Curtin University is a trademark of Curtin University of Technology
CRICOS Provider Code 00301J
Torsten Reiners
Authentic ...
Curtin University is a trademark of Curtin University of Technology
CRICOS Provider Code 00301J
(1)
Who am I ??? Torsten R...
Curtin University is a trademark of Curtin University of Technology
CRICOS Provider Code 00301J
Curtin University is a trademark of Curtin University of Technology
CRICOS Provider Code 00301J
Curtin University is a trademark of Curtin University of Technology
CRICOS Provider Code 00301J
Curtin University is a trademark of Curtin University of Technology
CRICOS Provider Code 00301J
Project
Curtin University is a trademark of Curtin University of Technology
CRICOS Provider Code 00301J
Projects
Curtin University is a trademark of Curtin University of Technology
CRICOS Provider Code 00301J
PREX
Lead
Sue Gregory
Curtin University is a trademark of Curtin University of Technology
CRICOS Provider Code 00301J
Lincoln C. Woodnow at Auck...
Curtin University is a trademark of Curtin University of Technology
CRICOS Provider Code 00301J
Lincoln C. Woodnow at Auck...
Curtin University is a trademark of Curtin University of Technology
CRICOS Provider Code 00301J
Lincoln C. Woodnow at Auck...
Curtin University is a trademark of Curtin University of Technology
CRICOS Provider Code 00301J
Why did we select
Gamifica...
Curtin University is a trademark of Curtin University of Technology
CRICOS Provider Code 00301J
Interest. And potential
Wh...
Curtin University is a trademark of Curtin University of Technology
CRICOS Provider Code 00301J
Curtin University is a trademark of Curtin University of Technology
CRICOS Provider Code 00301J
Curtin University is a trademark of Curtin University of Technology
CRICOS Provider Code 00301J
70% of Global 2000 have at...
Gamification
Integrating game dynamics
into your site, service, community, content or campaign,
in order to drive particip...
Gamification
Integrating game dynamics
into your site, service, community, content or campaign,
in order to drive particip...
Gamification
Integrating game dynamics
into your site, service, community, content or campaign,
in order to drive particip...
Gamification
Integrating game dynamics
into your site, service, community, content or campaign,
in order to drive particip...
GAMIFICATION IS ALREADY HERE.
.
EVERYWHERE.
Games
in the Classroom
• one pic a day, every day!
• driven by comments and likes
The new Apple 4.5. Smaller, shinier, and
faster (too eat). And ...
Gearbox for Gamification
Components
• non-game, real-world contexts are enhanced with
concepts from games to engage, encourage, focus, and
guide us...
Advanced
• Game over
• Next life
• Save points
• Rewind
• Multi-player
• NPC / Ghosts
• Slow motion
• Awards
Gaming Compon...
We need failure
We need failure
We need failure
Authenticiy, Authentic Learning,
Realismnticity
authentic learning: require learning to occur within environments that
rep...
2012-11-29 Gamification in logistics and supply chain
education
nDiVEOLT Grant 2013-2014
(AUD 220,000)
Torsten Reiners, Lincoln C. Wood, Vanessa Chang
Christian Guetl, Jan Herrington, Ha...
nDiVEOLT Grant 2013-2014
(AUD 220,000)
Torsten Reiners, Lincoln C. Wood, Vanessa Chang
Christian Guetl, Jan Herrington, Ha...
Supply Chain
A supply chain is a system of organizations, people, activities, information, and
resources involved in movin...
Curtin University is a trademark of Curtin University of Technology
CRICOS Provider Code 00301J
L&SCM
 Difficult to obser...
Story
Story
Narratives
• teacher / expert
• „perfect“ solution
• hard to beat
• exploration
• guidance by bots
Gamification
rewind (Machinima, interactive)
time (break-down to sectors)
score (commands, meter, task switch)
comparison ...
Units are using ...
• real world data
• link to theory
• database with scenario descriptions
Units are ...
• using information from previous steps
• simulation results
• keeping a track record
• using information from previous steps
• simulation results
• keeping a track record
• progressing this through the compl...
Projects
• nDive
• Complexity reduction
• Bots
• Health and Safety
• CubeSim (Sifteo Cubes)
• Oculus Rift
• Vocational tra...
