2.Literature review
2.1.Motivation
There seems to be a stark contrast between students’ motivation to do the work required in-school and other settings and their motivation to do the work required to win a video game. While many would identify the content of the games as the reason for elevated motivation,others would argue that it is actually the process of game play which is more engaging to the students(Prensky,2002). Csikszentmihalyi(1978) develveloped a theory of motivation known as ‘‘flow,” which has since been applied to engagement in videogames(e.g. Bowman,1982;Choi&Kim,2004;Voiskounsky,Mitina,&Avetisova, 2004).According to this theory, flow may occur when a person is engaged in an activity that has clear goals,provides clear feedback, and when the balance between the person’s skills and the level of challenge are such that the person is able to completely focus on the task at hand(Csikszentmihalyi,1997). In this state, people may experience a unique sense of purpose and may become so engaged in the activity that they are less aware of the passage of time.
2.Literature審查
2.1.Motivation
似乎有一個鮮明的對比學生的學習動機需要做的工作，在校生和其他設置和他們的動機需要做的工作贏得了視頻遊戲。雖然許多人會確定內容的遊戲，高架動機的原因，其他人則認為，它實際上是玩遊戲的過程更重要的是參與的學生（Prensky，2002）。森特米哈伊（1978）develveloped理論的動機稱為 ''流“，它已經被應用到參與的電子遊戲（如鮑曼，1982;彩及金，2004年; Voiskounsky，Mitina，＆Avetisova，2004）。根據這一理論，流可能會發生當一個人從事一種有明確的目標，提供了清晰的反饋，當平衡的人的技能和水平的挑戰是這樣的人能夠完全專注於手頭的工作（森特米哈伊， 1997年）。在這種狀態下，人們可能會遇到獨特感的目的，並可能成為這樣的活動，從事他們不太了解的通過時間。
At first,structural aspects of games,such as graphics,music,and interesting surprises,were studied to account for high motivation in players. More recently, and as flow theory has become connected with video game play,internally-based reasons for motivation are being considered in more depth. Ryan,Rigby,and Przybylski(2006) concluded that motivation for playing video games is primarily psychological, with enjoyment stemming from such features as autonomy and competence in game play. When games are designed to respond to the player it increases their ability to attract the player within the first few minutes, thus elevating motivation to continue and learn the game(Buchanan,2007). Capturing students’ attention and interest and keeping them engaged is not always the primary goal of the classroom teacher, while it is of primary importance to the video game designer(Prensky,2002).
起初，結構方面的遊戲，如圖形，音樂和有趣的驚喜，進行了研究，佔高動機的玩家。最近，作為流動理論已成為連接與視頻遊戲，內部動機的原因正在審議更加深入。瑞安，裡格比和Przybylski（2006）認為，動機主要是玩電子遊戲的心理，帶著快樂緣於等特點，在自主性和能力的遊戲。當遊戲的目的是響應球員提高了他們的能力，以吸引玩家的最初幾分鐘內，從而提升動力繼續學習的遊戲（布坎南，2007）。捕捉學生的注意力和興趣，讓他們從事的主要目標並不總是在教室的老師，而這是最重要的遊戲設計師（Prensky，2002）。
In examining motivation in playing specifically sports-related video games, Kimand Ross(2006) identified seven dimensions involved in participants’ game play motivation:knowledge, application, identification with sport, fantasy, competition, entertainment, social interaction, and diversion. These dimensions also correspond with several of those identified for the current study. All of these dimensions are more closely related to psychological and cognitive factors than to specific game design.
在研究中發揮特別的動機與體育有關的視頻遊戲，Kimand羅斯（2006年）確定的七個方面參與了參與者的遊戲動機：知識，應用，鑑定與體育，幻想，競爭，娛樂，社交互動和轉移。這些方面也與幾個這些確定了這項研究。所有這些方面都更密切相關的心理和認知因素，而不是具體的遊戲設計。
One possible problem with approaching motivation from either the perspective of game structure or that of psychological motivation is the possibility that games must be designed in such a way as to elicit these feelings and responses from the player, thus involving both game design and intrinsic motivation. Gackenbach(2007),however, examined this possibility and did not find any relationship between structural characteristics of games and the experience of psychological flow during game play, suggesting that motivation may be possible for all types of video games.
In this study,the focus is on children’s own perceptions of their
motivations for playing video games. While the psychological underpinnings of motivation in video game play have been studied a great deal, there have been few investigations of children’s own perceptions and thoughts about why they play video games.
一個可能的動機問題，無論是從臨近的角度，遊戲結構或那樣的心理動機是，這個遊戲的設計必須以這樣一種方式，以引起這些感受和反應的球員，因此同時涉及遊戲設計和內在動機。Gackenbach（2007年），但是，研究這種可能性，並沒有發現任何結構特徵之間的關係和經驗的遊戲心理流在遊戲中，這表明可能的動機可能是對所有類型的視頻遊戲。
在這項研究中，重點是在兒童自身的看法
玩電子遊戲的動機。雖然心理基礎的動機在視頻遊戲已被研究了很多，很少有過調查的兒童自身的認識與思考為什麼他們玩視頻遊戲。
2011年4月26日 星期二
2011年4月21日 星期四
2011/4/22 Paper閱讀摘錄
這是第二篇閱讀的paper，雖然只有幾頁也得花不少時間：
Children’s choices and strategies in video game
Karla R. Hamlen
兒童在遊戲中的的選擇與策略
Department of Curriculum & Foundations, Cleveland State University, 2485 Euclid Ave., Cleveland, OH, USA
It is important to develop an understanding of children’s engagement and choices in learning experience outside of school as this has implications for their development and orientations to other learning environments. This mixed-methods study examines relationships between the genres of video games children choose to play and the learning strategies they employ to improve at these games. It also explores students’ motivations for playing the games they choose to play. One hundred eighteen fourth and fifth-grade students participated in this study. Qualitative analyses of student responses resulted in a model for classifying motivation for game choices. Children primarily cite reasons that can be classfied as psychological or cognitive reasons for choosing to play certain video games, and are motivated by the challenge and thinking required in the games. Analyses using Chi-square tests of association demonstrated signifcant relationships between video game genre and learning strategy used for two of the six learning strategies (p < .05). Children playing action games are more likely to use repetition to learn the game and children playing adventure games are more likely to use their imaginations to take on the role of the character in the game and think the way the character would to make decisions in the game.
There were also several gender differences in learning preferences.
