This presentation supports my paper at ECGBL13.
The central idea to the presentation is that making serious games that are reliably able to achieve their goal is really hard.
Good theory tends to be at a very high level, whereas game design happens on a day to day basis at a much lower level.
We need procedures and processes that can help designers bridge the gap between theory and practice.
Cognitive Walkthrough is a well established UI process that helps UI designers to correct their mistaken assumptions and biases by scaffolding their thinking - but there is nothing magical about UI design.
All interaction design requires the designer to think "like" another type of user.
So I'm arguing that we should adapt Cognitive Walkthrough to support our game designers, particularly serious game designers.
I also present one adaptation of Cognitive Walkthrough and use it to evaluate why very similar sections of one educational game differed greatly in their success.
Slides which focuses on 8 of the WCAG 2.1 requirements for designers: reflow, text spacing, non-text contrast, content on hover or focus, pointer gesture, target size, label in name, status message.
Simulating systems: Delivering digital differenceBrightwave Group
As part of a series of webinars run by the Learning and Skills Group, Brightwave's Head of Production John Beaton shared his experience of delivering rapid, agile systems training projects that let you and your organisation ride out the turbulence and surf the waves of change.
If your workplace hasn’t experienced a wave of digital transformation, then it's on the near horizon. Digital disruption has swept through our working lives, returning with the tide to refresh the status quo: upgrading technology and upskilling learners in a recursive process of change and improvement.
The uniting factor is systems training: every new disruption comes via a new platform and practices which you must master as fast and effectively as possible. In this new webinar for the LSG, John covered:
● The importance of systems training for today's high-value organisations
● End-to-end perfect planning for SIMS projects
● Rich media enhancements: when to get interactive, and when to think basic
● How to align your organisation's systems training within the wider context of digital transformation
For many Agile teams, delivering software is the end of a journey. We ship one feature, have a beer, and move on to the next highest feature on the product backlog. However, shipping software is simply the beginning. Several studies cite that users on average use less than 30% of the features in a software application, yet our goals and metrics seem aligned with shipping more features. Agile teams talk more about increasing throughput or reducing cycle time than building features that better engaging with their users, so in some ways, Agile has actually accelerated the pace of ‘feature-itis.’
Alchemy Vs Chemistry: The Emperor's New Serious Game (Pecha Kucha)David Farrell
From my 6 minute IGDA Scotland talk.
Basic idea is too much (serious) game design is reinventing the wheel, based on rumour, speculation and it isn't good enough.
We need to be evidence based. We need to share practice and we need design technique support to leave the alchemic approaches behind and become more dependable as designers.
Slides which focuses on 8 of the WCAG 2.1 requirements for designers: reflow, text spacing, non-text contrast, content on hover or focus, pointer gesture, target size, label in name, status message.
Simulating systems: Delivering digital differenceBrightwave Group
As part of a series of webinars run by the Learning and Skills Group, Brightwave's Head of Production John Beaton shared his experience of delivering rapid, agile systems training projects that let you and your organisation ride out the turbulence and surf the waves of change.
If your workplace hasn’t experienced a wave of digital transformation, then it's on the near horizon. Digital disruption has swept through our working lives, returning with the tide to refresh the status quo: upgrading technology and upskilling learners in a recursive process of change and improvement.
The uniting factor is systems training: every new disruption comes via a new platform and practices which you must master as fast and effectively as possible. In this new webinar for the LSG, John covered:
● The importance of systems training for today's high-value organisations
● End-to-end perfect planning for SIMS projects
● Rich media enhancements: when to get interactive, and when to think basic
● How to align your organisation's systems training within the wider context of digital transformation
For many Agile teams, delivering software is the end of a journey. We ship one feature, have a beer, and move on to the next highest feature on the product backlog. However, shipping software is simply the beginning. Several studies cite that users on average use less than 30% of the features in a software application, yet our goals and metrics seem aligned with shipping more features. Agile teams talk more about increasing throughput or reducing cycle time than building features that better engaging with their users, so in some ways, Agile has actually accelerated the pace of ‘feature-itis.’
Alchemy Vs Chemistry: The Emperor's New Serious Game (Pecha Kucha)David Farrell
From my 6 minute IGDA Scotland talk.
