Redesign Principles of Game-Based Learning: Expectations From Stakeholders in a Developing Country

Proceedings of the
8th European Conference on
Games Based Learning
Uni ersit of Applied SciencesUniversity of Applied Sciences
HTW
Berlin
GermanyGermany
9-10 October 2014
Volume Two
A conference managed by ACPI, UK
Edited by
Dr.-Ing. Carsten Busch
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Proceedings of
The 8th European Conference
on Games Based Learning
ECGBL 2014
Research and Training Center for Culture and
Computer Science (FKI)
University of Applied Sciences
HTW Berlin
Germany
9‐10 October 2014
Volume Two
Edited by
Professor Dr.‐Ing. Carsten Busch

Copyright The Authors, 2014. All Rights Reserved.
No reproduction, copy or transmission may be made without written permission from the individual authors.
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i
Contents
Paper Title Author(s) Page
No.
Preface viii
Committee ix
Biographies   xii
Research papers
Volume One
Mathematics Problem Solving Through Collaboration:
Game Design and Adventure
Reem Al‐Washmi, Matthew Baines, S.
Organ, Gail Hopkins and Peter
Blanchfield
1
Design of a Math Learning Game Using a Minecraft
Mod
Reem Al‐Washmi, J. Bana, Ian Knight, E.
Benson, O. Afolabi
A. Kerr, Peter
Blanchfield and Gail Hopkins
10
GameScapes and SimApps: New Techniques for
Integrating Rich Narratives With Game Mechanics
Ashish Amresh, David Clarke
and Doug
Beckwith
18
Evaluation of the Game Development Process of a
Location‐Based Mobile Game
Imran Beg, Jan Van Looy and Anissa All 26
Children's Perceptions of Real and Technology Assisted
Sport Games (Exergames): A Case Study in a Greek Kin‐
dergarten
Tharrenos Bratitsis and Irene
Papachristou
34
MoLeGaF: A Mobile Learning Games Framework Carsten Busch, Sabine Claßnitz, André
Selmanagić and Martin Steinicke
41
Gamification and Education: A Literature Review Ilaria Caponetto, Jeffrey Earp and
Michela Ott
50
An Assessment Engine: Educators as Editors of their
Serious Games’ Assessment
Yaëlle Chaudy, Thomas Connolly and
Thomas Hainey
58
HTML5 Canvas, User Illusions and Game Flow Larry Crockett 68
How can Non‐Content Related Online Games be Used
to Drive Engagement in On‐Ground Classes?
Reet Cronk 77
Present or Play: Some Evidence of the Effect on
Behaviour of Serious Gaming
Tom van Dijk, Ton Spil, Sanne van der
Burg, Ivo Wenzler and Simon Dalmolen
84
Gamification of a Higher Education Course: What’s the
fun in That?
Stine Ejsing‐Duun and Helle Skovbjerg
Karoff
92
A Model to Identify Affordances for Game‐Based
Sustainability Learning
Carlo Fabricatore
and Ximena López 99
Using Gameplay Patterns to Gamify Learning
Experiences
Carlo Fabricatore and Ximena López 109
Applying the Self Determination Theory of Motivation
in Games Based Learning
David Farrell and David Moffat 118
Decimal Point: Designing and Developing an
Educational Game to Teach Decimals to Middle School
Students
Jodi Forlizzi, Bruce McLaren, Craig
Ganoe, Patrick McLaren, Grace
Kihumba, and Kimberly Lister
128

v
Paper Title Author(s) Page
No.
