TAXONOMIC CONCEPTS FOR STORYBOARDING DIGITAL GAMES FOR LEARNING IN CONTEXT

Klaus P. Jantke, Rainer Knauf

2012

Abstract

The design and employment of digital games for serious purposes such as learning has several prerequisites. Designing a game that affects human players effectively requires the anticipation of particular human game playing experiences. Recent digital games taxonomies provide the WHAT and storyboarding is the technology for determining the HOW of planning the manifold of potential affective experiences in digital game playing. Game-based learning needs storyboarding and storyboarding needs concepts of digital games taxonomies. The appropriate consolidation of taxonomies and storyboarding results in explicit media didactics in context.

References

  1. Bartolomé, N. A., Zorrilla, A. M., and Zapirain, B. G. (2010). A serious game to improve human relationships in patients with neuro-psychological disorders. In Bradbeer, R. and Ahmadi, S., editors, 2nd International IEEE Consumer Electronic Society Games Innovation Conference, pages 9-13. IEEE Consumer Electronic Society, IEEE.
  2. Brünken, R., Plass, J. L., and Leutner, D. (2003). Direct measurement of cognitive load in multimedia learning. Educational Psychologist, 38(1):53-61.
  3. Callaghan, M. J., McCusker, K., Losada, J., Harkin, J., Wilson, S., Dugas, J., Demots, S., Deboit, F., Fouquet, A., and Sauviat, F. (2010). Game-based strategy to teaching electronic & electrical engineering in virtual worlds. In Bradbeer, R. and Ahmadi, S., editors, 2nd International IEEE Consumer Electronic Society Games Innovation Conference, pages 19-26. IEEE Consumer Electronic Society, IEEE.
  4. Chaffin, A. and Barnes, T. (2010). Lessons from a course on serious games research and prototyping. In Proceedings of the Fifth International Conference on the Foundations of Digital Games, FDG'10, June 19-21, Monterey, CA, USA, pages 32-39. New York, NY, USA: ACM.
  5. Collins, A. and Halverson, R. (2009). Rethinking Education in the Age of Technology. The Digital Revolution and Schooling in America. New York, NY, USA: Teachers College Press.
  6. Cooper, S., Treuille, A., Barbero, J., Leaver-Fay, A., Tuite, K., Khatib, F., Snyder, A. C., Beenen, M., Salesin, D., Baker, D., Popovic, Z., and ¿57,000 Foldit players (2010). Lessons from a course on serious games research and prototyping. In Proceedings of the Fifth International Conference on the Foundations of Digital Games, FDG'10, June 19-21, Monterey, CA, USA, pages 32-39. New York, NY, USA: ACM.
  7. De Castell, S., Jenson, J., and Taylor, N. (2007). Digital games for education: When meanings play. Intermedialities, 9:45-54.
  8. Dondlinger, M. J. (2007). Educational video game design: A review of the literature. Journal of Applied Educational Technology, 4(1):21-31.
  9. Egenfeldt-Nielsen, S. (2007). Educational Potential of Computer Games. Continuum Studies in Education. Continuum Press.
  10. Fullerton, T., Swain, C., and Hoffman, S. (2004). Game Design Workshop: Designing, Prototyping, & Playtesting Games. San Francisco, CA, New York, NY, Lawrence, KS: CMP Books.
  11. Gaudl, S., Jantke, K. P., and Woelfert, C. (2009). The good, the bad and the ugly: Short stories in short game play. In Iurgel, I., Zagalo, N., and Petta, P., editors, Proceedings of the 2nd International Conference on Digital Storytelling, number 5915 in LNCS, pages 127- 133. Springer-Verlag Berlin Heidelberg 2009.
  12. Hawlitschek, A. (2009). Spielend lernen, aber wie? - Zum didaktischen Design von Serious Games fr die Schule. In Schwill, A. and Apostolopoulos, N., editors, Lernen im Digitalen Zeitalter. Workshop-Band. Dokumentation der Pre-Conference zur DeLFI2009, 14.-17. Sept. 2009, pages 119-126. Freie Universität Berlin.
  13. Hoffman, B. and Nadelson, L. (2010). Motivational engagement and video gaming: A mixed methods study. Education Technology Research and Development, 58(5):245-270.
  14. Hong, Y.-C. and Choi, I. (2011). Three dimensions of reflective thinking in solving design problems: A conceptual model. Education Technology Research and Development, 59(5):687-710.
  15. Jantke, K. P. (2006a). Digital games that teach: A critical analysis. Diskussionsbeiträge 22, Ilmenau University of Technology, IfMK.
  16. Jantke, K. P. (2006b). Knowledge evolution in game design - just for fun. In Issa, G., Qaddoura, E., AlQawasmeh, E., and Raho, G., editors, CSIT 2006, Amman, Jordan, April 5-7, 2006, pages 433-442.
  17. Jantke, K. P. (2010a). Extra Game Play & Meta Game Play. Report KiMeRe-2010-03, Fraunhofer IDMT, Abtlg. Kindermedien.
  18. Jantke, K. P. (2010b). The Gorge approach. Digital game control and play for playfully developing technology competence. In Cordeiro, J., Shishkov, B., Verbraeck, A., and Helfert, M., editors, CSEDU 2010. 2nd International Conference on Computer Supported Education, Proc., Vol. 1, Valencia, Spain, April 7-10, 2010, pages 411-414. INSTICC.
  19. Jantke, K. P. (2010c). Toward a taxonomy of game based learning. In Proc. Intl. Conference on Progress in Informatics and Computing, Shanghai, China, Dec. 10- 12, 2010, pages 858-862.
  20. Jantke, K. P. and Gaudl, S. (2010). Taxonomic contributions to digital games science. In Bradbeer, R. and Ahmadi, S., editors, 2nd International IEEE Consumer Electronic Society Games Innovation Conference, pages 27-34. IEEE Consumer Electronic Society, IEEE.
