- -

Game-based learning with role-playing elements using RPG Maker MZ

RiuNet: Repositorio Institucional de la Universidad Politécnica de Valencia

Compartir/Enviar a

Citas

Estadísticas

  • Estadisticas de Uso

Game-based learning with role-playing elements using RPG Maker MZ

Mostrar el registro completo del ítem

Herrero Debón, A.; Roselló Ferragud, MD.; Moll López, SE.; Moraño Fernández, JA.; Sánchez Ruiz, LM.; Sánchez López, S.; Vega Fleitas, E.... (2023). Game-based learning with role-playing elements using RPG Maker MZ. Modelling in Science Education and Learning. 16(1):55-65. https://doi.org/10.4995/msel.2023.18975

Por favor, use este identificador para citar o enlazar este ítem: http://hdl.handle.net/10251/192011

Ficheros en el ítem

Thumbnail
Nombre: HerreroRoselloMoll ...
Tamaño: 1.656Mb
Formato: PDF
Descripción: Versión editorial
Abrir/Preview

Metadatos del ítem

Título: Game-based learning with role-playing elements using RPG Maker MZ
Otro titulo: Aprendizaje basado en juegos con elementos de rol empleando RPG Maker MZ
Autor: Herrero Debón, Alicia Roselló Ferragud, María Dolores Moll López, Santiago Emmanuel Moraño Fernández, José Antonio Sánchez Ruiz, Luis Manuel Sánchez López, Sara Vega Fleitas, Erica Moraño Ataz, Marta Nuñez Perez, Adolfo
Entidad UPV: Universitat Politècnica de València. Instituto Universitario de Matemática Multidisciplinar - Institut Universitari de Matemàtica Multidisciplinària
Universitat Politècnica de València. Escuela Técnica Superior de Ingeniería del Diseño - Escola Tècnica Superior d'Enginyeria del Disseny
Universitat Politècnica de València. Instituto de Diseño para la Fabricación y Producción Automatizada - Institut de Disseny per a la Fabricació i Producció Automatitzada
Universitat Politècnica de València. Instituto de Gestión de la Innovación y del Conocimiento - Institut de Gestió de la Innovació i del Coneixement
Universitat Politècnica de València. Centro de Investigación en Tecnologías Gráficas - Centre d'Investigació en Tecnologies Gràfiques
Universitat Politècnica de València. Departamento de Matemática Aplicada - Departament de Matemàtica Aplicada
Fecha difusión:
Resumen:
[EN] In this work, the influence of the introduction of role-playing game elements, such as the customization of the avatar and an adaptive level of difficulty, is studied to configure a game experience more adapted to the ...[+]


[ES] En este trabajo se estudia la influencia de la introducción de elementos de juego de rol, como la personalización del avatar y de un nivel de dificultad adaptativo, para configurar una experiencia de juego más adaptada ...[+]
Palabras clave: Role-playing games , Game-based learning , Escape rooms , Competencies , Juegos de rol , Aprendizaje basado en juegos , Competencias
Derechos de uso: Reconocimiento - No comercial (by-nc)
Fuente:
Modelling in Science Education and Learning. (eissn: 1988-3145 )
DOI: 10.4995/msel.2023.18975
Editorial:
Universitat Politècnica de València
Versión del editor: https://doi.org/10.4995/msel.2023.18975
Código del Proyecto:
info:eu-repo/grantAgreement/UPV//PIME%2F21-22%2F284
Agradecimientos:
PIME/21-22/284 project financed by the Polytechnic University of Valencia, Convocatoria A D, Proyectos de Innovación Mejora Educativa
Tipo: Artículo

References

Ang, J., Ng, Y., & Liew, R. (2020). Physical and digital educational escape room for teaching chemical bonding. J. Chem. Educ., 97, 2849-2856. https://doi.org/10.1021/acs.jchemed.0c00612

Batzogiannis, I., Hatzikraniotis, E., & Papadopoulos, A. (2018). Enhancing students' motivation towards stem by co-creating an escape room. INTED 2018 Proceedings, 3293-3300. https://doi.org/10.21125/inted.2018.0632

Boyle, E., Hainey, T., Connolly, T., Gray, G., Earp, J., Ott, M., ... Pereira, J. (2016). An update to the systematic literature review of empirical evidence of the impacts and outcomes of computer games and serious games. Comput. Educ., 94, 178-192. https://doi.org/10.1016/j.compedu.2015.11.003 [+]
Ang, J., Ng, Y., & Liew, R. (2020). Physical and digital educational escape room for teaching chemical bonding. J. Chem. Educ., 97, 2849-2856. https://doi.org/10.1021/acs.jchemed.0c00612

