rivera, D. (2009). Melding the power of serious games and embedded assessment to monitor and foster learning: flow and grow. In U. Ritterfeld, M. Cody, & P. Vorderer (Eds.), Serious games: Mechanisms and effects (pp. 295-321). Mahwah, NJ: Routledge, Taylor and Francis. [10] Arnab, S., Lim, T., Carvalho, M.B., Bellotti, F., de Freitas, S., Louchart, S., Suttie, N., Berta, R. and De Gloria, A. (2014) Mapping learning and game mechanics for games analysis. British Journal of Educ. Technology Volume 46, Issue 2, pages 391–411, [11] {\'A}. Serrano, E. J. Marchiori, {\'A}. del Blanco, J. Torrente, and B. Fern{\'a}ndez-Manj{\'o}n, “A framework to improve evaluation in educational games,” in IEEE Global Engineering Education Conf.(EDUCON’12), 2012, pp. 1–8. [12] J. B. Hauge and J. C. K. H. Riedel, “Evaluation of Simulation Games for Teaching En-gineering and Manufacturing,” Procedia Comput. Sci., vol. 15, pp. 210–220, 2012 [13] Hauge, J. B., Berta, R., Fiucci, G., Manjon, B. F., Padron-Napoles, C., Westra, W., & Nadolski, R. (2014). Implications of Learning Analytics for Serious Game Design. In 2014 IEEE 14th International Conference on Advanced Learning Technologies (pp. 230–232). IEEE. [14] Loh, C. S., Sheng, Y., & Ifenthaler, D. (2015). Serious games analytics: Theoretical framework. In Serious Games Analytics (pp. 3–29). Springer. [15] C. S. Loh, Y. Sheng, and D. Ifenthaler, “Serious Games Analytics: Theoretical Frame-work,” in Serious Games Analytics, Cham: Springer International Publishing, 2015, pp. 3–29. [16] {\'A}ngel Serrano-Laguna, Iv{\'a}n Mart{\'i}nez-Ortiz, Jason Haag, Damon Regan, Andy Johnson and Baltasar Fern{\'a}ndez-Manj{\'o}n (2016). Applying standards to systematize learning an-alytics in serious games, Computer Standards & Interfaces. http://dx.doi.org/10.1016/j.csi.2016.09.014 [17] G{\"o}bel, S., Wendel, V., Ritter, C., Steinmetz, R.: Personalized, adaptive digital educa-tional games using narrative game-based learning objects. In: Zhang, X., Zhong, S., Pan, Z., Wong, K., Yun, R. (eds.) Edu.2010. LNCS, vol. 6249, pp. 438–445. Springer, Heidelberg (2010) [18] Serrano-Laguna, {\'A}., Marchiori E. J. et al., Framework to improve evaluation in educa-tional games. In Proc. IEEE Eng. Education Conference (EDUCON), Marrakesh, Mo-rocco, 2011. [19] Serrano-Laguna, A. J. Torrente, P. Moreno-Ger B. Fern{\'a}ndez-Manj{\'o}n, “Learning Ana-lytics and Videogames for Student Assessment”. Procedia Computer Science, 15, 203—209 [20] Serrano-Laguna, A., Torrente, J., Moreno-Ger, P., Fern{\'a}ndez-Manj{\'o}n, B., “Tracing a Little for Big Improvements: Application of Learning Analytics and Videogames for Student Assessment”, Procedia Computer Science (Elsevier), vol. 15, pp.203-209, 2012. [21] G. K. Chung and D. S. Kerr., {"}A Primer on Data Logging to Support Extraction of Meaningful Information from Educational Games”. (CRESST), University of Califor-nia, USA. Report 814. Last accessed 12/2017 from http://files.eric.ed.gov/fulltext/ED531284.pdf [22] T. P. Vendlinski, G. C. Delacruz, R. E. Buschang, G. Chung, and E. L. Baker. “Devel-oping high-quality assessments that align with instructional video games (CRESST), University of California, USA. Report 