A Mixed-Methods Study of Cultural Heritage Learning through Playing a Serious Game

References

• Alonso-Fernández, C., Martínez‐Ortiz, I., Caballero, R., Freire, M., & Fernández‐Manjón, B. (2020). Predicting students’ knowledge after playing a serious game based on learning analytics data: A case study. Journal of Computer Assisted Learning, 36(3), 350–358. https://doi.org/10.1111/jcal.12405
   Web of Science ®Google Scholar
• Anderson, E. F., McLoughlin, L., Liarokapis, F., Peters, C., Petridis, P., & De Freitas, S. (2010). Developing serious games for cultural heritage: A state-of-the-art review. Virtual Reality, 14(4), 255–275. https://doi.org/10.1007/s10055-010-0177-3
   Web of Science ®Google Scholar
• Cerqueira, B. B., Barbosa, D. N. F., Mossmann, J. B., Cardoso, C. D. O., & Barbosa, J. L. V. (2022). Inhibitory control stimulation in elementary school children through digital games: A systematic mapping study. Applied Neuropsychology. Child, 11(3), 541–552. https://doi.org/10.1080/21622965.2020.1843040
   PubMed Web of Science ®Google Scholar
• Charsky, D. (2010). From edutainment to serious games: A change in the use of game characteristics. Games and Culture, 5(2), 177–198. https://doi.org/10.1177/1555412009354727
   Web of Science ®Google Scholar
• Chittaro, L., & Buttussi, F. (2015). Assessing knowledge retention of an immersive serious game vs. a traditional education method in aviation safety. IEEE Transactions on Visualization and Computer Graphics, 21(4), 529–538. https://doi.org/10.1109/TVCG.2015.2391853
   PubMed Web of Science ®Google Scholar
• Chiu, T. W., & Camilli, G. (2013). Comment on 3PL IRT adjustment for guessing. Applied Psychological Measurement, 37(1), 76–86. https://doi.org/10.1177/0146621612459369
   Web of Science ®Google Scholar
• Creswell, J. W. (2009). Research design: Qualitative, quantitative, and mixed methods approaches (3rd ed.). Sage.
   Google Scholar
• Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approaches (4th ed.). Sage.
   Google Scholar
• Creswell, J. W., & Miller, D. L. (2000). Determining validity in qualitative inquiry. Theory into Practice, 39(3), 124–130. https://doi.org/10.1207/s15430421tip3903_2
   Web of Science ®Google Scholar
• Creswell, J. W., & Plano-Clark, V. L. (2017). Designing and conducting mixed methods research (3rd ed.). Sage.
   Google Scholar
• Csikszentmihalyi, M. (1990). Flow: The psychology of optimal experience. Harper Perennial.
   Google Scholar
• Dalmina, L., Barbosa, J. L. V., & Vianna, H. D. (2019). A systematic mapping study of gamification models oriented to motivational characteristics. Behaviour & Information Technology, 38(11), 1167–1184. https://doi.org/10.1080/0144929X.2019.1576768
   Web of Science ®Google Scholar
• Dias, L. P. S., Barbosa, J. L. V., & Vianna, H. D. (2018). Gamification and serious games in depression care: A systematic mapping study. Telematics and Informatics, 35(1), 213–224. https://doi.org/10.1016/j.tele.2017.11.002
   Web of Science ®Google Scholar
• Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2012). How to design and evaluate research in education (8th ed.). McGraw-Hill Education.
   Google Scholar
• Froschauer, J., Zweng, J., Merkl, D., Arends, M., Goldfarb, D., & Weingartner, M. (2012). ARTournament: A mobile casual game to explore art history [Paper presentation]. Proceedings of the 12th International Conference on Advanced Learning Technologies (pp. 80–84). IEEE. https://doi.org/10.1109/ICALT.2012.165
   Google Scholar
• George, D., & Mallery, M. (2010). SPSS for Windows step by step: A simple guide and reference (10th ed.). Pearson.
   Google Scholar
• Guillén-Nieto, V., & Aleson-Carbonell, M. (2012). Serious games and learning effectiveness: The case of It’s a Deal! Computers & Education, 58(1), 435–448. https://doi.org/10.1016/j.compedu.2011.07.015
   Web of Science ®Google Scholar
• Hair, J., Black, W. C., Babin, B. J., & Anderson, R. E. (2010). Multivariate data analysis (7th ed.). Pearson Educational International.
