Research-based considerations on how serious game may enhance teaching and learning processes, strategies and methods using serious games.

1. Stipulating innovation in stem learning and
teaching with the use of serious games
Dr Petros Lameras
Research Fellow at the Serious Games Institute,
Coventry University, UK
20 May 2016, eMadrid

2. An International Centre for Excellence in
Serious Games Applied Research,
Business Engagement and Study

3. sgi: an agenda for applied research..
sgi: an agenda for applied research..
1: Serious Games Institute: An International Hub of
Excellence in Serious Games Research, Business and
Study

7. Projects & Games at the Serious Games Institute

8. Applied Research Trajectories

9. Education Research Projects

10. Training frameworks for games co-authoring and
co-design

11. Game assets, mechanics, dynamics and aesthetics

12. Towards a New Learning and teaching paradigm with the use
of serious games.
Games for introducing innovation in learning and teachingGames for introducing innovation in learning and teaching

13. Lameras, P., Moumoutzis, N (2015): Fostering
innovation in teaching and learning of
mathematics through pervasive, disruptive and
context-aware gamified learning activities. IMCL
conference. Thessaloniki, Greece
Lameras, P., Arnab, S., Dunwell, I., Stewart, C.,
Clarke, S., Petridis, P: (in press). Essential features
of serious games design: Linking learning attrbutes
to game mechanics. British Journal of Educational
Technology.

14. Lameras, P., (2013): Fostering Science Teachers’
Design For Inquiry-Based Learning by Using a
Serious Game. ICALT conference. Athens, Greece
Lameras, P., Tsiatsos, T., Anastasiadou, D., Petridis,
P., Tolis, D., Liarokapis, F., Protopsaltis, A (2015).
Creative Thinking Experimentations For
Interpreneurship with a Disruptive, Personalised
and Mobile Game-based Learning Ecosystem.
IMCL conference, Thessaloniki, Greece.

15. Health Research Projects

16. Environment projects

17. We are creating innovation in a niche research
area
SGI aims to design, develop and research digital
serious games for STEM for supporting universities,
industry-led organisations and schools, academics,
real-world scientists, teachers, teacher educators and
students of all ages in order to widen access in
scientific inquiry and provide everyone with the
opportunities to pursue excellence in science
research, learning and teaching.

18. The SGI’s objectives for putting forward such
innovation
• Games for STEM to be an essential component of a hierarchical learning
continuum for all, from school to active engaged citizenship.
• Games for STEM that d focus on competencies and skills development with an
emphasis on learning through science and shifting from STEM to STEAM by
linking content, mechanics and learning attributes from hard linear science to non-
linear more open, creative subjects and disciplines.
• Games for STEM that help teachers to enhance quality of teaching, from
induction through pre-service preparation and in-service professional development
with special emphasis on improving the depth and quality of learning
outcomes.
• Games for STEM that foster collaboration between formal, non-formal and
informal educational providers, enterprise and civil society as means to improve
employability and competitiveness.
• Games for STEM that promote Responsible Research and Innovation and
enhancing public understanding of scientific findings.
• Games for STEM that connect innovation and science education strategies
taking into account societal needs and global developments.

19. Indicative STEM actions towards achieving this
innovation

20. Indicative STEM actions towards achieving this
innovation

21. Simaula: A game for teacher training

22. Simaula: A game for teacher training

26. Providing the game authoring tools for teachers to co-
design their own games enacted in informal settings

27. Providing game authoring tools for teachers to co-design
their own games enacted in informal settings

28. Indicative STEM actions towards achieving this
innovation
The main aim of the CATALYST is to define and deliver a holistic framework to
support schools innovation profiling and development towards 21st
century learning
environments, to develop a mash-up, cloud based infrastructure that can facilitate
through numerous tools and services the proposed school innovation process, acting as
a digital ecosystem for education, research and commercial partners and to validate the
proposed framework and the supporting infrastructure with a very large school
community that will include 3000 schools from 14 European countries.

29. Indicative STEM actions towards achieving this innovation

30. Indicative STEM actions towards achieving this
innovation
Making mathematics accessible to learners...

31. Enabling elements: Domain
“Mathematics is really ‘careful thinking about how representations of ideas could imply other representations of ideas’,
and the most important process in helping anyone learn how to do mathematical thinking is to put them in many
situations in which they can use how they think right now in a more careful way”.
Alan Kay
A.M. Turing Award winner (2003)
for pioneering many of the ideas
at the root of contemporary
object-oriented programming languages,
leading the team that developed Smalltalk,
and for fundamental contributions to personal comp

33. Real World Scenarios
• Designing a parking from the street to the basement garage
• Design a straight-line slope (Fig. 1 left) connecting the street and the basement parking garage of a newly built house
Designing an optimal windscreen wiper

36. Indicative STEM actions towards achieving this
innovation