Digital Educational Games: Methodologies For Development .
Digital Educational Games: Methodologies for Developmentand Software QualitybySerdar AslanDissertation submitted to the Faculty of theVirginia Polytechnic Institute and State Universityin partial fulfillment of the requirements for the degree ofDoctor of PhilosophyinComputer Science and ApplicationsOsman Balci, ChairJames D. ArthurReza BarkhiMat GroveAnderson NortonEli TilevichSeptember 30th, 2016Blacksburg, VirginiaKey words: Digital game development, educational game development, game developmentlife cycle, game development methodology, game development processes, game developmentworkflows, game software quality evaluation, and game-based learning.
Digital Educational Games: Methodologies for Developmentand Software QualitybySerdar AslanABSTRACTDevelopment of a game in the form of software for game-based learning poses significant technicalchallenges for educators, researchers, game designers, and software engineers. The game developmentconsists of a set of complex processes requiring multi-faceted knowledge in multiple disciplines such asdigital graphic design, education, gaming, instructional design, modeling and simulation, psychology,software engineering, visual arts, and the learning subject area. Planning and managing such a complexmultidisciplinary development project require unifying methodologies for development and softwarequality evaluation and should not be performed in an ad hoc manner. This dissertation presents suchmethodologies named: GAMED (diGital educAtional gaMe dEvelopment methoDology) and IDEALLY(dIgital eDucational gamE softwAre quaLity evaLuation methodologY).GAMED consists of a body of methods, rules, and postulates and is embedded within a digital educationalgame life cycle. The life cycle describes a framework for organization of the phases, processes, workproducts, quality assurance activities, and project management activities required to develop, use, maintain,and evolve a digital educational game from birth to retirement. GAMED provides a modular structuredapproach for overcoming the development complexity and guides the developers throughout the entire lifecycle.IDEALLY provides a hierarchy of 111 indicators consisting of 21 branch and 90 leaf indicators in the formof an acyclic graph for the measurement and evaluation of digital educational game software quality.We developed the GAMED and IDEALLY methodologies based on the experiences and knowledge wehave gained in creating and publishing four digital educational games that run on the iOS (iPad, iPhone,and iPod touch) mobile devices: CandyFactory, CandySpan, CandyDepot, and CandyBot. The twomethodologies provide a quality-centered structured approach for development of digital educational gamesand are essential for accomplishing demanding goals of game-based learning.Moreover, classifications provided in the literature are inadequate for the game designers, engineers andpractitioners. To that end, we present a taxonomy of games that focuses on the characterization of games.
Digital Educational Games: Methodologies for Developmentand Software QualitybySerdar AslanGENERAL AUDIENCE ABSTRACTThe game development consists of a set of complex processes requiring knowledge in many disciplinessuch as digital graphic design, education, gaming, instructional design, modeling and simulation,psychology, software engineering, visual arts, and the learning subject area. Planning and managing suchprojects require unifying methodologies for development and software quality evaluation. This dissertationpresents such methodologies named: GAMED (diGital educAtional gaMe dEvelopment methoDology) andIDEALLY (dIgital eDucational gamE softwAre quaLity evaLuation methodologY).GAMED consists of a body of methods, rules, and postulates and is embedded within a digital educationalgame life cycle. It provides a modular structured approach for overcoming the development complexity andguides the developers throughout the entire life cycle.IDEALLY provides a hierarchy of 111 indicators consisting of 21 branches and 90 leaf indicators in theform of a graph, in which there is no cycle or closed path, for the measurement and evaluation of digitaleducational game software quality.Moreover, classifications provided in the literature are poorly defined for the game designers, engineers,and practitioners. To that end, we present a taxonomy of games that focuses on the characterization ofgames.
