Design Principles for Serious Video Games in Mathematics Education: From Theory to Practice. Chorianopoulos, K. & Giannakos, M. N. International Journal on Serious Games, 1(3):51–59, 2014. Paper doi abstract bibtex There is growing interest in the employment of serious video games in science education, but there are no clear design principles. After surveying previous work in serious video game design, we highlighted the following design principles: 1) engage the students with narrative (hero, story), 2) employ familiar gameplay mechanics from popular video games, 3) engage students into constructive trial and error game-play and 4) situate collaborative learning. As illustrated examples we designed two math video games targeted to primary education students. The gameplay of the math video games embeds addition operations in a seamless way, which has been inspired by that of classic platform games. In this way, the students are adding numbers as part of popular gameplay mechanics and as a means to reach the video game objective, rather than as an end in itself. The employment of well-defined principles in the design of math video games should facilitate the evaluation of learning effectiveness by researchers. Moreover, educators can deploy alternative versions of the games in order to engage students with diverse learning styles. For example, some students might be motived and benefited by narrative, while others by collaboration, because it is unlikely that one type of serious video game might fit all learning styles. The proposed principles are not meant to be an exhaustive list, but a starting point for extending the list and applying them in other cases of serious video games beyond mathematics and learning.
@Article{Chorianopoulos_2014c,
author = {Chorianopoulos, Konstantinos and Giannakos, Michail N.},
title = {{Design Principles for Serious Video Games in Mathematics Education: From Theory to Practice}},
journal = {International Journal on Serious Games},
year = {2014},
volume = {1},
number = {3},
pages = {51--59},
abstract = {There is growing interest in the employment of serious video games in science education, but there are no
clear design principles. After surveying previous work in serious video game design, we highlighted the following design
principles: 1) engage the students with narrative (hero, story), 2) employ familiar gameplay mechanics from popular video
games, 3) engage students into constructive trial and error game-play and 4) situate collaborative learning. As illustrated
examples we designed two math video games targeted to primary education students. The gameplay of the math video games embeds
addition operations in a seamless way, which has been inspired by that of classic platform games. In this way, the students are
adding numbers as part of popular gameplay mechanics and as a means to reach the video game objective, rather than as an end in
itself. The employment of well-defined principles in the design of math video games should facilitate the evaluation of
learning effectiveness by researchers. Moreover, educators can deploy alternative versions of the games in order to engage
students with diverse learning styles. For example, some students might be motived and benefited by narrative, while others by
collaboration, because it is unlikely that one type of serious video game might fit all learning styles. The proposed
principles are not meant to be an exhaustive list, but a starting point for extending the list and applying them in other cases
of serious video games beyond mathematics and learning.},
doi = {10.17083/ijsg.v1i3.12},
url_Paper={Chorianopoulos_2014c.pdf},
keywords = {Design Principles,Education,Guidelines,Interaction Design,Mathematics,Serious Video
Games,design,education,human-computer interaction,learning,video games},
mendeley-tags = {design,education,human-computer interaction,learning,video games},
}
Downloads: 0
{"_id":"x7Dg8cD7ubagETSrG","authorIDs":["545a0c50b43425b772000bdf","5deb8c7eb62591df0100006e","5dfde29ddd49fdde01000068","5e10db5645c12cde01000005","5e17e2935eee58df01000008","5e2ad1f6638921df010000a7","5j7JZm4HkoJLGbKLB","7h7QT2JDiSYesYpft","LNhHkxcu7yD7GLnjT","PPBe4vuty3QxtdXvw","h3d4b9cPXz2czRy28","i4z4B7ziYYMret35J","j5HKKSGowdyysMjZj"],"author_short":["Chorianopoulos, K.","Giannakos, M. N."],"bibbaseid":"chorianopoulos-giannakos-designprinciplesforseriousvideogamesinmathematicseducationfromtheorytopractice-2014","bibdata":{"bibtype":"article","type":"article","author":[{"propositions":[],"lastnames":["Chorianopoulos"],"firstnames":["Konstantinos"],"suffixes":[]},{"propositions":[],"lastnames":["Giannakos"],"firstnames":["Michail","N."],"suffixes":[]}],"title":"Design Principles for Serious Video Games in Mathematics Education: From Theory to Practice","journal":"International Journal on Serious Games","year":"2014","volume":"1","number":"3","pages":"51–59","abstract":"There is growing interest in the employment of serious video games in science education, but there are no clear design principles. After surveying previous work in serious