Skip to main content
Springer Nature Link
Log in

PLAGER-VG: platform for managing educational multiplayer video games

  • Published:
Multimedia Tools and Applications Aims and scope Submit manuscript

Abstract

Information and communication technologies, in general, and multimedia systems, in particular, are currently incorporated into the learning processes with certain normality. Furthermore, the scientific community agrees that video games, as a specific expression of these technologies, present additional benefits that improve many student skills. In an educational context which uses video games as learning tools, the need for a well-defined framework to develop effective educational games seems evident. However, most educational games are not supported by specific architectures; perhaps because the existing ones do not include fundamental aspects such as collaboration, adaptation or gameplay, or its conceptual language is hardly understandable to the educational team. With the aim of fill this gap, we here describe the architecture PLAGER-VG to design, execute, monitor and adapt collaborative learning processes supported by video games, focusing the paper in the design and personalization aspects. PLAGER-VG is a modular platform composed of five sub-systems which allows incrementally designing video games and using them, as well as integrating a video game with other related to it. In particular, we propose the Design Sub-system for managing the educational game design process and the Personalization Sub-system for adapting the gameplay, and therefore the educational process, to the needs of students. The architecture has been considered during the development of several video games and a set of thirty teachers have expressed their acceptance regarding the main elements of PLAGER-VG.

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

Access this article

Log in via an institution

Subscribe and save

Springer+ Basic
$34.99 /Month
  • Get 10 units per month
  • Download Article/Chapter or eBook
  • 1 Unit = 1 Article or 1 Chapter
  • Cancel anytime
Subscribe now

Buy Now

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Fig. 1
Fig. 2
Fig. 3
Fig. 4
Fig. 5
Fig. 6
Fig. 7
Fig. 8
Fig. 9
Fig. 10
Fig. 11
Fig. 12
Fig. 13
Fig. 14
Fig. 15
Fig. 16
Fig. 17
Fig. 18
Fig. 19
Fig. 20

Similar content being viewed by others

Explore related subjects

Discover the latest articles, news and stories from top researchers in related subjects.

Notes

  1. e-adventure - official web site available, 2016. Retrieved April, 2, (2016) from http://e-adventure.e-ucm.es/

References

  1. Alshammari SH, Ali MB, Rosli MS (2015) The effectiveness of video games in enhancing students’ learning. Res J Appl Sci 10(8):311–316

    Google Scholar 

  2. Aouadi N, Pernelle P, Marty JC, Carron T (2015) A model driven architecture MDA approach to facilitate the serious game integration in an e-learning environment. In: European conference on games based learning. Academic Conferences International Limited, p 15

  3. Balakrishnan B (2015) Online computer supported collaborative learning (CSCL) for engineering students: a case study in Malaysia. Comput Appl Eng Educ 23(3):352–362

    Article  Google Scholar 

  4. Brown DJ, McHugh D, Standen P, Evett L, Shopland N, Battersby S (2011) Designing location-based learning experiences for people with intellectual disabilities and additional sensory impairments. Comput Educ 56(1):11–20

    Article  Google Scholar 

  5. Carvalho MB, Belloti F, Hu J, Hauge JB, Berta R, De Gloria A, Rauterberg M (2015a) Towards a service-oriented architecture framework for educational serious games. IEEE 15th International Conference on Advanced Learning Technologies, p 147–151

  6. Carvalho MB, Belloti F, Berta R, De Gloria A, Sedano CI, Hauge JB, Hu J, Rauterberg M (2015b) An activity theory-based model for serious games analysis and conceptual design. Comput Educ 87:166–181

    Article  Google Scholar 

  7. Carvalho MB, Belloti F, Berta R, De Gloria A, Gazzarata G, Kickmeier-Rust M (2015c) A case study on service-oriented architecture for serious games. Entertaining Comput 6:1–10

    Article  Google Scholar 

  8. Connolly TM, Boyle EA, MacArthur E, Hainey T, Boyle JM (2012) A systematic literature review of empirical evidence on computer games and serious games. Comput Educ 59(2):661–686

    Article  Google Scholar 

  9. Del Blanco A, Torrente J, Moreno-Ger P, Fernández-Manjón B (2009) A general architecture for the integration of educational videogames in stands-compliant virtual learning environments. Proceedings of 9th International Conference on Advanced Learning Technologies. IEEE Computer Society Publications, Riga, Latvia, p 53–55

  10. Del Blanco A, Torrente J, Moreno-Ger P, Fernández-Manjón B (2010) Integrating adaptive games in student-centered virtual learning environmnets. Int J Dist Educ Technol 8(3):1–15

