Advertisement

Expanding the Game Design Play and Experience Framework for Game-Based Lifelong Learning (GD-LLL-PE)

  • Margarida RomeroEmail author
  • Hubert Ouellet
  • Kimberly Sawchuk
Chapter
Part of the Advances in Game-Based Learning book series (AGBL)

Abstract

Digital games open new opportunities for engaging people from different ages and backgrounds in ludic activities. Sometimes, digital games are just played with players as the sole objective. In other cases, the game experience is combined with some other intentional purposes such as lifelong learning. We designate the use of digital games for Lifelong Learning (LLL) under the term Digital Game-Based Lifelong Learning (DGBLLL). In this chapter we introduce the Game Design for Lifelong Learning Playful Experience (GD-LLL-PE) including four perspectives (learning, storytelling, gameplay and user experience) and five phases (context and learner analysis, game design, pedagogical integration, play and experience) to study the pedagogical use of digital games across the lifespan.

Keywords

Digital games Game based learning Lifelong learning Game design Gameplay Game experience 

References

  1. Boyle EA, Hainey T, Connolly TM, Gray G, Earp J, Ott M et al (2016) An update to the systematic literature review of empirical evidence of the impacts and outcomes of computer games and serious games. Comput Educ 94:178–192CrossRefGoogle Scholar
  2. Brockmyer JH, Fox CM, Curtiss KA, McBroom E, Burkhart KM, Pidruzny JN (2009) The development of the Game Engagement Questionnaire: a measure of engagement in video game-playing. J Exp Soc Psychol 45(4):624–634CrossRefGoogle Scholar
  3. Brown JA, De Schutter B (2016) Game design for older adults: lessons from a life course perspective. Int J Gaming Computer-Mediated Simul 8(1):1–12CrossRefGoogle Scholar
  4. Chen J (2007) Flow in games (and everything else). Commun ACM 50(4):31–34CrossRefGoogle Scholar
  5. Csikszentmihalyi M (1990) Literacy and intrinsic motivation. Daedalus 119:115–140Google Scholar
  6. Dabbagh N (2003) Scaffolding: an important teacher competency in online learning. TechTrends 47(2):39–44CrossRefGoogle Scholar
  7. Desjardins J (2015) De la ludification des apprentissages à la narration transmédia. Profweb. http://www.profweb.ca/publications/articles/de-la-ludification-des-apprentissages-a-la-narration-transmedia.
  8. Dick W, Carey L, Carey JO et al (2001) The systematic design of instruction, vol 5. Longman, New YorkGoogle Scholar
  9. Edwards CP (2002) Three approaches from Europe: Waldorf, Montessori, and Reggio Emilia. Early Child Res Pract 4(1):n1Google Scholar
  10. El-Nasr MS, Smith BK (2006) Learning through game modding. Comput Entertain 4(1):7CrossRefGoogle Scholar
  11. Hainey T, Connolly T, Boyle E, Azadegan A, Wilson A, Razak A, Gray G (2014) A systematic literature review to identify empirical evidence on the use of games-based learning in primary education for knowledge acquisition and content understanding. In: 8th European Conference on Games Based Learning: ECGBL2014, p 167.Google Scholar
  12. Hanson AL, Bruskiewitz RH, DeMuth JE (2007) Pharmacists’ perceptions of facilitators and barriers to lifelong learning. Am J Pharm Educ 71(4):67CrossRefGoogle Scholar
  13. Inal Y, Cagiltay K (2007) Flow experiences of children in an interactive social game environment. Br J Educ Technol 38(3):455–464CrossRefGoogle Scholar
  14. Jennett C, Cox AL, Cairns P, Dhoparee S, Epps A, Tijs T, Walton A (2008) Measuring and defining the experience of immersion in games. Int J Hum Comput Stud 66(9):641–661CrossRefGoogle Scholar
  15. Leone S (2013) Characterisation of a personal learning environment as a lifelong learning tool. Springer, New YorkCrossRefGoogle Scholar
  16. Morrison GR, Ross SM, Kemp JE, Kalman H (2010) Designing effective instruction. John Wiley & Sons, HobokenGoogle Scholar
  17. Nitsche M (2008) Video game spaces: image, play, and structure in 3D worlds. MIT Press, CambridgeCrossRefGoogle Scholar
  18. Okojie MC (2011) The changing roles of teachers in a technology learning setting. Int J Instruct Media 38(1):17–26Google Scholar
  19. Padrós A, Romero M, Usart M (2011) Developing serious games: from face-to-face to a computer-based modality. Elearning Papers, 25.Google Scholar
  20. Romero M (2012) Learner engagement in the use of individual and collaborative serious games. Cutting-Edge Technol Higher Educ 6:15–34CrossRefGoogle Scholar
  21. Romero M (2015) Intergenerational learning, life narratives and games—SGISS 2015 Proceedings. Université Laval. Centre de recherche et d’intervention sur la réussite scolaire, vol. 1. http://lel.crires.ulaval.ca/public/sgiss2015-proceedings-actes-r21.pdf.
  22. Romero M (2015b) Work, games and lifelong learning in the 21st century. Procedia Soc Behav Sci 174:115–121CrossRefGoogle Scholar
  23. Romero M (2016) Innovation through game design, play and experience. Presented at the Blueprint 2020 Interdepartmental Innovation Fair. Government of Canada, Ottawa, Canada.Google Scholar
  24. Romero M, Barma S (2015) Teaching pre-service teachers to integrate Serious Games in the primary education curriculum. Int J Serious Games 2(1):45–54CrossRefGoogle Scholar
  25. Romero M, Usart M (2013) Time factor in the curriculum integration of game-based learning. In: de Freitas S, Ott M, Popescu M, Stanescu I (eds) New pedagogical approaches in game enhanced learning: curriculum integration, vol 2013. IGI Global, Pennsylvania, pp 248–266Google Scholar
  26. Salen K, Zimmerman E (2004) Rules of play: game design fundamentals. MIT Press, CambridgeGoogle Scholar
  27. Sawchuk K (2013) Tactical mediatization and activist ageing: pressures, push-backs, and the story of RECAA. MedieKultur 29(54):18CrossRefGoogle Scholar
  28. Stenros J, Paavilainen J, Mäyrä F (2009). The many faces of sociability and social play in games. In: Proceedings of the 13th International MindTrek Conference: Everyday Life in the Ubiquitous Era. ACM, pp. 82–89.Google Scholar
  29. Sweetser P, Wyeth P (2005) GameFlow: a model for evaluating player enjoyment in games. Comput Entertain 3(3):3CrossRefGoogle Scholar
  30. Thierer A (2014) Permissionless innovation. Mercator Centre, George Mason University, FairfaxGoogle Scholar
  31. Winn B (2008) The design, play, and experience framework. Handb Res Eff Electron Gaming Educ 3:1010–1024Google Scholar

Copyright information

© Springer International Publishing Switzerland 2017

Authors and Affiliations

  • Margarida Romero
    • 1
    Email author
  • Hubert Ouellet
    • 1
  • Kimberly Sawchuk
    • 2
  1. 1.Université LavalQuébecCanada
  2. 2.Concordia UniversityMontréalCanada

Personalised recommendations