Virtual universities can provide higher education programs through technology like the internet or mobile devices. Some schools offer online learning options as part of extended programs, while others offer fully online courses. Virtual education should provide diverse learning opportunities and experiences, treating students as active learners rather than passive consumers. As technology advances, virtual learning may become the predominant way students take classes without leaving home.
A state of a perfect video game is what developers has been seeking for their product
developments, to achieve the selected state, several standards and methods needs to be applied. These
standards and methods are special: they are both verifiable and quantifiable, to make their action and end
goal a clear one, the term s for this standards and methods are called ‘game metrics’ and we decided that
this is a must-have tool or method to be implanted in a development of a game because it will boost your
standards rapidly and will be able to tell you about your own progress of the development.
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
The document describes a Game Learning Analytics model called GLAID for analyzing learning in users with cognitive disabilities. GLAID collects interaction data during game sessions and analyzes it at three levels - individualized, collective, and predictive. It relates the data to the game design and educational goals. The model was applied to the serious game Downtown designed to teach subway navigation to people with Down syndrome. Observables like help button clicks were tracked over sessions to provide individualized and collective analysis of learning progress.
Video Games, Virtual Environments & EducationJoanna Robinson
This document discusses the potential educational benefits of using video games and virtual environments in higher education. It provides examples of games being used to train skills like surgery and investigatory work. Researchers found games help develop strategic thinking, planning, and teach valuable cognitive and teamwork skills. However, negatives include potential for addiction, isolation, or reinforcing harmful stereotypes. The document advocates that games should be viewed beyond entertainment and have untapped potential for teaching when designed appropriately.
Game play of “TacTec”, a frame game for developing an implementation plan – P...Pieter van der Hijden
Game play of “TacTec”, a frame game for developing an implementation plan; Pieter van der Hijden, Sofos Consultancy
Tactec originally was developed as a game to learn about the tactics of electronic commerce. However, as it was structured as a frame game, it could be loaded with a different content easily. It is now used most of the time as a frame game to develop a global implementation plan for a real case.
A full Tactec session requires half a day. In a condensed way and with some discipline from both the participants and the facilitators, it can be run in one hour.
The document describes an arbitrary case (i.e. boosting e-learning and distance learning at a university), the full instructions, and the outcomes of the one hour game run during ISAGA 2012.
IRJET - Colt: The Code Series Game for Learning Program Logic through Rea...IRJET Journal
This document proposes Colt: The Code Series, a game designed to teach programming concepts to novice learners through a combination of coding challenges and a racing game. The game aims to make learning programming more engaging by allowing players to write code that controls a car in a racing environment. It uses an interface for writing Python code, with correct code moving the car forward and incorrect code moving it backward. A Firebase database checks the code and communicates commands to an Arduino/NodeMCU hardware system to physically move the toy cars. The game is meant to bridge the gap between programming knowledge and real-world applications to facilitate more efficient and interesting learning compared to traditional methods.
Virtual universities can provide higher education programs through technology like the internet or mobile devices. Some schools offer online learning options as part of extended programs, while others offer fully online courses. Virtual education should provide diverse learning opportunities and experiences, treating students as active learners rather than passive consumers. As technology advances, virtual learning may become the predominant way students take classes without leaving home.
A state of a perfect video game is what developers has been seeking for their product
developments, to achieve the selected state, several standards and methods needs to be applied. These
standards and methods are special: they are both verifiable and quantifiable, to make their action and end
goal a clear one, the term s for this standards and methods are called ‘game metrics’ and we decided that
this is a must-have tool or method to be implanted in a development of a game because it will boost your
standards rapidly and will be able to tell you about your own progress of the development.
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
The document describes a Game Learning Analytics model called GLAID for analyzing learning in users with cognitive disabilities. GLAID collects interaction data during game sessions and analyzes it at three levels - individualized, collective, and predictive. It relates the data to the game design and educational goals. The model was applied to the serious game Downtown designed to teach subway navigation to people with Down syndrome. Observables like help button clicks were tracked over sessions to provide individualized and collective analysis of learning progress.
Video Games, Virtual Environments & EducationJoanna Robinson
This document discusses the potential educational benefits of using video games and virtual environments in higher education. It provides examples of games being used to train skills like surgery and investigatory work. Researchers found games help develop strategic thinking, planning, and teach valuable cognitive and teamwork skills. However, negatives include potential for addiction, isolation, or reinforcing harmful stereotypes. The document advocates that games should be viewed beyond entertainment and have untapped potential for teaching when designed appropriately.
