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50 results for “Educational game”
Code and data set for data analysis published as manuscript "Bacttle: a microbiology educational board game for lay public and schools"
<p>Code that processed raw data and plots the figures of the manuscript "Bacttle: a microbiology educational board game for lay public and schools"</p> <p>Below is a table with the original survey questions. The ID corresponds to the column displayed on the data set. When letters are followed by a number (1 or 2), it means that the question was answered before playing the game (1) and after playing the game (2).</p> <table> <tbody> <tr> <td> <p><em>ID<sup>1</sup></em></p> </td> <td> <p><em>Question text</em></p> </td> <td> <p><em>Possible answers<sup>2</sup></em></p> </td> </tr> <tr> <td> <p><em>A</em></p> </td> <td> <p>How old are you?</p> </td> <td> <p> </p> </td> </tr> <tr> <td> <p><em>B</em></p> </td> <td> <p>Do you know what a bacterium is?</p> </td> <td> <p>y/n</p> </td> </tr> <tr> <td> <p><em>C</em></p> </td> <td> <p>Do you know what a bacterial capsule is?</p> </td> <td> <p>y/n</p> </td> </tr> <tr> <td> <p><em>D</em></p> </td> <td> <p>Do bacteria have tools to harm each other?</p> </td> <td> <p>y/n/idk</p> </td> </tr> <tr> <td> <p><em>E</em></p> </td> <td> <p>Do bacteria reproduce at the same pace?</p> </td> <td> <p>y/n/idk</p> </td> </tr> <tr> <td> <p><em>F</em></p> </td> <td> <p>What is sporulation?</p> </td> <td> <p>A resistant state that some bacteria can achieve under unfavorable conditions.</p> </td> </tr> <tr> <td> <p>The release of toxins by bacteria.</p> </td> </tr> <tr> <td> <p>idk</p> </td> </tr> <tr> <td> <p><em>G</em></p> </td> <td> <p>What are flagella used for?</p> </td> <td> <p>Sticking to surfaces.</p> </td> </tr> <tr> <td> <p>Motility in liquid environments.</p> </td> </tr> <tr> <td> <p>idk</p> </td> </tr> <tr> <td> <p><em>H</em></p> </td> <td> <p>What does it mean to be lithotrophic?</p> </td> <td> <p>A bacterium can get energy from minerals.</p> </td> </tr> <tr> <td> <p>A bacterium can get energy from the sunlight.</p> </td> </tr> <tr> <td> <p>idk</p> </td> </tr> <tr> <td> <p><em>I</em></p> </td> <td> <p>Can bacteria be infected by viruses?</p> </td> <td> <p>y/n/idk</p> </td> </tr> <tr> <td> <p><em>J</em></p> </td> <td> <p>Are all bacteria harmful for humans?</p> </td> <td> <p>y/n/idk</p> </td> </tr> <tr> <td> <p><em>K</em></p> </td> <td> <p>How many bacteria are in a coffee spoon of yoghurt?</p> </td> <td> <p>Millions</p> </td> </tr> <tr> <td> <p>Hundreds</p> </td> </tr> <tr> <td> <p>idk</p> </td> </tr> <tr> <td> <p><em>L</em></p> </td> <td> <p>How easy did you find the gameplay?</p> </td> <td> <p>VE/E/A/D/VD</p> </td> </tr> <tr> <td> <p><em>M</em></p> </td> <td> <p>Did you find the card content easy to understand?</p> </td> <td> <p>VE/E/A/D/VD</p> </td> </tr> <tr> <td> <p><em>N</em></p> </td> <td> <p>Did you like the setup of the game?</p> </td> <td> <p>y/n/idk</p> </td> </tr> <tr> <td> <p><em>O</em></p> </td> <td> <p>Would you like to play this game again?</p> </td> <td> <p>y/n/idk</p> </td> </tr> <tr> <td> <p><em>P</em></p> </td> <td> <p>What can we improve?</p> </td> <td> <p> </p> </td> </tr> </tbody> </table> <p>1) Question A categorizes the player’s age; B and C assess the initial level of knowledge in microbiology (none -both questions are answered negatively-, basic -player knows what a bacterium is but not a bacterial capsule-, or advanced -both answers are positive-); questions D-I score knowledge acquisition; J and K are control questions; L-O evaluate the appreciation of the game; and P is an optional free text-entry answer for additional feedback. <br>2) y= yes, n=no, idk=I don’t know, VE=very easy, E=easy, A=adequate, D=difficult, VD=very difficult.</p>
Extended data integration of motivational aspects in gamification and game-based learning educational designs
<p>This is the extended data for a systematic review article about the integration of motivational aspects in gamification and game-based learning educational designs related to teacher´s training and teacher´s professional development.</p>
Analyzing App Store Comments and Quality Attributes for Defining an Inspection Checklist for Mobile Educational Games
