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.
| Original language | English |
|---|---|
| Pages (from-to) | 109-126 |
| Number of pages | 18 |
| Journal | International Journal of Engineering Pedagogy (iJEP) |
| Volume | 8 |
| Issue number | 1 |
| DOIs | |
| Publication status | Published (in print/issue) - 28 Feb 2018 |
UN SDGs
This output contributes to the following UN Sustainable Development Goals (SDGs)
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SDG 4 Quality Education
Keywords
- Activity theory
- electrical engineering education
- game based learning
- analytics
- serious games
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