Educational Computer Game for Eartquake

Year 2022, Volume: 7 Issue: 1, 99 - 107, 13.01.2022

Ebru Yılmaz İnce Murat Emre Sancak

https://doi.org/10.53850/joltida.1000528

Cited By: 2

Abstract

Earthquakes are the movements of the earth's crust that originate in the ground, and they are one of the natural disasters that frighten people because they occur suddenly and often cause great loss of life and property. Earthquake natural disaster is the reality of Turkey and it is important to raise public awareness on this issue. Thanks to the sound effects, realistic animations and three-dimensional virtual environments used in the development of computer games developed in today's technologies, they attract more attention from the players. Digital computer games are used for educational purposes in various fields, enabling learners to increase their motivation towards the relevant subject. It is important to develop educational digital games using up-to-date technologies and present them to young people in accordance with learning. In this study, an educational three-dimensional computer game describing what to do before, during and after the earthquake was developed using the Unity game engine and C# coding language. It is thought that the features of the earthquake educational computer game will attract the attention of everyone from seven to seventy with its three-dimensional virtual environment and educational content, and it can be used for educational purposes in order to increase their motivation for gaining knowledge and experience about earthquakes.

Keywords

Educational game, computer games based learning, earthquake, flow theory, design based research

References

• Bontchev, B. (2015, July). Customizable 3D video games as educational software. In Proc. of 7th Int. Conf. on Education and New Learning Technologies EDULEARN15 (pp. 6943-6950).
• Brown, A. L. (1992). Design experiments: Theoretical and methodological challenges in creating complex interventions in classroom settings. Journal of the Learning Sciences, 2(2), 141–178.
• Cheung, H. L. (2018). Tap to Spell: An Interactive Vocabulary Mobile Learning Game. Retrived October 22, 2021, from http://dspace.cityu.edu.hk/handle/2031/8954
• Garris, R., Ahlers, R., Driskell, J. E. (2002). Games, motivation, and leaming: Aresearch and practice modeL. Simulation &: Gaming, 33(4), 441- 467.
• Gee, J., 2003. What video games have to teach us about learning and literacy. New York: Palgrave Macmillian.
• Hsu, T. C. (2017). Learning English with augmented reality: Do learning styles matter?. Computers & Education, 106, 137-149.
• Hu, X., Su, R., & He, L. (2016, July). The design and implementation of the 3D educational game based on VR headsets. In 2016 International Symposium on Educational Technology (ISET) (pp. 53-56). IEEE.
• Hwang, W. Y., Shih, T. K., Ma, Z. H., Shadiev, R., & Chen, S. Y. (2016a). Evaluating listening and speaking skills in a mobile game-based learning environment with situational contexts. Computer Assisted Language Learning, 29(4), 639-657.
• Hwang, G. J., Wu, P. H., Chen, C. C., & Tu, N. T. (2016b). Effects of an augmented reality-based educational game on students' learning achievements and attitudes in real-world observations. Interactive Learning Environments, 24(8), 1895-1906.
• Kader, M. A. R. A., Zaki, S. M., Muhamed, M. F. A. A., Ali, R., & Mat, M. K. (2019). Game-Based Approach in Teaching and Learning: Fun, Knowledge or Both? A Case Study of MDAB Students. In Proceedings of the Regional Conference on Science, Technology and Social Sciences (RCSTSS 2016) (pp. 223-235). Springer, Singapore.
• Koivisto, J. M., Niemi, H., Multisilta, J., & Eriksson, E. (2017). Nursing students’ experiential learning processes using an online 3D simulation game. Education and Information Technologies, 22(1), 383-398.
• Pivec, M., Koubek, A., & Dondi, C. (2004). Guidelines for Game-Based Learning. Pabst Science Publishers.
• Pusey, M. (2018, October). The Effect of Puzzle Video Games on High School Students' Problem-solving Skills and Academic Resilience. In Proceedings of the 2018 Annual Symposium on Computer-Human Interaction in Play Companion Extended Abstracts (pp. 63-69). ACM.
• Richey, R.C., Klein, J.D., & Nelson, W.A., 2003. Development research: Studies of instructional design and development. D.H. Jonassen (Ed.), Handbook of research for educational communications and technology, 1130, Mahwah, NJ: Lawrence Erlbaum Associates.
• Shi, J., Shah, A., Hedman, G., & O’Rourke, E. (2019). Pyrus: Designing A Collaborative Programming Game to Support Problem-Solving Behaviors. In Proceedings of the 2019 CHI Conference on Human Factors in Computing Systems (pp. 1-12).
• Squire, K., 2005. Game-based learning: Present and future state of the field. Madison, WI: University of Wisconsin-Madison Press.
• Sternig, C., Spitzer, M., & Ebner, M. (2018). Learning in a Virtual Environment: Implementation and Evaluation of a VR Math-Game. In Virtual and Augmented Reality: Concepts, Methodologies, Tools, and Applications (pp. 1288-1312). IGI Global.
• Özdoğan, S. (1993). Türkiye’nin deprem bölgeleri. Türkiye Coğrafyası Araştırma ve Uygulama Merkezi Dergisi, 2, 53-68.
• Tlili, A., Essalmi, F., & Jemni, M. (2015, July). A mobile educational game for teaching computer architecture. In 2015 IEEE 15th International Conference on Advanced Learning Technologies (pp. 161-163). IEEE.
• Turner, P. E., Johnston, E., Kebritchi, M., Evans, S., & Heflich, D. A. (2018). Influence of online computer games on the academic achievement of nontraditional undergraduate students. Cogent Education, 5(1), 1437671.