Involving End Users and Domain Experts

in the Design of Educational Games

International workshop at IS-EUD 2011
Third International Symposium on End-User Development
June 7-10, 2011
Hotel del Levante, Torre Canne (Brindisi), Italy


The latest hardware advances and the quest for successful and innovative learning approaches have led to computer-based edutainment, i.e. computer applications that achieve learning through entertainment [7, 9]. There is evidence that well-designed computer games can meet some of the psychological needs of children and motivate them to learn [5]. The use of mobile devices could expand learning opportunities, freeing the users from the desktop, supporting interaction with learning objects in different ways while exploring a physical environment. Recently, various examples of pervasive games with learning objectives have been reported, to be played indoors [2, 11] or outdoors [1, 8]. They have been developed primarily to support visitors to museums, archaeological parks, historical city centers, etc.

The End-User Development (EUD) perspective acknowledges the importance of involving different experts in the design of effective interactive systems, since they bring different kinds of knowledge, needed in addition to typical software development skills [3, 6]. Of particular importance are the experts of the application domain, while in the case of educational games, education experts as well as HCI experts are required. Such experts are active participants in the design, development and evaluation of the software [10]. End users are also involved in the design and development of computer games to a great extent: in fact, most modern computer games allow end users to modify many of the determining factors of the user experience, as users can modify the setting, the characters, the environment, the story, behaviors of objects and actors etc. Often they can extend the functionality and modify the rules of the game, even through cheating. So, as a result, the game design goes beyond the end of the typical design process involving the end users. EUD goes beyond participatory design in that it stresses a more active involvement of end users in the different phases of the software life cycle: design, development, evolution. To this aim, they have to be provided with software environments and tools through which they can be actively involved in adapting, modifying or even creating software artifacts [4].

In this workshop we invite researchers and practitioners involved in the design and evaluation of technology-supported games to discuss their experience in relation to means for involving end users as well as experts in the process, before, during and after the product has been completed. Issues such as how the technology affects the process, in particular in terms of game genres and technologies used (e.g. city games, mobile games, educational games, games on multitouch displays etc.), will be examined. Special attention will be given to scenarios that affect the expected user experience, measuring factors like pleasure, learning outcome, etc. and on the effect of end -user involvement on them.


Suggested topics include, but are not limited to:

  • EUD approaches for creating mobile and pervasive educational games
  • Theoretical models for end-user development of mobile and pervasive educational games
  • Social and human aspects of mobile and pervasive educational games
  • Tools, platforms and systems for end-user development of mobile and pervasive educational games
  • Methods for end-user development of mobile and pervasive educational games
  • Tools and metrics for educational game evaluation
  • Case studies of educational games created by following an EUD approach
  • Case studies of educational games allowing EUD activities
  • User studies


In order to attend the workshop, participants are invited to submit short papers (up to 4-6 pages long) reporting original academic or industrial research relevant to the workshop's theme. The workshop will be a day long. A keynote statement will be presented by the organizers first, then presentations contributed by participants will follow including proposals for examples to be used as case studies. In the second part, participants will discuss the main points raised and get involved in group design activities and report to the final plenary session.


Submissions should be formatted in Springer LNCS format (http://www.springer.com/computer/lncs?SGWID=0-164-6-793341-0).

They have to be in PDF format and no longer than 6 pages, with an abstract of up to 200 words.

Submissions are not anonymous and should include all author names, affiliations, and contact information.

All submissions will be reviewed by an international program committee.

Papers must be sent to: Carmelo Ardito (ardito@di.uniba.it)

Extended versions of selected papers will be invited for a special issue of a journal.


Deadline for submission: 14th March 2011

Acceptance notification: 21st March 2011

Registration: 28th March 2011

Workshop date: June 7th, 2011


Nikolaos Avouris, University of Patras, Greece (coordinator)

Carmelo Ardito, University of Bari, Italy (coordinator)

Franca Garzotto, Politecnico di Milano, Italy

Panos Markopoulos, Technische Universiteit Eindhoven, The Netherlands

Irene Mavromati, Hellenic Open University, Greece 

Sharon Oviatt, Incaa Designs, USA

Janet Read, University of Central Lancashir, UK

Maria Roussou, Makebelieve and University of Athens, Greece

Nikoleta Yiannoutsou, University of Athens, Greece


The workshop will be hosted in the frame of the Third International Symposium on End-User Development (IS-EUD 2011), Torre Canne, Brindisi, Italy, June 7-10 2011. Look at the main conference web site for further information (http://www.iseud.net).



  1. Ardito, C., Buono, P., Costabile, M.F., Lanzilotti, R., Pederson, T. & Piccinno, A. (2008). Experiencing the past through the senses: an m-learning game at archaeological parks. IEEE Multimedia, 15(4), 76-81.
  2. Cabrera, J. S., Frutos, H. M., Stoica, A. G., Avouris, N., Dimitriadis, Y. et al. (2005). Mystery in the museum: collaborative learning activities using handheld devices. In Proc. MobileHCI’05, ACM Press, New York, NY, 315-318.
  3. Costabile, M. F., Fogli, D., Mussio, P. & Piccinno, A. (2007). Visual Interactive Systems for End-User Development: a Model-based Design Methodology. IEEE Transactions on Systems Man and Cybernetics - Part A: Systems and Humans, 37(6), 1029-1046.
  4. Costabile, M.F., Fogli, D., Lanzilotti, R., Mussio, P., Parasiliti Provenza, L. & Piccinno, A. (2008). Advancing End User Development through Metadesign. In: Clarke, S. (ed.) End User Computing Challenges and Technologies: Emerging Tools and Applications, 143-167. Information Science Reference, Hershey PA, USA
  5. Garzotto, F. Investigating the educational Effective-ness of multiplayer online games for children. In Proc. IDC 2007, ACM Press, New York, NY.
  6. Lieberman, H., Paternò F. & Wulf, V. (Eds.) (2006). End User Development. Springer Netherlands.
  7. Pan, Z. E-learning and game. Computers & Graphics, 30, (2006), 1-2
  8. Rogers, Y., Price, S., Randell, C., Fraser, D. S., Weal, M. & Fitzpatrick, G. (2005). Ubi-learning integrates indoor and outdoor experiences. Communications of the ACM, 48(1), 55-59.
  9. Roussou, M. (2004). Learning by doing and learning through play. Computers in Entertainment, 2(1), 10.
  10. Schuler, D. & Namioka, A. (1993). Participatory design: principles and practices. L. Erlbaum Associates Inc. Hillsdale, NJ.
  11. Sintoris, C., Stoica, A., Papadimitriou, I., Yiannoutsou, N., Komis, V., & Avouris N. (2010). MuseumScrabble: Design of a mobile game for children's interaction with a digitally augmented cultural space. International Journal of Mobile Human Computer Interaction, 2(2).