Basic idea is too much (serious) game design is reinventing the wheel, based on rumour, speculation and it isn't good enough.
We need to be evidence based. We need to share practice and we need design technique support to leave the alchemic approaches behind and become more dependable as designers.
GLAID: Designing a Game Learning Analytics Model to Analyze the Learning Process in Users with Cognitive Disabilities
Downtown: Serious Game designed and develop to teach young people with Down Syndrome to move around the city using the subway
We are using learnig analytics for evaluating the game and for knowing how the user is doing in the game
This work is part of the H2020 BEACONING project
Downtown is a game
Downtown, A Subway Adventure: Using Learning Analytics to Improve the Develop...Ana Rus Cano Moreno
In this paper we analyze the process of designing and developing a Serious Game intended to train people with intellectual disabilities in moving around a city using the public transportation system. The first step in our investigation is to understand the cognitive, psychological and motor abilities of our users and their specific needs. Secondly, we translated the characteristics of the players into user requirements, with adapted mechanics to improve the understanding and to increase the probability for the user to be able to carry out the tasks to perform in the video game. Finally, due to the specific characteristics of our final users a Learning Analytics module has been included in the game to collect relevant information about how users are actually playing and to infer how the learning process of every user is occurring. We also discuss the next steps in our research and the future work related with it: design a range of experimental tests to verify the adequacy of the video game as a learning tool for this type of users
User Experience 1: What is User Experience?Marc Miquel
This is an introduction to this course on User Experience in video games and web.
These slides were prepared by Dr. Marc Miquel. All the materials used in them are referenced to their authors.
Agile Software Development in practice: Experience, Tips and Tools from the T...Valerie Puffet-Michel
In the Division of Student Affairs at the University of Connecticut, the Applications Development team has been developing and delivering custom software using agile methods for over four years. In this session, we'll share our experiences and give you a behind the scenes look at how agile software development really works by walking you through how we translate the unique business needs of our clients into deployed software.
Essential Guide to game content development for those who think they have a great game idea, but don't know what to begin with.
The Guide covers:
pre-production - idea development, plot overview, how to staff your game development team and schedule game production,
production - game development stages, insights from real-life game development cases
Leveraging Analytics In Gaming - Tiny Mogul GamesInMobi
'Analytics In Gaming' and how you can use it to improve the game's acquisition, retention and engagement' by Rajdeep Gumaste, Product Manager - Tiny Mogul Games.
Why do mobile projects (still) fail - September 2014 editionIndiginox
My talk around the reasons mobile projects fail and what you can do to prevent some of the pitfalls. This talk doesn't talk about code or deep dive technical development - but about the "other" problems that can befall a mobile project - especially in large organizations.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
9. K. Squire & Civ III
D. W. Shaffer & Soda
War on Terror Sweatshop
10.
11.
12.
13.
14.
15. Cognitive Walkthrough
• A HCI technique, well established in UI
design and evaluation.
• Instead of relying on pure instinct, CW
offers cognitive scaffolding.
16. Typical CW
• Stage 1:“Defining Inputs”
• describe users
• describe task
• describe system
• list each action required to complete task
17. Typical CW
• Stage 2:“Walkthrough”
• 1:Will user try to achieve effect?
• 4: If correct action performed, will user notice
progress towards solution?
• 3: Will user associate correct action with the
desired effect?
• 2: Will user notice correct action available?
18. CW and Serious Games
• UI design is not unique in the requirement
of the designer to ‘imagine’ the user’s brain
• All interaction design requires the designer
to simulate how someone else will think
• This is also true of game design.
• This is important in GBL
19. Bespoke CWs
• There are many viable GBL pedagogies
• Whatever the underlying theory, there is a
risk translating that theory, through design
into game implementation.
• To be useful, a CW should map to pedagogy
20. CWLTGM
• Stage 1:“Defining Inputs”
• describe users
• describe task
• describe system
• list each action required to complete task
21. CWLTGM
• Stage 1:“Defining Inputs”
• describe players
• describe task
• describe system
• list each action required to complete task
22. CWLTGM
• Stage 1:“Defining Inputs”
• describe players
• describe desired learning outcome
• describe system
• list each action required to complete task
23. CWLTGM
• Stage 1:“Defining Inputs”
• describe players
• describe desired learning outcomes
• describe how game entities & behaviours
map to subject-domain
• list each action required to complete task
24. CWLTGM
• Stage 1:“Defining Inputs”
• describe players
• describe desired learning outcomes
• describe how game entities & behaviours
map to subject-domain
• list actions required that are assumed to
support learning
25. CWLTGM
• Stage 2:“Walkthrough”
• 1:Will user try to achieve effect?