重要的是要建立一個了解孩子的接觸和選擇，在學校以外的學習經驗，因為這已影響他們的發展方向和其他的學習環境。這種混合方法的研究流派之間的關係，探討電子遊戲的孩子選擇和發揮他們的學習策略運用，以改善這些遊戲。它還探討學生選擇玩這個遊戲的動機。其中118名四，五年級學生參加了這項研究。量化分析了學生的反應導致了模型的分類動機遊戲選擇。兒童主要舉出的理由，可以進行分類的心理或認知原因選擇播玩某些視頻遊戲，其動機和思維的挑戰需要在遊戲。分析採用卡方檢驗的關聯之間的關係表現出顯著性的視頻遊戲類型和學習策略用於兩種學習策略的六個性（P“0.05）。孩子們玩遊戲的動作更可能使用的重複學習孩子們玩遊戲和冒險遊戲更有可能使用他們的想像力，承擔的角色的性格在遊戲和思考的方式作出決定的字符會在遊戲中。
也有幾個學習偏好的性別差異。
1. Introduction
Children engage in learning processes in several different contexts. The context most often studied is the classroom, during formal school learning. Children are, however, also engaged in learning outside of school during informal interactions and play.As the in-school and out-of-school learning contexts become increasingly disparate and as many children are increasingly becoming emotionally disengaged from school, it is important to understand the choices children make and the informal learning experiences in which they choose take part outside of school.Several researchers have come to view entertainment video games as learning experiences that offer excellent educational design with challenge, motivation, and learning principles that may even be used to improve formal educational approaches (Gee,2003; Gentile & Gentile, 2008; Sanford & Madill, 2007; Squire,2006). Like formal educational experiences, video games are designed in such a way that practice and work are required to win.The practice and work can be as simple as learning the required button combinations, or can take the form of assessing problems and developing and testing various solutions (Dickey, 2006). Unlike formal schooling, however, children choose to engage in video games.While there are many ‘‘educational” video gamesmarket these are not the games children tend to prefer (Facer, 2003; Kerawalla & Crook, 2002; Kinzie & Joseph, 2008). Thus, two steps toward understanding the informal learning experience of video game play are (1) to recognize why children choose to play the particular games that they play, and (2) to investigate the strategies children choose to employ when learning to play new video games,and determine whether these learning preferences are related to
other factors such as gender, the type of video game they are playing, and how experienced they are with video games.This study explored the motivation behind and practices of upper elementary school students’ gaming choices. First the researcher conducted a descriptive statistical analysis of the participants’ video game play habits, followed by an exploration of possible relationships between the types of video games played and the strategies children use to learn those games. Next, gender differences were explored: gender differences in the relationships between genre and strategy, and a comparison of strategies used based on gender and based on time spent playing video games. Finally, children’s motivations for choosing particular games wer investigated. A motivation matrix was created based on children’s written responses to why they choose the games they choose. This matrix was used to determine the most frequently cited types of reasons children choose the video games they choose to play most often. Understanding children’s preferences and strategy choices in video games may help researchers to gain further understanding of children’s preferred learning strategies and problem solving approaches in other contexts.
1。簡介
從事兒童在學習過程中幾個不同的背景。上下文通常研究的是課堂上，在正規的學校學習。孩子們，但是，也從事校外學習在非正式的相互作用和play.As在校生和外的學校學習環境變得越來越分散和盡可能多的兒童正日益成為感情上脫離了學校，重要的是要了解孩子們做的選擇和非正式的學習經驗，而他們選擇參加的研究人員以外的school.Several前來觀娛樂視頻遊戲，學習經驗，提供良好的教育設計與挑戰，激勵和學習原則，甚至被用作改善正規教育的方法（哎呀，2003;詹蒂萊和詹蒂萊，2008;桑福德＆馬迪爾，2007;誇爾，2006）。像正規教育的經驗，視頻遊戲設計了這樣一種方式，實踐和工作需要win.The實踐和工作可以這麼簡單，需要學習的按鍵組合，或者可以採取的形式問題，並評估各種開發和測試解決方案（迪基，2006）。不像正規學校教育，但是，孩子們選擇從事視頻 games.While有許多 ''教育“視頻 遊戲市場這些都不是遊戲的孩子往往喜歡（瓦楞機，2003; Kerawalla和克魯克，2002;坎齊和約瑟夫，2008年） 。因此，兩個步驟對理解非正式學習經驗的視頻遊戲是：（1）認識到為什麼孩子選擇玩遊戲，特別是他們玩，（2）調查的策略時，孩子選擇學習聘請新的視頻播放遊戲，並確定是否這些都與學習偏好 。其他因素，如性別，類型，他們在玩視頻遊戲，以及他們與有經驗的研究，探討了視頻 games.This背後的動機和做法上小學的學生'的遊戲選擇。首先，研究人員進行了描述性統計分析，參加者的視頻遊戲的習慣，其次是一個探索的可能的關係類型之間的視頻遊戲玩耍，兒童使用的策略學習這些遊戲。接下來，性別差異進行了探索：性別差異之間的關係類型和策略，並比較採用基於策略和基於性別的時間玩視頻遊戲。最後，孩子們的動機選擇特定的遊戲疫情週報調查。一個動機矩陣基礎上建立兒童的書面答复，為什麼他們選擇他們的遊戲選擇。這個矩陣被用來確定最經常提到的原因，孩子選擇類型的電子遊戲，他們選擇打的次數最多。了解孩子的喜好和戰略選擇，在視頻遊戲可能幫助研究人員獲得進一步了解兒童喜歡的學習策略和解決問題的辦法在其他方面。
Children’s choices and strategies in video game
Karla R. Hamlen
兒童在遊戲中的的選擇與策略
Department of Curriculum & Foundations, Cleveland State University, 2485 Euclid Ave., Cleveland, OH, USA
It is important to develop an understanding of children’s engagement and choices in learning experience outside of school as this has implications for their development and orientations to other learning environments. This mixed-methods study examines relationships between the genres of video games children choose to play and the learning strategies they employ to improve at these games. It also explores students’ motivations for playing the games they choose to play. One hundred eighteen fourth and fifth-grade students participated in this study. Qualitative analyses of student responses resulted in a model for classifying motivation for game choices. Children primarily cite reasons that can be classfied as psychological or cognitive reasons for choosing to play certain video games, and are motivated by the challenge and thinking required in the games. Analyses using Chi-square tests of association demonstrated signifcant relationships between video game genre and learning strategy used for two of the six learning strategies (p < .05). Children playing action games are more likely to use repetition to learn the game and children playing adventure games are more likely to use their imaginations to take on the role of the character in the game and think the way the character would to make decisions in the game.
There were also several gender differences in learning preferences.