    Article  Google Scholar 

  11. Dondlinger MJ (2007) Educational video game design: a review of the literature. J Appl Educ Technol 4(1):21–31

    Google Scholar 

  12. Egenfeldt-Nielsen S (2011) Beyond edutainment: exploring the educational potential of computer games. Lulu Press, Inc. Raleigh, North Carolina. Lulu.com

  13. Ellis CA, Gibbs SJ, Rein GL (1991) Groupware: some issues and experiences. Commun ACM 34(1):39–58. ACM, New York

  14. Gifford BR (1991) The learning society: serious play chronicle of high education 7

  15. González-Sánchez JLG, Vela FLG, Simarro FM, Padilla-Zea N (2012) Playability: analysing user experience in video games. Behav Inform Technol 31(10):1033–1054

    Article  Google Scholar 

  16. Griffiths M (2002) The educational benefits of videogames. Educ Health 20(3):47–51

    Google Scholar 

  17. Hanneman RA, Riddle M (2005) Introduction to social network methods. University of California, Riverside

    Google Scholar 

  18. Hernández M, Oktaba H, Piattini M, Diaz-Barriga Arceo F, Revillagigedo-Tulais AM, Flores-Zarco SV (2016) Methodology to construct educational video games in software engineering. 4th International Conference in Software Engineering Research and Innovation (CONISOFT)

  19. Hodhod R, Cairns P, Kudenko D (2011) Innovative integrated architecture for educational games: challenges and merits. Trans Edutainment V, LNCS 6530:1–34

    Article  Google Scholar 

  20. Hu W (2010) A common software architecture for educational games, LNCS 6249, 405–416. Springer Verlag Berlín, Heidelberg

    Book  Google Scholar 

  21. Jarvin L (2015) Edutainment, games, and the future of education in a digital world. In: Grigorenko EL (Ed) The global context for new directions for child and adolescent development New Directions for Child and Adolescent Development, 147, 33–40

  22. Jong B, Chan T, Wu Y, Lin T (2006) Applying the adaptive learning material producing strategy to group learning. Int Conf Edutainment 3942:39–49

    Google Scholar 

  23. Kafai YB, Burke Q (2015) Constructionist gaming: understanding the benefits of making games for learning. Educ Psychol 50(4):313–334, Taylor & Francis Online

  24. Likert R (1932) A technique for the measurement of attitudes. Arch Psychol 140:5–55

    Google Scholar 

  25. MacDonald J, McDowell P, Siegel D, De León JR (2014) Integrating games into learning environments. Design and development of training games: practical guidelines from a multidisciplinary perspective. Cambridge University Press, New York, p 273–302

  26. McFarlane A, Sparrowhawk A, Heald Y (2002) Report on the educational use of games: an exploration by TEEM of the contribution which games can make to the education process in Cambridge. U.K, TEEM (Teachers Evaluating Educational Multimedia)

    Google Scholar 

  27. McGloin R, Hull KS, Christensen JL (2016) The social implications of casual online gaming: examining the effects of competitive setting and performance outcome on player perceptions. Comput Hum Behav 59:173–181

    Article  Google Scholar 

  28. Moreno-Ger P, Sancho Thomas P, Martínez-Ortiz I, Sierra JL, Fernández-Manjón B (2007) Adaptive units of learning and educational videogames. J Interact Media Educ 2007:5

    Article  Google Scholar 

  29. Nemec J, Trna J (2007) Edutainment or entertainment. Education possibilities of didactic games in science education. In: Nemec J (Ed) The evolution of children play. 24th ICCP World Play Conference, p 55–64

  30. Padilla Zea NP (2011) Metodología para el diseño de videojuegos educativos sobre una arquitectura para el análisis del aprendizaje colaborativo. Doctoral dissertation, Universidad de Granada

    Google Scholar 

  31. Padilla Zea N, Medina Medina N, Gutiérrez Vela FL, Paderewski P (2011) A model-based approach to design educational multiplayer video games. In: Daradoumis T, Caballé S, Juan Pérez AA, Xhafa F (eds) Technology-enhanced systems and tools for collaborative learning scaffolding, Berlin, Germany: Springer, pp 167–191

  32. Padilla-Zea N, González Sánchez JL, Gutiérrez Vela FL, Cabrera M, Paderewski P (2009) From CSCL to VGSCL - a new approximation to collaborative learning. In: Shishkov B, Cordeiro J, Verbraeck A, Helfert M (eds) Proceedings of the International Conference on Computer Supported Education (CSEDU), p 329–334

  33. Padilla-Zea N, López-Arcos JR, Gutiérrez FL, Paderewski P, Medina-Medina N (2013) Architecture for monitoring learning processes using video games, LNCS 7997, 1–6. Springer Verlag Berlín, Heidelberg

