Skip to main content
SpringerLink
Log in

Evaluating the Expectations and Motivational Drivers in an Undergraduate Geology Classroom Using the Magma Pop Serious Game

  • Conference paper
  • First Online:
Games and Learning Alliance (GALA 2022)

Part of the book series: Lecture Notes in Computer Science ((LNCS,volume 13647))

Included in the following conference series:

  • 859 Accesses

Abstract

Game-based learning is becoming increasingly prevalent in higher education as it fosters critical thinking, creative problem solving, and ensures cognitive development and social learning. This paper presents findings from a study to understand whether serious games can be effective in communicating concepts related to magmatic processes. We developed a serious game “Magma Pop” for use in an undergraduate geology classroom. The goal was to create an engaging experience to reinforce factual knowledge on mineral formulae and conceptual understanding of the fractional crystallization process to clarify the link between changing temperatures and magma and mineral composition. Students’ game experience was evaluated during an in-class activity followed by an online survey. We found that despite a few technical glitches, the game concept and user experience were positively rated by students. The proposed game was well received and has now been integrated as a regular component of the course.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 54.99
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD 69.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

References

  1. Video games market is worth more than music and movies combined so why aren’t CSPs launching games services?. https://www.vanillaplus.com/2018/07/05/40093-video-games-market-worth-music-movies-combined-arent-csps-launching-games-services/. Accessed 17 June 2022

  2. Serious Games Market on Path to $8.1 Billion Revenues in 5 Years. https://www.seriousgamemarket.com/2017/06/serious-games-market-on-path-to-81.html. Accessed 17 June 2022

  3. Plass, J.L., Homer, B.D., Kinzer, C.K.: Foundations of game-based learning. Educ. Psychol. 50, 258–283 (2015). https://doi.org/10.1080/00461520.2015.1122533

    Article  Google Scholar 

  4. Arnold, S., Fujima, J., Jantke, K.P., Karsten, A., Simeit, H.: Game-based training of executive staff of professional disaster management: storyboarding adaptivity of game play. In: International Conference on Advanced ICT and Education, August (2013). https://doi.org/10.2991/icaicte.2013.14

  5. Susi, T., Johannesson, M., Backlund, P.: Serious Games: An Overview. Undefined (2007)

    Google Scholar 

  6. Culyba, S.H.: A field guide for design leaders in transformational games. In: 2015 Serious Play Conference, Pittsburgh, USA (2015)

    Google Scholar 

  7. McKenney, S., Reeves, T.C.: Educational design research. In: Spector, J.M., Merrill, M.D., Elen, J., Bishop, M.J. (eds.) Handbook of Research on Educational Communications and Technology, pp. 131–140. Springer, New York (2014). https://doi.org/10.1007/978-1-4614-3185-5_11

    Chapter  Google Scholar 

  8. Deterding, S., Dixon, D., Khaled, R., Nacke, L.: From game design elements to gamefulness: defining “gamification.” In: Proceedings of the 15th International Academic MindTrek Conference, pp. 9–15. Association for Computing Machinery, New York, NY, USA (2011)

    Google Scholar 

  9. de Freitas, S.: Are games effective learning tools? A review of educational games. J. Educ. Technol. Soc. 21, 74–84 (2018)

    Google Scholar 

  10. Loporcaro, G., Huber, T., Hoermann, S., Wang, T.W., Clark, A.: An interactive mixed reality aid for materials science learning. In: Proceedings of the Materials Cluster Conference (2018)

    Google Scholar 

  11. New Zealand Ministry for Culture and Heritage Te Manatu: Being prepared. https://teara.govt.nz/en/natural-hazards-overview/page-3. Accessed 17 June 2022

  12. Kusumandari, R.B., Wibawa, B., Muchtar, H.: Game learning to optimize learning in disaster area. KnE Soc. Sci. 2019, 530–543 (2019). https://doi.org/10.18502/kss.v3i18.4744

  13. Maraff, S., Sacerdoti, F.: The app save yourself improves knowledge in earth environmental emergency and safe behaviors (2018). https://doi.org/10.19044/esj.2018.c5p1

  14. Maraffi, S.: GeoQuest - a computer class role playing game. In: 2nd European Mineralogical Conference, Rimini, Italy (2016)

    Google Scholar 

  15. Thangagiri, B., Naganathan, R.: Online educational games-based learning in disaster management education: influence on educational effectiveness and student motivation. In: IEEE Eighth International Conference on Technology for Education, pp. 88–91 (2016). https://doi.org/10.1109/T4E.2016.025

