Digital Game
A Digital Game is an electronic game that is played by a digital gamer on a digital device).
- Context:
- It can range from being an Online Digital Game to being an Offline Digital Game.
- It can range from being a PC-based Game (e.g. PC-based video game), a Console-based Game, a Smartphone-based Game, a Handheld Console-based Player, to being an Arcade Gamer.
- …
- Example(s):
- Counter-Example(s):
- an Electro-Mechanical Game, such as a pinball game.
- Board Game.
- See: Digital Entertainment, Gaming Device.
References
2017
- (Xue et al., 2017) ⇒ Su Xue, Meng Wu, John Kolen, Navid Aghdaie, and Kazi A. Zaman. (2017). “Dynamic Difficulty Adjustment for Maximized Engagement in Digital Games.” In: Proceedings of the 26th International Conference on World Wide Web Companion. ISBN:978-1-4503-4914-7 doi:10.1145/3041021.3054170
- QUOTE: ... Dynamic difficulty adjustment (DDA) is a technique for adaptively changing a game to make it easier or harder. …
2015
- (All et al., 2015) ⇒ Anissa All, Elena Patricia Nuñez Castellar, and Jan Van Looy. (2015). “Towards a Conceptual Framework for Assessing the Effectiveness of Digital Game-based Learning.” Computers & Education 88
- ABSTRACT: In recent years, interest has grown in the systematic assessment of the effectiveness of digital game-based learning (DGBL). A conceptual framework describing what effectiveness means in the context of DGBL and which are its subcomponents has hitherto been lacking however. Hence, the goal of this paper is to propose a conceptualization and operationalization of effectiveness rooted in social-cognitive theory. In order to identify desired outcomes and be able to operationalize effectiveness, focus groups were organized with three stakeholder groups following a user requirements analysis methodology.
Results indicate that three categories of desired outcomes can be distinguished: learning, motivational and efficiency outcomes. For the different outcomes, different subcomponents can be extracted which can be organized hierarchically. Learning outcomes that are seen as relevant to the effectiveness of DGBL are 1) increased interest in the subject matter, 2) improvement in objective performance (e.g., in a test), and 3) transfer, referring to the player's ability to apply acquired knowledge or skills to real-world situations. Relevant motivational outcomes concern 1) enjoyment, the extent to which playing the game evoked an enjoyable experience, and 2) increased motivation to learn using DGBL. Efficiency outcomes relevant to DGBL effectiveness, finally, are related to 1) time management and 2) cost-effectiveness. Overall, it can be stated that a DGBL intervention is effective when it achieves similar or higher scores compared to other instructional methods in relation to any of the above mentioned outcomes without significantly (in the common, not the statistical sense) diminishing any of the others.
- ABSTRACT: In recent years, interest has grown in the systematic assessment of the effectiveness of digital game-based learning (DGBL). A conceptual framework describing what effectiveness means in the context of DGBL and which are its subcomponents has hitherto been lacking however. Hence, the goal of this paper is to propose a conceptualization and operationalization of effectiveness rooted in social-cognitive theory. In order to identify desired outcomes and be able to operationalize effectiveness, focus groups were organized with three stakeholder groups following a user requirements analysis methodology.