You are here:

A Model for the Design of Puzzle-Based Games Including Virtual and Physical Objects
ARTICLE

,

Journal of Educational Technology & Society Volume 17, Number 3 ISSN 1176-3647 e-ISSN 1176-3647

Abstract

Multiple evidences in the Technology-Enhanced Learning domain indicate that Game-Based Learning can lead to positive effects in students' performance and motivation. Educational games can be completely virtual or can combine the use of physical objects or spaces in the real world. However, the potential effectiveness of these approaches largely depends on the pedagogical design behind the game and to what extent this design is aligned with the requirements of specific educational situations. This paper focuses on puzzle-based games, as a particular strategy that can foster students' problem solving, analytical and memory skills, and on the role of teachers as designers of meaningful games. The paper presents a model (conceptual model and XML binding) to represent puzzle-based games including virtual and physical elements. The expressiveness of the model is shown with several cases to illustrate that the model covers a wide range of significant puzzle-based games. The results from an exploratory user study show that, except two elements of the model that require revision, teachers understand the model and can apply it to solve design tasks.

Citation

Melero, J. & Hernandez-Leo, D. A Model for the Design of Puzzle-Based Games Including Virtual and Physical Objects. Journal of Educational Technology & Society, 17(3), 192-207. Retrieved March 29, 2020 from .

This record was imported from ERIC on November 3, 2015. [Original Record]

ERIC is sponsored by the Institute of Education Sciences (IES) of the U.S. Department of Education.

Copyright for this record is held by the content creator. For more details see ERIC's copyright policy.

Keywords