Game play of “TacTec”, a frame game for developing an implementation plan – P...Pieter van der Hijden
Game play of “TacTec”, a frame game for developing an implementation plan; Pieter van der Hijden, Sofos Consultancy
Tactec originally was developed as a game to learn about the tactics of electronic commerce. However, as it was structured as a frame game, it could be loaded with a different content easily. It is now used most of the time as a frame game to develop a global implementation plan for a real case.
A full Tactec session requires half a day. In a condensed way and with some discipline from both the participants and the facilitators, it can be run in one hour.
The document describes an arbitrary case (i.e. boosting e-learning and distance learning at a university), the full instructions, and the outcomes of the one hour game run during ISAGA 2012.
IRJET - Colt: The Code Series Game for Learning Program Logic through Rea...IRJET Journal
This document proposes Colt: The Code Series, a game designed to teach programming concepts to novice learners through a combination of coding challenges and a racing game. The game aims to make learning programming more engaging by allowing players to write code that controls a car in a racing environment. It uses an interface for writing Python code, with correct code moving the car forward and incorrect code moving it backward. A Firebase database checks the code and communicates commands to an Arduino/NodeMCU hardware system to physically move the toy cars. The game is meant to bridge the gap between programming knowledge and real-world applications to facilitate more efficient and interesting learning compared to traditional methods.
Got Game? The Use of Gaming in Learning and DevelopmentKip Michael Kelly
Organizations ranging from the U.S. Army to IBM use serious video games to recruit and develop their people. They do so because research studies from academia and the public and for profit sectors have established that video games are a highly-effective training and development tool.This UNC Executive Development white paper supports HR and talent management professionals in understanding the latest gaming technology and its applications in learning and development. Specifically, it:• Outlines the various types of video games and the demographics of those who play them • Provides research about the use and effectiveness of gaming for training and development • Discusses how serious games develop organizational talent and examines their future in the world of L&D • Provides examples of companies that use serious games to develop skills and behaviors in the workplace Read how video games are building leaders, solving problems, and developing talent.
The document discusses various aspects of game jams and game development. In 3 sentences:
Game jams bring together educators, students, and industry professionals to rapidly prototype games under tight constraints like short time limits. This iterative process simulates real-world game development and teaches important lessons about teamwork, communication, scoping projects, and embracing failures. Several games from past jams have been successful and signed publishing deals, demonstrating how jams can be an educational activity and potential pathway to the game industry for participants.
In this talk we will introduce serious games as games which purpose is not only amusement and can be effectively used for educational or training purposes. This kind of games are also frequently named as educational games or even as game-like simulations. We will describe the general characteristics of serious games and how they are used in several domains (e.g. military, medicine), describing their main advantages (e.g. engagement, student motivation) and some of the shortcomings that prevent a wider generalization in educational settings (e.g. cost, deployment). We will also describe new emerging trends in the field of serious games such as gaming for solving scientific problems or how the application of learning analytics techniques can improve and simplify serious games application in different domains.
Sefi 2015-IFP School-MOOC and Serious Game An Educational Approach on Transfe...Olivier Bernaert
The past years have seen the exponential growth of the number of Massive Open Online Courses (MOOCs). Many universities made the move to predominantly address positioning and students’ selection concerns. Nonetheless, the components used in a MOOC are still pretty much the same as the ones used in online education: lecture, videos, forums and quizzes.
As an application school in engineering for the energy and transportation sectors, IFP School launched its first MOOC on November 2014. In this paper, we describe how the school challenged the current practices with the design and implementation of a Serious Game over a three weeks period of the online course. This pedagogical innovation facilitates knowledge transfer through situational learning. The Serious Game allows the learners to put their knowledge into practice and to face situations they would face in the industry in their future careers.
The paper is organized in two parts. First, we review the main steps of the project: the educational objectives, the instructional design, the content development, the Serious Game usage and the learners’ qualitative feedback. For its first edition, the MOOC has a 31% retention rate on the total number of registered people, a high score considering that the average completion rate for a MOOC is around 10%. According to the MOOC survey, the majority of users considers the Serious Game to be the main positive asset of the course. In addition, partly due to the Serious Game implementation, 49% of the registered people are students under 25 year olds considering that in France, the average for other MOOCs is between 15 and 19%. In a second part, we discuss the characteristics of the Serious Game as it has been implemented in the IFP School MOOC. In particular, we use typological studies on gamification and also multimedia learning to understand if all or part of the components are exclusively related Serious Games theories and principles. Finally, we conclude with the interest of gamification in an application school like IFP School.
