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Gamified activities

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Gamified activities

  1. 1. Design of Gamified Activities for Multiple Spaces: Puzzles and QuestInSitu Routes Javier Melero, Patricia Santos, et al.Department of Information and Communication Technologies Universitat Pompeu Fabra EEE Project Meeting, September 12, 2012
  2. 2. Outline1. Introduction2. Designing Puzzle Games • Conceptual Model • Prototypes • Authoring tool3. In Situ Experiments • MNAC & Campus Pilot • QuestInSitu • 2012 EEE Scenarios • Research Questions and Goals4. Next Steps5. Questions 2
  3. 3. 1 Introduction• GBL: computer games as instructional tools, motivation towards learning & active learning• Puzzle Games: Problem-solving games. Arrangement of a set of given “pieces” into a single, well-fitting “structure” (board containing slots) with the following characteristics: • Independence • Generality • Simplicity • Eureka factor • Entertainment factor • Puzzle games are not tied to a specific type of interaction (multiple “spaces”).• Ad-hoc Games Vs. Teachers as a designers and creators How Can We Support Teachers in the Design of Multiple Spaces Puzzle Games ? 3
  4. 4. 2 Designing Puzzle Games IntroductionA framework for evaluation educational games [de Freitas & Oliver, 2006] Physical / Concrete Objects Processes of Learning: models and vs. theories for supporting learning with Symbolic Representations technology Abstract Spatialobjects/concepts Exploration Virtual - Tangible - In Situ Learners’ attributes Where play/learning takes place: Indoors - outdoors 4
  5. 5. 2 Designing Puzzle Games IntroductionGame Achievement Model [Amory & Seagram, 2003] & Educational Modelling Languages (IMS LD) 5
  6. 6. 2 Designing Puzzle Games Conceptual ModelConceptual Model for Designing Puzzle Games 6
  7. 7. 2 Designing Puzzle Games PrototypesEvaluating the Feasibility and Expressiveness of the Conceptual Model Programming Fundamentals Computer Architecture Computer Architecture English Vocabulary Periodic Table of Elements ICT-related Concepts Computing Network Contemporary Art Campus 2012 In Situ Interactions 7
  8. 8. 2 Designing Puzzle Games Authoring ToolPaper Prototyping & Authoring tool•Proof of Concept•Generates the XML Binding: information thatdescribes how the elements of the conceptualmodel are represented as a set of XML elements•Interoperable educational modelling languages•Integrating puzzle games in wider learning flowsIs it better to consider specific authoring tools for each type of puzzle game? 8
  9. 9. 3 In Situ Experiments MNAC Game Co-designed puzzle game •Cristina Novoa, Escola Pia de Sant Boi del Llobregat (Barcelona) •Activity of Contemporary Art at the National Art Museum of Cataluña (MNAC) •“Gamified” Questionnaire: • The game consists in a virtual map containing different gaps • Each gap (represented by a puzzle piece) shows where the questions are in the different rooms • Once a question has been answered the puzzle piece changes its colour: green (correct answer) – red (incorrect) 9
  10. 10. 3 In Situ Experiments Campus PilotPilot Experiment•Learn about the research groups of the DTIC – UPF•Exploring the UPF – Tànger building•Use of Smartphones and QR-Codes•The game for EEE – Campus 2012 10
  11. 11. 3 In Situ Experiments QuesTInSitu QuesTInSitu: An App for Supporting Assessment in Situ• QuesTInSitu is a system designed to support “Assessment in situ”; that means activities where the questions of a test have to be answered in front of a related real location (in situ) [1].• Teachers can create geo-located QTI questions and tests (routes), and students answer the tests using a mobile device with GPS and 3G. [1] Santos, P., Pérez-Sanagustín, M., Hernández-Leo, D. & Blat, J. (2011). QuesTInSitu: From tests to routes for assessment in situ activities. Computers & Education, 57 (4), 2517-2534. 11
  12. 12. 3 In Situ Experiments QuesTInSitu: 2012 EEE ScenariosExploring the History, Art and Architecture of Girona•53 Bachelor students explored the city observing and interacting with the architecture andthe street furniture with the aim of putting in practice urbanism and history skills•The teacher created a route of 70 geo-located questions, and monitor the activity in realtime using an IPAD Videos of the activity (TV3 channel): http://www.tv3.cat/videos/4015110/Telenoticies-Girona-23032012 (Start 2′ 30”) http://www.tv3.cat/videos/4015290/Telenoticies-Barcelona-23032012 (Start 16′ 55”) 12
  13. 13. 3 In Situ Experiments QuesTInSitu: 2012 EEE ScenariosAssessing Botany in situ•The professor created a route where 50 university students had to answer questions insitu observing the Barcelona botany garden, and finding, touching and measuringspecific plants. 13
  14. 14. 3 In Situ Experiments QuesTInSitu: 2012 EEE ScenariosA literature adventure insitu•A group of 20 senior learners (~70years old), members of a literaturegroup, created two routes with theaim of proposing questions aboutfacts of a literature novel set in adistrict of Barcelona. http://www.youtube.com/watch?v=7w29vfCZOJ0&feature=youtu.be 14
  15. 15. 3 In Situ Experiments QuesTInSitu: Research Questions and Goals 15
  16. 16. 4 Next Steps• Analysis of results• Submission of papers• Integrating LdShake with • QuesTInSitu • Puzzle Game Authoring Tools 16
  17. 17. 4 Next Steps LdShake + QuesTInSitu & Puzzle Game Authoring Tools • LdShake: A Web 2.0 tool for the social sharing and co-editing of learning design solutionshttp://ldshake.upf.edu 17
  18. 18. 5 Questions? THANK YOU!! Questions, suggestions, doubts?? Javier Melero & Patricia Santos javier.melero@upf.edu patricia.santos@upf.edu GTI QuesTInSituInteractive Technologies Group (GTI) http://gti.upf.edu/questinsitu 18

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