Batzogiannis, I., Hatzikraniotis, E., & Papadopoulos, A. (2018). Enhancing students' motivation towards stem by co-creating an escape room. INTED 2018 Proceedings, 3293-3300. https://doi.org/10.21125/inted.2018.0632

Boyle, E., Hainey, T., Connolly, T., Gray, G., Earp, J., Ott, M., ... Pereira, J. (2016). An update to the systematic literature review of empirical evidence of the impacts and outcomes of computer games and serious games. Comput. Educ., 94, 178-192. https://doi.org/10.1016/j.compedu.2015.11.003

Charlo, J. (2020). Educational escape rooms as a tool for horizontal mathematization: Learning process evidence. Educ. Sci., 10, 213. https://doi.org/10.3390/educsci10090213

Connolly, T., Boyle, E., MacArthur, E., Hainey, T., & Boyle, J. (2012). A systematic literature review of empirical evidence on computer games and serious games. Comput. Educ., 59, 661-686. https://doi.org/10.1016/j.compedu.2012.03.004

De-Marcos, L., Dom'ınguez, A., Saenz-De-Navarrete, J., & Pages, C. (2014). An empirical study comparing gamification and social networking on e-learning. Comput. Educ., 75, 82-91. https://doi.org/10.1016/j.compedu.2014.01.012

Ebner, M., & Holzinger, A. (2007). Successful implementation of user-centered game based learning in higher education: An example from civil engineering. Comp. Educ., 49, 873-890. https://doi.org/10.1016/j.compedu.2005.11.026

Gordillo, A., L'opez-Fern'andez, D., L'opez-Pernas, S., & Quemada, J. (2020). Evaluating an educational escape room conducted remotely for teaching software engineering. IEEE Access, 8, 225032-225051. https://doi.org/10.1109/ACCESS.2020.3044380

Hainey, T., Connolly, T., Boyle, E., Wilson, A., & Razak, A. (2016). A systematic literature review of games- based learning empirical evidence in primary education. Comput. Educ., 102, 202-223. https://doi.org/10.1016/j.compedu.2016.09.001

Hamari, J., Shernoff, D., Rowe, E., Coller, B., Asbell-Clarke, J., & Edwards, T. (2016). Challenging games help students learn: An empirical study on engagement, flow and immersion in game-based learning. Comput. Hum. Behav., 54, 170-179. https://doi.org/10.1016/j.chb.2015.07.045

Huang, S., Kuo, Y., & Chen, H. (2020). Applying digital escape rooms infused with science teaching in elementary school: Learning performance, learning motivation, and problem-solving ability. Think. Ski. Creat., 37, 100681. https://doi.org/10.1016/j.tsc.2020.100681

Hussein, M., Ow, S., Cheong, L., Thong, M., & Ale Ebrahim, N. (2019). Effects of digital game-based learning on elementary science learning: A systematic review. IEEE Access, 7, 62465-62478. https://doi.org/10.1109/ACCESS.2019.2916324

Jiménez, C., Arís, N., Magrenán Ruiz, A., & Orcos, L. (2020). Digital escape room, using genial.ly and a breakout to learn algebra at secondary education level. Spain. Educ. Sci., 10, 271. https://doi.org/10.3390/educsci10100271

Kapoor, A., Burleson, W., & Picard, R. (2007). Automatic prediction of frustration. Int. J.-Hum.-Comput.Stud., 65, 724-736. https://doi.org/10.1016/j.ijhcs.2007.02.003

Lopez-Pernas, S., Gordillo, A., Barra, E., & Quemada, J. (2019). Examining the use of an educational escape room for teaching programming in a higher education setting. IEEE Access, 7, 31723-31737. https://doi.org/10.1109/ACCESS.2019.2902976

Makri, A., Vlachopoulos, D., & Martina, R. (2021). Digital escape rooms as innovative pedagogical tools in education: A systematic literature review. Sustainability, 13, 4587. https://doi.org/10.3390/su13084587

Mellado, V., Borrachero, A., Br'ıgido, M., Melo, L., Davila, M., Canada, F., Martinez, G. (2014). Las emociones en la ensenanza de las ciencias / Emotions in science teaching. Ensenanza de las Ciencias, 32,11-36. https://doi.org/10.5565/rev/ensciencias.1478

Menon, D., & Romero, M. (2020). Game mechanics supporting a learning and playful experience in educational escape games. in global perspectives on gameful and playful teaching and learning. IGI Glob., 143-162. https://doi.org/10.4018/978-1-7998-2015-4.ch007

Moeller, J., Brackett, M., Ivcevic, Z., & White, A. (2020). High school studentsˆa feelings: Discoveries from a large national survey and an experience sampling study. Learn. Instr., 66, 101301. https://doi.org/10.1016/j.learninstruc.2019.101301

Nicholson, S. (2016). Ask why: Creating a better player experience through environmental storytelling and consistency in escape room design. Proc. Meaningful Play, 521-556.

