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Integration and Deployment of Educational Games in e-Learning Environments: The Learning Object Model Meets Educational Gaming
「集成和部署教育遊戲在網上學習環境：學習對象模型滿足教育遊戲」
The potential of videogames for education
The academic interest in studying the educational potential of computer and videogames has rapidly increased in the last few years. The trend started with some seminal works about the relation between the motivation and engagement provided by games and learning, such as (Malone 1981a) or (Lepper and Cordova 1992). From these works, many authors have highlighted how games can keep people of different conditions focused and concentrated on a task during long periods of time. In fact, further studies about what make learning fun have identified aspects that are aligned with learning principles (Jenkins et al. 2003; Aldrich 2004; Becker 2007; Gee 2007), favoring the development of skills and competences rather than fact memorization.
電子遊戲的潛在教育
學術研究興趣教育潛力的電腦及電子遊戲已迅速增加，在過去數年。這種趨勢一開始一些開創性的工作有關的動機之間的關係和接觸提供遊戲和學習，如（馬龍1981a）或（萊佩爾和科爾多瓦1992年）。從這些作品中，許多學者都強調了如何遊戲可以使人們的不同情況突出重點，集中在一個長期的任務時的時間。其實，進一步研究學習的樂趣是什麼使已經確定的方面是一致的學習原則（Jenkins等。2003年;奧爾德里奇2004年貝克爾2007;吉2007年），有利於發展的技能和能力，而不是事實的記憶。
However, as some recent meta-analyses and literature reviews (Hays 2005; Dondlinger 2007) reveal, the conclusions of the research on game-based learning are disparate. Although multiple authors identify signs to argue in favor of the benefits of this approach, its effectiveness has not been demonstrated thoroughly yet. Some researchers reached no significant conclusions, others could not prove game-based learning to be better than other instructional approaches, and others are some times questioned because of the methods used in their experiments (Hays 2005).
不過，由於最近一些薈萃分析和文獻（海斯2005年Dondlinger2007年）顯示，該研究的結論，對遊戲為基礎的學習是不同的。雖然多位作者識別標誌，認為贊成這種做法的好處，其成效還沒有徹底得到證實。一些研究人員沒有達成重要結論，其他人不能證明遊戲式學習要優於其他的教學方法，以及其他一些時間質疑，因為在他們的實驗中所用的方法（海斯2005年）。
However, even if this line of research is still under discussion, there are enough evidences and cases of successful (past and present) applications of instructional videogames and game-like simulations in real contexts, which indicates a high interest in this approach (Aldrich 2004; Lunce 2006; Michael and Chen 2006; de Freitas and Jarvis 2007). From this perspective, the main objective of this work is not to further elaborate on the pedagogical discussion, but to study some of the technical issues that represent a barrier for the introduction of game-based learning initiatives in our educational processes. Reducing these barriers should facilitate further research about the specific educational values of game-based learning.
然而，即使這條線的研究仍在討論中，有足夠的證據和案件成功的（過去和現在）的應用教學視頻遊戲和遊戲般的模擬實際情況下，這表明了這種方法的高息（愛蝶2004; Lunce2006年，邁克爾與陳2006年德弗雷塔斯和賈維斯2007年）。從這個角度來看，這項工作的主要目的不是為了進一步闡述的教學討論，而是要研究一些技術問題，代表了屏障遊戲的引進為基礎的學習活動在我們的教育過程。減少這些障礙，應有助於進一步研究有關具體教育價值的遊戲式學習。
The problem of delivering the games
One of the main barriers that hinder the adoption of educational games is the complexity that they introduce in the learning process. While a lecture does not require any technology investment, videogames require up-to-date computers and controlled environments. Schools usually lack this kind of equipment: In a literature review on game-based learning presented in 2004, Kirriemur and McFarlane (2004) listed a number of concerns impeding the development of educational games including, among others, ﹀he almost total lack of video gaming equipment in schools, as opposed to homes”. Moreover, even when tis kind of equipment is present in the schools, they usually lack the staff preparation and/or the time required to organize educational gaming sessions. Similarly, Rosas et al. (2003) identified as main issues preventing the use of game-based learning the resistance of teachers towards new technologies and the complexities of edutainment along with, again, the lack of technological infrastructure.