重要的是要建立一個了解孩子的接觸和選擇，在學校以外的學習經驗，因為這已影響他們的發展方向和其他的學習環境。這種混合方法的研究流派之間的關係，探討電子遊戲的孩子選擇和發揮他們的學習策略運用，以改善這些遊戲。它還探討學生選擇玩這個遊戲的動機。其中118名四，五年級學生參加了這項研究。量化分析了學生的反應導致了模型的分類動機遊戲選擇。兒童主要舉出的理由，可以進行分類的心理或認知原因選擇播玩某些視頻遊戲，其動機和思維的挑戰需要在遊戲。分析採用卡方檢驗的關聯之間的關係表現出顯著性的視頻遊戲類型和學習策略用於兩種學習策略的六個性（P“0.05）。孩子們玩遊戲的動作更可能使用的重複學習孩子們玩遊戲和冒險遊戲更有可能使用他們的想像力，承擔的角色的性格在遊戲和思考的方式作出決定的字符會在遊戲中。
也有幾個學習偏好的性別差異。
1. Introduction
Children engage in learning processes in several different contexts. The context most often studied is the classroom, during formal school learning. Children are, however, also engaged in learning outside of school during informal interactions and play.As the in-school and out-of-school learning contexts become increasingly disparate and as many children are increasingly becoming emotionally disengaged from school, it is important to understand the choices children make and the informal learning experiences in which they choose take part outside of school.Several researchers have come to view entertainment video games as learning experiences that offer excellent educational design with challenge, motivation, and learning principles that may even be used to improve formal educational approaches (Gee,2003; Gentile & Gentile, 2008; Sanford & Madill, 2007; Squire,2006). Like formal educational experiences, video games are designed in such a way that practice and work are required to win.The practice and work can be as simple as learning the required button combinations, or can take the form of assessing problems and developing and testing various solutions (Dickey, 2006). Unlike formal schooling, however, children choose to engage in video games.While there are many ‘‘educational” video gamesmarket these are not the games children tend to prefer (Facer, 2003; Kerawalla & Crook, 2002; Kinzie & Joseph, 2008). Thus, two steps toward understanding the informal learning experience of video game play are (1) to recognize why children choose to play the particular games that they play, and (2) to investigate the strategies children choose to employ when learning to play new video games,and determine whether these learning preferences are related to
other factors such as gender, the type of video game they are playing, and how experienced they are with video games.This study explored the motivation behind and practices of upper elementary school students’ gaming choices. First the researcher conducted a descriptive statistical analysis of the participants’ video game play habits, followed by an exploration of possible relationships between the types of video games played and the strategies children use to learn those games. Next, gender differences were explored: gender differences in the relationships between genre and strategy, and a comparison of strategies used based on gender and based on time spent playing video games. Finally, children’s motivations for choosing particular games wer investigated. A motivation matrix was created based on children’s written responses to why they choose the games they choose. This matrix was used to determine the most frequently cited types of reasons children choose the video games they choose to play most often. Understanding children’s preferences and strategy choices in video games may help researchers to gain further understanding of children’s preferred learning strategies and problem solving approaches in other contexts.
1。簡介
從事兒童在學習過程中幾個不同的背景。上下文通常研究的是課堂上，在正規的學校學習。孩子們，但是，也從事校外學習在非正式的相互作用和play.As在校生和外的學校學習環境變得越來越分散和盡可能多的兒童正日益成為感情上脫離了學校，重要的是要了解孩子們做的選擇和非正式的學習經驗，而他們選擇參加的研究人員以外的school.Several前來觀娛樂視頻遊戲，學習經驗，提供良好的教育設計與挑戰，激勵和學習原則，甚至被用作改善正規教育的方法（哎呀，2003;詹蒂萊和詹蒂萊，2008;桑福德＆馬迪爾，2007;誇爾，2006）。像正規教育的經驗，視頻遊戲設計了這樣一種方式，實踐和工作需要win.The實踐和工作可以這麼簡單，需要學習的按鍵組合，或者可以採取的形式問題，並評估各種開發和測試解決方案（迪基，2006）。不像正規學校教育，但是，孩子們選擇從事視頻 games.While有許多 ''教育“視頻 遊戲市場這些都不是遊戲的孩子往往喜歡（瓦楞機，2003; Kerawalla和克魯克，2002;坎齊和約瑟夫，2008年） 。因此，兩個步驟對理解非正式學習經驗的視頻遊戲是：（1）認識到為什麼孩子選擇玩遊戲，特別是他們玩，（2）調查的策略時，孩子選擇學習聘請新的視頻播放遊戲，並確定是否這些都與學習偏好 。其他因素，如性別，類型，他們在玩視頻遊戲，以及他們與有經驗的研究，探討了視頻 games.This背後的動機和做法上小學的學生'的遊戲選擇。首先，研究人員進行了描述性統計分析，參加者的視頻遊戲的習慣，其次是一個探索的可能的關係類型之間的視頻遊戲玩耍，兒童使用的策略學習這些遊戲。接下來，性別差異進行了探索：性別差異之間的關係類型和策略，並比較採用基於策略和基於性別的時間玩視頻遊戲。最後，孩子們的動機選擇特定的遊戲疫情週報調查。一個動機矩陣基礎上建立兒童的書面答复，為什麼他們選擇他們的遊戲選擇。這個矩陣被用來確定最經常提到的原因，孩子選擇類型的電子遊戲，他們選擇打的次數最多。了解孩子的喜好和戰略選擇，在視頻遊戲可能幫助研究人員獲得進一步了解兒童喜歡的學習策略和解決問題的辦法在其他方面。
2011年3月28日 星期一
2011/3/29 Paper閱讀摘錄
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。
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。
2011/3/28 Paper閱讀摘錄
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」
Production of educational videogames as Learning Objects: the <e-Adventure> platform
The <e-Adventure> platform is an environment for the development of educational point-and-click adventure videogames that addresses the technical and distribution issues described previously, covering both the development (and maintenance) of the games and their execution (Moreno-Ger et al. 2008a). As stated previously, we propose to develop educational videogames as web content in order to facilitate the delivery of the games to the students through online LMS. To facilitate this process, the <e-Adventure> platform was developed using Java technologies, which were designed bearing in mind their application in web environments.
生產電子遊戲作為學習教育的對象：<e-Adventure>平台
該<e-Adventure>平台是環境教育的發展點和點擊冒險視頻遊戲，解決的技術和分配問題如前所述，涵蓋了經濟發展（維護）的遊戲，其執行（莫雷諾德國等。2008a）。如前所述，我們建議制定教育電子遊戲作為 Web內容，以方便提供的遊戲給學生通過網上的LMS。為了促進這一進程，<e-Adventure>平台是用Java開發的技術，其目的銘記他們的應用程序在網絡環境中。
In order to reduce the technical requirements of the games and retain both student interest and educational value, the genre of point-and-click adventure games was chosen. The low technical complexity of these games does not imply an excessive reduction in the advantages of using videogames in education, as the genre supports all the features that are relevant from an educational point of view and still manages to provide a fun approach to learning (Ju and Wagner 1997; Van Eck 2007). Besides, narration is a key aspect of adventure games, which can be used effectively from an instructional point of view (Dickey 2006).
