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Desktop game

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Desktop game

SGSCC (Serious Games for Social & Creativity Competence) project organised a dedicated workshop “Social competences & creativity as a stepping stone towards personal growth, social development and employability” on 17 December 2014 in Brussels, Belgium at VLEVA premises, focusing on the importance of social skills and creativity for people with disabilities which is fundamental to both social integration and professional self-realisation.

http://games4competence.eu/

The SGSCC (Serious Games for Social & Creativity Competencies – 531134-LLP-1-2012-1-BG-KA3-KA3MP) project has been partially funded under the Lifelong Learning program. This web site reflects the views only of the author(s), and the Commission cannot be held responsible for any use which may be made of the information contained therein.

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Desktop game

  1. 1. Serious Games for Social & Creativity Competencies Inca Island Interactive Systems Research Group, SAT, NTU.
  2. 2. NTU and Serious Games • Focuses on the development of new technologies for the cognitive and physical rehabilitation of users within the real world. • This is a multi-disciplinary endeavour bringing together researchers and clinicians in Computer Science and Health Psychology, for inclusive design, virtual environments, serious games, location based services and robotics • Games are suitable for teaching social competences since they can be: • Motivational and engaging (Pivec and Garris) • Allow reflection on progress • Content can be presented in a series of steps • Provide an opportunity for repetition, and provide opportunities to practice until a certain level of skill is gained • Remove anxiety and fear of failure by providing a safe space in which to practice 25 January 2015 2
  3. 3. Game Overview • Inca Island • The strength of working within a team, and the application of social interaction skills • Player is placed in a role playing situation and complete cooperative tasks • The players are required to communicate with each other and share information • Information is gathered via interaction with NPCs and game objects • Learning contexts: self-directed study; peer supported study; teacher/trainer supported study, and collaborative group work • The game contributes to lessons, activities, tasks and discussions surrounding the learning materials presented Curriculum, Game Manual, Handbook, in a blended learning approach. 25 January 2015 3
  4. 4. The Temple and Game Structure • First Activity: Players informed they must solve puzzles as a team to access the treasure • Second Activity: Players must select the competences they want to develop • Third Activity: Depending on competence selected the rooms present different challenges all involving cooperation with your companion, such as performing a game task to develop a competence (traffic lights, maze), showing your understanding by answering questions and developing understanding by collaboratively solving puzzles. • Fourth Activity: Discover and unlock the Treasure 25 January 2015 4
  5. 5. The sub rooms concepts 25 January 2015 5 Game Room Social Competence Instructional Design Hall of Whispers communication quiz Guardians of Emotions communication Pair matching Me-mirror communication Pair matching bridges cooperation Pair matching steps cooperation sequencing maze cooperation 3d gameplay 2 ways room Conflict resolution quiz Bridges 2 Conflict resolution sequencing Stop the fire Conflict resolution Select the right answers Jumping stones Self esteem Select the right answers Equip yourself Self esteem Select the right answers Self esteem Self esteem Select the right answers Room of difficulties Self-control quiz Block conveyor Self-control Select the right answers via 3D gameplay My rights assertiveness quiz Musical madness assertiveness Select the right answers Traffic light Self-control 3d gameplay Assertiveness room assertiveness quiz
  6. 6. Self Control: (Premeditation of responses and behaviour, efforts to solve difficult tasks, resistance to temptation, regulation of negative emotions.) 13. The Room of Difficulties: Target competence - To learn strategies of self- control, delay of gratification (see table Opposite) – by finding and selecting the right answers to progress. 14. The Block Conveyor Room: Target competence – by collaborating and sharing and selecting blocks to form correct answers to unlock door 15. The Traffic Lights Room: Target competence - Self control by moving across the room but penalised if move on red light. Target skill Self-control Setting Answering categories: Answering categories (Player 2) First reflect, what to do Players in front of a door, some tools are visible (hammer, screw-driver..). These tools can be moved, however, players are not able to open the door. Question shows up at the wall “What can you do?” a) Try opening the door b) Think one moment what you could do c) Curse d) Give up If both player chose answer b, a KEY will be visible behind a spider net. This key can be taken and put into the lock hardiness Putting the key into the look reveals a highly complicated opening mechanism Again a question appears: “What you can do?” a) Keep trying b) Cry c) Become angry Answer a opens the door Delay of gratification An avatar appears and makes an offer to the 2 players: if they choose the “shortcut” together with the avatar, they will be rewarded with a small present, but they do not have to make further efforts A question appears in the wall “What should we do?” a) Follow the avatar b) Follow the difficult way c) Take the quick reward d) Avoid any effort Answer b will give the way to the next (unfortunately) closed door Regulation of negative emotions Also the next door is closed and the facial expressions of the characters show upcoming anger. Next question arises: “What you can do?” a) Kick the door b) Push the door c) Curse d) Try to calm down Answer d will show a sand-watch which will serve as key and after some seconds the door will open. 25 January 2015 6
