• International Journal of Contents
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• v.7 no.4
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• pp.10-18
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• 2011

Cooperative Group Games (CGG) emphasize participation, challenges and fun by cooperation among group members rather than competition. CGGs have been proven to be an efficient education method that teaches the value of cultivating cooperation skills, discipline, and sense of public order for tackling problems together through various types of interactions. When integrated with computer game technology, the general classic CGG can be reborn with new educational and entertaining aspects. To combine the joy of physical movement of group games and the richness of computer game contents, a motion based arcade CGG has been developed in this study, based on the original ideas and structures of classic off-line CGGs. While implementing the classic game concepts in arcade environment, various design attributes have been considered and applied, which were supposed to promote cooperative game play. Overall, the process of the implementation and test results of our four CGGs suggest several design strategies for effective arcade CGGs.

• Journal of Korea Game Society
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• v.10 no.3
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• pp.3-13
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• 2010

This study suggests about industrial-educational cooperation model through a case study by practical training by industrial-educational cooperation. Practical training of game development process is organized as industrial-educational cooperation pipe-line to represent whole process model, and step-cases about this are described. The purpose of this study is for learners to experience practical industry development process in a direct or indirect way. And above all, educators role in each stages of development is also important. This study would be used as a reference data about practical training and studies related with industrial-educational cooperation.

• Journal of Korea Game Society
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• v.12 no.4
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• pp.65-75
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• 2012

This study aims at identifying the physical, emotional effect on dance education by using "Dance Central" among Xbox-360 Games. In order to achieve the target, this study adopts case study methodology through Dance Central program among qualitative methods. The participants of this study were 8 adults who do not have experienced dance games from a homogeneous group composed of persons into who are called the Net Generation. The period of this study was from July 18, 2011 to August 14, 2011, during which the observation was conducted for 5 weeks. In total, 15 times of participant observation were made. Dance game experience Through data collection and analysis Participatory Video, self-reports, un-Structured interview, Observations. As a result of the study, the educational effect of aspects physical, emotional and the of dance game was analyzed into dance educational aspect. Educational effect on physical aspect was divided into subjects of 'preceded rhythm and familiarity of dance moves', 'changes by type of moves' and 'dance game requiring active physical activities'. Emotional learning effect was divided into subjects including, 'alleviation of stress'. 'changes of fun by stage and concentration' and 'dance game which has no risk of addiction'.

• Journal of Korea Game Society
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• v.11 no.5
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• pp.3-11
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• 2011

The learning by computer games, is in the spotlight as an effective education method for the game generation. The current design methods for educational games is to design all needed game elements and learning elements which should be included in. So to design an educational game for motivation and learning effects, is generally difficult. In this paper, we propose the G-learning model IGLM which is interworked with gameplay and learning play by motivation mechanism, in order to solve the difficult problem. The comparative analysis of the proposed model IGLM on the design difficulty with the current design methods for educational games or G-learning, shows the proposed method can be a solution of the design difficult problem and is the best on the difficulty of, the freedom of, and the scope of designing the component parts of educational games or G-learning.

• Journal of the Korea Society of Computer and Information
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• v.15 no.2
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• pp.83-89
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• 2010

The reality is that existing games are commercial or violent rather than informative. So, such a phenomenon resulted in many social problems. To solve such problems, I designed and implemented a game which is not violent but educative and child-friendly. In this thesis, an educative game is defined and its characteristics are described. I designed the user interface of the game for children, proposed relevant algorithms, and showed resultant screens of the game. Also, I compared the game with the existing games in order to prove that my game is non-violent, non-commercial, and rather educative. This ladder rejection game is different from the existing game in terms of design, functions, and contents of the screen. This paper contains specific explanations about the supplemented ladder rejection game. First, the design of this ladder rejection game extended fundamental principles of the existing game and added new diverse functions.

