Tag Archives: Game-based Learning

Dungeons and Dragons in Education: A Usability Study

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Session Description
When it comes to this generation of learners, common challenges that often arise for educators include engaging learners, helping them process information, and getting them to apply that information. Game-based learning has been defined as learning that utilizes games to encourage students to be self-motivated and self-driven by presenting learning material as something enjoyable and thus facilitates engagement (Game-Based Learning: latest evidence and future directions).

In order to address these issues, a web-based instructional resource was developed on the topic of Dungeons and Dragons (D&D) in education. The target audience of the instructional resource includes educators seeking a way to facilitate learning engagement and assess learning transfer. The web-based resource is located at (https://tasian1.wixsite.com/dndineducation).

A usability test was conducted to evaluate multiple aspects of the web-based instructional resource. The researcher conducted two rounds of usability testing with a total of eight participants. Data collected from the study indicated an overall positive reception towards the content, graphics, and layout of the web-based instructional resource. Revisions were made according to user feedback.

This session will discuss the overall design of the project as well as the usability study’s methods, data, and results. By conducting this study, the researcher was able to obtain data that improved the instructional design of the website. Ideally, this helped provide a site for teachers looking to try a different method of engagement and learning assessment. Through this project, the researcher was able to expose teachers to this new method of teaching and in turn, has learned how to better present this material so that it is more accessible for educators.

Presenter(s)
Tasia Nakasone
Tasia Nakasone, University of Hawaiʻi at Mānoa, HI

Session Type
LTEC Session
Audience
All Audiences

A recording of this presentation is available.
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Program Planning through a Visual Novel-style Game

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Session Description
Program planning is an effective way to define, outline, and manage an organization’s events and evaluate their outcomes (Diaz, Gusto, & Diehl, 2018). Within the Student Life Office at the University of Hawaiʻi – West Oʻahu, students use Program Planning to promote events and conduct meetings for resources, activities, and outcomes. As part of an organization’s training, students must take the Program Planning training before they run an event. However, due to their busy schedules, some students are unable to attend the in-person training sessions. To overcome the limitations of in-person training, an online training was developed to ensure more students are able to participate. The new training was designed to promote student learning through game-based methods in the style of a visual novel.

A usability study was conducted to evaluate the online instruction created for the Student Life Office. The purpose of this study was to evaluate if the training was easy to use, simple to navigate, and resulted in user satisfaction. In total, eight (n = 8) students participated in the study. Data from the usability study suggests that participants are eager for the Program Planning training to be initiated.

This presentation will discuss study methods, evaluation instruments, and results. While creating the training was a feat in itself, the researcher found that testing how students react to the training was equally important. The feedback and criticism collected through different rounds of usability testing, helped the researcher refine the prototype. While it was determined that this training can be used with future students, the researcher suggests a learning assessment be conducted prior to circulating the training.

Presenter(s)
Mellissa Lochman
Mellissa Lochman, University of Hawaii at Manoa, HI
Mellissa Lochman was born and raised on the island of Molokai, Hawaiʻi. After 8 years in the Air Force, she returned home to Hawaiʻi to continue her education. Upon receiving her B.A. in Creative Media from the University of Hawaiʻi – West Oʻahu (UHWO) and working as a student employee, she decided to continue a career in education. She is currently a third-year LTEC masterʻs student who provides graphic art to the UHWO Student Life department and teaches students introductory graphic art skills as an online lecturer.
Session Type
LTEC Session
Audience
All Audiences

A recording of this presentation is available.
Click the button to the right to access the session archive.

A 3D Virtual World Journey through the 5 Stages of Culture Shock in Minecraft

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Session Description
Research suggests that students who participate in study abroad programs lack sufficient preparation prior to departure due to inadequate orientation methodology (Berdan, Goodman, & Taylor, 2013). This project set out to explore how virtual simulation might be used to strengthen students’ study abroad orientation experience. The project was based on the premise that virtual experiences can be used to immerse students in a target culture so they can learn about the five stages of culture shock. To this end, a 3D virtual world simulation was designed and developed using Minecraft. The purpose of the simulation was to instruct American university students, planning to study abroad in Japan, about the phenomenon of culture shock.

As part of the instructional design process, a usability study was conducted to evaluate the simulation’s navigation and efficiency, as well as user satisfaction. The development of this usability study stemmed from two main conceptual frameworks. These were Norman’s (2013) Seven-Stage Action Cycle for observing user-based performance around certain tasks, and Keller’s (1987) ARCS Model of Motivational Design for creating the foundation users experienced.

In total, twelve (n = 12) participants evaluated the simulation’s usability by navigating a linear sojourn while performing certain usability tasks. Participants also completed a one-on-one cognitive walkthrough with the investigator. Results of the analysis indicated that the simulation was, in fact, useful for the target audience and that learning through virtual worlds may be an effective means of introducing students to a target culture. In hindsight, as favorable as virtual world learning environments might seem, developers should expect a substantial time commitment in using this method of instruction.

(Youtube Link: https://www.youtube.com/watch?v=8b9IOdsebRM&feature=youtu.be)

Presenter(s)
Casey Bales
Casey Bales, University of Hawaii at Manoa, HI
Growing up in Japan as an American and completing his education in the Japanese school system from kindergarten through high school was a life-changing experience, one that generated a fascination with technology, a passion for science fiction and his present professional dedication to international education and its inherent intercultural challenges. Casey Bales obtained his BBA at the Shidler College of Business and then began his career at Hawaii Tokai International College in the International Programs department where he creates educational programs for students of all ages. Now finishing up his LTEC master’s at the University of Hawaiʻi at Mānoa, he hopes to continue his path in education by applying what he’s learned to enhance educational practices in Japan and beyond.
Session Type
LTEC Session
Audience
All Audiences

A recording of this presentation is available.
Click the button to the right to access the session archive.