為了降低技術要求的遊戲，同時保留學生的興趣和教育價值，但這種類型的點和點擊冒險遊戲被選中。低技術的複雜性，這些遊戲並不意味著減少過度使用視頻遊戲的優點，在教育，支持所有的流派相關的功能從教育的角度來看，仍然設法提供一個輕鬆有趣的方式來學習（菊和瓦格納1997;凡埃克2007年）。此外，敘事是一個關鍵環節的冒險遊戲，它可以有效地用於從教學的角度來看（迪基2006年）。
Development of <e-Adventure> games as Learning Objects
However, as previously mentioned, the creation of web-deliverable learning objects is just one half of the problem. Game-based content is complex and expensive to produce, and this increases the need of interoperability between different learning platforms. For this reason, <e-Adventure> games can be exported as self-contained Learning Objects (LO) following the IMS Content Packaging specification (IMS Global Consortium 2004). The process is straightforward: instructors use the <e-Adventure> editor to create and modify the game and then the editor offers the possibility of exporting the executable game as a LO.
發展<e-Adventure>遊戲，學習對象
然而，正如前面提到的，創造的網絡交付的學習對象僅僅是一半的問題。遊戲的內容是複雜的和昂貴的生產，這就增加了需要不同的學習平台之間的互操作性。出於這個原因，<e-Adventure>遊戲可以被導出為獨立的學習對象（LO）以下的IMS內容包裝規範（IMS全球聯盟2004年）。這個過程很簡單：教師使用<e-Adventure>編輯器來創建和修改的遊戲，然後在編輯器提供了可能性出口可執行遊戲LO。
Additionally, following the notion of active LOs that exchange information with the LMS for tracking and assessment purposes, <e-Adventure> games can communicate at runtime with the LMS host. Whenever an <e-Adventure> game is launched, the game engine tests if it is possible to communicate with the host LMS (Martinez-Ortiz et al. 2006). If the test is successful, the game engine periodically communicates with the LMS notifying any value update of a ser of educational properties defined during the creation of the game by the instructor. If no communication link can be established, the engine works in a disconnected mode.
此外，隨著觀念的活躍當地辦事處的信息交流與 LMS算法的跟踪和評估目的，<e-Adventure>遊戲在運行時可以溝通與 LMS的主機。每當<e-Adventure>遊戲推出時，遊戲引擎的測試，如果有可能與主機通信的LMS（馬丁內茲-奧爾蒂斯等人。2006年）。如果測試成功，定期溝通與遊戲引擎的LMS通知任何值更新一輯的教育屬性定義在創建的遊戲由導師。如果沒有可以建立通信鏈路，發動機工作在斷開連接的模式。
<e-Adventure> games support two protocols for the communication with the LMS host. The first approach is to use the IEEE ECMAScript API for Content to Runtime Services Communication (Richards 2004). If this protocol is not supported by the LMS, the engine also tries to establish a link using an ad hoc protocol developed as part of the <e-Adventure> platform. The standardized approach uses the same set of specifications as the ADL SCORM reference model, thus being compatible with SCORM-compliant LMS. On the other hand, the proprietary protocol was developed to enable the communication with IMS Learning Design (IMS Global Consortium 2003) environments, and has been successfully tested with the CopperCore IMS LD (Burgos et al. 2007a) and the .LRN platform (Moreno-Ger et al. 2008a).
<e-Adventure>遊戲支持兩種協議的通信LMS的主機。第一種方法是使用IEEE ECMAScript的空氣污染指數為內容到運行處通訊（理查茲2004年）。如果這個協議是不支持的LMS，發動機還試圖建立一個鏈接使用協議開發專案的一部分，該<e-Adventure>平台。標準化的方法使用同一組 ADL的SCORM的規格為參考模型，從而有兼容SCORM兼容的LMS。另一方面，專有協議的開發是為了使學習設計的溝通與 IMS（IMS全球聯盟2003年）環境，並已成功測試了CopperCore勞工處的IMS（布爾戈斯等。2007年a）和。LRN平台（莫雷諾，德國等。2008a）。
The aspect of allowing the annotation of the LO with technical and educational metadata is covered according to the IEEE Learning Object Metadata (IEEE 2002) standard. Due to the scope of the <e-Adventure> editor, the objective was not to provide a full IEEE LOM editor. Instead, we have focused on a minimal subset of the standard that fits game-based educational contents. Special attention has been given to those categories we considered more relevant in this context: Educational metadata and technical characteristics. Table 1 summarizes the different categories from the IEEE LOM standard directly supported inside the editor.
在註釋方面允許的滷味技術和教育元數據包括根據 IEEE學習對象元數據協會（IEEE2002）標準。由於涉及的範圍，<e-Adventure>編輯，目的不是為了提供一個完整的IEEE LOM的編輯器。相反，我們把重點放在一個最小的子集的標準，適合遊戲為基礎的教育內容。特別注意了這些類別，我們認為在這方面更相關：教育元數據和技術特點。表1總結了不同類別從 IEEE LOM的標準直接在編輯器的支持。
In order to simplify as much as possible the work of the content author, the metadata annotation process is done in a semi-automatic way. The <e-Adventure> editor harvests as much as possible metadata from the game description simplifying the instructor’s task. All te technical metadata are also automatically generated, and the instructor can focus on the definition of metadata related to educational aspects.
為了盡可能地簡化了工作的內容作者，元數據註釋過程做是半自動方式。編輯器的<e-Adventure>收成盡可能從遊戲中的元數據描述簡化了教師的任務。所有特技術元數據也自動產生的，老師可以專注於元數據的定義，有關教育方面。
The exportation process of the game creates a minimal self-contained LO. The instructor uses the editor to create an IMS CP bundle that includes: the game itself (including assets), its metadata, a streamlined version of the <e-Adventure> game engine, a simple html page used to launch the game and a manifest file used to describe the bundle content. The generated LO contains a single course with a single educational resource (the game), however the LO may be refined or integrated with larger courses using tools that comply with the selected specifications. For example, as seen in Figure 2, the LO can be edited using the Reload Editor (http://www.reload.ac.uk/), which allows its integration with bigger pre-existing courses and or refinement of the original metadata included by the <e-Adventure> platform.
在出口過程中的遊戲創建了一個最小的獨立的LO。導師使用編輯器創建一個 IMS處長包，其中包括：遊戲本身（包括資產），其元數據，精簡版的<e-Adventure>遊戲引擎，一個簡單的HTML頁面來啟動遊戲和清單文件，用於描述包的內容。勞生成包含一個單一的過程中與教育資源（遊戲），但是勞可與較大的改進或整合課程使用工具的選擇，符合規範。舉例來說，如在圖 2中，可以編輯勞使用刷新編輯器（http://www.reload.ac.uk/），允許其集成更大的預先存在的課程，或改進原有的元數據包括由<e-Adventure>平台。
In summary, with <e-Adventure> it is possible to package the games according to the IMS CP specification and annotated with meta-data following the IEEE LOM standard. The result is a shareable and reusable educational videogame packed as an LO and ready to be deployed in any IMS-compliant LMS. In the next section, we analyze the actual level of compliancy and how this approach facilitates the deployment and delivery process for educational games.