The document summarizes Pablo Moreno-Ger's presentation on adding accessibility features to educational games. It discusses how game development platforms can include built-in accessibility to reduce costs and efforts needed. A study evaluated games developed using an authoring tool called eAdventure that supported profiles for blindness and reduced mobility. Users with disabilities found the games engaging with average positive ratings for usability and accessibility. The results suggest that game development software can automatically include accessibility features to some degree, and significantly reduce the time, effort and costs required.
This document discusses the development of a 2D platform game for children up to 5 years old that incorporates a physics engine. The game aims to teach basic concepts of physics like friction and collisions through play, while also imparting kindergarten lessons on alphabets. It was created using GameSalad and an integrated 2D physics engine to govern environmental objects and the player character. Various tests were conducted including functionality, compatibility, beta and regression testing to ensure quality.
This document discusses the development of a 2D platform game for children up to 5 years old that incorporates a physics engine. The game aims to teach basic concepts of physics like friction and collisions through play, while also imparting early education on alphabets. It was created using GameSalad and an integrated 2D physics engine to govern environmental objects and player movement. The game went through various testing stages including functionality, compatibility, beta and regression testing to ensure quality.
StoryPlay Multimodal: A Research Tool for the Multimodal Evaluation of Seriou...Laila Shoukry
This document discusses StoryPlay Multimodal, a research tool for the multimodal evaluation of serious games. It motivates the need for multimodal evaluation data and field studies of serious games. StoryPlay Multimodal aims to support multimodal evaluation of serious games in natural mobile settings through a tailored framework and tools. It augments event logs captured during game play with multimodal data like video and sensor data. The implementation involves modules for capturing this data on Android devices during game sessions and a platform for synchronized replay and analysis of the data. Some initial evaluation of the tool is also discussed.
The document describes Cyberdam, an online virtual city simulation developed to enable teachers to create their own educational simulations. Students take on roles in the virtual city, such as shopkeeper or lawyer, and complete tasks over the course of a simulated game session that can last a week or more. The simulation has been applied in various educational projects involving over 15 institutions. An updated version, Cyberdam 2, aims to improve the software and develop new pre-made simulation games while establishing an organization to maintain the system long-term.
Enabling Teachers in Higher Education to Develop their Own Simulations: The V...Pieter van der Hijden
Presentation by Pieter van der Hijden (pvdh@sofos.nl) of Sofos Consultancy (www.sofos.nl) and Stichting RechtenOnline (www.rechtenonline.nl) at Online Educa Berlin 2007; Berlin, Germany, 2007.
Gamification is transforming the way businesses engage customers and motivate employees. By applying the same principles that inspire people to play games (achievements, status, and rewards) to websites and other online experiences, businesses can dramatically increase the size of their audience, boost engagement, and increase revenue.
This month, Kasey McCurdy, Director of Engineering at Bunchball, will discuss how game mechanics can engage your fans and users, increase customer loyalty and sales, and motivate employees and partners.
Bunchball is the industry leader in gamification and has provided solutions for customers like Warner Bros., Comcast, NBC Universal, ABC Television, Stella & Dot and LiveOps.
Kasey will cover the history of gamification, why it works and sometimes doesn’t, and how the combination of data, motivation, and gamification can strengthen loyalty. He’ll also discuss customer and employee engagement, how to motivate the unmotivated, and what the future of human motivation looks like.
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.
The application of point of view (POV) in electronic games has been vastly applied and fast becoming a
favorite among electronic games (EG) players particularly in games of action genre like warfare games.
While allowing the users to experience the character first-hand, POV has its limitations for users. One
example of the problems is the difficulty to anticipate the direction an attack by the enemy from a POV
blindspot. Another problem is the difficulty to prepare a strategy. Some players become “somewhat dizzy”
and eventually give up the game. This paper elaborates on the development of a framework for interactive
montage on EG software interface using ArTerma tools and how the ArTerma tool works in the POV
interface. Therefore, to accomplish the development of ArTerma tools, (A1(DDI)2E3) model is used. In
(A1(DDI)2E3) model usage, ADDIE model is combined with other model concept such as “Diegesis-
Spatiality” concept Model, Frame concept model, and Mental concept model has been employed along
side an elaboration on case studies. The study hopes that the developed a new model as well as support
tool can help improve future EGs.
