Hoda Musavi; Farhad Seraji
Abstract
In the last two decades with quantitative growth of "Serious Games", their quality also have been considered by researchers, designers, audiences, teachers and administrators. The quality of these games in addition to storytelling, graphics and technology depend on applying educational principles so ...
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In the last two decades with quantitative growth of "Serious Games", their quality also have been considered by researchers, designers, audiences, teachers and administrators. The quality of these games in addition to storytelling, graphics and technology depend on applying educational principles so that the games can lead the gamers to obtain educational goals while preparing a fun and motivational environment. The aim of this study is determination of quality evaluation "serious game" indicators based on constructive learning principles and evaluating six selected game with this indicator. In order to determine the "serious game" quality evaluation indicators, 30 educational game experts participated in check list completion and signed 29 items around four factors including interaction, problem solving, active learning and discovery. Six popular games were selected and analyzed by six educational technology experts and six ICT experts. The results show that in these games, the average of 136 interactions, 139 problem solving, 89 active learning and 82 discovery situations have been provided. Also Shannon entropy indicated that discovery indicator with .0999 information bar and 0.572 importance coefficient has the most emphasized and active learning indicator with 1 information weight and 0/087 importance coefficient has less emphasized.
