Abstract. The generalization of game-based Learning Objects as serious learning material requires their integration into pre-existing e-learning infrastructure (systems and courses) and the inclusion of gameplay-aware assessment procedures. In this paper, we propose an approach to the production and development of educational graphic adventure videogames that can be deployed as normal Learning Objects in a Learning Management System. The deployment is carried out using a game engine that includes a built-in assessment mechanism that can trace and report the activities of the learner while playing the game.

In this chapter we outline an ecological approach to computer games and test out how the theory of ecological psychology can be used for understanding digital games and game-play. Ecological psychology holds that learning is a process of differentiating and not of interpreting or construing. Therefore semiotic/cognitive views on learning and perception with computer games, were the perceptual act is thought to be adding experiences to the things we see in a game in order to make meaning, can be questioned. The theoretical points are illustrated with data from an interaction study made on players playing the game Timesplitters 2 on an X-box.

Our goal in this work has been to bring together the entertaining and flow characteristics of video game environments with proven learning theories to advance the state of the art in intelligent learning environments. We have designed and implemented an educational game, a river adventure. The adventure game design integrates the Neverwinter Nights game engine with our teachable agents system, Betty's Brain. The implementation links the game interface and the game engine with the existing Betty's Brain system and the river ecosystem simulation using a controller written in Java. After preliminary testing, we will run a complete study with the system in a middle school classroom in Fall 2005.

Abstract. In this paper we illustrate how to conceive, implement and play adaptive Units of Learning (UoLs) that embed educational videogames. For this purpose we describe The Art & Craft of chocolate UoL, with the game Paniel and the chocolate-based sauce adventure as a key feature. The UoL includes a pre-test whose outcome is used to adapt the game. The UoL also assesses the learning process using an in-game exam. This UoL has been modeled using IMS Learning Design (LD), and the embedded game has been developed using the <e-Adventure> educational game engine. This UoL may be deployed in any LD-compliant environment, although some of the features like the adaptation of the game or automatic assessment require special plug-ins that enable the communication between the environment and the <e-Adventure> engine. These plug-ins have been developed as an open-source modification of the SLeD player.

Games are among the oldest forms of experiential learning. Game-based learning scenarios are a staple in the military; games have been used to represent, communicate and explore the dynamics of complex situations with multiple interacting variables. Today’s videogames allow new kinds of interactions, including real-time 3D and physics simulation. Learners can participate in complex systems over distance and time, and express themselves through game tools (Casti, 1997; Squire, 2004). In recent years, the military has embraced gaming (Prensky, 2001). However, the lack of clear purpose, rationale, and theoretical framework for educational games has hindered their uptake in other environments. (Gredler, 1996). Games may create “greater engagement, ” but they have, with few exceptions, have rarely demonstrated long term learning gains. 1 Positivist research paradigms have failed to detect changes because they have overlooked the interdependences between gaming and other instructional strategies, the importance of social interactions in the gaming experience, or unanticipated learning outcomes (Squire, 2004). Better developed pedagogical models that can be refined and tested through iterative research and design and more open and flexible assessment models might push the field forward (Barab & Squire, 2004). With the rise of computer and video games research, there is renewed effort to simultaneously build theories of learning through game play, while designing learning interventions (Barab et al., 2005; Gee,

IMS Learning Design (IMS-LD) is a specification to create Units of Learning (UoLs) which express a certain pedagogical model or strategy (e.g., adaptive learning with games). However, the authoring process of a UoL remains difficult due to the lack of high-level authoring tools for IMS-LD, even more so when we focus on specific topics like educational eGames. However, we can use external tools which are not specifically IMS-LD oriented. In this case, the main challenge is the integration between these external resources developed with other technologies and the personalized learning experience of an IMS-LD UoL. In this paper, we use the <e-Adventure> Project to develop conversational games that are engaged with IMS-LD UoLs to improve personalized learning. The main contribution of this setting is the integration of both parts, the IMS-LD specification and <e-Adventure>, and the communication that enables a mutual influence of the adaptive learning experience.

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RAPUNSEL: How a computer game design based on educational theory can improve girls ’ self-efficacy and self-esteem

Abstract — Educational games have been around for some time, but there are still many areas that need to be explored. One of the main challenges when developing educational games is that the highest educational value is gained from games developed for one specific subject. Such games are very expensive to develop and they cannot be reused in others subjects. In this paper, we suggest to utilize collaborative gameplay to improve the learning capabilities of educational games for more than one subject. More specific, we search for the answer to the following three research questions: which properties characterize a good educational game; how can collaboration improve learning in educational games; and how to classify educational games that also can take the multiplayer aspect into account? The results presented are based on analysis of previous research on educational games as well as our own experiences from developing a multiplayer educational game. The contribution of this paper is a characterization of what makes good educational games, a theoretical model for how collaboration can improve learning in games, and the Lecture Games taxonomy of educational games.

Abstract—Within the last years educational games have attracted some attention from the academic community. Multiple enhancements of the learning experience are usually attributed to educational games, although the most cited is their potential to improve students ’ motivation. In spite of these expected advantages, how to introduce video games in the learning process is an issue that is not completely clear yet, which reduces the potential impact of educational video games. Our goal at the <e-UCM> research group is to identify the barriers that are limiting the integration of games in the learning process and propose approaches to tackle them. The result of this work is the <e-Adventure> platform, an educational game authoring tool that aims to make of video games just another educational tool at the disposal of the instructors. In this paper we describe how <e-Adventure> contributes to the integration of games in the learning process through three main focuses: reduction of the high development costs of educational games, involvement of instructors in the development process to enhance the educational value, and the production of the games using a whitebox model. In addition we describe the current research that we are conducting using the platform as a test-bed. Keywords-<e-Adventure>; educational games; authoring tool; LAMS I.