814. Last accessed 12/2017 from http://eric.ed.gov/?id=ED512655 [23] Carvalho, M.B., Bellotti, F., Berta, R., De Gloria, A., Islas Sedano, C., Baalsrud Hauge, J., Hu, J., Rauterberg, M. (2015). {"}An Activity Theory-Based Model for Serious Games Analysis and Conceptual Design{"}. Computers & Education, 87, 166-181 [24] Jonassen, D. H., & Rohrer-Murphy, L. (1999). Activity theory as a framework for de-signing constructivist learning environments. Edu.Tech. Research and Development, 47(I), 61-79. [25] Kaptelinin, V. (1996). Context and consciousness: Activity theory and human-computer interaction (pp. 103e116). MA: The MIT Press Cambridge. [26] Kaptelinin, V., & Nardi, B. A. (2006). Acting with Technology: Activity theory and in-teraction design. Cambridge, MA, USA: The MIT Press. [27] Dumas, Marlon, and Arthur H.M. Ter Hofstede. {"}UML activity diagrams as a workflow specification language.{"} UML 2001—The Unified Modeling Language. Modeling Lan-guages, Concepts, and Tools. Springer Berlin Heidelberg, 2001. 76-90. [28] M J. Callaghan, N. McShane, A. Gomez Eguiluz, T. Teilles, P. Raspail. {"}Practical ap-plication of the Learning Mechanics-Game Mechanics (LM-GM) framework for Serious Games analysis{"}. 13th Int. Conf. on Remote Engineering Virtual Instrumentation (REV), 2016 [29] Unity3D game engine, Accessed 12/2017 from http://www.unity3d.com [30] Dickey, M. D. (2005). Engaging by Design: How Engagement Strategies in Popular Computer and Video Games Can Inform Instructional Design. Educational Technology Research and Development, 53(2), 67-83. [31] Bellotti, F., Berta, R., De Gloria, A., D'ursi, A. and Fiore, V. (2012) {"}A serious game model for cultural heritage{"}. Jour. on Comp.& Cult.Heritage (JOCCH), Vol. 5 Issue 4, Dec. 2012 [32] Willis, J., (1996). Framework for task-based learning. Harlow, U.K., Addison- Wesley. [33] Slater, M., Khanna, P., Mortensen, J., & Yu, I. (2009). Visual realism enhances realis-tic response in virtual environments. Computer Graphics and Applications, IEEE, 29(3), 76-84. [34] Sliney, A., & Murphy, D. (2008, February). JDoc: A serious game for medical learning. Adv.in Computer-Human Interaction, 2008 First Int. Conference on (pp. 131-136). IEEE. [35] F. Bellotti, B. Kapralos, K. Lee, P. Moreno-Ger and R. Berta, R, “Assessment in and of Serious Games:” Advances in Human-Computer Interaction, vol. 2013, Article ID 136864, 11 pages, 23-34, 2013. doi:10.1155/2013/136864 [36] Shute, V. J., Ventura, M., Bauer, M. I. & Zapata- Rivera. D. (2009). Melding the power of serious games and embedded assessment. Serious Games: (pp 295-321) Routledge. [37] H. Hummel, R. Nadolski, D. Jooste-ten Brinker, and Barman, “Validation of Game scenarios for ass. of professional competence” ECTEL2014 conf., Austria Sept. 2014. Last accessed 12/2017 http://css-kmi.tugraz.at/mkrwww/leas-box/downloads/ectel14_booklet.pdf [38] Serrano-Laguna, A. J.Torrente, P.Moreno-Ger B. Fern{\'a}ndez-Manj{\'o}n, “App. of Learning Analytics Videogames for Student Assessment”. Procedia Computer Science, 15, 203—209 [39] Game Analytics, last accessed 12/2017 from http://www.gameanalytics.com",
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}