Gamification and GBL Presentation to UnitecPaul Pivec
The document discusses game-based learning and the potential of digital games for education. It summarizes several related studies that found games can develop skills and motivate learning when designed appropriately. However, teachers need support in choosing games and integrating them into lessons. The document proposes resources and training to help teachers understand how games can supplement traditional teaching and promote quality learning.
An environment to support Collaborative Learning by ModdingBaptiste Monterrat
In this paper, we propose an environment to support collaborative modding, as a new way to learn a subject. Modding can be defined as the activi-ty to modify an existing game with dedicated tools. In a constructivist approach, we base our work on the assumption that modding a learning game can help learners to acquire the concepts of the subject concerned. We also think that modding in collaborative settings can help learners both to learn the subject and to learn to collaborate. We first propose a framework to support collaborative modding activities based on four components: the game, the Game Develop-ment Kit (GDK), contextual discussions and a knowledge map. We then pro-pose an architecture that integrates these components on a unique platform. We finally present the results of a first exploratory study that demonstrates the fea-sibility and the interest of this approach for learning and the need for integrating collaborative tools in a unique environment.
5 Things we Can Learn from Games About UXDori Adar
The document discusses 5 key principles that can be learned from games and applied to user experience (UX) design: 1) How to teach users by engaging them to learn through doing rather than just presenting instructions, 2) How to help users win early to keep them motivated, 3) How to reward users through subconscious, tangible, and status rewards, 4) How to diversify the experience to appeal to different personality types through competitive, research, creative and social elements, 5) How to bring users back through notifications and appeals to different motivations like competition, research and more. Examples are provided for each principle from both games and digital products.
From learning design to game design and back; the Cyberdam examplePieter van der Hijden
Presentation by Pieter van der Hijden (pvdh@sofos.nl) of Sofos Consultancy (www.sofos.nl) and Stichting RechtenOnline (www.rechtenonline.nl) at the 39th annual conference of the International Simulation and Gaming Association (ISAGA,, www.isaga.info); Kaunas, Lithuania, 2008.
The document discusses simulation software and instructional games. It aims to explain their importance and have students play SimCity and Geosafari. Simulation software models real phenomena mathematically and allows observing operations through simulation. It is used widely in design. Simulation materials are constructivist and teach strategies through decision-making in modeled scenarios. SimCity is an example where students manage an imaginary city. Geosafari is also discussed as an educational game introducing adventure activities for different subjects that can be played in teams to achieve learning outcomes.
Pedagogical Agents in Serious Games - EDUCON 2014Lia Terzidou
Presentation of my paper that examines the impact of an pedagogical agent (PA), in a 3D collaborative educational game in the virtual environment of OpenSim platform. The main goal of this paper is to evaluate the impact of a pedagogical agent to 3D collaborative game based learning by developing an agent that interacts with the students both at team and personal level. In order to enhance the already implemented 3D game functions, a pedagogical agent that supports students during the game learning process was implemented. The evaluation approach attempts to investigate the impact of PAs in 3D collaborative educational games focusing on two dimensions: a) on PAs usefulness in collaborative 3D games and b) on students' teams performance in the game learning process. This research concludes that the intervention of pedagogical agent's assistance in the game has a strong positive impact on teams performance and can be considered as useful in collaborative serious games.
Got Game? The Use of Gaming in Learning and DevelopmentKip Michael Kelly
Organizations ranging from the U.S. Army to IBM use serious video games to recruit and develop their people. They do so because research studies from academia and the public and for profit sectors have established that video games are a highly-effective training and development tool.This UNC Executive Development white paper supports HR and talent management professionals in understanding the latest gaming technology and its applications in learning and development. Specifically, it:• Outlines the various types of video games and the demographics of those who play them • Provides research about the use and effectiveness of gaming for training and development • Discusses how serious games develop organizational talent and examines their future in the world of L&D • Provides examples of companies that use serious games to develop skills and behaviors in the workplace Read how video games are building leaders, solving problems, and developing talent.
The document discusses various aspects of game jams and game development. In 3 sentences:
Game jams bring together educators, students, and industry professionals to rapidly prototype games under tight constraints like short time limits. This iterative process simulates real-world game development and teaches important lessons about teamwork, communication, scoping projects, and embracing failures. Several games from past jams have been successful and signed publishing deals, demonstrating how jams can be an educational activity and potential pathway to the game industry for participants.
