續
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」
Conclusions
So far, the research community broadly accepts the potential benefits of educational videogames, even when such benefits have not been properly and empirically demonstrated yet. However, the actual application of educational videogames is limited due to a number of factors, including the difficulty of integrating the games into ongoing educational processes (McFarlane et al. 2002; Kirriemur and McFarlane 2004). Our proposal is to take advantage of the current LMS infrastructure and their instructor-oriented content deployment tools, following the Learning Objects Model supported by standards and specifications.
結論
到目前為止，研究界廣泛接受的教育視頻遊戲可能帶來的好處，即使這種利益沒有得到很好的展示和經驗呢。然而，實際應用的教育視頻遊戲是有限的，由於數字的因素，包括遊戲難度整合納入正在進行的教育過程（麥克法蘭等。2002年; Kirriemur和麥克法蘭2004年）。我們的建議是要充分利用當前的LMS基礎設施及其教練為導向的內容部署工具，下面的學習對象模型支持的標準和規格。
As the case study proves, using the <e-Adventure> platform for the creation of educational point-and-click adventure games packaged as IMS-CP Learning Objects instructors can successfully deploy the games in several of the LMS with more extended use. The packaging effort is very low (just select the appropriate option on the <e-Adventure> editor) and the deployment is straightforward using the content importation facilities of most LMS. Therefore the games can be easily delivered to the students without requiring additional installation and deployment efforts as it was the case in some of the examples mentioned in the related work section.
為個案研究證明，使用<e-Adventure>平台，創造教育指向和點擊冒險遊戲打包為 IMS的CP的學習對象的教師可以在遊戲中成功部署多了LMS更長時間使用。包裝的努力是非常低（只需選擇適當的選項上<e-Adventure>編輯器）和部署是直接使用進口設備的內容大部分的LMS。因此，遊戲可以很容易地傳遞給學生，而無需額外的安裝和部署工作，因為它是這樣的一些例子中提到的相關的工作部分。
Additionally, in some environments it is possible to use the communication between the LMS and the game engine to produce an automatic evaluation of the activity within the game and attach it to the profile of the student. However the results of the case study suggest that the compatibility degree with ADL SCORM must be taken into account when considering this approach. Most systems offer different degrees of compatibility with this reference model, although most systems only comply with SCORM 1.2. In terms of tracking and assessment, this means that the LMS can gather data submitted from the games, but cannot use it to affect sequencing decisions. In contrast, the environments that use the proprietary communication protocol or SCORM 2004 can get more value from this information.
此外，在某些環境中是可以使用的LMS之間的交流和遊戲引擎，自動產生的活性評價在遊戲中，並將它附加到配置文件中的學生。然而，個案研究結果表明，與 ADL的SCORM標準的兼容度，必須考慮到在考慮這種做法。大多數系統提供不同程度的兼容性與此參考模型，雖然大多數系統只有符合SCORM的1.2。在條款的跟踪和評估，這意味著 LMS能夠收集數據提交的遊戲，但不能用它來影響測序的決定。相反，環境，使用專用通信協議或SCORM2004可以得到更多的價值，從這一信息。
In addition, the approach also facilitates the integration of the games with other LOs containing web-based content (using the deployment tools of LMS or standards-compliant content authoring tools like the Reload Editor). This could be used to create mixed courses (combining games and other content) which has an important application potential, for instance to provide alternative paths to students that would not benefit from a pure game-based learning approach (Torrente et al. 2008a). However, an interesting alternative not explored in this study is how to connect diverse games in the same course, in a manner that the results of a game could affect the behaviour of the next one, thus supporting the creation of complex courses as game-based trees. A priori, such connection between games could be achieved acting the LMS as intermediary by using the assessment engine and the adaptation mechanism described in (Moreno-Ger et al. 2007). Nonetheless this has not been empirically tested yet and further research should be conducted.
此外，該方法也有利於整合當地辦事處的遊戲含有與其他基於 Web的內容（使用部署工具的LMS或標準規範的內容創作工具，如重新載入編輯器）。這可以被用來創建混合課程（結合遊戲及其他內容），其中有一個重要的應用潛力，比如提供可供選擇的道路的學生，將不利於從一個單純的遊戲式學習方法（Torrente等。2008a）。然而，一個有趣的選擇不是在本研究探討如何連接不同的遊戲中的同一課程，在地，結果可能影響一個遊戲行為的影響下一個，從而支持對複雜的創作課程，以遊戲為本樹木。先驗的，這種遊戲之間的連接可以實現的中介代理的LMS通過評估引擎和適應機制上文（莫雷諾德國等。2007）。然而這還沒有得到實證檢驗，並應進行進一步的研究。
The proposed approach does not force educational institutions to install any specific software, as it takes advantage of the existing LMS infrastructure. In addition, this approach promotes reusability of contents, protecting the investment against possible LMS replacements. On the other hand, the educational videogames produced can be stored in public LO repositories to promote the exchange of contents. We are thus inheriting all the benefits of the LO model.
我們提出的方法不會強制教育機構安裝任何特定的軟件，因為它充分利用了現有的LMS基礎設施。此外，這種方法促進內容的可重用性，保護投資對可能的LMS的替代品。另一方面，教育視頻遊戲製作可以存儲在公共LO庫，以促進交流的內容。因此，我們繼承的所有好處LO模型。
Next steps in the project are to test the educational outcome of using games and simulations in an actual University course. We are currently collaborating with researchers from the Complutense School of Medicine to create educational games to support the practical exercises performed by the first and second year students. The games will be delivered to the students through the Complutense’s e-Learning environment (Vrtual Campus), integrated with the rest of the online content that supports the corresponding subjects.
下一個步驟，測試項目有成果的教育以遊戲和模擬在實際的大學課程。目前，我們正在研究人員合作，從孔普盧頓醫學院創建教育遊戲的實際演練，以支持執行的第一，二年級的學生。遊戲將提供給學生通過孔普盧頓的電子學習環境（Vrtual校區），結合其他數位內容，支持相應的科目。
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