Extending the Activity Theory Based Model for Serious Games Design in Engineering to Integrate Analytics. / Callaghan, MJ; McShane, Niall; Gómez Eguíluz, Augusto; Savin-Baden, Maggi.

In: International Journal of Engineering Pedagogy (iJEP), Vol. 8, No. 1, 02.2018, p. 109-126.

Research output: Contribution to journalArticle

TY - JOUR

T1 - Extending the Activity Theory Based Model for Serious Games Design in Engineering to Integrate Analytics

AU - Callaghan, MJ

AU - McShane, Niall

AU - Gómez Eguíluz, Augusto

AU - Savin-Baden, Maggi

N1 - Reference text: [1] E. Klopfer, and S. Osterweil. “The Boom and Bust and Boom of Educational Games.” In Trans. Edutainment IX (2013): 290–296. [2] Djaouti, D., Alvarez, J., Jessel, J.-P., & Rampnoux, O. (2011). Origins of Serious Games. In Serious Games and Edutainment Applications (pp. 25–43). London: Springer London. doi:10.1007/978-1-4471-2161-9_3 [3] Quinn, C. N. (1994). Designing educational computer games. (A-59, pp. 45–57). Am-sterdam: Elsevier Science. [4] Kiili, K. & Lainema, T. (2008) Measuring Engagement in Educational Games. Inter. Learning Research. 19 (3). 469-488 [5] Shoukry, L., Göbel, S., and Steinmetz. R. “Learning analytics and serious games. Pro. of the 2014 ACM International Workshop on Serious Games, 21-26, Orlando, Florida: ACM. [6] Serrano-Laguna, A., Torrente, J., Moreno-Ger, P., and B. Fernandez-Manjon. "Learning analytics in educational videogames". Ent. Com. 2014. [7] Freire, M., Serrano-Laguna, Á., Iglesias, B. M., Martínez-Ortiz, I., Moreno-Ger, P., & Fernández-Manjón, B. (2016). Game Learning Analytics: In Learning, Design, and Tech. (pp. 1–29). Cham: Springer Int.Publishing. http://doi.org/10.1007/978-3-319-17727-4_21-1 [8] Ferguson, R. (2012). Learning analytics: drivers, developments and challenges. Interna-tional Journal of Technology Enhanced Learning, 4(5/6), 304–317. [9] Shute, V. J., Ventura, M., Bauer, M. I., & Zapata-Rivera, D. (2009). Melding the power of serious games and embedded assessment to monitor and foster learning: flow and grow. In U. Ritterfeld, M. Cody, & P. Vorderer (Eds.), Serious games: Mechanisms and effects (pp. 295-321). Mahwah, NJ: Routledge, Taylor and Francis. [10] Arnab, S., Lim, T., Carvalho, M.B., Bellotti, F., de Freitas, S., Louchart, S., Suttie, N., Berta, R. and De Gloria, A. (2014) Mapping learning and game mechanics for games analysis. British Journal of Educ. Technology Volume 46, Issue 2, pages 391–411, [11] Á. Serrano, E. J. Marchiori, Á. del Blanco, J. Torrente, and B. Fernández-Manjón, “A framework to improve evaluation in educational games,” in IEEE Global Engineering Education Conf.(EDUCON’12), 2012, pp. 1–8. [12] J. B. Hauge and J. C. K. H. Riedel, “Evaluation of Simulation Games for Teaching En-gineering and Manufacturing,” Procedia Comput. Sci., vol. 15, pp. 210–220, 2012 [13] Hauge, J. B., Berta, R., Fiucci, G., Manjon, B. F., Padron-Napoles, C., Westra, W., & Nadolski, R. (2014). Implications of Learning Analytics for Serious Game Design. In 2014 IEEE 14th International Conference on Advanced Learning Technologies (pp. 230–232). IEEE. [14] Loh, C. S., Sheng, Y., & Ifenthaler, D. (2015). Serious games analytics: Theoretical framework. In Serious Games Analytics (pp. 3–29). Springer. [15] C. S. Loh, Y. Sheng, and D. Ifenthaler, “Serious Games Analytics: Theoretical Frame-work,” in Serious Games Analytics, Cham: Springer International Publishing, 2015, pp. 3–29. [16] Ángel Serrano-Laguna, Iván Martínez-Ortiz, Jason Haag, Damon Regan, Andy Johnson and Baltasar Fernández-Manjón (2016). Applying standards to systematize learning an-alytics in serious games, Computer Standards & Interfaces. http://dx.doi.org/10.1016/j.csi.2016.09.014 [17] Göbel, S., Wendel, V., Ritter, C., Steinmetz, R.: Personalized, adaptive digital educa-tional games using narrative game-based learning objects. In: Zhang, X., Zhong, S., Pan, Z., Wong, K., Yun, R. (eds.) Edu.2010. LNCS, vol. 6249, pp. 438–445. Springer, Heidelberg (2010) [18] Serrano-Laguna, Á., Marchiori E. J. et al., Framework to improve evaluation in educa-tional games. In Proc. IEEE Eng. Education Conference (EDUCON), Marrakesh, Mo-rocco, 2011. [19] Serrano-Laguna, A. J. Torrente, P. Moreno-Ger B. Fernández-Manjón, “Learning Ana-lytics and Videogames for Student Assessment”. Procedia Computer Science, 15, 203—209 [20] Serrano-Laguna, A., Torrente, J., Moreno-Ger, P., Fernández-Manjón, B., “Tracing a Little for Big Improvements: Application of Learning Analytics and Videogames for Student Assessment”, Procedia Computer Science (Elsevier), vol. 15, pp.203-209, 2012. [21] G. K. Chung and D. S. Kerr., "A Primer on Data Logging to Support Extraction of Meaningful Information from