• 2:Will user notice correct action available?
• 3:Will user associate correct action with the
desired effect?
• 4: If correct action performed, will user notice
progress towards solution?
26. CWLTGM
• Stage 2:“Walkthrough”
• 1:Will user attempt the game task?
• 2:Will user notice correct action available?
• 3:Will user associate correct action with the
desired effect?
• 4: If correct action performed, will user notice
progress towards solution?
27. CWLTGM
• Stage 2:“Walkthrough”
• 1:Will user attempt the game task?
• 2:Will user understand which in-game actions
might achieve the task goal?
• 3:Will user associate correct action with the
desired effect?
• 4: If correct action performed, will user
notice progress towards solution?
28. CWLTGM
• Stage 2:“Walkthrough”
• 1:Will user attempt the game task?
• 2:Will user understand which in-game actions
might achieve the task goal?
• 3:Will user associate correct action with the
progress towards game task completion?
• 4: If correct action performed, will user notice
progress towards solution?
29. CWLTGM
• Stage 2:“Walkthrough”
• 1:Will user attempt the game task?
• 2:Will user understand which in-game actions
might achieve the task goal?
• 3:Will user associate correct action with the
progress towards game task completion?
• 4: If correct action performed, can we expect
learning to take place?
33. • In the less successful area of the game, I
identified 9 separate logical links required
Findings
• Of these only 3 appeared safe
• Applying CWLTGM in this capacity offered
reasonable explanation of confusing results
34. Conclusion
• Gap between best pedagogical theory and ‘day
to day’ game design
• Too much depends on designer instinct and
intuitive simulation of users’ mental model
• CW is a general purpose tool, not restricted to
UI design, that can help structure this process
• We will need bespoke CWs depending
on pedagogy
35. Future Work
• More analyses of (un)successful games with
this process
• Using CWLTGM during design process
With close reference to the player description created earlier, the evaluator should ask questions like: • Will the player understand the visual metaphors? • Will the player read and understand required text? • Will the player’s attention be drawn to the correct elements? • Will the player understand that the meaning of game interactions has a subject domain application?
For the successful Soap Section, the game actions were converted into the following inferences: 1. The player must realise that the environment in which they play represents a human hand. 2. The player must understand that she isn’t “firing bullets” but rather throwing soap. 3. The player must realise that the game’s placement of bad bugs on skin represents the reality that we have harmful bugs on our skin. 4. The player must realise that the bad bugs are being washed away by the soap. 5. The player must realise that the bad bugs are bugs, and not aliens or other enemies. 6. The player must realise that this doesn’t just happen in the game; it represents reality in that soap is used in real life to remove microbes from the hand. 7. The player must understand holistically that washing her hands will remove harmful bugs.
1. Player must realise that the environment they are playing in represents "inside a human body". 2. Player must realise that the bad bugs are microbes (viruses) and not aliens etc. 3. Player must realise that the game's placement of the virus inside the body represents the real-world concept of a human being infected with a virus. 4. P layer must realise it's a white blood cell! 6. Player must realise that "white blood cells" are the body's natural defences. 8. Player must realise that most “coughs and colds” are viruses. 5. Player must realise that the bad bugs when hit by the WBC are being killed. 7. Player must realise that this doesn't just happen in the game; it represents reality in the sense that white blood cells kill infections. 9. Player must understand holistically that this means that their body can kill most infections like colds and flu’s by itself.
• the player was considered unlikely to recognise the artwork as representing the desired domain concept from sight alone because the concept is new to the player (e.g. white blood cells); • the introductory text was unlikely to be understood (25 sentences over 5 screens, each shown for 5 seconds); • the language used in the game is not consistent with the test question asked (e.g. the game referred viruses, yet the quiz refers to “coughs and colds”); • there were too many new concepts being introduced to reasonably expect the player to understand the semantic mappings.