In this talk we will introduce serious games as games which purpose is not only amusement and can be effectively used for educational or training purposes. This kind of games are also frequently named as educational games or even as game-like simulations. We will describe the general characteristics of serious games and how they are used in several domains (e.g. military, medicine), describing their main advantages (e.g. engagement, student motivation) and some of the shortcomings that prevent a wider generalization in educational settings (e.g. cost, deployment). We will also describe new emerging trends in the field of serious games such as gaming for solving scientific problems or how the application of learning analytics techniques can improve and simplify serious games application in different domains.
Sefi 2015-IFP School-MOOC and Serious Game An Educational Approach on Transfe...Olivier Bernaert
The past years have seen the exponential growth of the number of Massive Open Online Courses (MOOCs). Many universities made the move to predominantly address positioning and students’ selection concerns. Nonetheless, the components used in a MOOC are still pretty much the same as the ones used in online education: lecture, videos, forums and quizzes.
As an application school in engineering for the energy and transportation sectors, IFP School launched its first MOOC on November 2014. In this paper, we describe how the school challenged the current practices with the design and implementation of a Serious Game over a three weeks period of the online course. This pedagogical innovation facilitates knowledge transfer through situational learning. The Serious Game allows the learners to put their knowledge into practice and to face situations they would face in the industry in their future careers.
The paper is organized in two parts. First, we review the main steps of the project: the educational objectives, the instructional design, the content development, the Serious Game usage and the learners’ qualitative feedback. For its first edition, the MOOC has a 31% retention rate on the total number of registered people, a high score considering that the average completion rate for a MOOC is around 10%. According to the MOOC survey, the majority of users considers the Serious Game to be the main positive asset of the course. In addition, partly due to the Serious Game implementation, 49% of the registered people are students under 25 year olds considering that in France, the average for other MOOCs is between 15 and 19%. In a second part, we discuss the characteristics of the Serious Game as it has been implemented in the IFP School MOOC. In particular, we use typological studies on gamification and also multimedia learning to understand if all or part of the components are exclusively related Serious Games theories and principles. Finally, we conclude with the interest of gamification in an application school like IFP School.
The document summarizes Pablo Moreno-Ger's presentation on adding accessibility features to educational games. It discusses how game development platforms can include built-in accessibility to reduce costs and efforts needed. A study evaluated games developed using an authoring tool called eAdventure that supported profiles for blindness and reduced mobility. Users with disabilities found the games engaging with average positive ratings for usability and accessibility. The results suggest that game development software can automatically include accessibility features to some degree, and significantly reduce the time, effort and costs required.
This document discusses the development of a 2D platform game for children up to 5 years old that incorporates a physics engine. The game aims to teach basic concepts of physics like friction and collisions through play, while also imparting kindergarten lessons on alphabets. It was created using GameSalad and an integrated 2D physics engine to govern environmental objects and the player character. Various tests were conducted including functionality, compatibility, beta and regression testing to ensure quality.
This document discusses the development of a 2D platform game for children up to 5 years old that incorporates a physics engine. The game aims to teach basic concepts of physics like friction and collisions through play, while also imparting early education on alphabets. It was created using GameSalad and an integrated 2D physics engine to govern environmental objects and player movement. The game went through various testing stages including functionality, compatibility, beta and regression testing to ensure quality.
StoryPlay Multimodal: A Research Tool for the Multimodal Evaluation of Seriou...Laila Shoukry
This document discusses StoryPlay Multimodal, a research tool for the multimodal evaluation of serious games. It motivates the need for multimodal evaluation data and field studies of serious games. StoryPlay Multimodal aims to support multimodal evaluation of serious games in natural mobile settings through a tailored framework and tools. It augments event logs captured during game play with multimodal data like video and sensor data. The implementation involves modules for capturing this data on Android devices during game sessions and a platform for synchronized replay and analysis of the data. Some initial evaluation of the tool is also discussed.
The document describes Cyberdam, an online virtual city simulation developed to enable teachers to create their own educational simulations. Students take on roles in the virtual city, such as shopkeeper or lawyer, and complete tasks over the course of a simulated game session that can last a week or more. The simulation has been applied in various educational projects involving over 15 institutions. An updated version, Cyberdam 2, aims to improve the software and develop new pre-made simulation games while establishing an organization to maintain the system long-term.
Enabling Teachers in Higher Education to Develop their Own Simulations: The V...Pieter van der Hijden
Presentation by Pieter van der Hijden (pvdh@sofos.nl) of Sofos Consultancy (www.sofos.nl) and Stichting RechtenOnline (www.rechtenonline.nl) at Online Educa Berlin 2007; Berlin, Germany, 2007.