DEDICATIONTo my dear wife and parentsiv
ACKNOWLEDGMENTSI owe my deepest gratitude to my advisor Dr. Osman Balci for his support and guidance not only in thisresearch, but also in many aspects of life since I started studying at Virginia Tech. I have learned a lot fromhim and I cannot thank him enough.I would like to thank my committee members Dr. James D. Arthur, Dr. Reza Barkhi, Dr. Mat Grove, Dr.Anderson Norton, and Dr. Eli Tilevich. Moreover, I express my gratitude to Dr. Anderson Norton forhelping us generate different game ideas and assisting us significantly throughout the development of thegames. I also thank my fellow graduate students in the Mobile Software Engineering Lab.Finally, my gratitude goes to my wife and my parents, for always being there when I need them andsupporting me, no matter what.v
TABLE OF CONTENTSABSTRACT . iiGENERAL AUDIENCE ABSTRACT . iiiDEDICATION . ivACKNOWLEDGMENTS . vLIST OF FIGURES. ixLIST OF TABLES. xCHAPTER 1: DEFINITION OF THE PROBLEM AND OBJECTIVES . 1STATEMENT OF THE PROBLEM . 1STATEMENT OF OBJECTIVES . 2SIGNIFICANCE OF THE RESEARCH . 21.11.21.3CHAPTER 2: BACKGROUND . 42.1DIGITAL GAMES . 42.1.1 Digital Game Genres. 42.2DIGITAL GAME-BASED LEARNING . 52.2.1 The Importance of DGBL . 52.2.2 Benefits of DGBL . General Skills . 6Freedom to Fail . 6Clear Goals and Immediate Feedback . 6Active learning . 7Challenge . 7Engagement. 7Formative Assessment . 82.3.3.1Digital Educational Game Development Methodologies . 102.5.2.1Game Genres . 182.3GAME DEVELOPMENT . 82.3.1 Background of Digital Game Development . 82.3.2 Challenges of Developing Digital Games. 82.3.3 Game Development Methodologies . 102.4QUALITY ASSESSMENT / QUALITY E VALUATION OF DIGITAL GAMES FOR EDUCATIONAL PURPOSES . 122.4.1 Evaluation of Educational Games. 132.4.2 Heuristic Evaluation . 152.4.3 Challenges in Evaluation. 152.5TAXONOMY OF GAMES. 162.5.1 Overall Games Classification. 162.5.2 Games . 18CHAPTER 3: Digital Educational Game Development Methodology (GAMED) . 203.1DIGITAL EDUCATIONAL GAME QUALITY ASSURANCE . 203.2DIGITAL EDUCATIONAL GAME LIFE CYCLE . 223.2.1 Problem Formulation . 233.2.2 Game Idea Generation . 243.2.2.1Game Idea Generation Process . 253.2.2.1.1 The Purpose of Game Idea Generation Process . 253.2.2.1.2 Introductory Notes. 253.2.2.1.3 Specific Practices and Goals of the Game Idea Generation Process. 253.2.3Game Design . 383.2.3.13.2.3.2Game Design Team . 39Spiral Game Design . 40vi
3.2.3.2.1 Preparation for Game Design . 413.2.3.2.2 Prototyping . 453.2.3.2.2.1 Physical Prototypes . 463.2.3.2.2.2 Digital Prototypes . 483.2.3.2.3 Playtesting . 493.2.3.2.4 Evaluation . 513.2.3.2.5 Risk Analysis . 513.2.4Requirements Development . 533.2.4.13.2.4.23.2.4.33.2.4.43.2.5Architecture . 603.2.5.13.2.5.23.2.6Use Case-based Requirements Development. 54Requirements Identification . 57Requirements Specification . 58Requirements Quality Assessment . 59Known Architectures for Network-Centric Software-based Systems . 61Example Digital Game Architectures . 61Software Design . 663.2.6.13.2.6.2Decomposition/Modularization . 67Design Patterns . 693.2.7 Programming . 703.2.8 Integration . 713.2.9 Publishing. 713.2.10Game-Based Learning . 723.2.11Feedback . 723.2.12Maintenance. 72CHAPTER 4: Digital Educational Game Software Quality Evaluation Methodology (IDEALLY) . 734.1BACKGROUND . 734.2A HIERARCHY OF INDICATORS . 744.3CASE STUDY: CANDYBOT SOFTWARE QUALITY EVALUATION BY USING IDEALLY . 844.3.1 Step 1: Project Identification and Setup . 844.3.2 Step 2: Creation of Hierarchy of Indicators . 844.3.3 Step 3: Review of the Hierarchy of Indicators . 854.3.4 Step 4: Assignment of Nominal Scores Sets . 854.3.5 Step 5: Relative Criticality Weighting of Indicators . 864.3.6 Step 6: Project Management Attributes . 884.3.7 Step 7: Identification of Evaluation Techniques . 884.3.8 Step 8: Identification of Evaluators .
The game development consists of a set of complex processes requiring knowledge in many disciplines such as digital graphic design, education, gaming, instructional design, modeling and simulation, psychology, software engineering, visual arts, and the learning subject area. Planning and managing such
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