總之，與<e-Adventure>有可能在奧運會包裝根據 IMS CP的規範和註釋與元數據的IEEE LOM的標準以下。其結果是可共享的和可重複使用的教育視頻遊戲包裝成一個 LO，隨時可以部署在任何符合IMS標準的LMS。在下一節中，我們分析了實際水平的符合性和如何這樣做便於部署和交付過程的教育遊戲。
Case Study
In order to test the compliancy of the proposed solution in terms of content interoperability, we have conducted a local case study focused on the problem of game delivery through different LMSs. Additionally, the possibility of having a connection established between the games and the LMS and using that communication channel to exchange tracking and assessment information has also been evaluated. The objectives were thus the following:
1. To test the successful integration of a real <e-Adventure> game in a broad sample of LMS as a) a single-content course and b) a complex course combining both game content and traditional (i.e. web-based) content.
2. To test the compliancy of the automatic assessment engine in the same sample of LMS (i.e. determine which LMS could successfully process the statement of results produced by the game and attach it to the profile of the student to be used in the future).
個案研究
為了符合性測試解決方案所提出的條款內容互操作性，我們已經進行了本地個案研究的重點問題，通過遊戲不同LMSs交貨。此外，可能有一個連接之間建立遊戲和LMS和使用，溝通交流渠道，跟踪和評估的信息也被評估。這樣的目標如下：
1。為了測試一個真正的成功整合在一個廣泛的<e-Adventure>遊戲 LMS公司作為樣本）一單的內容當然和b）一個複雜的過程兼備的遊戲內容和傳統的（即基於 Web）的內容。
2。為了符合性測試的自動評估引擎，在同一樣品的LMS（即確定哪些LMS公司可以成功地處理語句的結果所產生的遊戲，並將其附加到配置文件中的學生將用於未來）。
On the other hand, it was required to specify selection criteria to determine which LMS would be selected to take part in the test in a manner that the results obtained could be significant. Covering every single available LMS was deemed impossible, as new tools are emerging constantly. We made a selection covering some widely extended open source tools and complemented it with commercial products such as the two versions of BlackBoard’s WebCT currently being used in our university: WebCT versions 4 and 6. We also tried to make special emphasis on tools that currently support communication with interactive LO using either the ADL SCORM reference model or the IMS Learning Design specification. The complete list of evaluated products can be found in Table 2.
另一方面，它必須指定選擇標準來確定哪些LMS公司將被挑選參加測試的方式，獲得的結果可能是巨大的。LMS公司提供覆蓋每一個被認為不可能的，因為新工具不斷湧現。我們作出了選擇，包括一些被廣泛推廣開源工具和補充它與商業產品，如兩個版本的黑板的WebCT的目前正在使用我們的大學：WebCT的版本4和6。我們還試圖使特別強調溝通的工具，目前支持使用互動勞無論是日常生活或SCORM的參考模型的IMS學習設計規範。有關完整列表，評估的產品可以在表2。
For each individual LMS we performed three different tests: The first test was the deployment of an <e-Adventure> game embedded in a web document without any attention to specific standards. In order to reflect the usual skill set of instructors and, in most cases, their actual access rights, this integration should be possible using the LMS interface, instead of requiring an FTP connection to upload the contents or any form of server-side modification. The second test was the deployment of the game as a standardized LO packaged according to the IMS Content Packaging specification. Finally, we also reported on the possibility of establishing a communication link between the game and the LMS, using any of the two communication protocols supported by the <e-Adventure> platform.
對於我們每個人的LMS進行三種不同的測試：第一次測試是部署一支<e-Adventure>遊戲嵌入在網頁文件沒有注意具體的標準。為了反映一般的技能導師，在大多數情況下，他們實際獲得的權利，這種整合應當盡可能利用LMS的接口，而不需要連接到一個 FTP上傳的內容或任何形式的服務器端修改。第二次試驗是部署了遊戲，包裝標準化，勞根據 IMS內容包裝規範。最後，我們還報告了可能性之間建立通信鏈路的遊戲和LMS，使用任何兩個通信協議支持<e-Adventure>平台。
Presentation and discussion of the results obtained
The next table (Table 2) summarizes the results obtained in all the tests performed. For each LMS the table depicts if it was possible to deploy the LO as a single web document (column 2), into a structured course according to the IMS CP specification (column 3) and if the automatic assessment mechanism worked properly (column 4).
介紹和討論所取得的成果
下表（表2）總結了取得的成果表現在所有的測試。對於每個表中描述的LMS，如果有可能部署Lo為一個單一的網頁文件（第二欄），為一種結構化歷程，根據 IMS的CP的規範（第3欄），如果自動評估機制工作正常（第4欄） 。
As the table shows, the standardized LO could be successfully deployed in all the LMS, but in some cases the integration of the game “as is” was not possible without low-level access to the server given the way in which some systems treat the inclusion of files and/or downloads (CopperCore/SLeD is a special case, given that by design they do not support content that is not part of a standardized Unit of Learning). This highlights the importance of packaging the games according to the current standards and specifications. Both CopperCore (with the SLeD front-end) and .LRN (with its IMS-LD module (Escobedo del Cid et al. 2007)) can establish a communication link using the proprietary protocol defined in <e-Adventure> and special plug-ins. With LAMS it is also possible to establish a proprietary communication link.
如表所示，標準化LO可以成功地部署在所有的LMS，但在某些情況下，一體化的遊戲“為是“不可能不低級別的訪問服務器提供的方式，某些系統治療列入文件和/或下載（CopperCore/ SLED的是一個特例，因為在設計他們不支持的內容，不屬於規範的單位學習）。這突出了奧運會的重要性，包裝根據當前的標準和規範。這兩個 CopperCore（與雪橇前端）和。LRN（憑藉 IMS- LD的模塊（埃斯科貝多德爾錫德等。2007））可建立通信鏈路使用專有的協議中定義<e-Adventure>和特殊插件插件。隨著 LAMS它也有可能建立一個專有的通信鏈路。
Applications
As described in the previous subsection, the main objective of the experiment was to test the integration of <e-Adventure> games in educative contexts through their deployment in LMS as LOs. The available systems are in constant evolution, and so are the needs of the application environments. It is not uncommon to see an institution that changes the technology of their LMS, for example alternating between proprietary and open source tools.