Redesign Principles of Game‐Based Learning:
Expectations From Stakeholders in a Developing
Country
Poonsri Vate‐U‐Lan 586
Experimenting on how to Create a Sustainable
Gamified Learning Design That Supports Adult Students
When Learning Through Designing Learning Games
Charlotte Lærke Weitze 594
Encouraging Teachers to use Serious Games in Science
Teaching
Ayelet Weizman 604
Automatic Situation Recognition In Collaborative Mul‐
tiplayer Serious Games
Viktor Wendel, Marc‐André Bär, Robert
Hahn, Benedict Jahn, Max Mehltretter,
Stefan Göbel and Ralf Steinmetz
610
The Playground Game: Inquiry‐Based Learning About
Research Methods and Statistics
Wim Westera, Aad Slootmaker and Hub
Kurvers
620
Inclusion of Disaffected Youth and Avoidance of
Stigmatising Remedial Education Groups Through
Game‐Based Learning
Mats Wiklund, Peter Mozelius, Lena
Norberg and Thomas Westin
628
Effectiveness of Gamification in Vocational Technical
Education
Ong Chao Xiang
, Teh Tuan Ann, Chan
Ying Huiand Lee Tse Yew

636
Towards a Quest‐Based Contextualization Process for
Game‐Based Learning
Murat Yilmaz, Murat Saran and Rory
O’Connor
645
Implementation of Games in Mathematics and Physics
Modules
Oxana Zamyatina, Tatyana Yu.
Yurutkina, Polina Mozgaleva and
Kseniya Gulyaeva
652
Achieving Teachers' Competences in the Serious Game
Design Process
Matej Zapušek and Jože Rugelj 662
PhD Research Papers 667
Defining Effectiveness of Digital Game‐Based Learning:
A Socio‐Cognitive Approach
Anissa All, Elena Nuñez Patricia Castellar
and Jan Van Looy
669
Towards a Learning Game Evaluation Methodology in a
Training Context: A Literature Review
Fahima Djelil, Eric Sanchez, Benjamin
Albouy‐Kissi, Jean‐Marc Lavest and Adé‐
laïde Albouy‐Kissi
676
Challenges for Student´s Skills and Attitudes Within
Social Studies Conventional Simulation Games
Dana Drazilova Fialova 683
Mobile Rehabilitation Games ‐ User Experience Study Antti Koivisto, Sari Merilampi and
Andrew Sirkka
688
Meta‐Techniques for a Social Awareness Learning
Game
Jeroen Linssen and Mariët Theune 697
A Method to Analyze Efficiency of the Story as a Moti‐
vational Element in Video Games
José Rafael López‐Arcos, Francisco Luis
Gutiérrez Vela, Natalia Padilla‐Zea and
Patricia Paderewski
705
Disaster in my Backyard: A Serious Game to Improve
Community Disaster Resilience
Kenny Meesters, Luuk Olthof and Bartel
Van de Walle
714
Robotic Teaching Assistant for “Tower of Hanoi”
Problem
Thien Nguyen Duc, Annalisa Terracina,
Massimo Mecella and Luca Iocchi
723

Redesign Principles of Game-Based Learning: Expectations From
Stakeholders in a Developing Country
Poonsri Vate-U-Lan
Assumption University, Bangkok, Thailand
poonsri.vate@gmail.com
Abstract: The attraction of game-based learning is strong as the educational experience is immediately gratifying and
rewarding which inspires, challenges and engages young people. This paper examines two main aspects of principles in re-
designing game-based learning in both school and out-of-school contexts. In 2011 Thailand was Southeast Asia’s biggest
online game market. In 2012, the Thai government implemented the one-tablet-per-child project which allocated almost
one million tablets to Grade One students nation-wide. The prime stakeholder groups involved in game-based-learning in
Thailand have been students, parents and teachers. These three groups held different perspectives towards the
advantages and disadvantages of game-based learning but all shared the same goal which was to stimulate an enhanced
learning approach among learners. This study outlines the survey and interview results which investigated perceptions and
anxieties toward game-based learning. This self-administered Internet-based survey yielded 236 responses. Just over half
(53.4 per cent) were teachers. Almost two fifths (39.8%) were students which included elementary, secondary and
university students while 6.8 per cent were parents. The statistical measures used to present the quantitative data were
the frequency tables and the f-test. The qualitative data was derived from an open-ended question and face-to-face
interviews. The diverse responses to game-based learning among the three groups of participants are discussed in detail.