   Google Scholar
• Hanes, L., & Stone, R. (2019). A model of heritage content to support the design and analysis of video games for history education. Journal of Computers in Education, 6(4), 587–612. https://doi.org/10.1007/s40692-018-0120-2
   Web of Science ®Google Scholar
• Hart, S., Margheri, A., Paci, F., & Sassone, V. (2020). Riskio: A serious game for cyber security awareness and education. Computers & Security, 95. https://doi.org/10.1016/j.cose.2020.101827
   Web of Science ®Google Scholar
• Honarzad, R., & Soyoof, A. (2020). Vocabulary learning and retention: A comparison between a serious game and mobile application. International Journal of Pedagogies & Learning, 15(1), 81–100.
   Google Scholar
• Hu, L., Zhang, L., Yin, R., Li, Z., Shen, J., Tan, H., Wu, J., & Zhou, W. (2021). Neogames: A serious computer game that improves long-term knowledge retention of neonatal resuscitation in undergraduate medical students. Frontiers in Pediatrics, 9, 1–8. https://doi.org/10.3389/fped.2021.645776
   Web of Science ®Google Scholar
• Huang, H., & Ng, K. H. (2021). Designing for cultural learning and reflection using IoT serious game approach. Personal and Ubiquitous Computing, 25(3), 509–524. https://doi.org/10.1007/s00779-020-01482-4
   Web of Science ®Google Scholar
• Ivankova, N. V., Creswell, J. W., & Stick, S. L. (2006). Using mixed-methods sequential explanatory design: From theory to practice. Field Methods, 18(1), 3–20. https://doi.org/10.1177/1525822X05282260
   Web of Science ®Google Scholar
• Janebi Enayat, M., & Haghighatpasand, M. (2019). Exploiting adventure video games for second language vocabulary recall: A mixed-methods study. Innovation in Language Learning and Teaching, 13(1), 61–75. https://doi.org/10.1080/17501229.2017.1359276
   Web of Science ®Google Scholar
• Lee, P. T. Y., Chau, M., & Lui, R. W. C. (2021). The role of attitude toward challenge in serious game design. Journal of Computer Information Systems, 61(4), 383–394. https://doi.org/10.1080/08874417.2019.1692258
   Web of Science ®Google Scholar
• López, F. R., Arias-Oliva, M., Pelegrín-Borondo, J., & Marín-Vinuesa, L. M. (2021). Serious games in management education: An acceptance analysis. The International Journal of Management Education, 19(3), 100517–100513. https://doi.org/10.1016/j.ijme.2021.100517
   Web of Science ®Google Scholar
• Luigini, A., Parricchi, M. A., Basso, A., & Basso, D. (2020). Immersive and participatory serious games for heritage education, applied to the cultural heritage of South Tyrol. Interaction Design and Architecture(s), 43, 42–67. https://doi.org/10.55612/s-5002-043-003
   Google Scholar
• Luiro, E., Hannula, P., Launne, E., Mustonen, S., Westerlund, T., & Häkkilä, J. (2019). Exploring local history and cultural heritage through a mobile game [Paper presentation]. Proceedings of the 18th International Conference on Mobile and Ubiquitous Multimedia (pp. 1–4). https://doi.org/10.1145/3365610.3368411
   Google Scholar
• Malaquias, R. F., Malaquias, F. F., & Hwang, Y. (2018). Understanding technology acceptance features in learning through a serious game. Computers in Human Behavior, 87, 395–402. https://doi.org/10.1016/j.chb.2018.06.008
   Web of Science ®Google Scholar
• Malegiannaki, I. A., Daradoumis, T., & Retalis, S. (2020). Teaching cultural heritage through a narrative-based game. Journal on Computing and Cultural Heritage, 13(4), 1–28. https://doi.org/10.1145/3414833
   Google Scholar
• Malone, T. W., & Lepper, M. R. (1987). Making learning fun: A taxonomy of intrinsic motivations for learning. In R. E. Snow & M. J. Farr (Eds.), Aptitude, Learning, and Instruction (pp. 223–253). Erlbaum.
   Google Scholar
• Marshall, C., & Rossman, G. B. (2011). Designing qualitative research (5th ed.). Sage Publications.
   Google Scholar
• Michael, D. R., & Chen, S. L. (2005). Serious games: Games that educate, train, and inform. Muska & Lipman/Premier-Trade.
