Design guidelines for Classroom Multiplayer Presential Games (CMPG)

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dc.contributor.authorVillalta, M.
dc.contributor.authorGajardo, I.
dc.contributor.authorNussbaum, M.
dc.contributor.authorAndreu, J. J.
dc.contributor.authorEcheverria, A.
dc.contributor.authorPlass, J. L.
dc.date.accessioned2024-01-10T13:12:12Z
dc.date.available2024-01-10T13:12:12Z
dc.date.issued2011
dc.description.abstractIn a Classroom Multiplayer Presential Game (CMPG) peers interact collaboratively with the virtual world and amongst themselves in a shared space. The design of this kind of game, however, is a complex process that must consider instruction strategies, methodology, usability and ludic aspects. This article's aim is to develop and systematize guidelines for the design of CMPGs. To develop these guidelines we used a three-step process: evaluating an initial implementation of a CMPG and finding its problems; defining guidelines that can help overcome these problems; and redesigning the game based on the guidelines before testing it in a real class scenario to assess how helpful the guidelines were in solving the initial problems.
dc.description.abstractFrom the initial evaluation of the game, we developed a series of guidelines to overcome the existing problems that can be classified into six categories: On-screen information, Game mechanics, Game progression, Methodology, Collaboration, and Holism. After redesigning the game with these guidelines we performed a field study to see the behavior of the new CMPG, where we measured how well the guidelines were applied in the game-play and the effectiveness in regard to the learning level reached by the students. Our results indicate that the guidelines are a valuable tool in the design of CMPGs that foster learning, which was shown both in the results of the observations and in the significant increase in learning. Although the design guidelines can be seen as general principles, we conclude that they have to be considered differently for different games, and that even during a specific game the importance of each guideline may vary throughout the different quests. (C) 2011 Elsevier Ltd. All rights reserved.
dc.description.funderCenter for Research on Educational Policy and Practice
dc.description.funderGames for Learning Institute
dc.description.funderMicrosoft Research
dc.fechaingreso.objetodigital2024-04-02
dc.format.extent15 páginas
dc.fuente.origenWOS
dc.identifier.doi10.1016/j.compedu.2011.05.003
dc.identifier.eissn1873-782X
dc.identifier.issn0360-1315
dc.identifier.urihttps://doi.org/10.1016/j.compedu.2011.05.003
dc.identifier.urihttps://repositorio.uc.cl/handle/11534/78152
dc.identifier.wosidWOS:000294099000017
dc.information.autorucIngeniería;Andreu J;S/I;162848
dc.information.autorucIngeniería;Echeverria A ;S/I;177796
dc.information.autorucIngeniería;Gajardo I ;S/I;155375
dc.information.autorucIngeniería;Nussbaum M ;S/I;99303
dc.issue.numero3
dc.language.isoen
dc.nota.accesocontenido parcial
dc.pagina.final2053
dc.pagina.inicio2039
dc.publisherPERGAMON-ELSEVIER SCIENCE LTD
dc.revistaCOMPUTERS & EDUCATION
dc.rightsacceso restringido
dc.subjectClassroom Multiplayer Presential Game
dc.subjectGame design guidelines
dc.subjectCollaborative game
dc.subjectLearning in the classroom
dc.subjectEducational game
dc.subjectVIDEO GAMES
dc.subjectCOMPUTER
dc.subjectEDUCATION
dc.subjectTECHNOLOGY
dc.subjectMOTIVATION
dc.subjectEXPERIENCE
dc.subjectSCIENCE
dc.subjectMODEL
dc.subject.ods04 Quality Education
dc.subject.odspa04 Educación y calidad
dc.titleDesign guidelines for Classroom Multiplayer Presential Games (CMPG)
dc.typeartículo
dc.volumen57
sipa.codpersvinculados162848
sipa.codpersvinculados177796
sipa.codpersvinculados155375
sipa.codpersvinculados99303
sipa.indexWOS
sipa.indexScopus
sipa.trazabilidadCarga SIPA;09-01-2024
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