Authentic Simulation using Gamification
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Authentic Simulation using Gamification

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Presentation during my visit at the Serious Games Institute in Coventry, UK.

Presentation during my visit at the Serious Games Institute in Coventry, UK.

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  • 1. Curtin University is a trademark of Curtin University of Technology CRICOS Provider Code 00301J Torsten Reiners Authentic Simulation using Gamification (and search for collaboration) 2013-07-15
  • 2. Curtin University is a trademark of Curtin University of Technology CRICOS Provider Code 00301J (1) Who am I ??? Torsten Reiners • What and Where? • Senior Lecturer, Curtin University • School of Information Systems, Logistics and SCM group • Lectures • Information Systems • Meta-Heuristics, Production and Logistics, Simulation • Information Management and Data Mining • Operations Management, Procurement, Transport • Research Areas • Virtual Worlds, Gamification, Emerging Technology, Vocational Training, Automatic Assessment, Sentiment Analysis, Logistics, Machine Translation, e-Learning with Focus on Adaptivity/Individuality, Operations Research, Simulation, Web 2.0/3.0 • E: t.reiners@curtin.edu.au • E: torsten.reiners@gmail.com • H: http://torsten-reiners.de
  • 3. Curtin University is a trademark of Curtin University of Technology CRICOS Provider Code 00301J
  • 4. Curtin University is a trademark of Curtin University of Technology CRICOS Provider Code 00301J
  • 5. Curtin University is a trademark of Curtin University of Technology CRICOS Provider Code 00301J
  • 6. Curtin University is a trademark of Curtin University of Technology CRICOS Provider Code 00301J Project
  • 7. Curtin University is a trademark of Curtin University of Technology CRICOS Provider Code 00301J Projects
  • 8. Curtin University is a trademark of Curtin University of Technology CRICOS Provider Code 00301J PREX Lead Sue Gregory
  • 9. Curtin University is a trademark of Curtin University of Technology CRICOS Provider Code 00301J Lincoln C. Woodnow at Auckland University of Technology
  • 10. Curtin University is a trademark of Curtin University of Technology CRICOS Provider Code 00301J Lincoln C. Woodnow at Auckland University of Technology Curiosity Our main motivation
  • 11. Curtin University is a trademark of Curtin University of Technology CRICOS Provider Code 00301J Lincoln C. Woodnow at Auckland University of Technology • understanding complexity in SCM • use available information (sentiment analysis) • simulation / automation • education • academic teaching • vocational training • fun, play, and passion
  • 12. Curtin University is a trademark of Curtin University of Technology CRICOS Provider Code 00301J Why did we select Gamification?
  • 13. Curtin University is a trademark of Curtin University of Technology CRICOS Provider Code 00301J Interest. And potential Why did we select Gamification?
  • 14. Curtin University is a trademark of Curtin University of Technology CRICOS Provider Code 00301J
  • 15. Curtin University is a trademark of Curtin University of Technology CRICOS Provider Code 00301J
  • 16. Curtin University is a trademark of Curtin University of Technology CRICOS Provider Code 00301J 70% of Global 2000 have at least one Gamified application 50% of companies with innovative processes will gamifiy those processes By 2015
  • 17. Gamification Integrating game dynamics into your site, service, community, content or campaign, in order to drive participation.
  • 18. Gamification Integrating game dynamics into your site, service, community, content or campaign, in order to drive participation. motivational elements of games + learning activities + communicate and share accomplishment + goals = direct the attention + motivate for action
  • 19. Gamification Integrating game dynamics into your site, service, community, content or campaign, in order to drive participation. the use of game design elements in non-game contexts motivational elements of games + learning activities + communicate and share accomplishment + goals = direct the attention + motivate for action
  • 20. Gamification Integrating game dynamics into your site, service, community, content or campaign, in order to drive participation. the use of game design elements in non-game contexts motivational elements of games + learning activities + communicate and share accomplishment + goals = direct the attention + motivate for action fun, play, passion
  • 21. GAMIFICATION IS ALREADY HERE. . EVERYWHERE.
  • 22. Games in the Classroom
  • 23. • one pic a day, every day! • driven by comments and likes The new Apple 4.5. Smaller, shinier, and faster (too eat). And bio-degradable .... Gamification we experience(d) • points per publication • „expected“ motivation by admin • punish internal collaboration RPI
  • 24. Gearbox for Gamification
  • 25. Components • non-game, real-world contexts are enhanced with concepts from games to engage, encourage, focus, and guide users • Scores • Leaderboards • Badges • Quests • Competition • Levels • ... what the learner sees
  • 26. Advanced • Game over • Next life • Save points • Rewind • Multi-player • NPC / Ghosts • Slow motion • Awards Gaming Components
  • 27. We need failure
  • 28. We need failure
  • 29. We need failure
  • 30. Authenticiy, Authentic Learning, Realismnticity authentic learning: require learning to occur within environments that replicate actions and requirements as they may be presented or experienced in a real working environment. Enables experiences and learning to be more contextualised. Thinking and problem solving, driven by student decision. authenticity: often assumed to imply ‘realistic’, this is not necessarily the case; it is most important that the learning and activities reflect the development and use of the knowledge as required in the given real or virtual environments. Thus, a process can be highly authentic, but in a non- realistic setting. realism: fidelity is a measure of resemblance to real environments; thus, high fidelity environments have a high degree of resemblance to real environments, where a very realistic simulation has been employed.
