Developing serious games SIIE 2013, Viseu, Portugal

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  • La DamaBoba,Educational game based on The Foolish Lady by Lope de Vega, to get teenagers interested in Spanish classical theatre.Lost in Space, Game to learn XML basics, Play at http://bit.ly/LiS-XML
  • Developing serious games SIIE 2013, Viseu, Portugal

    1. 1. Developing Serious Games International Simposium of Informatics Education(SIIE 2013), Viseu, Portugal Baltasar Fernandez-Manjon, balta@fdi.ucm.es , @BaltaFM e-UCM research group, www.e-ucm.es http://slideshare.net/BaltasarFernandezManjon
    2. 2. e-UCM group and projects ‣ CS Professor at Complutense U. Director of e-UCM • ‣ e-UCM research group about Learning technologies www.e-ucm.es 15 researchers Serious games • • • - Application to the medical domain Based on our experience in creating and evaluating serious games 2
    3. 3. Serious games definition ‣ “any meaningful use of computerized game/game industry resources whose chief mission is not entertainment” - Sawyer, B. (2007). The "Serious Games" Landscape. Presented at the Instructional & Research Technology Symposium for Arts, Humanities and Social Sciences, Camden, USA. ‣ “A mental contest, played with a computer in accordance with specific rules, that uses entertainment, to further government or corporate training, education, health, public policy, and strategic communication objectives.” - Zyda, M. (2005). From Visual Simulation to Virtual Reality to Games. Computer, 38(9), 25-32 (pp. 26)
    4. 4. Games as educational tools ‣ Video games can be instrumental in acquiring abilities and skills like • • • • • • • • • Spatial perception and recognition Development of visual discernment and separation of visual attention Development of inductive logic Cognitive development in scientific/technical aspects Development of complex skills Spatial representation Inductive discovery Iconic code construction Gender construction Aguilera M de, Mendiz A. Video games and education. Computers in Entertainment. 2003;1(1):10
    5. 5. Serious Games use? ‣ Serious Games have probed to be educationally effective in several domains • Medicine, military, business, corporate training ‣ But still is a low adoption of Serious Games in mainstream education ‣ Serious Games considered usually as a complementary content • • 5 Mainly used for motivational purposes No actual impact on the final mark
    6. 6. Serious Games? The NMC Horizon Report: 2013 Higher Education Edition Time-to-Adoption Horizon: Two to Three Years ‣ Games and Gamification But not present in the 2013: ‣ Latin American Higher Education http://www.nmc.org/publications/ 6
    7. 7. Science Pirates, http://sciencepirates.com/ 7
    8. 8. ReMission Intended for young people with cancer and oral chemotherapy •effective tool that supports treatment adherence •sense of power and control over their disease
    9. 9. Learn how to be a teacher  9
    10. 10. Educational videogames challenges ‣ Identification of more large success cases • including scientific and formal evaluation ‣ Scalability and maintainability • reducing initial cost and TCO ‣ Take into account curriculum and involve educators • Teachers are a key element in games use ‣ Include student evaluation into games ‣ Actual application in real educational settings • Taking into account current technical infrastructures
    11. 11. Serious games: our vision ‣ Wikipedia approach to serious games • Reduce the cost of creating games • Produce games that can be reused • Simplify the integration of games in the pre-existing elearning infrastructure • Provide user with easy to use tools to create the games • Apply first to domains or problems with clear added value
    12. 12. ¿Serious games? Margolis JL, Nussbaum M, Rodriguez P, Rosas R. Methodology for evaluating a novel education technology: a case study of handheld video games in Chile. Computers & Education. 2006;46(2):174–191.
    13. 13. Scratch: visual programming 13
    14. 14. Gamestar Mechanic 14
    15. 15. eAdventure game platform Open code authoring environment for the production of point-and-click adventure games & immersive learning simulations Oriented to educators No programming required Multiplatform, Multilingual, now moving to HTML5 and tablets
    16. 16. http://first-aid-game.e-ucm.es With MGH-Harvard University http://www.chermug.eu With ONT, educ@ONT
    17. 17. Games for English practice Download from e-ucm or from CATEDU http://catedu.es/webcatedu/index.php/descargas/e-adventures
    18. 18. Other games Lost in Space La Dama Boba Game to learn XML basics Play at http://bit.ly/LiS-XML Based on The Foolish Lady by Lope de Vega The game is available at http://damaboba.e-ucm.es/ and in Google Play
    19. 19. Cost per minute of play eAdventure games $300 $3K Science Pirates $8K Immune Attack $25K AAA games
    20. 20. Educational videogames ‣ ‣ ‣ ‣ learning-by-doing problem solving narrative features keep flow states ‣ …but (educational) games are difficult and costly to create and it is difficult to integrate all the required expertise
    21. 21. Educational Game Development Approach Torrente et at (in press) Development of Game-Like Simulations for Procedural Knowledge in Heathcare Education. IEEE Transactions on Learning Tecnologies.
    22. 22. Domain experts ‣ Have the knowledge of the subject • Could be familiar with problems in learning ‣ Usually teach to others (training, mentor, etc.) ‣ Usually not open to learn new ways to describe their knowledge ‣ Don t know how to create games