Gamification is transforming the way businesses engage customers and motivate employees. By applying the same principles that inspire people to play games (achievements, status, and rewards) to websites and other online experiences, businesses can dramatically increase the size of their audience, boost engagement, and increase revenue.
This month, Kasey McCurdy, Director of Engineering at Bunchball, will discuss how game mechanics can engage your fans and users, increase customer loyalty and sales, and motivate employees and partners.
Bunchball is the industry leader in gamification and has provided solutions for customers like Warner Bros., Comcast, NBC Universal, ABC Television, Stella & Dot and LiveOps.
Kasey will cover the history of gamification, why it works and sometimes doesn’t, and how the combination of data, motivation, and gamification can strengthen loyalty. He’ll also discuss customer and employee engagement, how to motivate the unmotivated, and what the future of human motivation looks like.
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.
The application of point of view (POV) in electronic games has been vastly applied and fast becoming a
favorite among electronic games (EG) players particularly in games of action genre like warfare games.
While allowing the users to experience the character first-hand, POV has its limitations for users. One
example of the problems is the difficulty to anticipate the direction an attack by the enemy from a POV
blindspot. Another problem is the difficulty to prepare a strategy. Some players become “somewhat dizzy”
and eventually give up the game. This paper elaborates on the development of a framework for interactive
montage on EG software interface using ArTerma tools and how the ArTerma tool works in the POV
interface. Therefore, to accomplish the development of ArTerma tools, (A1(DDI)2E3) model is used. In
(A1(DDI)2E3) model usage, ADDIE model is combined with other model concept such as “Diegesis-
Spatiality” concept Model, Frame concept model, and Mental concept model has been employed along
side an elaboration on case studies. The study hopes that the developed a new model as well as support
tool can help improve future EGs.
Gamification and GBL Presentation to UnitecPaul Pivec
The document discusses game-based learning and the potential of digital games for education. It summarizes several related studies that found games can develop skills and motivate learning when designed appropriately. However, teachers need support in choosing games and integrating them into lessons. The document proposes resources and training to help teachers understand how games can supplement traditional teaching and promote quality learning.
An environment to support Collaborative Learning by ModdingBaptiste Monterrat
In this paper, we propose an environment to support collaborative modding, as a new way to learn a subject. Modding can be defined as the activi-ty to modify an existing game with dedicated tools. In a constructivist approach, we base our work on the assumption that modding a learning game can help learners to acquire the concepts of the subject concerned. We also think that modding in collaborative settings can help learners both to learn the subject and to learn to collaborate. We first propose a framework to support collaborative modding activities based on four components: the game, the Game Develop-ment Kit (GDK), contextual discussions and a knowledge map. We then pro-pose an architecture that integrates these components on a unique platform. We finally present the results of a first exploratory study that demonstrates the fea-sibility and the interest of this approach for learning and the need for integrating collaborative tools in a unique environment.
5 Things we Can Learn from Games About UXDori Adar
The document discusses 5 key principles that can be learned from games and applied to user experience (UX) design: 1) How to teach users by engaging them to learn through doing rather than just presenting instructions, 2) How to help users win early to keep them motivated, 3) How to reward users through subconscious, tangible, and status rewards, 4) How to diversify the experience to appeal to different personality types through competitive, research, creative and social elements, 5) How to bring users back through notifications and appeals to different motivations like competition, research and more. Examples are provided for each principle from both games and digital products.
From learning design to game design and back; the Cyberdam examplePieter van der Hijden
Presentation by Pieter van der Hijden (pvdh@sofos.nl) of Sofos Consultancy (www.sofos.nl) and Stichting RechtenOnline (www.rechtenonline.nl) at the 39th annual conference of the International Simulation and Gaming Association (ISAGA,, www.isaga.info); Kaunas, Lithuania, 2008.
The document discusses simulation software and instructional games. It aims to explain their importance and have students play SimCity and Geosafari. Simulation software models real phenomena mathematically and allows observing operations through simulation. It is used widely in design. Simulation materials are constructivist and teach strategies through decision-making in modeled scenarios. SimCity is an example where students manage an imaginary city. Geosafari is also discussed as an educational game introducing adventure activities for different subjects that can be played in teams to achieve learning outcomes.