Keywords: computer vision syndrome, digital game-based learning, game addiction, redesign principle, survey, Thailand
1. Introduction
The redesign principles of game-based learning (GBL) have guided the modification of existing games in
response to the demand for this type of learning. They are underpinned by social responsibility and the health
of students. Worthwhile and applicable game design principles are the key pillars that generate student
motivation to achieve particular learning goals and within ideal learning environments (Fabricatore 2014,
Trybus 2014, Prensky 2001, Jukes et al. 2013). Digital game-based learning (DGBL) shares many similar
entertainment characteristics to either a movie or a book or commercial off-the-shelf (COTs) games but the
difference is the alignment with learning outcomes (Prensky 2001, Eck, 2009 Hanghøj 2011).
Global technology trends involve the majority of people gaining access through the Internet via their mobile
phones predominantly for two main purposes - checking social media and playing games (Galarneau 2014).
The downside of such games has been reported through the media such as a user of “Cookie Run”, a
‘freemium’ game available for all ‘LINE’ users. A strategy of "freemium" is offering free access but “gamers”
must pay for "premium" service – this has been a gateway for game developers to enhance their business
(Griffiths 2014). For example, the joy and intensity of playing the game caused a 35 year old man to
accidentally fall from the fourth floor of a terrace above a building because he was so engrossed in a game and
was not concentrating on what he was doing (Pattaya Dailynews 2014). This man reported that the game
made him so excited when he reached a new level that he forgot where he was laying and accidentally fell off
the roof landing on the awning below bruising his arm and leg (Pattaya Dailynews 2014). In 2008, concerns
were raised about the expense in playing some games. For example, a 19 year old student living in Bangkok
killed a taxi driver to obtain money to continue playing ‘Grand Theft Auto’ (The Telegraph UK 2008). According
to Griffiths (2014), the playing of free games among children and adolescents is one of the risk factors in the
uptake of real gambling. Then, being totally absorbed, gamers can forget about everything else while engaging
in the activity and it may cause psychological and behavioural problems similar to drug-induced addictions
(Griffiths 2014). Thus, it has been recommended that an age verification test be incorporated into any game
that requires the spending of money (Griffiths 2014).
This research explored digital-based game learning (DGBL) in real life situations, but not limited only to formal
school settings but also in relation to informal out-of-school settings. In practice, computer games for
educational purposes have been widely used in Thailand. UNESCO Bangkok (2014) recommended the
integration of ‘game-based pedagogy’ into lesson plans as many educational advantages for schools or
teachers can accrue.
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Poonsri Vate-U-Lan
2. Statement of problem
DGBL has been an important mechanism in Thai education in its drive for innovation in teaching and learning.
Education is one of the busiest and highly competitive industry sectors among Google play, “App store” as
examples among many downloadable sites. In particular, the applications and web sites for education in the
Thai context are numerous; however, the research underpinning this study indicates that appropriate
guidelines for redesign principles to enhance the quality of DGBL remain sparse.
3. Research objectives
This research investigated: 1) the perceptions, 2) the preferred delivery mode and 3) the anxiety levels among
the main stakeholders, namely, teachers, students and parents in Thailand to determine redesign principles for
DGBL.
4. Literature review
DGBL has become more common in society with the capacity for delivery through multiple forms of computer
devices available to students and the wider society generally. The International Telecommunications Union
(ITU) anticipated according to the annual growth rate projection that by 2014 the world will have more cell
phone accounts than people on earth (7.3 over 7.1 billion) (Silicon India 2013, ITU 2013). In 2013, 41 per cent
of the world's households were connected to the Internet while in the developed world 78 per cent were users
(ITU 2013). Europe is the region with the highest level of household Internet penetration (77%) while Africa
has the lowest level (7%) (ITU 2013).
The number of Internet users in Thailand was expected to reach 52 million by the end of 2013 with a 3G
network currently being implemented, an estimated three quarters (74.29 per cent) of the Thailand’s total
population of 70 million (Williams 2013). The popular trend towards computer gaming in Thailand reflects a
global phenomenon and the broader trend towards video games, which represents a fast-moving multibillion
dollar business, cutting across all age groups and both genders. In Southeast Asia, Thailand has been the
biggest online gaming market (We are social 2011). These trends have been similar to the USA where games
were the most popular mobile phone applications (64%) followed by social networking (56%) (ITU 2011). The
most searched keywords of search engines in Thailand were “game and entertainment” (Prapakamol 2014).
