Design and Implementation of A Collaborative Educational Gamification Authoring System

Authors

  • Feng-Jung Liu Cheng Shiu University
  • Chia-Mei Lu Cheng-Shiu University

DOI:

https://doi.org/10.3991/ijet.v16i17.24087

Keywords:

Authoring system, Game-based learning system, Education gamification

Abstract


Gamification has been widely applied on modern education. Most of them are applied to stimulate learning motivation and improve learning efficiency for stu-dents. A successful game-based learning content development depends on both an adaptive educational activity planning and a high-quality game design. In edu-cational activity planning, the 5E learning cycle model presents a framework for constructive learning theories and is effectively used in education sciences. Thus, in this study, a proposed collaborative educational gamification authoring system, CeGAS, is recommended to teachers to realize their game-based learning/teaching planning activities based on the 5E learning cycle strategy. Using the CeGAS, rich experienced teachers could easily plan and conduct their educational activities without considering the complexity and difficulty of game implementation. As each experienced teacher follows the steps of the 5E learning cycle in the pro-posed script editing system, including engagement, exploration, explanation, elaboration, and evaluation, an available and exclusive game-based learning con-tent with the 5E learning strategy will be developed. We are looking forward to achieving the goals of educational gamification with the educational game author-ing system.

Author Biographies

Feng-Jung Liu, Cheng Shiu University

Department of Digital Multimedia Design, Cheng-Shiu University, Koahsiung, ROC.

Chia-Mei Lu, Cheng-Shiu University

Department of Digital Multimedia Design, Cheng-Shiu University, Koahsiung, ROC.

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Published

2021-09-06

How to Cite

Liu, F.-J., & Lu, C.-M. (2021). Design and Implementation of A Collaborative Educational Gamification Authoring System. International Journal of Emerging Technologies in Learning (iJET), 16(17), pp. 277–289. https://doi.org/10.3991/ijet.v16i17.24087

Issue

Section

Reports