Sifteo
• Simulation of queues (configuration of queue)
• Negotiaton (setting strategies / offers)
• UML diagrams
• MPR II ...
nDiVE: 3D Environment
• Presence
• Feeling of being part of the environment
• Increase of motivation and productivity
• Aw...
nDiVE: 3D Environment
• planned scenarios Container Terminal
• inspecting container stack, identifying risk areas
• ‚exper...
• Hebbel-Seeger, A., Reiners, T., & Schäfer, D. (Eds.). (2013). Synthetic Worlds: Emerging
Technologies in Education and E...
• Bastiaens, T., Wood, L. C., & Reiners, T. (under review). New Landscapes and New Eyes: The Role
of Virtual World Design ...
• Reiners, Torsten, Wood, L. C., & Dron, J. (forthcoming). From chaos towards sense: A Learner-centric
Narrative Virtual L...
Conclusion
Fun, Play, PassionHowever it is achieved
Conclusion
Authentic Simulation using Gamification
Authentic Simulation using Gamification
Authentic Simulation using Gamification
Authentic Simulation using Gamification
Authentic Simulation using Gamification
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.

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Transcript of "Authentic Simulation using Gamification"

  1. 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. 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. 3. Curtin University is a trademark of Curtin University of Technology CRICOS Provider Code 00301J
  4. 4. Curtin University is a trademark of Curtin University of Technology CRICOS Provider Code 00301J
  5. 5. Curtin University is a trademark of Curtin University of Technology CRICOS Provider Code 00301J
  6. 6. Curtin University is a trademark of Curtin University of Technology CRICOS Provider Code 00301J Project
  7. 7. Curtin University is a trademark of Curtin University of Technology CRICOS Provider Code 00301J Projects
  8. 8. Curtin University is a trademark of Curtin University of Technology CRICOS Provider Code 00301J PREX Lead Sue Gregory
  9. 9. Curtin University is a trademark of Curtin University of Technology CRICOS Provider Code 00301J Lincoln C. Woodnow at Auckland University of Technology
  10. 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. 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. 12. Curtin University is a trademark of Curtin University of Technology CRICOS Provider Code 00301J Why did we select Gamification?
  13. 13. Curtin University is a trademark of Curtin University of Technology CRICOS Provider Code 00301J Interest. And potential Why did we select Gamification?
  14. 14. Curtin University is a trademark of Curtin University of Technology CRICOS Provider Code 00301J
  15. 15. Curtin University is a trademark of Curtin University of Technology CRICOS Provider Code 00301J
  16. 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. 17. Gamification Integrating game dynamics into your site, service, community, content or campaign, in order to drive participation.
  18. 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. 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. 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. 21. GAMIFICATION IS ALREADY HERE. . EVERYWHERE.
  22. 22. Games in the Classroom
  23. 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. 24. Gearbox for Gamification
  25. 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. 26. Advanced • Game over • Next life • Save points • Rewind • Multi-player • NPC / Ghosts • Slow motion • Awards Gaming Components
  27. 27. We need failure
  28. 28. We need failure
  29. 29. We need failure
  30. 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. 31. 2012-11-29 Gamification in logistics and supply chain education
  32. 32. nDiVEOLT Grant 2013-2014 (AUD 220,000) Torsten Reiners, Lincoln C. Wood, Vanessa Chang Christian Guetl, Jan Herrington, Hanna Teräs, Natasha Petter
  33. 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. 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. 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. 36. Story
  37. 37. Story
  38. 38. Narratives • teacher / expert • „perfect“ solution • hard to beat • exploration • guidance by bots
  39. 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. 40. Units are using ... • real world data • link to theory • database with scenario descriptions
  41. 41. Units are ... • using information from previous steps • simulation results • keeping a track record
  42. 42. • using information from previous steps • simulation results • keeping a track record • progressing this through the complete supply chain Units are ...
  43. 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. 44. Sifteo • Simulation of queues (configuration of queue) • Negotiaton (setting strategies / offers) • UML diagrams • MPR II (order sizes) • ... CubeSim
  45. 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. 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. 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. 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. 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. 50. Conclusion Fun, Play, PassionHowever it is achieved
  51. 51. Conclusion
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