MIDI-AM Model to Identify a Methodology for the Creation of Innovative Educational Digital Games: A Proposed Serious Game Methodology Based on University Research Experiences

Introduction

This chapter describes the background, concepts, and techniques used as part of a methodology for designing and developing animated stories and mobile educational games aimed at children in their first levels of schooling. The method is based on the application of research experiences and transfer technologies at the university-level in Ecuador. Game applications are based on active learning strategies and application of innovations in areas of graphic design, digital animation, and use of information and communication technologies (ICTs), such as cloud services, databases, mobile technologies, system architectures, and artificial intelligence (AI).

UNICEF (2017) indicated that:

Regarding global ​​education for children beginning in their first years of schooling, there is research that supports and challenges the use of digital games as technological support complementary to conventional learning systems. Among the enthusiasts in using these applications, some authors discuss serious games or training games as powerful tools in education (Gallego-Durán et al., 2014; Michael & Chen, 2005). An unquestionable influence of games is alleged in developing children’s competencies (De Troyer & Janssens, 2014). These studies currently focus on digital natives, termed “technological generation” or “Z generation.” This new alpha generation or technological generation is accustomed to technological resources and Internet browsing (Ospina, Mayorga, & Villota, 2017).

Benites and Rosales (2016) are among the studies that do not support digital games applications for education. These authors believe smartphones and tablets consume time and childcare. Both lack adequate control, causing addiction to games, videos, and social networks. Antony Lake, executive director of UNICEF (2017, p. 8), argued that “children should be protected against the worst that digital technology can offer them.” He also argued in favour of using technology to access information for higher quality experiences.

Ecuador’s central government, when developing the 2017-2021 National Development Plan (PND), set its main objective to “guarantee a decent life with equal opportunities for all people” (CNP, 2017). The government seeks to generate educational foundations within this goal focused on building knowledge, personality, autonomy, and respect (Sanchez, 2019). They believe their technologies, when used correctly, have a positive impact on education. Therefore, training and education programs or projects have been implemented, such as the Early Childhood Family Service (SAFPI) program (El-Universo, 2019; Ministerio-de-Educación, 2020). They have also linked programs between universities and the community to support the education of the most vulnerable sectors of the country. For example, for more than a decade, the Polytechnic Superior School of the Littoral (ESPOL) has ventured research projects and educational materials development for children using technology. These projects include the creation of interactive didactic children’s multimedia projects (MIDI), using educational materials and animated games on platforms for personal computers (Solorzano, 2006). Subsequently, an updated series of MIDI games for mobile applications (MIDI-AM), like cell phones and tablets, focused on content for the development of the necessary skills of children aged four to seven. For testing and usability analysis of these applications, primary schools in the slums of Guayaquil worked through an ESPOL project related to community links (UVS) identified as “mobile applications for the development of basic skills of children in the first year of basic general education” (Carrera et al., 2019, p. 139) .