應用
如上所述，在上一小節，主要目的是測試實驗的整合<e-Adventure>教育性的遊戲情境中通過其部署在LMS的當地辦事處。可用的系統都在不斷演變，因此需要的是應用環境。這不是經常看到一個機構來改變他們的LMS技術，例如交替使用專有和開源工具。
Having observed poor performance during an evacuation drill, the Dean’s Office at the School of Computer demanded an investigation to identify and improve all the issues identified during the drill and the implementation of a training program to ensure both staff and students know the evacuation protocol. However this is not an issue easy to address. Memos about how to proceed in these evacuations have been proved useless in the past because most people simply do not take the time to read the instructions, and fire safety briefings for personnel or students register low attendance rates. For that reason we developed a low-cost game-like simulation of the evacuation procedure using <e-Adventure> (Moreno-Ger et al. 2008a) as a mechanism to capture both staff and student attention.
在觀察過程中表現欠佳，疏散演練，院長辦公室在學校的電腦要求調查，以確定和改善所有已查明的問題，在演練和實施一項培訓計劃，以確保工作人員和學生了解撤離的協議。然而，這不是一個容易解決的問題。備忘錄有關如何進行這些疏散已被證明在過去無用的，因為大多數人根本沒有花時間閱讀說明書，簡報會及消防安全人員或學生到校出席率偏低。出於這個原因，我們開發了一種低成本的遊戲般的疏散模擬過程使用<e-Adventure>（莫雷諾，德國等。2008a）作為一種機制來捕獲工作人員和學生的關注。
This case exemplifies the problem of how to deliver educational videogames to the students that has been described all along the paper. The high number of users of the game difficulties its delivery through a traditional delivery channel (e.g. through CD-ROMs). To tackle this issue, the game is to be delivered through the LMS currently available at Complutense University, which is based on WebCT 4. All the teachers, staff and students have access to this system, so it could be a good controlled distribution channel for the game.
這個案例體現了問題，如何提供教育電子遊戲的學生，一直被描述的文件。高用戶數的遊戲的困難交付通過傳統的銷售渠道（如通過光盤）。為了解決這個問題，遊戲是可以透過現有的LMS在Complutense大學，這是基於 WebCT的4。所有的老師，職員和學生可以使用這個系統，所以它可能是一個良好的分銷渠道控制的遊戲。
However, the university is currently considering alternative systems to cover the online support for the courses. Apart from a potential upgrade of the current WebCT platform, different open source tools are also being considered (such as Moodle and SAKAI). As the results of our test show, the investment in the development of the game is safe regardless of the final decision, as the game can be seamlessly integrated with any of the environments currently being considered.
然而，這所大學目前正在考慮其他的網上支付系統，以支持參加該課程。除了潛在的升級當前 eYouCT的平台，不同的開源工具也被考慮（如Moodle和SAKAI）。由於我們的測試結果表明，投資在開發的遊戲是安全的，無論最後決定，因為遊戲可以無縫集成到任何環境下，目前正在考慮中。
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」
Production of educational videogames as Learning Objects: the <e-Adventure> platform
The <e-Adventure> platform is an environment for the development of educational point-and-click adventure videogames that addresses the technical and distribution issues described previously, covering both the development (and maintenance) of the games and their execution (Moreno-Ger et al. 2008a). As stated previously, we propose to develop educational videogames as web content in order to facilitate the delivery of the games to the students through online LMS. To facilitate this process, the <e-Adventure> platform was developed using Java technologies, which were designed bearing in mind their application in web environments.
生產電子遊戲作為學習教育的對象：<e-Adventure>平台
該<e-Adventure>平台是環境教育的發展點和點擊冒險視頻遊戲，解決的技術和分配問題如前所述，涵蓋了經濟發展（維護）的遊戲，其執行（莫雷諾德國等。2008a）。如前所述，我們建議制定教育電子遊戲作為 Web內容，以方便提供的遊戲給學生通過網上的LMS。為了促進這一進程，<e-Adventure>平台是用Java開發的技術，其目的銘記他們的應用程序在網絡環境中。
In order to reduce the technical requirements of the games and retain both student interest and educational value, the genre of point-and-click adventure games was chosen. The low technical complexity of these games does not imply an excessive reduction in the advantages of using videogames in education, as the genre supports all the features that are relevant from an educational point of view and still manages to provide a fun approach to learning (Ju and Wagner 1997; Van Eck 2007). Besides, narration is a key aspect of adventure games, which can be used effectively from an instructional point of view (Dickey 2006).
為了降低技術要求的遊戲，同時保留學生的興趣和教育價值，但這種類型的點和點擊冒險遊戲被選中。低技術的複雜性，這些遊戲並不意味著減少過度使用視頻遊戲的優點，在教育，支持所有的流派相關的功能從教育的角度來看，仍然設法提供一個輕鬆有趣的方式來學習（菊和瓦格納1997;凡埃克2007年）。此外，敘事是一個關鍵環節的冒險遊戲，它可以有效地用於從教學的角度來看（迪基2006年）。
Development of <e-Adventure> games as Learning Objects
However, as previously mentioned, the creation of web-deliverable learning objects is just one half of the problem. Game-based content is complex and expensive to produce, and this increases the need of interoperability between different learning platforms. For this reason, <e-Adventure> games can be exported as self-contained Learning Objects (LO) following the IMS Content Packaging specification (IMS Global Consortium 2004). The process is straightforward: instructors use the <e-Adventure> editor to create and modify the game and then the editor offers the possibility of exporting the executable game as a LO.
發展<e-Adventure>遊戲，學習對象
然而，正如前面提到的，創造的網絡交付的學習對象僅僅是一半的問題。遊戲的內容是複雜的和昂貴的生產，這就增加了需要不同的學習平台之間的互操作性。出於這個原因，<e-Adventure>遊戲可以被導出為獨立的學習對象（LO）以下的IMS內容包裝規範（IMS全球聯盟2004年）。這個過程很簡單：教師使用<e-Adventure>編輯器來創建和修改的遊戲，然後在編輯器提供了可能性出口可執行遊戲LO。
Additionally, following the notion of active LOs that exchange information with the LMS for tracking and assessment purposes, <e-Adventure> games can communicate at runtime with the LMS host. Whenever an <e-Adventure> game is launched, the game engine tests if it is possible to communicate with the host LMS (Martinez-Ortiz et al. 2006). If the test is successful, the game engine periodically communicates with the LMS notifying any value update of a ser of educational properties defined during the creation of the game by the instructor. If no communication link can be established, the engine works in a disconnected mode.
此外，隨著觀念的活躍當地辦事處的信息交流與 LMS算法的跟踪和評估目的，<e-Adventure>遊戲在運行時可以溝通與 LMS的主機。每當<e-Adventure>遊戲推出時，遊戲引擎的測試，如果有可能與主機通信的LMS（馬丁內茲-奧爾蒂斯等人。2006年）。如果測試成功，定期溝通與遊戲引擎的LMS通知任何值更新一輯的教育屬性定義在創建的遊戲由導師。如果沒有可以建立通信鏈路，發動機工作在斷開連接的模式。
<e-Adventure> games support two protocols for the communication with the LMS host. The first approach is to use the IEEE ECMAScript API for Content to Runtime Services Communication (Richards 2004). If this protocol is not supported by the LMS, the engine also tries to establish a link using an ad hoc protocol developed as part of the <e-Adventure> platform. The standardized approach uses the same set of specifications as the ADL SCORM reference model, thus being compatible with SCORM-compliant LMS. On the other hand, the proprietary protocol was developed to enable the communication with IMS Learning Design (IMS Global Consortium 2003) environments, and has been successfully tested with the CopperCore IMS LD (Burgos et al. 2007a) and the .LRN platform (Moreno-Ger et al. 2008a).