傳遞遊戲的問題
其中一個主要障礙，阻礙了通過教育遊戲是他們推出的複雜性在學習過程中。雖然演講並不需要任何技術方面的投資，電子遊戲需要多達最新的計算機和控制環境。學校通常缺乏這種類型的設備：在文獻上的遊戲式學習提出了在2004年，Kirriemur和麥克法蘭（2004）列舉了若干關注阻礙發展的教育遊戲，其中包括，除其他外，他幾乎完全沒有﹀視頻博彩設備在學校，而不是家“。此外，即使在服務貿易種設備是目前在學校，他們通常缺乏人員編制和/或時間要求組織教育遊戲會議。同樣，羅薩斯等。 （2003年）確定為主要問題防止使用遊戲式學習的阻力，教師對新技術的複雜性和娛教一起，再次是缺乏技術基礎設施。
To tackle this aspect, an effective mechanism to distribute the games to the students would be to deliver them through a LMS. Delivering a game through a LMS is more effective than other approaches, like handing out CD-ROMs to the students in class or arranging in-school game sessions. Additionally, the tracking and assessment features of some modern LMS would give the instructor more power to control aspects of the learning experience such as when the students accessed the game, the time each student spent playing it and the outcomes of the game session. However, deploying a game in a LMS is still a complex task that demands specialized knowledge from instructors, as previously mentioned.
為了解決這方面，一個有效的機制來分發奧運會的學生將通過提供他們的LMS。通過提供一個遊戲 LMS是比其他方法更有效，如發放的CD - ROM來的學生在課堂上或安排在校遊戲會話。此外，跟踪和評估一些現代的LMS功能將使教師更多的權力來控制方面的學習經驗，如當學生訪問的遊戲，每個學生花費的時間玩它和結果的遊戲會議。然而，部署在遊戲的LMS仍然是一個複雜的任務，要求在導師的專業知識，如前面提到的。
Another key issue is the philosophical difference between videogames and modern LMS, two completely different industries. On the one hand, e-Learning technologies have been developed around the web following a philosophy of interoperability between platforms, simplicity for the instructors, making contents available anytime and anywhere, etc. Modern LMS have been devised for the distribution of online courses that are mainly based on web contents (not only html documents but also richer formats such as PDF or multimedia resources) that are packaged and distributed according to a set of standards and specifications, as it was mentioned in the previous section.
另一個關鍵問題是哲學的區別電子遊戲與現代的LMS，兩個完全不同的行業。一方面，電子學習技術已經開發後，整個網絡平台之間的互操作性理念，簡單的導師，使可用的內容，隨時隨地等現代 LMS公司已經設計了網上課程的分配是主要是根據網頁內容（而不是只有HTML格式的文件，但也更富有如PDF或多媒體資源）的打包和分發根據既定的標準和規範，因為它是上一節中提到的。
On the other hand, commercial videogames are usually one of the most resource-consuming products of the software industry. As a proof of this claim, the videogame industry is pointed out because of the key role it plays in the promotion of technology (both hardware and software) innovation (Crandall and Sidak 2006). This fact, along with the inherently high development cost of commercial games (currently averaging in the range of $10M-$25M), forces developers to follow a design strategy in which runtime performance is a key aspect. Hence videogames are usually closed products, difficult to deploy in heterogeneous environments (videogames are rarely cross-platform), and hardly ever designed to be deployed directly from the web. That makes their integration in current LMS a big challenge.