    23. 23. Game authoring ‣ Complex procedure ‣ Generally involves several different experts: • • Educational expert, domain expert, game programmer Communication problems ‣ No predefined process • More an art than a science ‣ Open questions • Maintenance, new versions with required educational changes, etc
    24. 24. Sample games Important that domain experts, educational designer and programmers have similar expectations =
    25. 25. Improving collaboration Knowledge explicitation known by the expert ‣ Case-based teaching ‣ Problem-based learning Simple representations ‣ Correct knowledge ‣ Common errors ‣ Incremental process Rapid prototyping ‣ Expert play it to check it
    26. 26. Cases and flow diagrams ‣ Specific cases: Easy to communicate ‣ Flow diagrams: Understandable by everyone ‣ Establish game flow and other requirements
    27. 27. Game elements Game designers propose game elements + game mechanics 27
    28. 28. Rapid prototyping ‣ eAdventure allows progressive addition of multimedia resources ‣ Easy to test concepts before capturing resources ‣ Reduces changes to resources, which are the costliest part of development
    29. 29. Assets & prototyping
    30. 30. Evaluation Questions for Serious Games ‣ Does it work? (beta-testing) ‣ Is the content accurate and appropriate for target audience? (content review) ‣ Is it easy to use and easy to learn to use? (usability-navigation) ‣ Is it compelling/engaging for the target audience? (realism, satisfaction) ‣ What are the learning goals? (learning) ‣ How well do the learners achieve those goals? (learning) ‣ What else are they learning? (learning) ‣ Does it track the learner‟s performance? (learning management system) http://simworkshops.stanford.edu/06_0626/pdf/Evaluating_serious_games.pdf
    31. 31. Educational Game Development Approach Torrente et at (in press) Development of Game-Like Simulations for Procedural Knowledge in Heathcare Education. IEEE Transactions on Learning Tecnologies.
    32. 32. Case study:First-aid game ‣ Game to teach first aid (or basic vital support) to high-school students ‣ Developed in collaboration with medical professionals and educational experts ‣ Three basic situations • • • Choking Heart attack Unconsciousness ‣ Based on accepted international medical procedures (ILCOR'11)
    33. 33. http://first-aid-game.e-ucm.es
    34. 34. First-aid game Individual scores to make students visit all paths Random changes to encourage replayability Different media to transmit and reinforce knowledge
    35. 35. Evaluation of the first-aid game ‣ 342 high school students, 4 different middle and high schools ‣ Control group with 2 emergency medical doctors
    36. 36. Experiment group ‣ After a short introduction of the game students play for up to 50 minutes
    37. 37. Control group ‣ Best educational situation available ‣ Same time but with 2 emergency medical doctors • • A medical mannequin An automatic defibrillator
    38. 38. Results: acceptance ‣ Students„ opinions based on tag cloud selection 5 Complex Simple 36 Difficult Easy 0 Useless Useful 1 Boring Fun 38 40 112 7 46
    39. 39. Results: learning ‣ Pre and post test to evaluate student knowledge With the game Marchiori EJ, Ferrer G, Fernández-Manjón B, Povar Marco J, Suberviola González JF, Giménez Valverde A. Video-game instruction in basic life support maneuvers. Emergencias. 2012;24:433-7.
    40. 40. Discussion ‣ Games are not the silver bullet but can be a very powerful educational resource if included in the learning flow ‣ Systematize the game design • Include the educator early in the loop ‣ Simplify the task of the teacher • • Facilitating the integration of games in Virtual Learning Environments, just as another learning resource Include automatic assessment for game-based learning activities
    41. 41. Thank you! balta@fdi.ucm.es @BaltaFM Slides will be available at http://slideshare.net/BaltasarFernandezManjon 41
    42. 42. References •eAdventure. http://e-adventure.e-ucm.es/ •MGH Learning Lab. http://www.massgeneral.org/learninglab/ •First Aid Game. http://first-aid-game.e-ucm.es/ •Marchiori EJ, Ferrer G, Fernández-Manjón B, Povar Marco J, Suberviola González JF, Giménez Valverde A. Video-game instruction in basic life support maneuvers. Emergencias. 2012;24:433-7. (download PDF) •Pablo Moreno-Ger, Javier Torrente, Julián Bustamante, Carmen Fernández-Galaz, Baltasar Fernández-Manjón, María Dolores Comas-Rengifo (2010). Application of a low-cost web-based simulation to improve students’ practical skills in medical education. International Journal of Medical Informatics 79(6), 459-467 (doi:10.1016/j.ijmedinf.2010.01.017). •Brian Johnston, Liz Boyle, Ewan MacArthur, Baltasar Fernández-Manjón (2013). The role of technology and digital gaming in nurse education. Nursing Standard, Vol 27, No 28, pp 35-38, March •Ángel del Blanco, Baltasar Fernández-Manjón, Pedro Ruiz, Manuel Giner (2013). Using videogames facilitates the first visit to the operating theatre. Medical Education. Vol 47, Issue 5, pp. 519-520 •Borro-Escribano B., Martínez-Alpuente I., del Blanco A., Torrente J., Fernández-Manjón B., Matesanz R. (in press) Application of Game-Like Simulations in the Spanish National Transplant Organization. Transplantation Proceedings Journal. •Borro-Escribano B. et Al. (in press) Developing Game-Like Simulations to Formalize Tacit Procedural Knowledge: The ONT Experience. Educational Technology Research and Development Journal. Springer Check www.e-ucm.es/publications/ for updated references
    43. 43. Our current projects Increasing patient safety using games Modelling/teaching medical procedures at National Transplant Organization

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