ORCID Profile
0000-0002-3217-0296
Current Organisations
Finnish Institute for Health and Welfare
,
Murdoch University
Does something not look right? The information on this page has been harvested from data sources that may not be up to date. We continue to work with information providers to improve coverage and quality. To report an issue, use the Feedback Form.
Publisher: Informa UK Limited
Date: 25-12-2022
Publisher: Elsevier BV
Date: 11-2020
Publisher: Springer Science and Business Media LLC
Date: 28-09-2020
Publisher: Springer Science and Business Media LLC
Date: 29-08-2020
Publisher: John Benjamins Publishing Company
Date: 25-09-2019
Abstract: This article examines teachers’ attempts to enhance students’ content learning in Biology through the use of talk centred on concept sketches. Of specific interest is how teachers provide scaffolding through purposeful classroom discourse ( Lemke, 1990 ) with the use of talk moves ( Chapin, O’Connor, & Anderson, 2013 ), drawing on concept sketches ( Johnson & Reynolds, 2005 ) annotated by students. Informed by socioconstructivist ( Vygotsky, 1978 / 86 ) perspectives and grounded in multimodal literacy ( Kress & van Leeuwen, 2001 ) underpinnings, the study acknowledges the teacher’s role in productive classroom discussions to guide students’ thinking and facilitate meaning-making. Qualitative analysis of classroom discourse illustrates how teachers’ classroom talk can scaffold and address the gaps in students’ learning. Pedagogical implications are discussed.
Publisher: Informa UK Limited
Date: 11-06-2020
Publisher: Springer Science and Business Media LLC
Date: 25-05-2016
Publisher: Association for Computing Machinery (ACM)
Date: 05-10-2021
DOI: 10.1145/3474703
Abstract: Video games are often designed around puzzles and problem-solving, leading to challenging yet engaging experiences for players. However, it is hard to measure or compare the challenge level of puzzles in video games. This can make designing appropriately challenging puzzles problematic. This study collates previous work to present refined definitions for challenge and difficulty within the context of video games. We present the Puzzle Challenge Analysis tool which can be used to determine the best metrics for analysing the challenge level of puzzles within video games. Previous research has focused on measuring the difficulty of simple action video games, such as Pac-Man, which can be easily modified for research purposes. Existing methods to measure challenge or difficulty include measuring player brain activity, examining game features and player scores. However, some of these approaches cannot be applied to puzzles or puzzle games. For ex le, approaches relying on game scores will not work for puzzle games with no scoring system, where puzzles are either solved or not. This paper describes the design and development of the Puzzle Challenge Analysis tool using two case studies of commercial video games The Witness and Untitled Goose Game. The tool is also tested for generalisability on a third commercial puzzle video game, Baba Is You. This proposed tool can help game designers and researchers to objectively analyse and compare puzzle challenge and produce more in-depth insights into the player experience. This has implications for designing challenging and engaging games for a range of player abilities.
Publisher: Informa UK Limited
Date: 12-2009
Publisher: Springer Science and Business Media LLC
Date: 10-08-2018
Publisher: Elsevier BV
Date: 02-2018
Publisher: Elsevier BV
Date: 03-2022
Publisher: Elsevier BV
Date: 06-2020
Publisher: Springer International Publishing
Date: 2018
Publisher: Wiley
Date: 23-12-2009
Publisher: SAGE Publications
Date: 05-12-2021
DOI: 10.1177/15554120211056126
Abstract: Self-Determination Theory proposes that people are intrinsically motivated to play video games to fulfil the psychological needs of autonomy, competence and relatedness. However, video games can also actively thwart and frustrate these needs. This paper investigates how need frustration affected motivation to solve cognitively challenging puzzle video games. Participants ( n = 27) played two cognitively challenging puzzle video games, with data collected through a survey, recorded gameplay footage and interviews. The analysis reveals that when a player’s primary need for playing was frustrated, they quit easily and did not enjoy the game and when a player’s primary need for playing was satisfied, they displayed resilient behaviours and enjoyed the game. These findings suggest cognitively challenging video games that are more likely to be used in educational contexts should contain features that support autonomy and relatedness as well as competence, in order to be motivating for as many players as possible.
Publisher: Informa UK Limited
Date: 19-04-2022
Location: United Kingdom of Great Britain and Northern Ireland
Start Date: 2006
End Date: 2007
Funder: Ministry of Education - Singapore
View Funded Activity