另一方面，商業視頻遊戲通常是一件最耗費資源的產品的軟件產業。作為證明這種說法，在電子遊戲業指出，因為它起著關鍵作用，在促進技術（包括硬件和軟件）創新（克蘭德爾和Sidak2006年）。這一事實，加上固有的開發成本高的商業遊戲（目前平均為1000萬美元的範圍內，2500萬美元），迫使開發遵循的設計策略中，運行時的性能是一個重要方面。因此，電腦遊戲通常是封閉的產品，難以部署在異構環境（電子遊戲很少跨平台），以及很少設計是直接從網絡部署。這使他們融入當前的LMS一大挑戰。
Considering this, it is mandatory to find solutions for the development of educational videogames that can be easily integrated in online systems, and that follow the current trends in standardization described previously. For that purpose, we propose a simple methodology for the development of educational videogames targeted to web-based learning environments composed of two steps: First, we need to tackle the technological barrier between the e-Learning and videogames fields (i.e. produce web-oriented videogames). Then, we need to package, describe and deliver the games using the same standards and specifications that are currently being used in those web-based learning environments.
鑑於此，它是強制性的，尋找解決方案的開發教育視頻遊戲，可以很容易地集成在網絡系統，而且按照目前的趨勢在標準化前面所述。為此，我們提出了一個簡單的方法對電子遊戲的發展有針對性的教育基於網絡的學習環境組成的兩個步驟：首先，我們必須解決的技術壁壘之間的電子學習和電子遊戲的領域（即生產面向Web電子遊戲）。然後，我們需要包裝，說明和提供遊戲使用同樣的標準和規範，目前正在使用這些基於 Web的學習環境。
Related work
Game-based learning is a very broad field, with varied initiatives and heterogeneous approaches. An exhaustive analysis is beyond the scope of this work, but we will compare our approach with some initiatives that we consider especially relevant to the e-learning domain because they specifically address authoring or deployment issues.
相關工作
遊戲式學習是一個非常廣泛的領域，具有不同的倡議和異構的方法。一個詳盡的分析超出了這個範圍的工作，但我們會用我們的方法比較，我們認為一些措施，特別是有關電子學習領域，因為它們專門滿足創作或部署問題。
Tools for the creation of educational videogames
Focusing on the instructors who demand the ability to create and modify their own games to suit their specific needs (Torrente et al. 2008b), there are some author-friendly environments specially oriented to facilitate the construction of videogames. Some examples are the initiatives led by The Game Creators (http://www.thegamecreators.com/) a company that provides commercial authoring tools for the creation of all kinds of videogames at a reasonable cost. Perhaps their two most representative products are The FPS Creator (http://www.fpscreator.com/) (an environment for the creation of First-Person-Shooter games with amazing results) and The 3D Game Maker (http://t3dgm.thegamecreators.com/). In this line, most products are focused on a single game genre which simplifies both the cost of the tool and the complexity of its use. Probably the most represented genres are adventure games and interactive fiction, represented by tools like Adventure Maker (http://www.adventuremaker.com/) or ADRIFT (http://www.adrift.org.uk/cgi/new/adrift.cgi). Some examples of more complex tools (probably beyond the skill level of most instructors, but which still simpler than fully-featured programming environments) would be projects like Mission Maker (http://www.immersiveeducation.com/MissionMaker) or Alice (http://www.alice.org/), both specifically purposed for education.
工具電腦遊戲創造教育
著眼於教師的需求誰能夠創建和修改他們自己的遊戲，以滿足其特定需要（Torrente等。2008b），也有一些作家，友好的環境專門面向施工方便的遊戲。一些例子領導的倡議由遊戲創作者（http://www.thegamecreators.com）公司提供商業創作工具用於創建各類電子遊戲在一個合理的成本。也許他們的兩個最具代表性的產品是FPS的造物主（http://www.fpscreator.com）（一環境，以創造第一人稱射擊遊戲以驚人的結果）和3D遊戲製造商（http://t3dgm。 thegamecreators.com）。在這一行中，大部分產品都集中在一個單一的遊戲類型的簡化了工具的成本和複雜性，它的使用。也許是最具代表性的流派是冒險遊戲，互動小說為代表的工具，如探險機（http://www.adventuremaker.com）或落後（http://www.adrift.org.uk/cgi/new/adrift。 cgi的）。一些更複雜的工具的例子（可能超出了大多數教師的技能水平，但仍比簡單的功能齊全的編程環境）將項目完成的任務機（http://www.immersiveeducation.com/MissionMaker）或愛麗絲（http://www.alice.org），均明確旨意教育。
Integrating games into learning experiences
There is also some existing research about how to deliver educational videogames and game-based simulations. Given that most studies are focused on studying the pedagogical aspects, few works actually reflect on the mechanisms for delivering the games to the students.
