About this paper

Appears in:
Pages: 6700-6709
Publication year: 2018
ISBN: 978-84-09-02709-5
ISSN: 2340-1117
doi: 10.21125/edulearn.2018.1588

Conference name: 10th International Conference on Education and New Learning Technologies
Dates: 2-4 July, 2018
Location: Palma, Spain


E. Paunova-Hubenova, Y. Boneva, K. Pavlova

Institute of Information and Communication Technologies / Bulgarian Academy of Science (BULGARIA)
Nowadays computer games become one of the most used entertainment tools for the adolescents. In the recent years, they are successfully applied in the education in the form of game-based learning. For students, the learning with games is pleasant and motivating. To be efficient for educational purposes the games must be properly designed. The creation of educational games is a specific process, which features have to be taken into account when a methodology for its life cycle is chosen.
The development of this kind of software usually requires a team of programmers, designers, and educators, which can be numerous. This paper describes a methodology that is, in fact, the lifecycle model for software development adapted for educational games. We propose adding two supplementary steps to the above-mentioned lifecycle. Thus, it contains 7 phases that have to be executed in a specified order. The aspects to be taken into account when determining the target age group, the educational content, which will be included, and the manner of incorporating it into the game are described in the paper. Creating a background story for the interactive system and choosing the appropriate genre are explained. Selection of a platform, technology tools, and programming languages for the development and realization of the game and the implementation of the system are also presented.
The proposed sequence of steps facilitates the process of creating a learning game and determines the roles of the team members. Here are presented two significant benefits, which are achieved by using this modification. The application of this methodology for designing an educational game is also presented here. Its prototype was tested with students from the chosen age group who were asked to complete a questionnaire after playing the game. The analysis of the results is discussed in the paper. The prototype was implemented as a game for the subject Geography, but it can be easily adapted for another subject and/or age. The way of its personalization for the students’ knowledge is also described here. The stages of testing, development, and support are explained.
The use of educational games enhances the perception of the learning content by students. The game motivates them to be active in the learning process and to seek additional interesting information.
author = {Paunova-Hubenova, E. and Boneva, Y. and Pavlova, K.},
series = {10th International Conference on Education and New Learning Technologies},
booktitle = {EDULEARN18 Proceedings},
isbn = {978-84-09-02709-5},
issn = {2340-1117},
doi = {10.21125/edulearn.2018.1588},
url = {http://dx.doi.org/10.21125/edulearn.2018.1588},
publisher = {IATED},
location = {Palma, Spain},
month = {2-4 July, 2018},
year = {2018},
pages = {6700-6709}}
AU - E. Paunova-Hubenova AU - Y. Boneva AU - K. Pavlova
SN - 978-84-09-02709-5/2340-1117
DO - 10.21125/edulearn.2018.1588
PY - 2018
Y1 - 2-4 July, 2018
CI - Palma, Spain
JO - 10th International Conference on Education and New Learning Technologies
JA - EDULEARN18 Proceedings
SP - 6700
EP - 6709
ER -
E. Paunova-Hubenova, Y. Boneva, K. Pavlova (2018) DESIGNING EDUCATIONAL GAMES – SEVEN PHASES METHODOLOGY, EDULEARN18 Proceedings, pp. 6700-6709.