Moreover, the Thai government reported that playing online games was the most favoured activity of Thai
Internet users younger than 15 years old (Ministry of ICT of Thailand 2013). The same report showed that over
half (53.6%) of Thai adolescents spent time on the Internet playing games. Thai users spent about 20 hours per
week on the Internet (Ministry of ICT of Thailand 2013). A remarkable observation is that nine per cent of Thai
Internet users averaged 105 hours per week on the Internet which represents over double the full-time weekly
workload of employees (Ministry of ICT of Thailand 2013). Another research study in 2013 conducted with
young Thai Internet users, found that almost 90 per cent of Thai children aged over six had access to
computers (Momypedia 2013). Approximately half of Thai children used computers at Internet cafes, while the
remainder obtained access from home and school. Young Thai students have been supported by the Thai
government in the ‘One Tablet per Child Project’ (OTCP) which distributed 865,090 tablets to Grade One
students aged six to seven years, in order to 1) provide education opportunity and equality and 2) enhance
education quality (OTPC Project of Thailand, 2012). Crucially, the research found that Thai children spent very
much (80%) of their waking time on the tablets playing games (Momypedia 2013). The same study found that
about one third of Thai children who regularly play a computer game spent more than four hours a day playing
games which eventually may lead to computer game addiction. This research study also warned that the risk
of computer game addiction increases during long school breaks since most parents need to maintain regular
work and income with children having plenty of free time alone (Momypedia 2013).
4.1 Effects of DGBL
In children’s view, DGBL would seem to be the most preferred mode of learning activity in everyday life, unlike
traditional pedagogical schooling with a teacher (Nolan and McBride 2013). It is perhaps hard to visualize how
all games will educate effectively, as ideal DGBL needs to balance entertainment and education or being an
outstanding form of “edutainment” - thus indicating the crucial issue regarding the redesign principles for
DGBL. This issue needs to be considered in the context that the largest users of the virtual world and online
games are children aged 3–10 years (Nolan and McBride 2013). Although DGBL has an important connection in
terms of developing 21st century skills, those skills are not currently tested or explicitly valued in educational
systems. This might cause teachers to be less interested in integrating DGBL into the classroom (McClarty et al.
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Poonsri Vate-U-Lan
2012). Parents have rather negative attitudes towards video games and demonstrate a reluctance to
encourage their offspring to use video gaming for educational settings (Bourgonjon et al. 2011, Gallagher
2014). In addition, the results of research has indicated students’ achievement and attitudes towards course
learning from traditional, talk and chalk methods is the same as DGBL implementation (Panoutsopoulos &
Sampson 2012). DGBL needs more commitment in terms of hardware and software investment and though
teachers and classrooms may not alter in the short term, textbooks and laboratories are likely to change in due
course (McClarty et al. 2012).
Most people are biased against games – and even gamers (McGonigal 2011). One consequence takes the form
of addictive behaviour perhaps caused by a design strategy of COTs games that aims to make a profit by
expanding market share, gaining more users, and encouraging people to stay in a game and return frequently
(PsychGuides.com 2014). Sound support from families and schools to promote appropriate usage of computer
games can increase game addiction awareness significantly and early intervention can lessen the likelihood of
addiction (Felicia 2011). Massively Multiplayer Online Role Playing Games (MMORPGs) is an example of
addiction inducement. It is an inexhaustible system that offers curiosity and rewards (Felicia 2011, Yousafzai et
al. 2013). The MMORPGs technique may also increase users' positive attraction to the game (Felica 2011). This
is an important point in terms of redesign as Felicia 2011 considered it a responsibility of designers – including
education game designers - to find the right balance between addictive aspects, enjoyment/entertainment
and, in terms of this study, education (Felicia 2011). Addictive game behaviour is an unwanted intrusion and it
has been clearly studied.