Ninaus, M., Greipl, S., Kiili, K., Lindstedt, A., Huber, S., Klein, E., ... Moeller, K. (2019). Increased emotional engagement in game-based learning-a machine learning approach on facial emotion detection data. Comput. Educ., 142, 103641. https://doi.org/10.1016/j.compedu.2019.103641

Papastergiou, M. (2009). Digital game-based learning in high school computer science education: Impact on educational effectiveness and student motivation. Comput. Educ., 52, 1-12. https://doi.org/10.1016/j.compedu.2008.06.004

Phan, H., Ngu, B., Lin, R., Wang, H., Shih, J., & Shi, S. (2019). Predicting and enhancing students a positive emotions: An empirical study from a taiwanese sociocultural context. Heliyon, 5, e02550. https://doi.org/10.1016/j.heliyon.2019.e02550

Pozo-Sanchez, S., Lampropoulos, G., & L'opez-Belmonte, J. (2022). Comparing gamification models in higher education using face-to-face and virtual escape rooms. J. New Approaches Educ. Res., 11, 307. https://doi.org/10.7821/naer.2022.7.1025

Rpg maker mz software. (2022). https://www.rpgmakerweb.com/products/rpg-maker-mz.

Sabourin, J., Lester, J. (2014). Affect and engagement in game-based learning environments. IEEE Trans. Affect. Comput., 5, 45-56. https://doi.org/10.1109/T-AFFC.2013.27

Sanchez-Martin, F., J.and Canada-Canada, & Davila-Acedo, M. (2017). Just a game? gamifying a general science class at university: Collaborative and competitive work implications. Think. Skills Creativ., 26, 51-59. https://doi.org/10.1016/j.tsc.2017.05.003

Sanchez-Martin, J., Canada-Canada, F., & Davila-Acedo, M. (2018). Emotional responses to innovative science teaching methods: Acquiring emotional data in a general science teacher education class. J. Technol. Sci. Educ., 8, 346-359. https://doi.org/10.3926/jotse.408

Shute, V., D'Mello, S., Baker, R., Cho, K., Bosch, N., Ocumpaugh, . . . Almeda, V. (2015). Modeling how incoming knowledge, persistence, affective states, and in-game progress influence student learning from an educational game. Comput. Educ., 86, 224-235. https://doi.org/10.1016/j.compedu.2015.08.001

Um, E., Plass, J., Hayward, E., & Homer, B. (2012). Emotional design in multimedia learning. J. Educ. Psychol., 104, 485-498. https://doi.org/10.1037/a0026609

Villavicencio, F., & Bernardo, A. (2013). Positive academic emotions moderate the relationship between selfregulation and academic achievement. Br. J. Educ. Psychol., 83 , 329-340. https://doi.org/10.1111/j.2044-8279.2012.02064.x

Villavicencio, F., & Bernardo, A. (2016). Beyond math anxiety: Positive emotions predict mathematics achievement, self-regulation,and self-efficacy. Asia-Pac. Educ. Res., 25, 415-422. https://doi.org/10.1007/s40299-015-0251-4

Warmelink, H., Koivisto, J., Mayer, I., Vesa, M., & Hamari, J. (2020). Gamification of production and logistics operations: Status quo and future directions. J. Bus. Res., 106, 331-340. https://doi.org/10.1016/j.jbusres.2018.09.011

Zamora-Polo, F., Corrales-Serrano, M., Sanchez-Martín, J., & Espejo-Antúnez, L. (2019). Nonscientific university students training in general science using an active-learning merged pedagogy: Gamification in a flipped classroom. Educ. Sci., 9(4), 297. https://doi.org/10.3390/educsci9040297

Zamora-Polo, F., Luque-Sendra, A., Sanchez-Mart'ın, J., & Aguayo-Gonzalez, F. (2019). Conceptual framework for the use of building information modeling in engineering education. Int. J. Eng. Educ., 35 (3), 744-755.

Zhang, F., Doroudian, A., Kaufman, D., Hausknecht, S., Jeremic, J., & Owens, H. (2017). Employing a user- centered design process to create a multiplayer online escape game for older adults. Proceedings of the Annual Symposium on Computer-Human Interaction in Play, Zhou, J., Salvendy, G., Eds., 296-307. https://doi.org/10.1007/978-3-319-58536-9_24

[-]

recommendations

 

Este ítem aparece en la(s) siguiente(s) colección(ones)

Mostrar el registro completo del ítem