Serious games


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Serious games

  1. 1. RizaAtiq Abdullah bin O.K. Rahmat, Kamisah Osman, Normah Abdul Aziz
  2. 2. Introduction Learning can be fun with computer game just as the computer game in entertainment industry. Students can be immersed in their study just like players of computer game. In addition computer game can be played anywhere and anytime with the advancement of computer and tablet technology, so the computer game based learning (Teed 2012) For these reasons, SimCity, a simulation game of city development was introduced in Urban Sustainable Development course in 2011
  3. 3. Game Based Learning Theory…. Computer game can give many dimensions of the real world in a box which is very difficult to achieve in the traditional class room instruction. The games are also can harness the abundant of knowledge in the internet as compared limited source of knowledge in the class room(Foreman, 2004).
  4. 4. Introduction ….. The Sustainable Urban Planning course is offered to final year Civil Engineering student to instilled awareness among future engineers. This course was suggested by an international advisor to civil engineering program in 2005.
  5. 5. Game Based LearningTheoryComputer game can be a powerful learning tool if the game is designed: to give players with immediate feedback, clear learning objective challenges that are matched to his or her skill level(Kiili, 2005).
  6. 6. Game Based Learning Theory….A computer game can be a good learning media when it has the followings characteristic: give knowledge-construction process to allow students to construct their own knowledge effectively, provide multi perspective view to broaden student view, provide realistic and relevant contexts, embed social experience such as multi player experience, give ownership of learning to the players, give awareness of knowledge construction process represent the learning in process in multiple mode(Pivect, et al. 2003)
  7. 7. Experiment Sustainable Urban Planning Course subjective in nature: not attractive Project based + game : Kajang development plan Case studies of the best practices before embarking to the project SimCity: socio-economic analysis, land-use planning and visual presentation The game is an additional to the project report
  8. 8. SimCity The game allows players to create a region of land by transforming, and then to design and build a settlement which can grow into a city. Players can zone different areas of land as commercial, industrial, or resi dential development, as well as build and maintain public services, transport and utilities. For the success of a city, players must manage its finances, environment, and qu
  9. 9. Project Presentation
  10. 10. Project Presentation
  11. 11. Project Presentation
  12. 12. CO Achievement Cohort 2009- Cohort 2010- Cohort 2011- 2010 2011 2012CO Ability to evaluate 4.19 4.23 4.54 1 sustainability of a cityCO Ability to evaluate best 4.21 4.19 4.48 2 practices in sustainable urban planningCO Ability to evaluate 3.35 3.32 3.42 3 sustainability of urban development’s componentsCO Ability to produce 4.15 4.15 4.46 4 sustainable urban development plan for existing mid-size Malaysian townCO Ability to present 4.10 4.12 4.38 5 sustainable urban development plan Average Achievement 4.00 4.00 4.25
  13. 13. CO Achievement 54.5 43.5 3 Cohort 2009-20102.5 Cohort 2010-2011 Cohort 2011-2012 21.5 10.5 0 CO1 CO2 CO3 CO4 CO5 Average
  14. 14. Students’ Feedback The simulation provides visualisation of their ideas The simulation provides feedback on their proposal in term of sustainability and they can make adjustment for improvement They are immersed in their project and feel they are playing instead of carrying out stressful project. Only 5% of the students drop this course compared to about one-fourth to one-third in previous cohorts
  15. 15. Conclusion SimCity provides good video image and feedback on urban design, public utilities and sustainable parameters such as energy usage, water supply and other residence basic necessity. The students experienced contextual learning when they play and as a result their course learning outcomes’ achievement was improved.