A study on computer game addiction found that it was not a widespread phenomenon among adolescents and
adults (Festl et al. 2012). Researchers at Cardiff, Derby and Nottingham Trent universities recommended
setting a number of measures in place to ensure that games could be enjoyed safely and sensibly as opposed
to playing games that transformed young people to a "pathological" addiction (BBC News Wales 2013). The
research found some gamers play up to 90 hours a session, thus warning messages were not enough. Game
developers need to be more socially responsible, thus representing another dimension in design principles
(Yousafzai et al. 2013). This might be brought about by legal intervention as has occurred in some countries in
Asia (BBC News Wales 2013, Yousafzai et al. 2013).
4.2 Threats of computer vision syndrome – educators, beware
As new technologies are changing the way people communicate, game consoles and cell phones are
revolutionising the way people communicate, whilst the internet is providing lifelong learning opportunities
(Jukes et al. 2013). According to the National Institute of Occupational Safety, 90 per cent of people who spend
three hours or more a day at a computer will be affected by a computer vision syndrome (CVS) (Beck 2010).
The recommendation to reduce the risk of CVS is to consider using the 20-20-20 rule. That is, every 20 minutes
take a 20 second break and focus your eyes on something at least 20 feet away. The eyes require a much-
needed break (Doctor of Optometry Canada 2014). The 20-20-20 rule is working well with a computer
technology mechanism by installing software on a computer or application on a mobile device. There are many
free applications with an adjustable function such as ‘Time Out’ and ’20 20 20’. The threat of CVS should be
taken seriously as a research study in Malaysia of 795 college students from five universities between the ages
of 18 and 25, found that the students experienced headaches along with eyestrain, with 89.9% of the students
surveyed feeling at least one symptom of CVS (Reddy et al. 2013). At first glance this may seem irrelevant to
the study; however, this is an added danger that educators and designers must be aware of and perhaps build
breaks into the DGBL offerings for health and safety purposes.
4.3 The gap in DGBL design principles
A good game design makes for a better game but also technology can make a game even smarter. DGBL design
principles borrow many strategies from a COTs game but they highlight the educational purpose involved
(Reeve 2013). Trybus (2014) confirmed that a well-designed game highly motivates students to immerse
themselves into learning. In addition, complex scoring metrics make the feedback systems even more
motivating (McGonigal 2011, Prensky 2001, McClarty et al. 2012). Furthermore, social networking technology
brought games into people’s daily lives even though it was created to serve other purposes (Klopfer et al.
2009). While general game design strategies drive people to enjoy playing a game, the awareness of balancing
the virtual world and the real world should be taken into design consideration. The missing part of DGBL
design principles is how to create a healthy habit while using edutainment media. DGBL has been introduced
into classroom environments but some children may play games not necessarily according to the education
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environments out-of-school and become addicted to a particular computer game. The demand of game
redesign principles is crucial to prevent this potential downside of DGBL’s effect on gamers. To date, there is
an unclear set of guidelines which are underpinned by psychological techniques and computer technology
advances in order to balance the enjoyable experience of playing DGBL whilst maintaining a healthy lifestyle.
Based upon this brief literature review, this researcher proactively investigated the perceptions, demands and
anxiety levels concerning game-based learning among three key groups of stakeholders in Thailand – students,
teachers and parents.
5. Research methodology
This current research employed two main research techniques: 1) survey and 2) interview to elicit both
quantitative and qualitative data from the three stakeholder groups. The research instruments consisted of 1)
an Internet-based self-administered survey and 2) an interview. After reviewing all relevant literature, the
Internet survey form was drafted and then three experts in this field were consulted for comment and
suggested revision where needed. The feedback focused on questions that needed to simplify technological
jargon and avoid ambiguous words. The Thai online form was distributed through the social networking of the
researcher’s page for one week in March, 2014. The invitation indicated clearly that it was for academic
purposes with no incentive offered. The invitation encouraged people to disclose their opinions and
experiences openly, given that game-based learning will play an important role in educational reform in
Thailand and other countries. The sampling method was a snowball technique to invite readers to share this
survey among their communities. The first part of the questionnaire was a demographic section asking about
gender, occupation, residential location and their age group. The second part included 10 items using 5-point
Likert rating scales, 2 items of multiple choice, 5 items of multiple select option or check-all-that-apply and a
last item was an open-ended question. Perceptions were investigated through the rating scale questions. The
delivery mode was investigated through the multiple choice questions. Lastly, selected aspects of anxiety were
investigated through multiple select option questions. The interviewees were derived from the survey
respondents. Two interviews with teachers were conducted through a “chat” section of a social networking
platform and another interview was a face-to-face interview with a parent accompanied by a student.