  16. Kerlow, I., Pedreros, G., Albert, H.: Earth Girl Volcano: characterizing and conveying volcanic hazard complexity in an interactive casual game of disaster preparedness and response. Geosci. Commun. 3, 343–364 (2020). https://doi.org/10.5194/gc-3-343-2020

    Article  Google Scholar 

  17. Mani, L., Cole, P.D., Stewart, I.: Using video games for volcanic hazard education and communication: an assessment of the method and preliminary results. Nat. Hazards Earth Syst. Sci. 16, 1673–1689 (2016)

    Article  Google Scholar 

  18. Sparks, R.S.J., Biggs, J., Neuberg, J.W.: Monitoring volcanoes. Science 335, 1310–1311 (2012). https://doi.org/10.1126/science.1219485

    Article  Google Scholar 

  19. Wirth, K.: Using an M&M Magma Chamber to Illustrate Magmatic Differentiation. https://serc.carleton.edu/NAGTWorkshops/petrology/teaching_examples/24646.html. Accessed 01 July 2022

  20. Bond, J.G.: Introduction to Game Design, Prototyping, and Development: From Concept to Playable Game with Unity and C#. Addison-Wesley, Upper Saddle River (2018)

    Google Scholar 

  21. Moizer, J., et al.: An approach to evaluating the user experience of serious games. Comput. Educ. 136, 141–151 (2019). https://doi.org/10.1016/j.compedu.2019.04.006

    Article  Google Scholar 

  22. Riemer, V., Schrader, C.: Learning with quizzes, simulations, and adventures. Comput. Educ. 88, 160–168 (2015). https://doi.org/10.1016/j.compedu.2015.05.003

    Article  Google Scholar 

  23. Abeele, V.V., Spiel, K., Nacke, L., Johnson, D., Gerling, K.: Development and validation of the player experience inventory: a scale to measure player experiences at the level of functional and psychosocial consequences. Int. J. Hum.-Comput. Stud. 135, 102370 (2020)

    Article  Google Scholar 

Download references

Author information

Authors and Affiliations

  1. School of Product Design, University of Canterbury, Christchurch, New Zealand

    Simon Hoermann & Nikita Harris

  2. School of Earth and Environment, University of Canterbury, Christchurch, New Zealand

    Sriparna Saha, Jonathan Davidson, Alexander Nichols & Ben Kennedy

  3. Research and Innovation, University of Canterbury, Christchurch, New Zealand

    Clara Bah

  4. Future Learning and Development, University of Canterbury, Christchurch, New Zealand

    Erik Brogt

Authors
  1. Simon Hoermann
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Sriparna Saha
    View author publications

    You can also search for this author in PubMed Google Scholar

  3. Nikita Harris
    View author publications

    You can also search for this author in PubMed Google Scholar

  4. Clara Bah
    View author publications

    You can also search for this author in PubMed Google Scholar

  5. Jonathan Davidson
    View author publications

    You can also search for this author in PubMed Google Scholar

  6. Alexander Nichols
    View author publications

    You can also search for this author in PubMed Google Scholar

  7. Ben Kennedy
    View author publications

    You can also search for this author in PubMed Google Scholar

  8. Erik Brogt
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Simon Hoermann .

Editor information

Editors and Affiliations

  1. Tampere University, Tampere, Finland

    Kristian Kiili

  2. Tampere University, Tampere, Finland

    Koskinen Antti

  3. Center for Advanced Pathogen Threat Response and Simulation, Austin, TX, USA

    Francesca de Rosa

  4. Tampere University, Tampere, Finland

    Muhterem Dindar

  5. Pädagogische Hochschule St.Gallen, St. Gallen, St. Gallen, Switzerland

    Michael Kickmeier-Rust

  6. University of Genova, Genova, Italy

    Francesco Bellotti

Rights and permissions

Reprints and permissions

Copyright information

© 2022 The Author(s), under exclusive license to Springer Nature Switzerland AG

About this paper

Check for updates. Verify currency and authenticity via CrossMark

Cite this paper

Hoermann, S. et al. (2022). Evaluating the Expectations and Motivational Drivers in an Undergraduate Geology Classroom Using the Magma Pop Serious Game. In: Kiili, K., Antti, K., de Rosa, F., Dindar, M., Kickmeier-Rust, M., Bellotti, F. (eds) Games and Learning Alliance. GALA 2022. Lecture Notes in Computer Science, vol 13647. Springer, Cham. https://doi.org/10.1007/978-3-031-22124-8_10

Download citation

  • DOI: https://doi.org/10.1007/978-3-031-22124-8_10

  • Published:

  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-031-22123-1

  • Online ISBN: 978-3-031-22124-8

  • eBook Packages: Computer ScienceComputer Science (R0)

Publish with us

Policies and ethics

Search

Navigation