Volume Two - Academic Conferences

Thomas Putz
easiness of use of the platform. New experience, fun and playability of the game gave them additional
experience. More than half of the students stressed that they have learned more by playing the game,
paid more attention while playing the game, and that they are more engaged when using “learning by
playing” method.
Table 1: Results from 137 students and 13 teachers
Game Characteristics Students Teachers
user friendliness 32% sufficient 90% sufficient, 40% of which excellent
usefulness of information 26% good, 23% sufficient 30% excellent, 30% good, 20% sufficient
appeal 25% sufficient 20% excellent, 40% good
interface 21% good, 24% sufficient 60% good, 20% sufficient, 20% poor
clearness of objectives 23% good, 22% sufficient 30% excellent, 30% good, 10% sufficient
enjoyment 24% sufficient, 19% poor 25% excellent, 40% good, 30% sufficient
3.2 Board game template: “Mogabal”
An adventure game version that enables players to move around the board freely and interact with
objects seen around. Events are triggered when a player falls on a board cell or when s/he ‘touches’
an object on the map. The player has two main aims: discovering about different work contexts, by
engaging in game events enhancing their characteristics profile, through making informed choices,
astute choices, making alliances or by pure good luck!
Learning goals are decided by the game author.
Content goals: e.g. Facts, Judgement, Theories, Systems (after Prensky, 2001)
Activity goals: e.g. Experimentation (after Prensky, 2001).
Process goals: e.g. Evaluating, Creating (after Anderson and Krathwohl, 2001).
MOGABAL can be seen as a type of role-play game.
Figure 5: Screenshot of “Mogabal”
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