  • 31. 2012-11-29 Gamification in logistics and supply chain education
  • 32. nDiVEOLT Grant 2013-2014 (AUD 220,000) Torsten Reiners, Lincoln C. Wood, Vanessa Chang Christian Guetl, Jan Herrington, Hanna Teräs, Natasha Petter
  • 33. nDiVEOLT Grant 2013-2014 (AUD 220,000) Torsten Reiners, Lincoln C. Wood, Vanessa Chang Christian Guetl, Jan Herrington, Hanna Teräs, Natasha Petter n-Dimensional Immersive Virtual Environment • increase authenticity through inclusion of real-life complexity • use scenarios linked into a comprehensive supply chain • include gaming mechanisms to increase student engagement
  • 34. Supply Chain A supply chain is a system of organizations, people, activities, information, and resources involved in moving a product or service from supplier to customer. Supply chain activities transform natural resources, raw materials, and components into a finished product that is delivered to the end customer.
  • 35. Curtin University is a trademark of Curtin University of Technology CRICOS Provider Code 00301J L&SCM  Difficult to observe for the learner  Long time-periods without events before the outcome of decisions becomes visible  Consequences that are not desirable to replicate in real- life environments in Education and Training
  • 36. Story
  • 37. Story
  • 38. Narratives • teacher / expert • „perfect“ solution • hard to beat • exploration • guidance by bots
  • 39. Gamification rewind (Machinima, interactive) time (break-down to sectors) score (commands, meter, task switch) comparison (self, friends, world) ghost (learn from experts) next life (being able to „die“) Slow motion (understanding processes)
  • 40. Units are using ... • real world data • link to theory • database with scenario descriptions
  • 41. Units are ... • using information from previous steps • simulation results • keeping a track record
  • 42. • using information from previous steps • simulation results • keeping a track record • progressing this through the complete supply chain Units are ...
  • 43. Projects • nDive • Complexity reduction • Bots • Health and Safety • CubeSim (Sifteo Cubes) • Oculus Rift • Vocational training • Health and Safety • Distant Brainstorming Room • Controller Training • Abstraction of real context to a simple game • Gamified Academics • evaluation and redesign of RPI scheme
  • 44. Sifteo • Simulation of queues (configuration of queue) • Negotiaton (setting strategies / offers) • UML diagrams • MPR II (order sizes) • ... CubeSim
  • 45. nDiVE: 3D Environment • Presence • Feeling of being part of the environment • Increase of motivation and productivity • Awareness of others • Immersion • First experiments: Awesome!!!
  • 46. nDiVE: 3D Environment • planned scenarios Container Terminal • inspecting container stack, identifying risk areas • ‚experience‘ the danger of walking on container terminals • layout planning
  • 47. • Hebbel-Seeger, A., Reiners, T., & Schäfer, D. (Eds.). (2013). Synthetic Worlds: Emerging Technologies in Education and Economics. Berlin: Springer. • Masters, Y., Gregory, S., Reiners, T., Knox, V., & Dalgarno, B. (2013). VirtualPREX: Developing Teaching Skills in Second Life. In C. DeCoursey & S. Garrett (Eds.), Studies in Virtual World Learning and Practice. Oxford, UK: Inter-Disciplinary Press. • Reiners, T., & Alexander, P. (2013). Social network perception alignment of e-recruiters and potential applicants. In 46th Hawaii International Conference on System Sciences (pp. 4576– 4585). Presented at the HICSS, Wailea, Maui. • Reiners, T., & Wood, L. C. (2013). Immersive Virtual Environments to facilitate authentic education in Logistics and Supply Chain Management. In Y. Kats (Ed.), Learning Management Systems and Instructional Design: Best Practices in Online Education (pp. 323– 343). Hershey, PA: IGI Global. Retrieved from 10.4018/978-1-4666-3930-0 • Reiners, T., Wood, L. C., Chang, V., Guetl, C., Herrington, J., Teräs, H., & Gregory, S. (2012). Operationalising gamification in an educational authentic environment. In P. Kommers, T. Issa, & P. Isaías (Eds.), IADIS International Conference on Internet Technologies & Society 2012 (pp. 93– 100). Presented at the IADIS International Conference on Internet Technologies & Society 2012, Perth, Australia: IADIS Press. • Wood, L. C., & Reiners, T. (2012). Gamification in logistics and supply chain education: Extending active learning. In P. Kommers, T. Issa, & P. Isaías (Eds.), IADIS International Conference on Internet Technologies & Society 2012 (pp. 101–108). Presented at the IADIS International Conference on Internet Technologies & Society 2012, Perth, Australia: IADIS Press. • Wood, L. C., & Reiners, T. (2013). Game-based Elements to Upgrade Bots to Non-Player Characters in Support of Educators. In A. Hebbel-Segger, T. Reiners, & D. Schäfer (Eds.), Synthetic Worlds: Emerging Technologies in Education and Economics. Berlin: Springer. • Wood, L. C., Teräs, H., Reiners, T., & Gregory, S. (2013). The role of gamification and game-based learning in authentic assessment within virtual environments. In The Procedings of HERDSA 2013. Presented at the HERDSA 2013, Auckland, New Zealand: HERDSA. Publications since Mid 2012 1/3