<p>To evaluate educational games, several techniques have been proposed considering different quality attributes. However, there are still several educational games for the mobile context that have low scores in the app stores. These stores allow users to make comments to evaluate the applications, as this data can be useful for the development team that aims to meet users' expectations. The analysis of comments made by users can help identify which attributes impact the use of mobile educational games. In this paper, an inspection checklist is proposed to evaluate mobile educational games. To complement the attributes identified in the analysis of comments, attributes from existing techniques for evaluating mobile educational games were also considered. The final evaluation form contains a total of 82 attributes distributed in evaluation categories, such as: user interface, mobility, pedagogy, gameplay, among others. To evaluate the proposed technique, an evaluation was carried out with the checklist in two mobile educational games available in the Google Play Store, different from those used to define the technique. The initial results indicate that the proposed checklist allows the identification of problems pointed out by users in the comments left in the app store.</p> <p> </p> <p><a href="https://zenodo.org/api/files/8ca1af4d-6f7c-440f-a272-9366de2ad3ef/SBES%202020%20-%20Ideias%20Inovadoras%20e%20Resultados%20Emergentes%20-%20Analisando%20atributos%20de%20qualidade%20e%20coment%C3%A1rios%20de%20lojas%20de%20aplicativos%20para%20a%20defini%C3%A7%C3%A3o%20de%20uma%20t%C3%A9cnica%20de%20inspe%C3%A7%C3%A3o%20de%20jogos%20educacionais%20m%C3%B3veis.mp4">SBES 2020 - Ideias Inovadoras e Resultados Emergentes</a></p>
Matematicast educational game Dataset for Multiple-try and KCR intervention
<p>Matematicast educational game Dataset for Multiple-try and KCR intervention</p>
Research paper: Implementation of the "Eurocraft" serious game to high school students of Intercultural Education
<p>In this research, concerning Eurocraft serious game the researchers from UoA investigate: (i) The existence and the way of construction of students’ European identity. (ii) Students' beliefs concerning the “European Other”, the “sense of place” and the “easy/difficult past/present”. (iii) Students' attitudes towards sharing their cultural heritage and acquainting with elements of others’ cultural heritage through the game. (iv) Usability, use of modern technological practices and the intention of students to use the game.</p>
Empirical Study and Vision for a Holistic Serious Game Platform for Software Engineering Education
<p>Serious games are becoming increasingly popular in universities to motivate students. Therefore, more and more lecturers are using game-based learning to encourage students to learn the subject matter. However, using serious games in Software Engineering (SE) lectures at universities is rather challenging as the subject is very practice-oriented and requires special kinds of tasks, e.g., practicing programming, software modeling, etc. Thus, building serious games and integrating such SE-specific tasks is a serious technical challenge and requires immense development effort. Therefore, before developing new games, students' preferences should be analyzed to increase the chances that these games will be played. To address this issue, we conducted an empirical study with 105 students to investigate the requirements and chances for using serious games in SE education in universities. Our analysis shows that students' preferences vary significantly and that there is no clear indication of a single game type that motivates all students equally. Therefore, our second contribution is a vision for a microservice-based Holistic Serious Game Platform for Software Engineering Education, which supports efficiently developing different serious games and integrating SE-specific mini-games and tasks. Hence, our empirical results and the presented approach support advancing research and development of serious SE games and also sensitize game developers to the needs of SE education.</p>
Questionnaire and Results for the "Gamify-IT - A Web-Based Gaming Platform for Software Engineering Education" Paper
<p>This archive contains the questions and results of our questionnaire to evaluate the prototype Gamify-IT e-learning platform. The questionnaire contains 18 questions and statements to evaluate the students' experience with the platform. We conducted the evaluation with students of our programming introductory course at the University of Stuttgart. 20 students provided their feedback. Results are anonymized.</p>
Educational Efficacy Assessment of a Serious Game to Teach Insulin Therapy to Primary Care Physicians
ClinicalTrials.gov study NCT01759953. IPD Sharing: Not stated. Countries: 1. Publications: 10.
