Advertisement

Simplifying the Validation and Application of Games with Simva

  • Cristina Alonso-FernándezEmail author
  • Antonio Calvo-Morata
  • Manuel Freire
  • Iván Martínez-Ortiz
  • Baltasar Fernández-Manjón
Conference paper
  • 13 Downloads
Part of the Lecture Notes in Computer Science book series (LNCS, volume 11984)

Abstract

The suitability of games for learning has been proven for many years. However, effective application of games in education requires two important stages: their initial validation, and their later use in the classroom. Serious games should be validated prior to exploitation to prove their efficacy and usefulness as tools for teachers, via larger experiments that include data collection, either from in-game interactions or from external questionnaires; this, in turn, requires dealing with data privacy regulations and informed consent. Once validated, serious games can then be applied in educational environments, where their effective application is closely linked to the tools and preparation available to the teachers and educators that use them. In this paper, we revise the steps and considerations that need to be dealt with both when conducting experiments with games and, later, when applying them as part of teaching in educational scenarios. For both these stages, we provide guidance and recommendations to simplify stakeholders’ tasks, including the use of the tool Simva, which simplifies the management of users, questionnaires, privacy, data collection, and storage.

Keywords

Serious games Games validation Game-Based learning Learning analytics e-Learning 

References

  1. 1.
    Hainey, T., Connolly, T.M., Boyle, E.A., Wilson, A., Razak, A.: A systematic literature review of games-based learning empirical evidence in primary education. Comput. Educ. 102, 202–223 (2016)CrossRefGoogle Scholar
  2. 2.
    Boeker, M., Andel, P., Vach, W., Frankenschmidt, A.: Game-based E-learning is more effective than a conventional instructional method: a randomized controlled trial with third-year medical students. PLoS ONE 8, e82328 (2013)CrossRefGoogle Scholar
  3. 3.
    Järvelä, S., Ekman, I., Kivikangas, J.M., Ravaja, N.: A practical guide to using digital games as an experiment stimulus. Trans. Digit. Games Res. Assoc. 1, 85–115 (2014)Google Scholar
  4. 4.
    Long, P., Siemens, G.: Penetrating the fog: analytics in learning and education. Educ. Rev. 46, 31–40 (2011)Google Scholar
  5. 5.
    Long, P., Siemens, G., Gráinne, C., Gašević, D.: Proceedings of the 1st International Conference on Learning Analytics and Knowledge, LAK 2011,  27 February – 1 March 2011, Banff, Alberta, Canada, p. 195 (2011)Google Scholar
  6. 6.
    Alonso-Fernández, C., Calvo-Morata, A., Freire, M., Martinez-Ortiz, I., Fernández-Manjón, B.: Applications of data science to game learning analytics data: a systematic literature review. Comput. Educ. 141, 103612 (2019)CrossRefGoogle Scholar
  7. 7.
    Alonso-Fernández, C., Cano, A.R., Calvo-Morata, A., Freire, M., Martínez-Ortiz, I., Fernández-Manjón, B.: Lessons learned applying learning analytics to assess serious games. Comput. Human Behav. 99, 301–309 (2019)CrossRefGoogle Scholar
  8. 8.
    ProActive: Production of Creative Game-Based Learning Scenarios: A Handbook for Teachers. (2011)Google Scholar
  9. 9.
    Emin-Martinez, V., Ney, M.: Supporting teachers in the process of adoption of game-based learning pedagogy. In: ECGBL 2013-European Conference on Game Based Learning, pp. 156–162 (2013)Google Scholar
  10. 10.
    McMahan, R.P., Ragan, E.D., Leal, A., Beaton, R.J., Bowman, D.A.: Considerations for the use of commercial video games in controlled experiments. Entertain. Comput. 2, 3–9 (2011)CrossRefGoogle Scholar
  11. 11.
  12. 12.
  13. 13.
    Musmade, P., et al.: Informed consent: Issues and challenges. J. Adv. Pharm. Technol. Res. 4, 134 (2013)CrossRefGoogle Scholar
  14. 14.
    Gallagher, M., Haywood, S.L., Jones, M.W., Milne, S.: Negotiating informed consent with children in school-based research: a critical review. Child. Soc. 24, 471–482 (2010)CrossRefGoogle Scholar
  15. 15.
    Review, E., Consent, I., Informed, T.: European Commission Ethical Review in FP7. Guidance for Applicants: Informed Consent, pp. 1–7 (2013)Google Scholar
  16. 16.
    ECDGRI: Horizon 2020 programme - guidance how to complete your ethics self-assessment. European Commission of Directorate-General for Research and Innovation (2018)Google Scholar
  17. 17.
    Perez-Colado, I.J., Alonso-Fernández, C., Calvo-Morata, A., Freire, M., Martínez-Ortiz, I., Fernández-Manjón, B.: Simva: simplifying the scientific validation of serious games. In: 9th IEEE International Conference on Advanced Learning Technologies (ICALT) (2019)Google Scholar
  18. 18.
    Alonso-Fernández, C., Perez-Colado, I.J., Calvo-Morata, A., Freire, M., Martinez-Ortiz, I., Fernandez-Manjon, B.: Using Simva to evaluate serious games and collect learning analytics data. In: LASI-SPAIN (2019)Google Scholar

Copyright information

© Springer Nature Switzerland AG 2020

Authors and Affiliations

  1. 1.Facultad de InformáticaComplutense University of MadridMadridSpain

Personalised recommendations