  • 48. • Bastiaens, T., Wood, L. C., & Reiners, T. (under review). New Landscapes and New Eyes: The Role of Virtual World Design for Supply Chain Education. The International Journal of Learning in Higher Education. • Dalgarno, B., Gregory, S., Knox, V., & Reiners, T. (under review). Practicing teaching using virtual classroom role plays. Computers & Education. • Fardinpour, A., Reiners, T., & Dreher, H. (under review). Action-based Learning Assessment Method (ALAM) in Virtual Training Environments. In ASCILITE 2013. • Gregory, S., Gregory, B., Reiners, T., Fardinpour, A., Hillier, M., Lee, M. J. W., … Ellis, D. (under review). Virtual worlds in Australian and New Zealand higher education: Remembering the past, understanding the present, imagining the future. In ASCILITE 2013. • Masters, Y., Gregory, S., Dalgarno, B., Campbell, M., Reiners, T., Dreher, H., … Knox, V. (in press). VirtualPREX: Providing virtual professional experience for pre-service teachers. In S. Gregory, M. J. W. Lee, B. Dalgarno, & B. Tynan (Eds.), Virtual Worlds in Online and Distance Education. Athabasca University Press. • Reiners, T., Dreher, C., & Dreher, H. (in press). Transforming Ideas to Innovations: A Methodology for 3D Systems Development. In A. Hebbel-Segger, T. Reiners, & D. Schäfer (Eds.), Synthetic Worlds: Emerging Technologies in Education and Economics. Information Systems. Springer. • Reiners, T., Gregory, S., & Knox, V. (in press). Virtual Bots, their Influence on Learning Environments and How They Increase Immersion. In S. Gregory, M. J. W. Lee, B. Dalgarno, & B. Tynan (Eds.), Virtual Worlds in Open and Distance Education. Athabasca University Press. • Reiners, Torsten, & Wood, L. C. (Eds.). (forthcoming). Gamification in Education and Business. New York: Springer. • Reiners, Torsten, Wood, L. C., & Bastiaens, T. (under review). Mobile Application to Create Interactive Learning Environments in 3D Environments. The International Journal of Learning in Higher Education. 2/3
  • 49. • Reiners, Torsten, Wood, L. C., & Dron, J. (forthcoming). From chaos towards sense: A Learner-centric Narrative Virtual Learning Space. In J. Bishop (Ed.), Gamification for Human Factors Integration: Social, Educational, and Psychological Issues. Hershey, PA: IGI. • Reiners, Torsten, Wood, L. C., & Gregory, S. (under review). Experimental study on technology- induced authentic immersion in virtual worlds for education adn vocational training. In Proceedings of the 47th Annual Hawaii International Conference on System Sciences (HICSS 2014). IEEE digital library. • Reiners, Torsten, Wood, L. C., Gregory, S., Petter, N., Teräs, H., Gütl, C., … Herrington, J. (under review). nDiVE. The story of how Logistics and Supply Chain Management should be taught. In ASCILITE 2013. • Reiners, Torsten, Wood, L. C., Teräs, H., Gregory, S., Chang, V., Gütl, C., & Herrington, J. (forthcoming). Skills Acquisition and Training Using Authentic Immersive Environments. New York: Springer. • Reiners, Torsten, Wood, L., Gregory, S., & Teräs, H. (in press). Gamification design elements in business education simulations. In M. Khosrow-Pour (Ed.), Encyclopedia of Information Science and Technology. Hershey: IGI Global. • Wood, L., Reiners, T., & Pahl, J. (in press). Manufacturing and logistics information systems. In M. Khosrow-Pour (Ed.), Encyclopedia of Information Science and Technology. Hershey, PA: IGI Global. • Wood, L., Reiners, T., & Srivastava, H. S. (in press). Sentiment analysis in supply chain management. In J. Wang (Ed.), Encyclopedia of Business Analytics and Optimization. Hershey: IGI Global. • Wood, Lincoln C., & Reiners, T. (in press). Gamification. In M. Khosrow-Pour (Ed.), Encyclopedia of Information Science and Technology. Hershey, PA: IGI Global. • Wood, Lincoln C., Reiners, T., & Srivastava, H. S. (under review). Expanding Sales and Operations Planning using Sentiment Analysis: Demand clarity from social media. In ANZAM 2013. • Wood, Lincoln Christopher, Reiners, T., & Bastiaens, T. (under review). Design Perspective on the Role of Advanced Bots for Self-guided Learning. The International Journal of Learning in Higher Education. 3/3
  • 50. Conclusion Fun, Play, PassionHowever it is achieved
  • 51. Conclusion