Pedagogical Agents in Serious Games - EDUCON 2014Lia Terzidou
Presentation of my paper that examines the impact of an pedagogical agent (PA), in a 3D collaborative educational game in the virtual environment of OpenSim platform. The main goal of this paper is to evaluate the impact of a pedagogical agent to 3D collaborative game based learning by developing an agent that interacts with the students both at team and personal level. In order to enhance the already implemented 3D game functions, a pedagogical agent that supports students during the game learning process was implemented. The evaluation approach attempts to investigate the impact of PAs in 3D collaborative educational games focusing on two dimensions: a) on PAs usefulness in collaborative 3D games and b) on students' teams performance in the game learning process. This research concludes that the intervention of pedagogical agent's assistance in the game has a strong positive impact on teams performance and can be considered as useful in collaborative serious games.
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Utilizing virtual worlds for game based learning: Grafica, a 3D educational game in Second Life - ICALT 2012 Rome Theodouli Terzidou
1. Utilizing virtual worlds for gameUtilizing virtual worlds for game
based learning: Grafica, a 3Dbased learning: Grafica, a 3D
educational game in Second Lifeeducational game in Second Life
Department of Informatics
Aristotle University of Thessaloniki
Greece
Theodouli Terzidou
Thrasyvoulos Tsiatsos
Antonia Dae
Odysseas Samaras
Apostolia Chasanidou
ICALT 2012 - Rome, Italy
2. ContentsContents
Main goal of research
The GrAFiCA Game Scenario
Implementation
Evaluation: Methodology and Results
Conclusions and Future Work
06.07.12 Terzidou T. - ICALT 2012 - Rome, Italy2
3. Main GoalMain Goal
06.07.12 Terzidou T. - ICALT 2012- Rome, Italy3
We designed a highly interactive 3D educational game in Second Life, in
order to investigate if…
4. What is GrAFWhat is GrAFiiCA?CA?
System platform: Virtual environment of Second Life
Framework: Second semester course (“Multimedia
Systems”) of Informatics Department
Participants: 20 undergraduate students of Informatics
Faculty
The game aims to:
increase students’ motivation for learning,
develop their collaboration skills,
guide them to construct knowledge and achieve better learning
06.07.12 Terzidou T. - ICALT 2012 - Rome, Italy4
GraFiCA is a 3D Collaborative Virtual educational hunt Game
5. The virtual Game SpaceThe virtual Game Space [1/3][1/3]
Floor planFloor plan
06.07.12 Terzidou T. - ICALT 2012 - Rome, Italy5
6. Game starts at Game Lobby
and takes place in…
1. Building of “Communication Tools”
2. Building of “Compression-digitization”
3. Building of “Video-Animation”
4. Building of “Hypertext”
5. Building of “Digital Image”
6. Building of “Sound”
06.07.12 Terzidou T. - ICALT 2012 - Rome, Italy6
The virtual Game SpaceThe virtual Game Space [2/3][2/3]
BuildingsBuildings
7. The virtual Game SpaceThe virtual Game Space [3/3][3/3]
ScreenshotsScreenshots
06.07.12 ICALT 2012 - Rome, Italy7
8. Game scenarioGame scenario
Students have to answer questions and try to earn
points in order to help their group win the game.
The players (i.e. students) form groups.
Each group avatars wear a particular color T-Shirt
They search for the hidden questions
Questions are in form of multiple choice, based on the
course syllabus, randomly hidden in virtual objects.
The collaboration can be achieved through virtual tools
like: chat (IM, local, group), virtual world map, teleporting
There is a specific time limit.
06.07.128 Terzidou T. - ICALT 2012 - Rome, Italy
10. Each group’s total score is determined by the sum of correct answers
given.
Groups can ask for extra help, through a help button.
Correct answer = 1 point.
Correct answer + help = ½ point
And the winner is ….
The group with the highest score.
Players can anytime check groups' progress and score through a user
interface HUD.
Terzidou T. - ICALT 2012 - Rome, Italy06.07.12
Game ScoringGame Scoring
11. Subject award: given to the group that has correctly answered
all questions of a subject (i.e. sound subject award).
Exploration award: given to the group that has discovered the most
questions (correct or not).
“Wise-Man” award: given to the group that has no wrong answers.
Awards also determine the winner in case of a tie.
06.07.12 Terzidou T. - ICALT 2012 - Rome, Italy11
as a motivation tool
Game AwardsGame Awards
12. Virtual game elementsVirtual game elements
The Virtual objects are classified into three categories:
Question-objects: virtual objects with hidden questions.
Assistant-objects: virtual objects with extra course
material to provide players with useful information.
Dummy-objects: virtual decorative objects without content
to improve students’ Virtual exploration Skills.