    Book  Google Scholar 

  34. Padilla-Zea N, Medina-Medina N, Gutiérrez-Vela FL, López-Arcos JR, Paderewski P, González-González CS (2015) A design process for balanced educational video games with collaborative activities. Dyna 82(193):223–232

    Article  Google Scholar 

  35. Parnandi A, Gutierrez-Osuna R (2015) A comparative study of game mechanics and control laws for an adaptive physiological game. J Multimodal User Interfaces 9(1):31–42

    Article  Google Scholar 

  36. Prensky M (2001) Digital natives, digital immigrants. On the Horizon 9(5):1–6

    Article  Google Scholar 

  37. Sancho P, Fuentes R, Gómez-Martín PP, Fernández-Manjón B (2009) Applying multiplayer role based learning in engineering education: three case studies to analyze the impact on students’ performance. Int J Eng Educ 25(4):665–679

    Google Scholar 

  38. Sancho P, Torrente J, Marchiori E, Fernández-Manjón B (2011) Enhancing Moodle to support problem based learning: the Nucleo experience. In: Education Engineering (EDUCON), p 1177–1182

  39. Sawyer B (2008) Keynote address. The second European conference on games-based learning, Universitat Oberta de Catalunya, Barcelona Spain (October 2008), p 16–17

  40. Sullivan GM (2013) Analyzing and interpreting data from Likert-type scales – NCBI. J Grad Med Educ 5(4):541–542

    Article  Google Scholar 

  41. Sun H, Gao Y (2015) Impact of an active educational video game on children's motivation, science knowledge, and physical activity. J Sport Health Sci 5:239–245

    Article  Google Scholar 

  42. Tennyson R, Jorczak RL (2011) Benefits of CSCL for learners with disabilities. In: Ordoñez de Pablos P, Zhao J, Tennyson R (eds) Technology enhanced learning for people with disabilities: approaches and applications, p 1–9

  43. Tsai TH, Chang HT, Chang YM, Huang GS (2012) Sharetouch: a system to enrich social network experiences for the elderly. J Syst Softw 85(6):1363–1369

    Article  Google Scholar 

  44. Wehbe-Alamah H, Farmer ME, McFarland M, Tower A, Jones M, Shah V, El-Hayek J (2015) Development of an extensible game architecture for teaching transcultural nursing. Online J Cult Competence in Nursing and Heathcare 5(1):64–74

    Google Scholar 

  45. Weinreich R, Buchgeher G (2012) Towards supporting the software architecture life cycle. J Syst Softw 8(3):546–561

    Article  Google Scholar 

Download references

Acknowledgements

This study and work is financed by the Spanish Ministry of Science and Innovation, as part of the DISPERSA Project (TIN2015-67149-C3-3-R), and by the Andalusia Research Program under the project P11-TIC-7486 co-financed by FEDER (European Regional Development Fund – ERDF.

Author information

Authors and Affiliations

  1. Universidad Internacional de la Rioja (UNIR), Avda. de la Paz, 137 26006, 26002, Logroño, La Rioja, Spain

    Natalia Padilla-Zea

  2. Video Games and E-learning Research Laboratory, GEDES Research Group, CITIC-UGR, University of Granada, C/ Periodista Daniel Saucedo Aranda, s/n, 18071, Granada, Spain

    Nuria Medina Medina, Francisco L. Gutiérrez Vela & Patricia Paderewski

  3. IDIS Research Group, Universidad del Cauca, Sector Tulcan, Popayán, Colombia

    César A. Collazos

Authors
  1. Natalia Padilla-Zea
    View author publications

    You can also search for this author inPubMed Google Scholar

  2. Nuria Medina Medina
    View author publications

    You can also search for this author inPubMed Google Scholar

  3. Francisco L. Gutiérrez Vela
    View author publications

    You can also search for this author inPubMed Google Scholar

  4. Patricia Paderewski
    View author publications

    You can also search for this author inPubMed Google Scholar

  5. César A. Collazos
    View author publications

    You can also search for this author inPubMed Google Scholar

Corresponding author

Correspondence to Nuria Medina Medina.

Appendix

Appendix

Rights and permissions

Reprints and permissions

About this article

Check for updates. Verify currency and authenticity via CrossMark

Cite this article

Padilla-Zea, N., Medina, N.M., Gutiérrez Vela, F.L. et al. PLAGER-VG: platform for managing educational multiplayer video games. Multimed Tools Appl 77, 2115–2152 (2018). https://doi.org/10.1007/s11042-017-4376-8

Download citation

  • Received:

  • Revised:

  • Accepted:

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s11042-017-4376-8

Keywords