Educational Games”. (CRESST), University of Califor-nia, USA. Report 814. Last accessed 12/2017 from http://files.eric.ed.gov/fulltext/ED531284.pdf [22] T. P. Vendlinski, G. C. Delacruz, R. E. Buschang, G. Chung, and E. L. Baker. “Devel-oping high-quality assessments that align with instructional video games (CRESST), University of California, USA. Report 814. Last accessed 12/2017 from http://eric.ed.gov/?id=ED512655 [23] Carvalho, M.B., Bellotti, F., Berta, R., De Gloria, A., Islas Sedano, C., Baalsrud Hauge, J., Hu, J., Rauterberg, M. (2015). "An Activity Theory-Based Model for Serious Games Analysis and Conceptual Design". Computers & Education, 87, 166-181 [24] Jonassen, D. H., & Rohrer-Murphy, L. (1999). Activity theory as a framework for de-signing constructivist learning environments. Edu.Tech. Research and Development, 47(I), 61-79. [25] Kaptelinin, V. (1996). Context and consciousness: Activity theory and human-computer interaction (pp. 103e116). MA: The MIT Press Cambridge. [26] Kaptelinin, V., & Nardi, B. A. (2006). Acting with Technology: Activity theory and in-teraction design. Cambridge, MA, USA: The MIT Press. [27] Dumas, Marlon, and Arthur H.M. Ter Hofstede. "UML activity diagrams as a workflow specification language." UML 2001—The Unified Modeling Language. Modeling Lan-guages, Concepts, and Tools. Springer Berlin Heidelberg, 2001. 76-90. [28] M J. Callaghan, N. McShane, A. Gomez Eguiluz, T. Teilles, P. Raspail. "Practical ap-plication of the Learning Mechanics-Game Mechanics (LM-GM) framework for Serious Games analysis". 13th Int. Conf. on Remote Engineering Virtual Instrumentation (REV), 2016 [29] Unity3D game engine, Accessed 12/2017 from http://www.unity3d.com [30] Dickey, M. D. (2005). Engaging by Design: How Engagement Strategies in Popular Computer and Video Games Can Inform Instructional Design. Educational Technology Research and Development, 53(2), 67-83. [31] Bellotti, F., Berta, R., De Gloria, A., D'ursi, A. and Fiore, V. (2012) "A serious game model for cultural heritage". Jour. on Comp.& Cult.Heritage (JOCCH), Vol. 5 Issue 4, Dec. 2012 [32] Willis, J., (1996). Framework for task-based learning. Harlow, U.K., Addison- Wesley. [33] Slater, M., Khanna, P., Mortensen, J., & Yu, I. (2009). Visual realism enhances realis-tic response in virtual environments. Computer Graphics and Applications, IEEE, 29(3), 76-84. [34] Sliney, A., & Murphy, D. (2008, February). JDoc: A serious game for medical learning. Adv.in Computer-Human Interaction, 2008 First Int. Conference on (pp. 131-136). IEEE. [35] F. Bellotti, B. Kapralos, K. Lee, P. Moreno-Ger and R. Berta, R, “Assessment in and of Serious Games:” Advances in Human-Computer Interaction, vol. 2013, Article ID 136864, 11 pages, 23-34, 2013. doi:10.1155/2013/136864 [36] Shute, V. J., Ventura, M., Bauer, M. I. & Zapata- Rivera. D. (2009). Melding the power of serious games and embedded assessment. Serious Games: (pp 295-321) Routledge. [37] H. Hummel, R. Nadolski, D. Jooste-ten Brinker, and Barman, “Validation of Game scenarios for ass. of professional competence” ECTEL2014 conf., Austria Sept. 2014. Last accessed 12/2017 http://css-kmi.tugraz.at/mkrwww/leas-box/downloads/ectel14_booklet.pdf [38] Serrano-Laguna, A. J.Torrente, P.Moreno-Ger B. Fernández-Manjón, “App. of Learning Analytics Videogames for Student Assessment”. Procedia Computer Science, 15, 203—209 [39] Game Analytics, last accessed 12/2017 from http://www.gameanalytics.com

PY - 2018/2

Y1 - 2018/2

N2 - Serious Games (SG) have been shown to have instructional potential and a number of formal models, frameworks and methodologies have emerged to support their design and analysis. The Activity Theory-based Model of Serious Games (ATMSG) facilitates a systematic and detailed representation of educational SG describing how game elements are connected together to contribute to pedagogical goals. This paper proposes and presents an extension to the ATMSG framework to facilitate the identification, selection and integration of analytics into serious games. A practical example of the approach in use in the analysis and design phase of a SG for engineering is demonstrated.

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KW - Activity theory

KW - electrical engineering education

KW - game based learning

KW - analytics

KW - serious games

UR - http://www.upress.uni-kassel.de

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VL - 8

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EP - 126

JO - International Journal of Engineering Pedagogy

T2 - International Journal of Engineering Pedagogy

JF - International Journal of Engineering Pedagogy

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