Training and Certification of Competences through Serious Games
-
Published:2024-08-15
Issue:8
Volume:13
Page:201
-
ISSN:2073-431X
-
Container-title:Computers
-
language:en
-
Short-container-title:Computers
Author:
Baptista Ricardo123ORCID, Coelho António12ORCID, Vaz de Carvalho Carlos4ORCID
Affiliation:
1. Department of Informatics Engineering, Faculty of Engineering, University of Porto, 4200-465 Porto, Portugal 2. INESC TEC—INESC Technology and Science, Rua Dr. Roberto Frias, 4200-465 Porto, Portugal 3. Instituto Politécnico da Maia, Avenida Carlos de Oliveira Campos—Castêlo da Maia, 4475-690 Maia, Portugal 4. GILT (Games, Interaction, Learning Technologies), Instituto Superior de Engenharia do Porto, 4200-072 Porto, Portugal
Abstract
The potential of digital games, when transformed into Serious Games (SGs), Games for Learning (GLs), or game-based learning (GBL), is truly inspiring. These forms of games hold immense potential as effective learning tools as they have a unique ability to provide challenges that align with learning objectives and adapt to the learner’s level. This adaptability empowers educators to create a flexible and customizable learning experience, crucial in acquiring knowledge, experience, and professional skills. However, the lack of a standardised design methodology for challenges that promote skill acquisition often hampers the effectiveness of games-based training. The four-step Triadic Certification Method directly responds to this challenge, although implementing it may require significant resources and expertise and adapting it to different training contexts may be challenging. This method, built on a triadic of components: competencies, mechanics, and training levels, offers a new approach for game designers to create games with embedded in-game assessment towards the certification of competencies. The model combines the competencies defined for each training plan with the challenges designed for the game on a matrix that aligns needs and levels, ensuring a comprehensive and practical learning experience. The practicality of the model is evident in its ability to balance the various components of a certification process. To validate this method, a case study was developed in the context of learning how to drive, supported by a game coupled with a realistic driving simulator. The real time collection of game and training data and its processing, based on predefined settings, learning metrics (performance) and game elements (mechanics and parameterisations), defined by both experts and game designers, makes it possible to visualise the progression of learning and to give visual and auditory feedback to the student on their behaviour. The results demonstrate that it is possible use the data generated by the player and his/her interaction with the game to certify the competencies acquired.
Reference112 articles.
1. Uskov, A., and Sekar, B. (2014, January 5–7). Serious games, gamification and game engines to support framework activities in engineering: Case studies, analysis, classifications and outcomes. Proceedings of the IEEE International Conference on Electro/Information Technology, Milwaukee, WI, USA. 2. Boller, S., and Kapp, K. (2017). Play to Learn, ATD Press. 3. Sousa, L., Figueiredo, M., Monteiro, J., José, B., Rodrigues, J., and Cardoso, P. (2016). Developments of Serious Games in Education. Handbook of Research on Human-Computer Interfaces, Developments, and Applications, IGI Global. 4. Mayer, R.E. (2014). Computer Games for Learning: An Evidence-Based Approach, MIT Press. 5. de Freitas, S., and Jarvis, S. (2006, January 1). A framework for developing serious games to meet learner needs. Proceedings of the Interservice/Industry Training, Simulation and Education Conference, Orlando, FL, USA.
|
|