User Experience in Digital Game-Based Learning and Serious Games: Towards the Role of Media Design
PROCEEDINGS
Huberta Kritzenberger, University of the Media, Germany
EdMedia + Innovate Learning, in Toronto, Canada ISBN 978-1-880094-81-5 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
Abstract
Digital game-based learning and especially serious games are seen as having a high motivational potential for learning. An instructional game dealing with a certain topic may be interesting to a learner, because he is interested in the respective topic. Such a kind of learner will not need motivational strategies of games to engage in the learning activity. If there is no primary interest of the learner in the topic, certain key characteristics of the digital game may attract and keep interest. Our thesis is that games without important characteristics of computer games will not show the same experience effects, especially flow and immersion as we discuss in this paper. In the worst case they won’t even attract the learner’s attention, because today’s digital natives are used to certain media characteristics which they understand as “language of the media”. From the analysis some conclusions for the design of serious games will be draw.
Citation
Kritzenberger, H. (2010). User Experience in Digital Game-Based Learning and Serious Games: Towards the Role of Media Design. In J. Herrington & C. Montgomerie (Eds.), Proceedings of ED-MEDIA 2010--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 5017-5024). Toronto, Canada: Association for the Advancement of Computing in Education (AACE). Retrieved December 5, 2019 from https://www.learntechlib.org/primary/p/35255/.
© 2010 Association for the Advancement of Computing in Education (AACE)
Keywords
References
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Understanding Player Experience in Educational Games
Huberta Kritzenberger, Stuttgart Media University, Germany
EdMedia + Innovate Learning 2012 (Jun 26, 2012) pp. 1329–1335
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