6. Research result and discussion
6.1 Demographic information
There were 236 responses, about three fifths were females (59.7% females or N= 141 and 40.3% males or
N=95). The survey provided seven categories of occupation. Currently, Thailand is promoting the STEM
curriculum which is comprised of four subject areas: science, technology, engineering and mathematics. It
found that the biggest group of participants were teachers in non-STEM subjects, followed by teachers in
STEM subjects, university students of a non-STEM major, university students of a STEM major, secondary
school students, parents and elementary school students. (28.4% or N=67, 25% or N=59, 15.3% or N=36, 12.3%
or N=29, 9.3% or N=22, 6.8% or N=16, 3% or N=7 respectively). This online survey received responses from
people all over Thailand, the majority living in Bangkok followed by northern, centre, northeast and southern
parts of Thailand (32.2% or N=76, 30.5% or N=76, 26.3% or N=62, 7.6% or N=18, and 3.4% or N=8 respectively).
When categorized these participants fell into three main groups according to main occupations: 1) teacher, 2)
student and 3) parent. The average teacher age was 37 years, for students 22 years and parents 41 years.
6.2 Perception information
The respondents indicated their perception toward using game-based learning as shown in Table 1. T-tests
found no statistically significant difference between the three groups of stakeholders. The top three rankings
fell into the same level; those are “Strongly agree”. The highest ranking showed that all three stakeholder
groups perceived game-based learning as inducing ‘fun’ into teaching and learning. They agreed that learning
by digital games increased users’ motivation. The rest of the perception results from the survey presented a
positive description as all “Agreed” and each standard deviation was less than one. In addition, the survey
showed that, using game-based learning assisted users to gain an increased understanding of the learning
material. This form of DGBL delivered more memorable content. All stakeholders believed that DGBL improved
teaching and learning methods as well as enhancing teaching and learning quality overall. They were also
willing to participate in DGBL in the future. Notably, the participants preferred a COTs game but indicated that
using DGBL is easy to implement but this aspect was ranked lower on the Likert scale. Here lies a challenge for
game designers to reduce a difficult aspect of the way to use educative games. Accordingly, games blended
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Poonsri Vate-U-Lan
into classroom activities can increase students’ motivation and assist children to experientially grasp skills and
concepts relevant to their cognitive, affective and psychomotor development.
Table 1: Perception of digital game-based learning
Items
Overall respondents’ perception
Mean SD Rank Description
Q1 Improve teaching and learning method 3.96 0.73 6 Agree
Q2 Enhance teaching and learning quality 3.94 0.77 7 Agree
Q3 Easy to implement 3.56 0.87 10 Agree
Q4 Users get better understanding 4.05 0.81 4 Agree
Q5 Deliver more memorable contents 3.97 0.85 5 Agree
Q6 Increase users motivation 4.40 0.77 2 Strongly agree
Q7 Make teaching and learning fun 4.41 0.76 1 Strongly agree
Q8 Game will be a part of education in the future 3.72 0.83 8 Agree
Q9 Prefer a commercial off the shelf application 3.69 0.93 9 Agree
Q10 Need of support and collaborative research project 4.25 0.87 3 Strongly agree
Range: 4.21-5.00 Strongly agree 3.41-4.20 Agree 2.61-3.40 Neutral 1.81-2.60 Disagree 1.00-1.80 Strongly
disagree
6.3 Delivery mode of DGBL
The preferred delivery mode of DGBL according to the three groups of stakeholders were somewhat similar as
shown in Figure 1.
Figure 1: Preferred delivery mode of digital game-based learning
More than half of the participants chose, as the most preferred mode of delivery of game-based learning,
‘online’ through a web browser (54.7% or N= 129). The mobile application delivery mode was preferred by
almost one-third of participants (31.8% or N=75). Only 13.6 per cent indicated the ‘off line’ mode, especially
parents. The online mode reflected the fact that people prefer convenience by not having to install or
download the application. However, the mobile application mode illustrated how people tend to access
through mobile more often in the near future. The demand for an offline mode reflected the fact that the
Internet might not be a stable service in some parts of Thailand.
