Mapping learning and game mechanics for serious games analysis
- Submitting institution
-
Coventry University
- Unit of assessment
- 32 - Art and Design: History, Practice and Theory
- Output identifier
- 11582396
- Type
- D - Journal article
- DOI
-
10.1111/bjet.12113
- Title of journal
- British Journal of Educational Technology
- Article number
- -
- First page
- 391
- Volume
- 46
- Issue
- 2
- ISSN
- 0007-1013
- Open access status
- Out of scope for open access requirements
- Month of publication
- January
- Year of publication
- 2014
- URL
-
-
- Supplementary information
-
-
- Request cross-referral to
- -
- Output has been delayed by COVID-19
- No
- COVID-19 affected output statement
- -
- Forensic science
- No
- Criminology
- No
- Interdisciplinary
- Yes
- Number of additional authors
-
8
- Research group(s)
-
-
- Proposed double-weighted
- No
- Reserve for an output with double weighting
- No
- Additional information
- Replicating a Serious Game (computer/video games used for serious purposes) can be difficult because many games do not follow a standard or specific set of guidelines based upon scientific and pedagogic rigour. Arnab collaborated with the co-authors under the EU Funded GALA project (valued at €7.5 million), where he led the transdisciplinary investigation into a robust methodology for correlating pedagogical constructs with game mechanics for informing Serious Games evaluation and design. The outcome was the Learning Mechanics-Game Mechanics (LM-GM) mapping model.
A trial with 36 participants (from UK, Italy, China, Mexico), demonstrated the model to be a more rigorous approach for analysing serious games design compared to another published mapping model (Game Object Model). The study demonstrated how LM-GM could support the evaluation of Serious Games, enabling the recognition of low-level game mechanics and their connections to pedagogical intentions.
LM-GM has informed the design of various educational games, such as the award-winning Circuit Warz - published on PC/VR platforms on gaming websites (including STEAM and Itch). The game has been translated into Portuguese and used in Brazil (Universidad Federal de Santa Catarina).
The findings have informed the development of the transdisciplinary methodology for game-based intervention design, which has been adapted by various funded projects (e.g., UKRI, EU H2020) led by Arnab. The UKRI-ESRC funded project (£1.3 million) is adapting the LM-GM model for articulating the pedagogical intentions of playful approaches for developing resilience in Malaysia, Vietnam, and Indonesia.
Outcomes have been disseminated via conference presentations and keynote speeches (Gamification World Congress in Spain; Gamifin in Finland; Play for Outstanding Results Workshop in Trinidad & Tobago), interviews on industrial-led podcasts such as ProfessorGame (top 10 average download rate for podcasts), a showcase on the EU School Education Gateway (over 3500 views in 2020), and consultancy for clients such as CEDEP, France.
- Author contribution statement
- -
- Non-English
- No
- English abstract
- -