  7. 7. Cooperation: (Planning and problem solving, understanding others’ point of view, recognising achievement and merit of others.) 4. The Bridges Room: Target competence - Identify relevant aspects of cooperation by collaboratively answering questions to form a bridge. 5. The Steps Rooms: Target competence - Identify the hierarchical order of team - cooperation processes (see table Opposite) to raise the steps to reach the next level 6. The Maze: Target competence - development of cooperation, problem solving by player with top down version of maze map guiding the other out. *Game Demo by Nick 25 January 2015 7 Target skill Cooperation Settin g Answering categories for both players in the correct logical order. Only if both players choose the correct order, they can succeed. Recognise chronological order of cooperation If he/sh e fails, they will “fall down” 1) We agree who is member of the team 2) We share information 3) We define the problem 4) We plan together 5) We do things in a coordinated way 6) We assess if we were successful 7) We thank each other
  8. 8. References Brown DJ, McIver E, Standen PJ and Dixon P (2008). Can Serious Games Improve Memory Skills in People with ID? Journal of Intellectual Disability Research. Vol. 52, Parts 8&9, p.678. August 2008. ISSN 0964-2633. Brown DJ, Meakin L, Hibbert M, and Mallett A (2008). GOAL: Accessible Learning for Employment. Journal of Intellectual Disability Research. Vol. 52, Parts 8&9, p.691. August 2008. ISSN 0964-2633. Brown DJ, Shopland S, Battersby S, Tully A and Richardson S. (2009) Game On: Accessible serious games for offenders and those at risk of offending. Journal of Assistive Technologies, 3 (2), pp.15-30. © Pavilion Journals (Brighton) Ltd. Standen PJ, Rees F and Brown DJ. (2009). Effect of playing computer games on decision making in people with intellectual disabilities. Journal of Assistive Technologies, 3 (2), pp.6-15. © Pavilion Journals (Brighton) Ltd. Evett L, Battersby S, Ridley A, and Brown DJ. (2009). An interface to virtual environments for people who are blind using Wii technology– mental models and navigation. Journal of Assistive Technologies, 3 (2), pp.30-39. © Pavilion Journals (Brighton) Ltd. Standen PJ, Karsandas RB, Anderton N, Battersby S, Brown DJ. (2009). An evaluation of the use of a computer game in improving the choice reaction time of adults with intellectual disabilities. Journal of Assistive Technologies, 3 (4) 4- 11 Brown DJ, Standen PJ, Evett L, Battersby S and Shopland N. (2010). Designing Serious Games for People with Dual Diagnosis: Learning Disabilities and Sensory Impairments. In Educational Gaming. Chapter in Zemliansky, P and Wilcox, D. M., (eds), Educational Gaming, IGI Global Brown, D.J., McHugh, D., Standen, P., Evett, L., Shopland, N. and Battersby, S. (2011) ‘Designing Location based Learning Experiences for People with Intellectual Disabilities and Additional Sensory Impairments’, Computers and Education, Vol. 56, issue 1, pp.11-20. ISSN 0360-1315. http://dx.doi.org/10.1016/j.compedu.2010.04.014 Standen, P.J., Camm, C., Battersby, S., Brown, D.J. and Harrison, M. (2011) ‘An evaluation of the Wii Nunchuk as an alternative assistive device for people with intellectual and physical disabilities using switch controlled software’, Computers and Education, Vol. 56, issue 1, pp.2-10. ISSN 0360-1315. http://dx.doi.org/10.1016/j.compedu.2010.06.003 Sik Lányi C., Brown, D.J., Standen, P., Lewis, J., Butkute, V. (2010) User interface evaluation of serious games for students with intellectual disability, Lecture Notes in Computer Science, LNCS 6179, ICCHP 2010, Part 1, Springer Verlag Berlin-Heidelberg, pp: 227-334, DOI: 10.1007/978-3-642-14097-6: http://www.springerlink.com/content/h471226824589741/ Bates M, Brown DJ, Cranton W and Lewis J. (2011). Formulating a Serious-Games Design Project for Adult Offenders with the Probation Service. International Journal of Game- Based Learning (IJGBL). . International Journal of Game-Based Learning (IJGBL).Volume 1, Issue 4. Copyright © 2011.P1-10. DOI: 10.4018/ijgbl.2011100101, ISSN: 2155-6849, EISSN: 2155-6857. Evett L, Ridley A, Keating L, Merritt P, Shopland N, Merritt P, and Brown D. Designing Serious Games for People with Disabilities: Game, Set and Match to the Wii™. International Journal of Game-Based Learning (IJGBL).Volume 1, Issue 4. Copyright © 2011. P11-19. DOI: 10.4018/ijgbl.2011100101, ISSN: 2155-6849, EISSN: 2155-6857. SIK LANYI C, BROWN DJ, STANDEN, P, LEWIS J and BUTKUTE V, 2012. Results of user interface evaluation of serious games for students with intellectual disability Acta Polytechnica Hungarica: Journal of Applied Sciences. 9(1), 225-245 25 January 2015 8
  9. 9. Contact Prof. David J. Brown and Nick Shopland Interactive Systems Research Group Computing and Technology Team NTU, UK. Tel: +44 115 848 8350 david.brown@ntu.ac.uk 25 January 2015 9
  10. 10. 25 January 2015 10 This project has been funded with support from the European Commission. This publication reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.

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