  21. Jantke, K. P. and Knauf, R. (2005). Didactic design through storyboarding: Standard concepts for standard tools. In First International Workshop on Dissemination of E-Learning Technologies and Applications, DELTA 2005, in: Proceedings of the 4th International Symposium on Information and Communication Technologies, Cape Town, South Africa, January 3-6, 2005, pages 20-25. Dublin, Ireland: Computer Science Press.
  22. Jenson, J., Taylor, N., and De Castell, S. (2011). Epidemic: Learning games go viral. Journal of the Canadian Association for Curriculum Studies, 8(2):28-49.
  23. Kalyuga, S. (2009). Managing Cognitive Load in Adaptive Multimedia Learning. Hershey, PA, New York, NY: Information Science Reference.
  24. Knauf, R., Sakurai, Y., Tsuruta, S., and Jantke, K. P. (2010). Modeling didactic knowledge by storyboarding. Journal of Educational Computing Research, 42(4):355- 383.
  25. Krotz, F. (2007). Mediatisierung. Wiesbaden: VS Verlag.
  26. Leacock, T. L. and Nesbit, J. C. (2007). A framework for evaluating the quality of multimedia learning resources. Educational Technology & Society, 10(2):44-59.
  27. Lewis, C., Whitehead, J., and Wardrip-Fruin, N. (2010). What went wrong: A taxonomy of video game bugs. In Proceedings of the Fifth International Conference on the Foundations of Digital Games, FDG'10, June 19-21, Monterey, CA, USA, pages 108-115. New York, NY, USA: ACM.
  28. Lucht, M. and Gundermann, T. (2009). Bewegungsspiele. Bewegung als Katalysator von Lernen und Spielen? In Schwill, A. and Apostolopoulos, N., editors, Lernen im Digitalen Zeitalter. Workshop-Band. Dokumentation der Pre-Conference zur DeLFI2009, 14.- 17. Sept. 2009, pages 103-108. Freie Universität Berlin.
  29. Malone, T. W. (1981). Toward a theory of intrinsically motivating instruction. Cognitive Science, 4:333-369.
  30. Mayer, R. E. (2002). Cognitive theory and the design of multimedia instruction: An example of the two-way street between cognition and instruction. New Directions for Teaching and Learning, 2002(89):55-71.
  31. Mayer, R. E. and Moreno, R. (2003). Nine ways to reduce cognitive load in multimedia learning. Educational Psychologist, 38(1):43-52.
  32. Neidt, C. O. and Sjogren, D. D. (1968). Changes of student attitudes during a course in relation to instructional media. Education Technology Research and Development, 16(3):268-279.
  33. Paas, F., Tuovinen, J. E., van Merriënboer, J. J. G., and Darabi, A. A. (2005). A motivational perspective on the relation between mental effort and performance: Optimizing learner involvement in instruction. Educational Technology Research and Development, 53(3):25-34.
  34. Park, K.-W., Kim, B.-C., Yoo, J.-W., Park, K. H., and Wohn, K. (2010). Enabling sportive games with a do-ityourself wearable computing platform. In Bradbeer, R. and Ahmadi, S., editors, 2nd International IEEE Consumer Electronic Society Games Innovation Conference, pages 103-109. IEEE Consumer Electronic Society, IEEE.
  35. Salomon, G. (1983). The differential investment of mental effort in learning from different sources. Educational Psychologist, 18:42-50.
  36. Seelhammer, C. and Niegemann, H. M. (2009). Playing games to learn - Does it actually work? In Proceedings of the 17th International Conference on Computers in Education, pages 675-681. Hong Kong: AsiaPacific Society for Computers in Education.
  37. Shelton, B. E. and Scoresby, J. (2011). Aligning game activity with educational goals: Following a constrained design approach to instructional computer games. Education Technology Research and Development, 59(5):113-138.
  38. Sinclair, J., Hingston, P., Masek, M., and Nosaka, K. (2010). Testing an exergame for effectiveness and attractiveness. In Bradbeer, R. and Ahmadi, S., editors, 2nd International IEEE Consumer Electronic Society Games Innovation Conference, pages 95-102. IEEE Consumer Electronic Society, IEEE.
  39. Snow, R. E. and Salomon, G. (1968). Aptitudes and instructional media. Education Technology Research and Development, 16(4):341-357.
  40. Sweller, J. (1988). Cognitive load during problem solving: Effects on learning. Cognitive Science, 12:257-285.
  41. Thomas, J. M. and DeRosier, M. E. (2010). Toward effective game-based social skills tutoring for children: An evaluation of a social adventure game. In Proceedings of the Fifth International Conference on the Foundations of Digital Games, FDG'10, June 19-21, Monterey, CA, USA, pages 217-223. New York, NY, USA: ACM.
  42. Tobias, S. and Duffy, T. M., editors (2009). Constructivist Instruction: Success or Failure? Routledge.
  43. Yang, C.-M., Chou, C.-M., Yang, T.-L., Hu, J.-S., Sun, K.-C., Hung, S.-H., Cheng, J.-H., Wang, C.-H., and Huang, Y.-M. (2010a). Dancing game by digital textile sensor. In Bradbeer, R. and Ahmadi, S., editors, 2nd International IEEE Consumer Electronic Society Games Innovation Conference, pages 110-115. IEEE Consumer Electronic Society, IEEE.
  44. Yang, C.-M., Yang, C.-W., Hung, S.-H., Wang, C.-H., Lin, H.-H., Fang, W.-C., Huang, W.-C., and Huang, Y.-M. (2010b). An innovative breathing game applied with textile sensors. In Bradbeer, R. and Ahmadi, S., editors, 2nd International IEEE Consumer Electronic Society Games Innovation Conference, pages 116-121. IEEE Consumer Electronic Society, IEEE.
Download