   Google Scholar
• Montusiewicz, J., & Milosz, M. (2021). Architectural jewels of Lublin: A modern computerized board game in cultural heritage education. Journal on Computing and Cultural Heritage, 14(3), 1–21. https://doi.org/10.1145/3446978
   Google Scholar
• Moreno, R., & Mayer, R. E. (2005). Role of guidance, reflection, and interactivity in an agent-based multimedia game. Journal of Educational Psychology, 97(1), 117–128. https://doi.org/10.1037/0022-0663.97.1.117
   Web of Science ®Google Scholar
• Oksanen, K., & Hämäläinen, R. (2014). Game mechanics in the design of a collaborative 3D serious game. Simulation & Gaming, 45(2), 255–278. https://doi.org/10.1177/1046878114530799
   Google Scholar
• Plecher, D. A., Herber, F., Eichhorn, C., Pongratz, A., Tanson, G., & Klinker, G. (2020). Hieroquest-A serious game for learning Egyptian hieroglyphs. Journal on Computing and Cultural Heritage, 13(4), 1–20. https://doi.org/10.1145/3418038
   Google Scholar
• Raptis, G. E., Fidas, C., & Avouris, N. (2019). Do game designers’ decisions related to visual activities affect knowledge acquisition in cultural heritage games? An evaluation from a human cognitive processing perspective. Journal on Computing and Cultural Heritage, 12(1), 1–25. https://doi.org/10.1145/3292057
   Google Scholar
• Riemer, V., & Schrader, C. (2020). Playing to learn or to win? The role of students’ competition preference on self-monitoring and learning outcome when learning with a serious game. Interactive Learning Environments, 1–13. https://doi.org/10.1080/10494820.2020.1752741
   Web of Science ®Google Scholar
• Rubino, I., Barberis, C., Xhembulla, J., & Malnati, G. (2015). Integrating a location-based mobile game in the museum visit: Evaluating visitors’ behaviour and learning. Journal on Computing and Cultural Heritage, 8(3), 1–18. https://doi.org/10.1145/2724723
   Google Scholar
• Sajana, A., Bijlani, K., Jayakrishnan, R. (2015). An interactive serious game via visualization of real life scenarios to learn programming concepts [Paper presentation]. Proceedings of the 6th International Conference on Computing, Communication and Networking Technologies (pp. 1–8).
   Google Scholar
• Torsi, S., Ardito, C., & Rebek, C. (2020). An interactive narrative to improve cultural heritage experience in elementary school children. Journal on Computing and Cultural Heritage, 13(3), 1–14. https://doi.org/10.1145/3382771
   Google Scholar
• Tsai, M. H., Chang, Y. L., Shiau, J. S., & Wang, S. M. (2020). Exploring the effects of a serious game-based learning package for disaster prevention education: The case of Battle of Flooding Protection. International Journal of Disaster Risk Reduction, 43. https://doi.org/10.1016/j.ijdrr.2019.101393
   Web of Science ®Google Scholar
• Tsekleves, E., Cosmas, J., & Aggoun, A. (2016). Benefits, barriers and guideline recommendations for the implementation of serious games in education for stakeholders and policymakers. British Journal of Educational Technology, 47(1), 164–183. https://doi.org/10.1111/bjet.12223
   Web of Science ®Google Scholar
• Tsopra, R., Courtine, M., Sedki, K., Eap, D., Cabal, M., Cohen, S., Bouchaud, O., Mechaï, F., & Lamy, J. B. (2020). AntibioGame®: A serious game for teaching medical students about antibiotic use. International Journal of Medical Informatics, 136. https://doi.org/10.1016/j.ijmedinf.2020.104074
   PubMed Web of Science ®Google Scholar
• Volkmar, G., Wenig, N., & Malaka, R. (2018). Memorial quest-A location-based serious game for cultural heritage preservation [Paper presentation]. Proceedings of the 2018 Annual Symposium on Computer-Human Interaction in Play Companion Extended Abstracts (pp. 661–668). https://doi.org/10.1145/3270316.3271517
   Google Scholar
• Wagner, A., Barbosa, J. L. V., & Barbosa, D. N. F. (2014). A model for profile management applied to ubiquitous learning environments. Expert Systems with Applications, 41(4), 2023–2034. https://doi.org/10.1016/j.eswa.2013.08.098
   Web of Science ®Google Scholar
• Wouters, P., Van der Spek, E. D., & Van Oostendorp, H. (2009). Current practices in serious game research: A review from a learning outcomes perspective. In T. M. Connolly, M. H. Stansfield, & L. Boyle (Eds.), Games-based learning advancements for multi-sensory human computer interfaces: Techniques and effective practices (pp. 232–250). IGI Global.
   Google Scholar
• Ye, L., Wang, R., & Zhao, J. (2021). Enhancing learning performance and motivation of cultural heritage using serious games. Journal of Educational Computing Research, 59(2), 287–317. https://doi.org/10.1177/0735633120963828
   Web of Science ®Google Scholar
• Zhang, X. (2013). The I don’t know option in the vocabulary size test. TESOL Quarterly, 47(4), 790–811. https://doi.org/10.1002/tesq.98
   Web of Science ®Google Scholar