More than half of the participants or 57.2 per cent (N=135) preferred ‘Thai’ as the GBL language. English has
become more important as about one third or 34.7 per cent of all respondents chose English or a bilingual
format (8.1%). This suggests that Thai people today have become more familiar with English.
6.4 Anxiety information
The data gathered from this online survey focused on five aspects of anxiety (Figure 2).
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Poonsri Vate-U-Lan
Figure 2: Anxiety-inducing patterns of game-based learning
The data examining the anxiety of participants about selected aspects of DGBL showed that the biggest worry
was the readiness of the devices and the Internet service (73.7% or N=174). The difficulty in controlling the
class while using DGBL was the second concern (53.4% or N=126) with computer-game addiction very closely
following (52.5% or N= 1/24). Almost half (49.6 per cent) (N=117) expressed concern about the gap between
using DGBL and the actual learning objectives of each course. About one third of stakeholders (33.5% or N=79)
indicated concern on the problem of violence that may be associated with computer games generally.
6.5 Open-ended answer and behavioural interview
The open-ended answer and the interview data confirmed that students love to play not just DGBL but nearly
all kinds of computer games. Students who have their own devices are avid game players and connect to social
networking sites while in non-classroom environments. Most teachers did not allow students to use mobile
devices during class as it caused students to lose concentration. Thai teachers and parents accepted that
playing games is very popular. However, they found that students assumed that all kinds of games can
educate them and spent much time playing games until risks emerged to addictive propensities coupled with
the reduced attention to their studies. Parents found that purchasing a game and devoting extra time to
playing games were effective in circumstances where children needed to achieve something. Parents
understood that playing games is part of today’s generation and most games were beneficial in developing
some skills even though that skill may not be recognized in educational settings. The only concern from
children was that some games were not sufficiently enjoyable. Notably, all interviewees did not know about
CVS or the 20-20-20 rule – an important aspect in design principles.
7. Recommendation and conclusion
Based upon the literature review and the findings of this research, it seems necessary to propose a set of
redesign principles for DGBL in order to provide a better approach for people in a developing country. As the
perception of DGBL was very positive, this increased the importance of considering the integration of
awareness to gamers in order to ensure a healthy balance between virtual activities and real life. It is
acknowledged that this is both complex and of crucial importance. The existing games available on the
Internet need to be refined to prevent CVS and addiction. Importantly, preventing game addiction through
warnings needs to be coded into all games by setting user’s age, monitoring time spent on playing games day
and night. Limitation functions need to be inbuilt and adjustable according to users’ needs and parental
desires but the game designer should go one step further and provide extra scores to motivate users who can
finish a game as opposed to keep on playing game in the addictive “trap”. Playing computer game wisely and
having a good balance between real life and virtual reality should be a new standard that be accepted in the
modern society, not just be able to play a computer game. The success of playing a game should not depend
on high scores but the intelligence of the users to achieve without damaging their health. Games should also
embed an advice function of the 20-20-20 rule.
Referring to demand for future DGBL, the option of switching languages should also be available. The
accessibility also needs to cover both normal ‘online’ and the mobile application. To offer a better DGBL, the
application needs to use ‘streaming’ technology to reduce Internet bandwidth since the readiness of devices
and the Internet are limited. A classroom control function should be embedded to assist teachers in order to
employ DGBL easier. Tracking student progress and behaviour should be created on DGBL to assist both
parents and teacher in order to monitor students playing game. DGBL should invent a way to stop game
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Poonsri Vate-U-Lan
addiction and consider design aspects to serve the objective of better knowledge based around the content
and learning outcomes. Whenever the redesign principles are fully functional, DGBL will witness a reduction in
user resistance in educational environments by key stakeholders, and COTs should adopt this for a sustainable
use of games for future users.
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Steinkjer, Norway
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Redesign Principles of Game-Based Learning: Expectations From Stakeholders in a Developing Country

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