Paper Citation


in Harvard Style

Jantke K. and Knauf R. (2012). TAXONOMIC CONCEPTS FOR STORYBOARDING DIGITAL GAMES FOR LEARNING IN CONTEXT . In Proceedings of the 4th International Conference on Computer Supported Education - Volume 2: CSEDU, ISBN 978-989-8565-07-5, pages 401-409. DOI: 10.5220/0003947904010409


in Bibtex Style

@conference{csedu12,
author={Klaus P. Jantke and Rainer Knauf},
title={TAXONOMIC CONCEPTS FOR STORYBOARDING DIGITAL GAMES FOR LEARNING IN CONTEXT},
booktitle={Proceedings of the 4th International Conference on Computer Supported Education - Volume 2: CSEDU,},
year={2012},
pages={401-409},
publisher={SciTePress},
organization={INSTICC},
doi={10.5220/0003947904010409},
isbn={978-989-8565-07-5},
}


in EndNote Style

TY - CONF
JO - Proceedings of the 4th International Conference on Computer Supported Education - Volume 2: CSEDU,
TI - TAXONOMIC CONCEPTS FOR STORYBOARDING DIGITAL GAMES FOR LEARNING IN CONTEXT
SN - 978-989-8565-07-5
AU - Jantke K.
AU - Knauf R.
PY - 2012
SP - 401
EP - 409
DO - 10.5220/0003947904010409