elena paunova, krasimira stoilova iict - bas МАТЕМАТИКА И МАТЕМАТИЧЕСКО...

Elena Paunova, Krasimira StoilovaIICT - BAS

МАТЕМАТИКА И МАТЕМАТИЧЕСКО ОБРАЗОВАНИЕ, 2014MATHEMATICS AND EDUCATION IN MATHEMATICS, 2014

Forty Third Spring Conference of the Union of Bulgarian MathematiciansBorovetz, April 2–6, 2014

The gaming technologies are adopted as a tool for learning in many subject areas.

Great number of serious games with different purposes for different target groups

The serious games are used to inform about specific problems, to encourage physical activity, training in specific skills.

Several serious games for various target groups are compared. The comparison is presented graphically.

The comparison is made by the following criteria:presence of images or animations of the subject; worded questions; providing additional information and hints; interaction between the players; offering personalization. Criteria evaluation: presented - 1, partially presented - 0.5, not presented - 0. Each of the games was evaluated by these criteria and the average values were calculated.

 Pictures/

AnimationsExact

Questions Hints Interacion PersonalizationSirma Media 0,5 1 0 0,1 0,1MingoVille 1 0,5 1 0,5 0,5Nintendo Wii 1 0,1 1 1 1WeMakeWords 0,1 0,5 0 1 0,5VIPROSA 1 0,5 1 1 0,1Second Life 1 0,5 0 1 1Bronkie the Bronchiasaurus 0,5 1 1 0,5 0,5SGTAI 0,5 1 1 0,1 0,1The Map 1 1 1 0,5 0,5Average 0,73 0,68 0,59 0,63 0,48

Depending on the purpose of the game, it satisfies various criteria.

Not satisfying some of the criteria which are not essential for the game purposes does not make the game less useful.

The greater area of the radar charts indicates that the corresponding game can be used for a wider range of users, and for a variety of purposes.

Questions?

ACKNOWLEDGEMENT

This research is supported by project

AComIn "Advanced Computing for Innovation", grant 316087, funding by FP7 Capacity Programme, Research Potential of

Convergence Regions (2012-2016)