Download to read offline
Uploaded byBoyan Bontchev
Adaptimes-edulearn-20150706
The document discusses the development of customizable 3D video games as educational tools, particularly in the domain of entrepreneurship education. It highlights the effectiveness of game-based learning, outlines a platform for creating video maze games without requiring programming skills, and describes a specific game called 'Pro-Effect' designed to teach entrepreneurial concepts through embedded mini-games. Additionally, it emphasizes the need for accessible resources and the potential benefits of incorporating gaming into educational methodologies.
More Related Content
Similar to Adaptimes-edulearn-20150706
Adaptimes-edulearn-20150706
- 1. Boyan Bontchev Prof. atFac. of Math & Informatics, Sofia University, Bulgaria Marie Curie Fellow at Brainstorm Multimedia, Spain (in the scope of the ADAPTIMES FP7 PEOPLE project) EDULEARN15, Barcelona, Spain, July 6-8, 2015 CUSTOMIZABLE 3D VIDEO GAMES AS EDUCATIONAL SOFTWARE
- 2. • Serious gamesas a tool for adding fun to teaching and professional training • Game-based learning as a new teaching paradigm with proven efficiency • Many ambition projects using serious games for education successfully finalized • Many simple drill-and-practice games oriented to curricular goals of the traditional classroom Serious video games for education
- 3. • Educational gamesfor higher education are still not a popular mean for teaching • Simple drill-and-practice computer games are not enough • Tools for creation of educational games should be available for domain specialists • Existing lack of customizable and cheap video games/platforms for teaching young people Some of the problems with game-based learning
- 4. • To findnew opportunities for practical and massive exploitation of the serious video games for higher education, • by offering teachers and students a free software platform for customizable video game creation by non-software domain specialists Our goal
- 5. Imagine a mazeas an educational game. Intro Cell1 Cell2 Cell3 Cell4 CellN Cell5 Customizable video maze games for education
- 6. Now imagine 3Drooms instead 2D cells. Intro Room1 Room2 Room3 Room4 RoomN Room5 Educational textual content … forms & textures forms & textures forms & textures forms & textures forms & textures forms & textures Educational textual content … Educational textual content … Educational textual content … Educational textual content … Educational textual content … Educational textual content …
- 7. Points = So playermoves from room to room but not for free. Intro Room1 Room2 Room3 Room4 RoomN Room5 Educational textual content … 1008060
- 8. Points = When Points= 0, what next? Game over? Intro Room1 Room2 Room3 Room4 RoomN Room5 Educational textual content … 0 ? 3D Zoom 3D Match 3D Puzzle
- 9. A platform forgeneration of customizable video maze games for education Teachers can construct 3D video mazes by using Maze Editor Transitions table Property Editor Titles … Texts … Graphics … Python Scripts Brainstorm API 3D Maze Game Engine Brainstorm Run Time Environment Embedded Mini-Games 3D video game Property Metadata Graph Editor >
- 10. The 3D mazealternates light and dark rooms, where • 3D maze created and customized only by editing text files (no programming experience needed) • Customizable player help for each room • Educational texts and graphics from papers about Effectuation theory (http://effectuation.org/) • 3D embedded mini-games for earning points: – 3D matching game - for knowing/assessment of entrepreneurial concepts – 3D zoom ordering game (pictures by Istvan Banyai) – for context- dependent thinking – 3D cube construction using building blocks – for fostering creativity (to be finalized until October) Platform field trial: Pro-Effect – a video game for entrepreneurship education
- 11. • Effectuation frameworkfor guiding entrepreneurs in unpredictable future - by Dr. Saras Sarasvathy, 2006/7 The Pro-Effect game content Source: http://effectuation.org/
- 12. • Hall 0:Welcome to the Pro-Effect game! • Hall 1: Introduction to Causation • Hall 2: Effectuation vs Causation • Hall 3: Effectuation principles 1. Bird-in-hand – start by “who I am, what I know, and whom I know ” 2. Affordable loss – to limit risk by understanding what they can afford to lose at each step 3. Crazy quilt – by building partnerships with self-selecting stakeholders 4. Lemonade - experts interpret “bad” news and surprises as potential clues to create new markets 5. Pilot-in-the-plane – to know their actions will result in the desired outcomes - the future is neither found nor predicted, but rather made • Hall 4: The effectuation process • Hall 5: The Entrepreneurial method The Pro-Effect labyrinth
- 13. In the entranceroom player starts with 100 points
- 14. For passing tothe next room, player pays by points.
- 15. Next room isabout Causation.
- 16. In one ofthe next room (about effectuation principles)
- 17. Let choose thefirst option -
- 18. In this game,player has to match some
- 19. Next, in Zoomordering game, players have to
- 20. In both themini-games, players have to explore • Develop 3D spatial thinking and skills • Enhance context-dependent thinking • Provides additional learning content • Can be used for self-testing • Have dynamic game play and make fun • Can be used for player’s character-based ADAPTATION (see www.adaptimes.eu) Benefits of embedded mini-games
- 21. • Q1: Doyou think that computer games can be used as an efficient tool for technology enhanced learning at all? • Q2: Do you think that 3D maze video games are very suitable for technology enhanced learning in entrepreneurship? • Q3: Do you find for appropriate winning points in the game to be realized by playing other video mini-games just for fun? • Q4: Do you find for appropriate winning points in the game (for spending it for learning within the maze) to be realized by playing other video mini-games with didactic purposes? • Q5: Do you find the 3D matching mini-game as a good complementary educational tool? • Q6: Do you think dynamic difficulty of the 3D matching mini-game has to be adapted Field trial at Sofia University Field trial with 23 master students,
- 22. • 3D graphics –Rooms/flats/caves/… – Small interior objects – Gateways • Graphic tool for: – Maze construction – Maze customization – Advanced game rules • Hierarchical mazes, with mini-games for each sub-maze • Navigation map • N-to-1 matching games • Mini-games customization • New embedded mini-games for creativity and motor skills • Player-centric adaptation Future enhancements All the game enhancements
- 23. • A freeplatform for teachers to create their own mazes with customizable embedded mini-games for any of the maze levels in an easy and truly declarative way, without any need of programming experience. • Teachers can construct mazes with and without cycles for non-linear storytelling in any domain and, next, customize rooms using the property editor. • Students can play for fun several embedded mini-games fostering fine-motor brain skills, visual and spatial thinking, context-based reasoning and entrepreneurial creativity. Conclusions
- 24. • https://www.youtube.com/watch?v=jdbKhRDwXWo YouTube video Videotrack of game play with the Pro-Effect game
- 25. • Questions and/or •Proposals Thank you for your attention! http://adaptimes.eu/ e-mail:bbontchev@gmail.com