<e-Adventure>遊戲支持兩種協議的通信LMS的主機。第一種方法是使用IEEE ECMAScript的空氣污染指數為內容到運行處通訊（理查茲2004年）。如果這個協議是不支持的LMS，發動機還試圖建立一個鏈接使用協議開發專案的一部分，該<e-Adventure>平台。標準化的方法使用同一組 ADL的SCORM的規格為參考模型，從而有兼容SCORM兼容的LMS。另一方面，專有協議的開發是為了使學習設計的溝通與 IMS（IMS全球聯盟2003年）環境，並已成功測試了CopperCore勞工處的IMS（布爾戈斯等。2007年a）和。LRN平台（莫雷諾，德國等。2008a）。
The aspect of allowing the annotation of the LO with technical and educational metadata is covered according to the IEEE Learning Object Metadata (IEEE 2002) standard. Due to the scope of the <e-Adventure> editor, the objective was not to provide a full IEEE LOM editor. Instead, we have focused on a minimal subset of the standard that fits game-based educational contents. Special attention has been given to those categories we considered more relevant in this context: Educational metadata and technical characteristics. Table 1 summarizes the different categories from the IEEE LOM standard directly supported inside the editor.
在註釋方面允許的滷味技術和教育元數據包括根據 IEEE學習對象元數據協會（IEEE2002）標準。由於涉及的範圍，<e-Adventure>編輯，目的不是為了提供一個完整的IEEE LOM的編輯器。相反，我們把重點放在一個最小的子集的標準，適合遊戲為基礎的教育內容。特別注意了這些類別，我們認為在這方面更相關：教育元數據和技術特點。表1總結了不同類別從 IEEE LOM的標準直接在編輯器的支持。
In order to simplify as much as possible the work of the content author, the metadata annotation process is done in a semi-automatic way. The <e-Adventure> editor harvests as much as possible metadata from the game description simplifying the instructor’s task. All te technical metadata are also automatically generated, and the instructor can focus on the definition of metadata related to educational aspects.
為了盡可能地簡化了工作的內容作者，元數據註釋過程做是半自動方式。編輯器的<e-Adventure>收成盡可能從遊戲中的元數據描述簡化了教師的任務。所有特技術元數據也自動產生的，老師可以專注於元數據的定義，有關教育方面。
The exportation process of the game creates a minimal self-contained LO. The instructor uses the editor to create an IMS CP bundle that includes: the game itself (including assets), its metadata, a streamlined version of the <e-Adventure> game engine, a simple html page used to launch the game and a manifest file used to describe the bundle content. The generated LO contains a single course with a single educational resource (the game), however the LO may be refined or integrated with larger courses using tools that comply with the selected specifications. For example, as seen in Figure 2, the LO can be edited using the Reload Editor (http://www.reload.ac.uk/), which allows its integration with bigger pre-existing courses and or refinement of the original metadata included by the <e-Adventure> platform.
在出口過程中的遊戲創建了一個最小的獨立的LO。導師使用編輯器創建一個 IMS處長包，其中包括：遊戲本身（包括資產），其元數據，精簡版的<e-Adventure>遊戲引擎，一個簡單的HTML頁面來啟動遊戲和清單文件，用於描述包的內容。勞生成包含一個單一的過程中與教育資源（遊戲），但是勞可與較大的改進或整合課程使用工具的選擇，符合規範。舉例來說，如在圖 2中，可以編輯勞使用刷新編輯器（http://www.reload.ac.uk/），允許其集成更大的預先存在的課程，或改進原有的元數據包括由<e-Adventure>平台。
In summary, with <e-Adventure> it is possible to package the games according to the IMS CP specification and annotated with meta-data following the IEEE LOM standard. The result is a shareable and reusable educational videogame packed as an LO and ready to be deployed in any IMS-compliant LMS. In the next section, we analyze the actual level of compliancy and how this approach facilitates the deployment and delivery process for educational games.
總之，與<e-Adventure>有可能在奧運會包裝根據 IMS CP的規範和註釋與元數據的IEEE LOM的標準以下。其結果是可共享的和可重複使用的教育視頻遊戲包裝成一個 LO，隨時可以部署在任何符合IMS標準的LMS。在下一節中，我們分析了實際水平的符合性和如何這樣做便於部署和交付過程的教育遊戲。
Case Study
In order to test the compliancy of the proposed solution in terms of content interoperability, we have conducted a local case study focused on the problem of game delivery through different LMSs. Additionally, the possibility of having a connection established between the games and the LMS and using that communication channel to exchange tracking and assessment information has also been evaluated. The objectives were thus the following:
1. To test the successful integration of a real <e-Adventure> game in a broad sample of LMS as a) a single-content course and b) a complex course combining both game content and traditional (i.e. web-based) content.
2. To test the compliancy of the automatic assessment engine in the same sample of LMS (i.e. determine which LMS could successfully process the statement of results produced by the game and attach it to the profile of the student to be used in the future).
個案研究
為了符合性測試解決方案所提出的條款內容互操作性，我們已經進行了本地個案研究的重點問題，通過遊戲不同LMSs交貨。此外，可能有一個連接之間建立遊戲和LMS和使用，溝通交流渠道，跟踪和評估的信息也被評估。這樣的目標如下：
1。為了測試一個真正的成功整合在一個廣泛的<e-Adventure>遊戲 LMS公司作為樣本）一單的內容當然和b）一個複雜的過程兼備的遊戲內容和傳統的（即基於 Web）的內容。
2。為了符合性測試的自動評估引擎，在同一樣品的LMS（即確定哪些LMS公司可以成功地處理語句的結果所產生的遊戲，並將其附加到配置文件中的學生將用於未來）。
On the other hand, it was required to specify selection criteria to determine which LMS would be selected to take part in the test in a manner that the results obtained could be significant. Covering every single available LMS was deemed impossible, as new tools are emerging constantly. We made a selection covering some widely extended open source tools and complemented it with commercial products such as the two versions of BlackBoard’s WebCT currently being used in our university: WebCT versions 4 and 6. We also tried to make special emphasis on tools that currently support communication with interactive LO using either the ADL SCORM reference model or the IMS Learning Design specification. The complete list of evaluated products can be found in Table 2.