遊戲學習經驗，整合成
也有一些現有的研究關於如何發放教育視頻遊戲和遊戲為基礎的模擬。鑑於大多數研究都集中在教學研究方面，很少有作品真實反映我國的機制提供了遊戲的學生。
The problem of delivering the games is, in fact, closely related to the integration of these games with other learning contents (traditional materials or other educational games) in bigger courses. In this line, some interesting approaches have been proposed, relying on game-based environments (which are usually friendly for students) not only for playing, but also as interfaces for browsing other materials (Chao 2001; Christoffel and Schmitt 2002). For instance, Quest Atlantis (Barab et al. 2005) is a 3D multi-user environment mostly used to immerse children (ages 9-15) combining educational gaming with other lessons defined by teachers. The environment supports large courses in the form of quests that the student must accomplish by carrying out diverse tasks (game-based and not game-based) without leaving the game world. River City (Ketelhut et al. 2006) follows a similar pattern. However, these approaches are self-contained and are not focused on the reuse of the learning content produced.
問題交付奧運會實際上是密切相關的這些遊戲的集成與其他的學習內容（傳統材料或其他教育遊戲）在更大的課程。在這一行中，一些有趣的方法已被提出，依靠遊戲為基礎的環境中（通常是友好的學生），不僅用於播放，而且還為接口瀏覽其他材料（超2001;克里斯託費爾和施密特2002年）。例如，探索亞特蘭蒂斯（巴拉布等。2005年）是一個三維多用戶環境主要用於浸泡兒童（9-15歲）相結合的教育遊戲與其他課程由教師確定。環境支持大課程的形式任務，學生必須完成通過開展各種任務（遊戲為基礎的，而不是遊戲為主），而不必離開遊戲世界。河市（Ketelhut等。2006）遵循類似的模式。但是，這些措施是自包含的，是不是集中在學習內容的再利用的生產。
Focusing on the delivery of games as Learning Objects, the proposal in (Burgos et al. 2007b) contemplates the inclusion of the games in IMS Learning Design-based Units of Learning (Koper and Tattersall 2005), which is a very similar approach to our proposal. However, it does not contemplate the encapsulation of the games themselves as self-contained Learning Objects for their direct deployment in e-Learning environments or their individual storage in content repositories. The games are described as activities within the Unit of Learning. Thus these works should be complemented with the proposal of more fine-grained packaging and annotation mechanisms for individual games, which should facilitate the actual integration of the games into those game-based Units of Learning. In addition both works are also complementary in terms of enabling the games to affect the behaviour of the learning experience. In their work, Burgos et al. identify as a key unsupported feature the possibility of allowing the outcomes of the games to affect the inner state of the Unit of Learning that is used to make branching decisions.
重點是交付遊戲，學習對象，建議在（布爾戈斯等。2007年b）列入設想在IMS的遊戲學習設計的單位學習（科佩爾和塔特索爾2005年），這是一個非常類似的方法對我們的建議。但是，它並沒有考慮的封裝了遊戲本身作為獨立的學習對象為他們的直接部署在電子學習環境或個人存儲的內容庫。該遊戲被形容為單元內的活動學習。因此，這些工程應與該提案的補充，更精細的包裝和標註機制，每一個遊戲，這應有助於實際整合到這些遊戲的遊戲為基礎的單位學習。另外兩個作品也互補性條款使遊戲的行為影響了學習經驗。在工作中，布爾戈斯等。確定為重點支持的特性有可能讓比賽的結果影響的國家內的單位學習，用來做分支的決定。
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