video game design, we highlighted the following design principles: 1) engage the students with narrative (hero, story), 2) employ familiar gameplay mechanics from popular video games, 3) engage students into constructive trial and error game-play and 4) situate collaborative learning. As illustrated examples we designed two math video games targeted to primary education students. The gameplay of the math video games embeds addition operations in a seamless way, which has been inspired by that of classic platform games. In this way, the students are adding numbers as part of popular gameplay mechanics and as a means to reach the video game objective, rather than as an end in itself. The employment of well-defined principles in the design of math video games should facilitate the evaluation of learning effectiveness by researchers. Moreover, educators can deploy alternative versions of the games in order to engage students with diverse learning styles. For example, some students might be motived and benefited by narrative, while others by collaboration, because it is unlikely that one type of serious video game might fit all learning styles. The proposed principles are not meant to be an exhaustive list, but a starting point for extending the list and applying them in other cases of serious video games beyond mathematics and learning.","doi":"10.17083/ijsg.v1i3.12","url_paper":"Chorianopoulos_2014c.pdf","keywords":"Design Principles,Education,Guidelines,Interaction Design,Mathematics,Serious Video Games,design,education,human-computer interaction,learning,video games","mendeley-tags":"design,education,human-computer interaction,learning,video games","bibtex":"@Article{Chorianopoulos_2014c,\n author = {Chorianopoulos, Konstantinos and Giannakos, Michail N.},\n title = {{Design Principles for Serious Video Games in Mathematics Education: From Theory to Practice}},\n journal = {International Journal on Serious Games},\n year = {2014},\n volume = {1},\n number = {3},\n pages = {51--59},\n abstract = {There is growing interest in the employment of serious video games in science education, but there are no\nclear design principles. After surveying previous work in serious video game design, we highlighted the following design\nprinciples: 1) engage the students with narrative (hero, story), 2) employ familiar gameplay mechanics from popular video\ngames, 3) engage students into constructive trial and error game-play and 4) situate collaborative learning. As illustrated\nexamples we designed two math video games targeted to primary education students. The gameplay of the math video games embeds\naddition operations in a seamless way, which has been inspired by that of classic platform games. In this way, the students are\nadding numbers as part of popular gameplay mechanics and as a means to reach the video game objective, rather than as an end in\nitself. The employment of well-defined principles in the design of math video games should facilitate the evaluation of\nlearning effectiveness by researchers. Moreover, educators can deploy alternative versions of the games in order to engage\nstudents with diverse learning styles. For example, some students might be motived and benefited by narrative, while others by\ncollaboration, because it is unlikely that one type of serious video game might fit all learning styles. The proposed\nprinciples are not meant to be an exhaustive list, but a starting point for extending the list and applying them in other cases\nof serious video games beyond mathematics and learning.},\n doi = {10.17083/ijsg.v1i3.12},\n url_Paper={Chorianopoulos_2014c.pdf},\n keywords = {Design Principles,Education,Guidelines,Interaction Design,Mathematics,Serious Video\nGames,design,education,human-computer interaction,learning,video games},\n mendeley-tags = {design,education,human-computer interaction,learning,video games},\n}\n\n","author_short":["Chorianopoulos, K.","Giannakos, M. N."],"key":"Chorianopoulos_2014c","id":"Chorianopoulos_2014c","bibbaseid":"chorianopoulos-giannakos-designprinciplesforseriousvideogamesinmathematicseducationfromtheorytopractice-2014","role":"author","urls":{" paper":"https://pdf.epidro.me/Chorianopoulos_2014c.pdf"},"keyword":["Design Principles","Education","Guidelines","Interaction Design","Mathematics","Serious Video Games","design","education","human-computer interaction","learning","video games"],"metadata":{"authorlinks":{"chorianopoulos, k":"https://pdf.epidro.me/"}}},"bibtype":"article","biburl":"https://pdf.epidro.me/publications.bib","creationDate":"2014-12-29T22:19:46.737Z","downloads":0,"keywords":["design principles","education","guidelines","interaction design","mathematics","serious video games","design","education","human-computer interaction","learning","video games"],"search_terms":["design","principles","serious","video","games","mathematics","education","theory","practice","chorianopoulos","giannakos"],"title":"Design Principles for Serious Video Games in Mathematics Education: From Theory to Practice","year":2014,"dataSources":["7y6dBnX9BfJmF3as3"]}