Abstract
Despite the growth of interest in serious games, there is little systematic guidance on how to assure a game fits the instruction required. Game design frameworks are still under development and do not help to articulate the educational merits of a game to a teacher nor fit with their background. In this paper we discuss the results of a GaLA workshop which examined how a widely applied instructional design model, 4C-ID, can ease the uptake of serious games by offering teachers a model fitting their background to assess games on the applicability for their learning contexts. The paper will introduce the 4C-ID model and its use in the CHERMUG project with the design of mini-games for research methods and statistics. Next, we will discuss how workshop participants used the 4C-ID model to evaluate two games on their applicability for a given learning context. The participants indicated that the approach can support teachers in deciding if and how to use a given serious game.
This is a preview of subscription content, log in via an institution.
Buying options
Tax calculation will be finalised at checkout
Purchases are for personal use only
Learn about institutional subscriptionsReferences
Connolly, T.M., Boyle, E.A., MacArthur, E., Hainey, T., Boyle, J.: A systematic literature review of empirical evidence on computer games and serious games. Comput. Educ. 59(2), 661–686 (2012)
Harteveld, C.: Triadic Game Design: Balancing Reality, Meaning and Play. Springer, London (2011)
De Freitas, S., Rebolledo-Mendez, G., Liarokapis, F., Magoulas, G., Poulovassilis, A.: Learning as immersive experiences: using the four dimensional framework for designing and evaluating immersive learning experiences in a virtual world. Br. J. Educ. Technol. 41(1), 69–85 (2010)
Pernin, J., Michau, F., Mandran, N., Mariais, C.: ScenLRPG, a board game for the collaborative design of Gbl scenarios: qualitative analysis of an experiment. In: Proceedings of the 6th European Conference on Games Based Learning, Cork, Ireland, 4–5 October 2012, pp. 384–392 (2012)
Silius, K., Miilumäki, T., Huhtamäki, J., Tebest, T., Meriläinen, J., Pohjolainen, S.: Students’ motivations for social media enhanced studying and learning. Knowl. Manage. E-Learn. Int. J. 2(1), 51 (2010)
Sloep, P.B., Van der Klink, M., Brouns, F., Van Bruggen, J., Didderen, W. (eds.): Leernetwerken; Kennisdeling, kennisontwikkeling en de leerprocessen. Houten, Nederland, Bohn, Stafleu, Van Loghum (2011)
NFER: Teacher Voice Omnibus Survey. (2009). http://www.nfer.ac.uk/nfer/what-we-offer/teacher-voice/PDFs/futurelab.pdf. Accessed 24 August 2012
FAS: Harnessing the Power of Video Games for Learning. Summit of educational games. Washington DC, Federation of American Scientists. (2006) http://www.fas.org/gamesummit/Resources/Summit%20on%20Educational%20Games.pdf
Williamson, B.: Computer games, schools, and young people. a report for educators on using games for learning. Futurelab: Bristol. (2009). http://archive.futurelab.org.uk/resources/documents/project_reports/becta/Games_and_Learning_educators_report.pdf. Accessed
Klopfler, E., Osterweil, S., Salen, K.: Moving learning games forward; obstacles, opportunities and openness. MIT - The Education Arcade, Boston, MA (2009). Accessed 15 September 2011
Vier in Balans Monitor 2012 (2012) http://www.kennisnet.nl/fileadmin/contentelementen/kennisnet/Over.kennisnet/vier-in-balans-2012.pdf. Accessed 5 December 2012
Huang, W.D., Johnson, T.: Instructional game design using cognitive load theory. In: Ferdig, R. (ed.) Handbook of Research on Effective Electronic Gaming in Education, Hershey, PA, Information Science, pp. 1143–1165 (2009) doi:10.4018/978-1-59904-808-6.ch066
Van Merriënboer, J.J.G., Kirschner, P.A.: Ten Steps to Complex Learning, 2nd edn. Routledge, New York (2012)
Lukosch, H., Van Bussel, R., Meijer, S.: A game design framework for vocational education. Int. J. Soc. Hum. Sci. 6(1), 453–457 (2012)
Enfield, J.: Designing an educational game with ten steps to complex learning. Doctoral Dissertation (2012)
Van der Baaren, J., Nadolski, R., Van Rosmalen, P.: Serious games: wat kun je er mee in het hoger onderwijs? In: Workshop EHON Conference, 7 June 2012, Heerlen, The Netherlands (2012)
Nadolski, R.J.: 4C-ID voor educatieve games? Evalueren van bestaande educatieve games via het 4C-ID model. Presentation Masterclass ‘Hoe maak je een eenvoudige serious game?’ 12 March 2013, Heerlen, The Netherlands (2013)
Chipman, S.E., Schraagen, J.M.C., Shalin, V.L.: Introduction to cognitive task analysis. In: Schraagen, J.M.C., Chipman, S.E., Shalin, V.L. (eds.) Cognitive Task Analysis. Lawrence Erlbaum Associates, Mahwah (2000)
Boyle, E., Van Rosmalen, P., MacArthur, E., Connolly, T., Hainey, T., et al.: Cognitive task analysis (CTA) in the continuing/ higher education methods using games (CHERMUG) project. In: Proceedings of the 6th European Conference on Games Based Learning, Cork, Ireland, 4–5 October 2012, pp. 63–71 (2012)
Van Rosmalen, P., Boyle, E.A., Van der Baaren, J., Kärki, A.I., Del Blanco Aguado, A.: A case study on the design and development of mini-games for research methods and statistics. EAI Endorsed Trans. Game Based Learn. 14(3): e5 (2014)
Kärki, A., Pennanen, T., Isberg, S.: CHERMUG Deliverable 24: Use Case Scenarios (2014)
Kärki, A., Pennanen, T., Isberg, S.: CHERMUG Deliverable 23: Best Practice Case Studies (2014)
Acknowledgments
The work described in this paper was partially supported by the European Community under the Lifelong Learning Programme project CHERMUG nr. 519023-LLP-1-2011-1-UK-KA3-KA3MP. The paper does not represent the opinion of the European Community, and the European Community is not responsible for any use that might be made of its content.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2014 Springer International Publishing Switzerland
About this paper
Cite this paper
van Rosmalen, P. et al. (2014). Acquiring 21st Century Skills: Gaining Insight into the Design and Applicability of a Serious Game with 4C-ID. In: De Gloria, A. (eds) Games and Learning Alliance. GALA 2013. Lecture Notes in Computer Science(), vol 8605. Springer, Cham. https://doi.org/10.1007/978-3-319-12157-4_26
Download citation
DOI: https://doi.org/10.1007/978-3-319-12157-4_26
Published:
Publisher Name: Springer, Cham
Print ISBN: 978-3-319-12156-7
Online ISBN: 978-3-319-12157-4
eBook Packages: Computer ScienceComputer Science (R0)