Bombs, fish, and coral reefs: the role of in-game explanations and explorative game behavior on comprehension

E.J. Bergervoet, N. Magnenat-Thalmann (Editor), Frans van der Sluis, Elisabeth M.A.G. van Dijk, Antinus Nijholt

Research output: Contribution to journalArticle

  • 2 Citations

Abstract

Often, the way subject matter is included in educational games does not fully utilize or sometimes even inhibits the full learning potential of games. This paper argues that in order to optimally use the potential of games for learning, games should be endogenous. An endogenous educational game is a game where the educational content is integrated in the game play mechanics themselves, rather than bolted-on using explicit messages. This research examines the relation between explicit messages, explorative game behavior, and comprehension by developing two versions of an endogenous educational game about overfishing, one with and one without an explicit purpose. The game was tested with 13 children aged 8 to 11. The results indicate that factual knowledge and comprehension is increased with explicit messages, and in particular deep comprehension is fostered by explorative game behavior. This confirms the plea for endogenous games to teach about bombs, fish, coral reefs, and more.
LanguageUndefined
Pages99-110
Number of pages12
JournalVisual computer
Volume29
Issue number2
DOIs
StatePublished - Feb 2013

Keywords

  • EWI-21700
  • HMI-HF: Human Factors
  • Educational games
  • endogenous games
  • IR-83669
  • game experience
  • Game Design
  • METIS-296045
  • exogenous games

Cite this

Bergervoet, E. J., Magnenat-Thalmann, N. (Ed.), van der Sluis, F., van Dijk, E. M. A. G., & Nijholt, A. (2013). Bombs, fish, and coral reefs: the role of in-game explanations and explorative game behavior on comprehension. Visual computer, 29(2), 99-110. DOI: 10.1007/s00371-012-0720-1
Bergervoet, E.J. ; Magnenat-Thalmann, N. (Editor) ; van der Sluis, Frans ; van Dijk, Elisabeth M.A.G. ; Nijholt, Antinus. / Bombs, fish, and coral reefs: the role of in-game explanations and explorative game behavior on comprehension. In: Visual computer. 2013 ; Vol. 29, No. 2. pp. 99-110
@article{7c5d8e1d809e49efa85d88bedc45da59,
title = "Bombs, fish, and coral reefs: the role of in-game explanations and explorative game behavior on comprehension",
abstract = "Often, the way subject matter is included in educational games does not fully utilize or sometimes even inhibits the full learning potential of games. This paper argues that in order to optimally use the potential of games for learning, games should be endogenous. An endogenous educational game is a game where the educational content is integrated in the game play mechanics themselves, rather than bolted-on using explicit messages. This research examines the relation between explicit messages, explorative game behavior, and comprehension by developing two versions of an endogenous educational game about overfishing, one with and one without an explicit purpose. The game was tested with 13 children aged 8 to 11. The results indicate that factual knowledge and comprehension is increased with explicit messages, and in particular deep comprehension is fostered by explorative game behavior. This confirms the plea for endogenous games to teach about bombs, fish, coral reefs, and more.",
keywords = "EWI-21700, HMI-HF: Human Factors, Educational games, endogenous games, IR-83669, game experience, Game Design, METIS-296045, exogenous games",
author = "E.J. Bergervoet and N. Magnenat-Thalmann and {van der Sluis}, Frans and {van Dijk}, {Elisabeth M.A.G.} and Antinus Nijholt",
note = "Open access",
year = "2013",
month = "2",
doi = "10.1007/s00371-012-0720-1",
language = "Undefined",
volume = "29",
pages = "99--110",
journal = "Visual computer",
issn = "0178-2789",
publisher = "Springer Verlag",
number = "2",

}

Bergervoet, EJ, Magnenat-Thalmann, N (ed.), van der Sluis, F, van Dijk, EMAG & Nijholt, A 2013, 'Bombs, fish, and coral reefs: the role of in-game explanations and explorative game behavior on comprehension' Visual computer, vol 29, no. 2, pp. 99-110. DOI: 10.1007/s00371-012-0720-1

Bombs, fish, and coral reefs: the role of in-game explanations and explorative game behavior on comprehension. / Bergervoet, E.J.; Magnenat-Thalmann, N. (Editor); van der Sluis, Frans; van Dijk, Elisabeth M.A.G.; Nijholt, Antinus.

In: Visual computer, Vol. 29, No. 2, 02.2013, p. 99-110.

Research output: Contribution to journalArticle

TY - JOUR

T1 - Bombs, fish, and coral reefs: the role of in-game explanations and explorative game behavior on comprehension

AU - Bergervoet,E.J.

AU - van der Sluis,Frans

AU - van Dijk,Elisabeth M.A.G.

AU - Nijholt,Antinus

A2 - Magnenat-Thalmann,N.

N1 - Open access

PY - 2013/2

Y1 - 2013/2

N2 - Often, the way subject matter is included in educational games does not fully utilize or sometimes even inhibits the full learning potential of games. This paper argues that in order to optimally use the potential of games for learning, games should be endogenous. An endogenous educational game is a game where the educational content is integrated in the game play mechanics themselves, rather than bolted-on using explicit messages. This research examines the relation between explicit messages, explorative game behavior, and comprehension by developing two versions of an endogenous educational game about overfishing, one with and one without an explicit purpose. The game was tested with 13 children aged 8 to 11. The results indicate that factual knowledge and comprehension is increased with explicit messages, and in particular deep comprehension is fostered by explorative game behavior. This confirms the plea for endogenous games to teach about bombs, fish, coral reefs, and more.

AB - Often, the way subject matter is included in educational games does not fully utilize or sometimes even inhibits the full learning potential of games. This paper argues that in order to optimally use the potential of games for learning, games should be endogenous. An endogenous educational game is a game where the educational content is integrated in the game play mechanics themselves, rather than bolted-on using explicit messages. This research examines the relation between explicit messages, explorative game behavior, and comprehension by developing two versions of an endogenous educational game about overfishing, one with and one without an explicit purpose. The game was tested with 13 children aged 8 to 11. The results indicate that factual knowledge and comprehension is increased with explicit messages, and in particular deep comprehension is fostered by explorative game behavior. This confirms the plea for endogenous games to teach about bombs, fish, coral reefs, and more.

KW - EWI-21700

KW - HMI-HF: Human Factors

KW - Educational games

KW - endogenous games

KW - IR-83669

KW - game experience

KW - Game Design

KW - METIS-296045

KW - exogenous games

U2 - 10.1007/s00371-012-0720-1

DO - 10.1007/s00371-012-0720-1

M3 - Article

VL - 29

SP - 99

EP - 110

JO - Visual computer

T2 - Visual computer

JF - Visual computer

SN - 0178-2789

IS - 2

ER -

Bergervoet EJ, Magnenat-Thalmann N, (ed.), van der Sluis F, van Dijk EMAG, Nijholt A. Bombs, fish, and coral reefs: the role of in-game explanations and explorative game behavior on comprehension. Visual computer. 2013 Feb;29(2):99-110. Available from, DOI: 10.1007/s00371-012-0720-1