Abdulrazic, Mostafa Osama Mostafa
(2025)
Interactive cultural narratives: unveiling the potential of the 3D serious game maker tool for Kristang culture.
PhD thesis, University of Nottingham.
Abstract
Culture is a cornerstone of identity, yet many cultures face the risk of fading into obscurity despite efforts to preserve them through various mediums. Leveraging the concept of 3D serious games and basing the research on key learning theories like the maker pedagogy and multiliteracies theory, this research aims to educate children about culture by developing a 3D game maker tool that implements key elements of the researched learning theories. The goal is to empower users aged 12 and older to effortlessly create serious 3D cultural games in a first-person view, enriching the experience with IoT and AI features. Additionally, the tool facilitates gameplay of games crafted using the same platform, fostering social interaction and aligning with effective forms of learning.
Methodologically, an iterative design process was employed, starting with the creation of initial prototypes and interviews to discern optimal features and design principles. The tool was refined based on insights gathered from existing literature on serious game design guidelines, prioritizing user-friendly accessibility, and ensuring the learning theories are properly implemented. In the final trial, participants engaged in crafting 3D serious games using the tool, juxtaposed against a control group utilizing a conventional 2D storyboarding tool. Subsequently, participants immersed themselves in a serious game experience exploring Kristang culture, with learning gain, memory, and knowledge retention meticulously evaluated.
Despite its focus on Kristang culture, the tool's adaptable nature suggests its potential applicability to diverse cultural contexts. Findings indicate that the tool improved user experience and learning outcomes for Kristang cultural heritage education compared to control methods. However, limitations such as a small sample size and system constraints were encountered.
Research implications delve into the potential of the 3D serious game maker tool as an effective educational tool for children to learn about culture, contributing to the broader understanding of utilizing innovative technology for cultural education among younger demographics. Moreover, design guidelines established in the study lay a foundation for future research endeavors seeking to develop effective educational tools with a significant impact on learning outcomes. Practically, integrating the tool into classroom settings holds promise for fostering immersive and interactive cultural education experiences, augmenting traditional instruction, and facilitating collaborative learning. This research introduces an innovative educational tool that combines elements of the maker movement with experiential learning paradigms, addressing the gap of lack in 3D cultural maker educational tools that combine learning theories into their framework. This research aims to implement those learning theories into an engaging 3D game maker tool specifically for the Kristang culture.
In conclusion, the development of this innovative 3D serious game maker tool represents a significant stride towards cultural education for younger generations. Embracing the opportunities presented by this tool can pave the way for more inclusive and dynamic approaches to cultural learning, empowering children to explore, create, and celebrate diverse cultural narratives in a digital age.
| Item Type: |
Thesis (University of Nottingham only)
(PhD)
|
| Supervisors: |
Ng, Kher Hui
Maul, Tomas
Lee, Kean Wah |
| Keywords: |
internet of things; serious games; cultural education; maker pedagogy; game maker tool |
| Subjects: |
T Technology > T Technology (General) |
| Faculties/Schools: |
University of Nottingham, Malaysia > Faculty of Science and Engineering — Science > School of Computer Science |
| Item ID: |
80299 |
| Depositing User: |
Abdulrazic, Mostafa
|
| Date Deposited: |
08 Feb 2025 04:40 |
| Last Modified: |
09 Feb 2025 04:30 |
| URI: |
https://eprints.nottingham.ac.uk/id/eprint/80299 |
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