另一方面，它必須指定選擇標準來確定哪些LMS公司將被挑選參加測試的方式，獲得的結果可能是巨大的。LMS公司提供覆蓋每一個被認為不可能的，因為新工具不斷湧現。我們作出了選擇，包括一些被廣泛推廣開源工具和補充它與商業產品，如兩個版本的黑板的WebCT的目前正在使用我們的大學：WebCT的版本4和6。我們還試圖使特別強調溝通的工具，目前支持使用互動勞無論是日常生活或SCORM的參考模型的IMS學習設計規範。有關完整列表，評估的產品可以在表2。
For each individual LMS we performed three different tests: The first test was the deployment of an <e-Adventure> game embedded in a web document without any attention to specific standards. In order to reflect the usual skill set of instructors and, in most cases, their actual access rights, this integration should be possible using the LMS interface, instead of requiring an FTP connection to upload the contents or any form of server-side modification. The second test was the deployment of the game as a standardized LO packaged according to the IMS Content Packaging specification. Finally, we also reported on the possibility of establishing a communication link between the game and the LMS, using any of the two communication protocols supported by the <e-Adventure> platform.
對於我們每個人的LMS進行三種不同的測試：第一次測試是部署一支<e-Adventure>遊戲嵌入在網頁文件沒有注意具體的標準。為了反映一般的技能導師，在大多數情況下，他們實際獲得的權利，這種整合應當盡可能利用LMS的接口，而不需要連接到一個 FTP上傳的內容或任何形式的服務器端修改。第二次試驗是部署了遊戲，包裝標準化，勞根據 IMS內容包裝規範。最後，我們還報告了可能性之間建立通信鏈路的遊戲和LMS，使用任何兩個通信協議支持<e-Adventure>平台。
Presentation and discussion of the results obtained
The next table (Table 2) summarizes the results obtained in all the tests performed. For each LMS the table depicts if it was possible to deploy the LO as a single web document (column 2), into a structured course according to the IMS CP specification (column 3) and if the automatic assessment mechanism worked properly (column 4).
介紹和討論所取得的成果
下表（表2）總結了取得的成果表現在所有的測試。對於每個表中描述的LMS，如果有可能部署Lo為一個單一的網頁文件（第二欄），為一種結構化歷程，根據 IMS的CP的規範（第3欄），如果自動評估機制工作正常（第4欄） 。
As the table shows, the standardized LO could be successfully deployed in all the LMS, but in some cases the integration of the game “as is” was not possible without low-level access to the server given the way in which some systems treat the inclusion of files and/or downloads (CopperCore/SLeD is a special case, given that by design they do not support content that is not part of a standardized Unit of Learning). This highlights the importance of packaging the games according to the current standards and specifications. Both CopperCore (with the SLeD front-end) and .LRN (with its IMS-LD module (Escobedo del Cid et al. 2007)) can establish a communication link using the proprietary protocol defined in <e-Adventure> and special plug-ins. With LAMS it is also possible to establish a proprietary communication link.
如表所示，標準化LO可以成功地部署在所有的LMS，但在某些情況下，一體化的遊戲“為是“不可能不低級別的訪問服務器提供的方式，某些系統治療列入文件和/或下載（CopperCore/ SLED的是一個特例，因為在設計他們不支持的內容，不屬於規範的單位學習）。這突出了奧運會的重要性，包裝根據當前的標準和規範。這兩個 CopperCore（與雪橇前端）和。LRN（憑藉 IMS- LD的模塊（埃斯科貝多德爾錫德等。2007））可建立通信鏈路使用專有的協議中定義<e-Adventure>和特殊插件插件。隨著 LAMS它也有可能建立一個專有的通信鏈路。
Applications
As described in the previous subsection, the main objective of the experiment was to test the integration of <e-Adventure> games in educative contexts through their deployment in LMS as LOs. The available systems are in constant evolution, and so are the needs of the application environments. It is not uncommon to see an institution that changes the technology of their LMS, for example alternating between proprietary and open source tools.
應用
如上所述，在上一小節，主要目的是測試實驗的整合<e-Adventure>教育性的遊戲情境中通過其部署在LMS的當地辦事處。可用的系統都在不斷演變，因此需要的是應用環境。這不是經常看到一個機構來改變他們的LMS技術，例如交替使用專有和開源工具。
Having observed poor performance during an evacuation drill, the Dean’s Office at the School of Computer demanded an investigation to identify and improve all the issues identified during the drill and the implementation of a training program to ensure both staff and students know the evacuation protocol. However this is not an issue easy to address. Memos about how to proceed in these evacuations have been proved useless in the past because most people simply do not take the time to read the instructions, and fire safety briefings for personnel or students register low attendance rates. For that reason we developed a low-cost game-like simulation of the evacuation procedure using <e-Adventure> (Moreno-Ger et al. 2008a) as a mechanism to capture both staff and student attention.
在觀察過程中表現欠佳，疏散演練，院長辦公室在學校的電腦要求調查，以確定和改善所有已查明的問題，在演練和實施一項培訓計劃，以確保工作人員和學生了解撤離的協議。然而，這不是一個容易解決的問題。備忘錄有關如何進行這些疏散已被證明在過去無用的，因為大多數人根本沒有花時間閱讀說明書，簡報會及消防安全人員或學生到校出席率偏低。出於這個原因，我們開發了一種低成本的遊戲般的疏散模擬過程使用<e-Adventure>（莫雷諾，德國等。2008a）作為一種機制來捕獲工作人員和學生的關注。
This case exemplifies the problem of how to deliver educational videogames to the students that has been described all along the paper. The high number of users of the game difficulties its delivery through a traditional delivery channel (e.g. through CD-ROMs). To tackle this issue, the game is to be delivered through the LMS currently available at Complutense University, which is based on WebCT 4. All the teachers, staff and students have access to this system, so it could be a good controlled distribution channel for the game.
這個案例體現了問題，如何提供教育電子遊戲的學生，一直被描述的文件。高用戶數的遊戲的困難交付通過傳統的銷售渠道（如通過光盤）。為了解決這個問題，遊戲是可以透過現有的LMS在Complutense大學，這是基於 WebCT的4。所有的老師，職員和學生可以使用這個系統，所以它可能是一個良好的分銷渠道控制的遊戲。
However, the university is currently considering alternative systems to cover the online support for the courses. Apart from a potential upgrade of the current WebCT platform, different open source tools are also being considered (such as Moodle and SAKAI). As the results of our test show, the investment in the development of the game is safe regardless of the final decision, as the game can be seamlessly integrated with any of the environments currently being considered.
然而，這所大學目前正在考慮其他的網上支付系統，以支持參加該課程。除了潛在的升級當前 eYouCT的平台，不同的開源工具也被考慮（如Moodle和SAKAI）。由於我們的測試結果表明，投資在開發的遊戲是安全的，無論最後決定，因為遊戲可以無縫集成到任何環境下，目前正在考慮中。
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