Extending the Activity Theory Based Model for Serious Games Design in Engineering to Integrate Analytics

Michael Callaghan, Niall McShane, Augusto Gómez Eguíluz, Maggi Savin-Baden


Serious Games (SG) have been shown to have instructional potential and a number of formal models, frameworks and methodologies have emerged to support their design and analysis. The Activity Theory-based Model of Serious Games (ATMSG) facilitates a systematic and detailed representation of educational SG describing how game elements are connected together to contribute to pedagogical goals. This paper proposes and presents an extension to the ATMSG framework to facilitate the identification, selection and integration of analytics into serious games. A practical example of the approach in use in the analysis and design phase of a SG for engineering is demonstrated.


Activity theory, electrical engineering education, game based learning, analytics, serious games

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International Journal of Engineering Pedagogy (iJEP) – eISSN: 2192-4880
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