Second, we conducted a questionnaire-based formative evaluation of the game with schoolchildren (n=16 9/16, 56% male 6/16, 38% female and 1/16, 6% other aged 11-12 years) in Luleå, Sweden. The objectives of this study are to investigate how Tic-Tac-Training functions to promote AST among schoolchildren in northern Sweden, improve the game to be more suitable for schoolchildren, and construct a road map for future development based on children’s ideas.įirst, we developed Tic-Tac-Training using the Scrum agile software development method. We previously developed a game named Tic-Tac-Training for promoting active transport at workplaces however, the game has not been applied to AST. Active school transport (AST) and gamification are potential methods for increasing children’s daily physical activity. Most children and adolescents in Sweden do not meet the recommended daily physical activity levels of the World Health Organization. ![]() Moreover, this study is the first step towards the creation of a unified gamification framework. The results of this study are available for educational game designers and researchers to use as a practical toolkit for the creation and evaluation of motivating educational games that keep players engaged. As a minor contribution, we have also presented a classification of gamification-related terms and proposed different strategies for applying gamification. In this study, we conducted a systematic literature review that yielded two major contributions: (i) a taxonomy of 56 game motivators in 14 classes and (ii) a taxonomy of 54 educational game design principles in 13 classes, with linkages to the identified game motivators. Previous research has proposed various game motivators and game design principles to alleviate this, but a comprehensive synthesis has yet to appear. However, to design an educational game that is capable of providing motivated engagement is a challenging task. Games have been shown to possess powerful motivators that fuel a person's desire to engage in unattractive activities, such as learning theoretical material. Effective educational interventions require sufficient learner engagement, which can be difficult to achieve if the learner is inadequately motivated.
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