• Journal of Korea Game Society
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• v.11 no.3
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• pp.3-8
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• 2011

The learning by computer games, is in the spotlight as an effective education method for the game generation. The educational games need to provide additionally an omniscient view of the learning as an objective viewpoint for storytelling of learning. The omniscient viewpoint needs good readability in real-time, and to provide systematically overall and detailed informations of learning. In this paper, we propose the visual learning map as the omniscient view for storytelling of learning. The proposed learning map is composed of the district map, the topic map, and the progress map for the omniscient view of the learning. The proposed learning map is represented by several visual diagrams for real-time readability. The proposed learning map can apply to all the educational games which provide the game minimaps.

• The Journal of the Korea Contents Association
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• v.11 no.3
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• pp.128-136
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• 2011

Although learners learn with the same educational games, they show differences in successes. This is because they do not share the same individual characteristics. Currently, there are various studies conducted on effective education according to gender among other characteristics of learners off-line. When this effective educational method according to gender is applied to educational games, it will create more effective outcomes. In addition, this study observed the effective educational method according to gender and learning styles. Through the observation, the considering factors for educational game designs according to the learners' gender was defined. These considering factors were categorized into cognitive and perceptive factors, with each definitions reflected on the characteristics of each gender. This study has its meanings in that it has conducted theoretical results of the considering factors for educational game designs based on reference studies. This study will be utilized as a reference study when designing various games.

• Cartoon and Animation Studies
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• s.37
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• pp.393-411
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• 2014

The volume of world market for serious game in year 2015 is expected to be about 9.6 trillion, and the volume of educational serious game market is expected to surpass half of the whole serious game market. In Korea, the development of game for educational purpose has dominated around the education enterprises since late 90s. In 2008, 'Serious Game Forum' was founded led by the Ministry of Culture, Sports, and Tourism with experts from many fields in the society and there were progressing of making policies and plans for potential development of the serious game industry, but the effects were not successful than expected. In 2012, the Ministry of Education, Science, and Technology announced commercialization policy of digital textbook by 2015 and the serious game for educational purpose got attention again. Then, the serious game market became more vigorous with the dispersion of smart devices.13) As a result, the serious games on the smart devices or interlocking between the online and smart devices became an important issue in development rather than the online only serious games. Math field has international competitive power through export in the educational serious game market which takes more than half of the serious game market. Therefore, developing serious game for math education is a good area to raise competitiveness in domestic and international game industries. Moreover, it has no received preferences from students and parents although it has high potential for positive change of individuals and society. The reason is that students recognize it as educational content rather than a game and they avoid it, while parents recognize it as game but not an education. This phenomenon happens because the game elements and educational elements are not properly mixed but focused only on education or emphasized only the fun factors of game when it was developed. Therefore, the purpose of this research is to suggest a direction of developing serious games effectively combining with elementary math for elementary students to get interested in math while playing games. The research will analyze the current elementary math textbooks and find contents which may be combined with the game genre that elementary students enjoy playing these days. This research received advice from serious game developers and math education expert group to reflect the inclination of elementary school students, and respond to the demands from parents and educational institutions, and suggested a direction of developing serious games for effective math education.

• Journal of Korea Game Society
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• v.17 no.2
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• pp.7-16
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• 2017

In this paper, it is suggested that the elements constituting the gay empire are similar to the main pedagogical concept of John Dewey, a representative educational philosopher. I analyzed some factors that make up the concept of gamification by connecting them with the following five attributes. Continuity, interaction, interest, growth, and educational experience are the main factors that contribute to sustainability. Based on the theoretical analysis of the main concept, I try to find out the relation between the game and education, and understand the meaning of the gamification, not the game.

• International Journal of Computer Science & Network Security
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• v.22 no.9
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• pp.208-216
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• 2022

This paper provides an account of gamification in education. Apart from its emergence, it clarifies how gamification differs from gaming and game-based learning. It also discusses the elements of gamification, its advantages and its principles. It also sketches the theoretical underpinning of the concept, the models, its various applications, and the obstacles to using it in the educational process.