Game-Based 3D Simulation for Vital Signs Training in Nursing Education
ClinicalTrials.gov study NCT07009275. IPD Sharing: NO. Countries: 1. Publications: 11.
Game-Based Education and Treatment Adherence in Type 2 Diabetes
ClinicalTrials.gov study NCT07195188. IPD Sharing: UNDECIDED. Countries: 1. Publications: 0.
GroundsKeeper: A Qualitative Study of Applied Game-based Interactives in Special Education Programs
ClinicalTrials.gov study NCT01808066. IPD Sharing: Not stated. Countries: 1. Publications: 0.
Effectiveness of Educational Games to Implementation Clinical Practice Guidelines to Family Medicine Residents in Spain.
ClinicalTrials.gov study NCT02210442. IPD Sharing: Not stated. Countries: 1. Publications: 2.
Development and Evaluation of Hygie, a New Serious Game for Continuing Medical Education of General Practitioners
ClinicalTrials.gov study NCT03486275. IPD Sharing: YES. Countries: 1. Publications: 1.
A Game-based Educational Approach to Promote Child Safety Knowledge and Behaviours
ClinicalTrials.gov study NCT04096196. IPD Sharing: NO. Countries: 1. Publications: 2.
Scenario-Driven Virtual Reality Game for Dementia Education Program
ClinicalTrials.gov study NCT07238439. IPD Sharing: NO. Countries: 1. Publications: 3.
Development of an Educational Video Game to Improve Nursing Students' Reasoning With Acute Heart Failure Patients
ClinicalTrials.gov study NCT04592432. IPD Sharing: NO. Countries: 1. Publications: 1.
Kaledo Game and The Nutrition Education Prepared According to Health Belief Model
ClinicalTrials.gov study NCT04620044. IPD Sharing: NO. Countries: 1. Publications: 4.
The Effect of Health Education on Digital Game Addiction and Health Promotion Behavior in Adolescents
ClinicalTrials.gov study NCT07002515. IPD Sharing: NO. Countries: 1. Publications: 8.
Asthma Education Using Child Life Services and an Asthma-based Computer Game
ClinicalTrials.gov study NCT01072123. IPD Sharing: Not stated. Countries: 1. Publications: 11.
Use of Serious Game Simulation on Newborn Resuscitation Education
ClinicalTrials.gov study NCT04623411. IPD Sharing: NO. Countries: 1. Publications: 2.
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DANDI Archive for NWB datasets
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International Brain Laboratory public data
The International Brain Laboratory public data releases expose standardized mouse decision-making experiments, including Neuropixels recordings, widefield calcium imaging, behavior, and session metadata accessed through the ONE API.
OpenNeuro
OpenNeuro is a free, open platform for sharing neuroimaging datasets, with public search, dataset pages, and download paths for web, S3, DataLad, and the OpenNeuro CLI.