06.07.12 Terzidou T. - ICALT 2012 - Rome, Italy12
15. User’s interface-HUDUser’s interface-HUD
06.07.12 Terzidou T. - ICALT 2012 - Rome, Italy15
time remaining till the end of the game
score of one’s group
scores of other groups
awards gained by the group
16. ImplementationImplementation
20 Players
4 Groups of 5 users each
All players were provided with:
game manual in text format
instructions about entering the virtual world
instructions how to create her/his avatar
direct teleport link to the location of the game space island (e.g.
SLurl, Second Life URL)
in-world notecards containing all the above game instructions
and additional instructions about the use of the virtual world of
Second Life
06.07.12 Terzidou T. - ICALT 2012 - Rome, Italy16
17. EvaluationEvaluation [1/2][1/2]
MethodologyMethodology
Sample: 20 undergraduate students
Students answered an electronic survey two times:
o before and
o after the game session
Quantitative data from the questionnaires
Qualitative data was obtained from individual
interviews, personal observations, recorded videos
and from groups’ discussion logs
06.07.12 Terzidou T. - ICALT 2012 - Rome, Italy17
18. EvaluationEvaluation [2/2][2/2]
ResultsResults
90% believe that virtual worlds have the potential to be
utilized by game based learning in order to improve the
knowledge acquisition.
45% declared pleasant feelings, 35% good, while the rest
stated that the game caused no emotion.
55% agreed and 10% agreed completely that the virtual
game activity motivated them to study better, while 25% were
neutral and only 5% disagreed.
80% recommend the existence of such activities within their
courses, because they were pleased, entertained and
additionally facilitated.
06.07.12 Terzidou T. - ICALT 2012 - Rome, Italy18
19. ConclusionsConclusions
Students’ feelings of pleasure and satisfaction
increased by 10% after their participation in the
activity, which indicates that the game activity
improved their perception about 3D virtual
environments.
Findings revealed a positive attitude and
approach towards the adoption and exploitation
of 3D virtual environments in game based
learning.
06.07.12 Terzidou T. - ICALT 2012 - Rome, Italy19
20. Future WorkFuture Work
conduct variations of the GrAFiCA game, gradually improved
through the evaluation process
implement the teachers’ game interface
design pedagogical agents to assist students and support
the collaboration among group members
make the game applicable to various learning subjects by an
automated virtual content creation
make the game portable for open source virtual world
technologies, such as OpenSim.
06.07.12 Terzidou T. - CALT 2012 - Rome, Italy20
We plan to…
21. 21
Thank you ! Questions?
Contact:
E-mail:
lterz@csd.auth.gr
LinkedIn Profile: http://gr.linkedin.com/in/theodouli
Twitter: LiaEgw
SL Name: Ego Ceriano
Department of Informatics
Aristotle University of Thessaloniki:
http://www.csd.auth.gr
Multimedia lab: http://mlab.csd.auth.gr/
Editor's Notes
Here are the contents of the presentation as are bulleted …. Main goal of research Presentation of the Grafica Game New features which augment the SL avatars
We wanted to examine …… our aim was to …. The main goal of our research was to investigate through a 3D educational game in SL, Whether … Virtual … To see… Also …
The name of the game comes out from the following acronym
Here is the floor plan of the game space including 6 buildings and the game lobby
These are screenshots from the game activity….
And now I’ll describe the game scenario
As you can see the game is practically divided in 3 phases
But lets see how game scoring is achieved correct answer, without the use of help, corresponds to one point . E ach correct answer with the use of help corresponds only to half a point. Wrong answers don’t have a negative rating. And of course T he more questions players find, the greater the chance to get a better score P layers can anytime monitor groups' progress and score . on their screen monitor. It is obvious that the more questions players find, the greater the probability to attain a higher score for their group, simply because there are more opportunities for correct answers. The group with the highest score is the winner of the game
Apart from scoring A wards are included in this game in order (so as) to motivate and engage students even if finally they have not answered them correctly.
The Virtual objects that decorate buildings are classified into the following three categories:
and now I will describe a case study implementing the grafica game. 20 players participated in the game in groups of 5
After the implementation we needed to evaluate the whole process. So we designed a 2-phase survey that combines quantitative and qualitative techniques.
45% declared pleasant feelings during the game were pleasant , 35% stated that they were g ood, while the rest stated that the game caused no emotion . Concerning the participants' previous experience in virtual environments, 55% of them had an experience in such environments, which all related to digital games.
In general, findings revealed a positive attitude and approach towards the adoption and exploitation of 3D virtual environments utilized from game based learning techniques,
implement the teachers’ game interface to give them the ability to monitor students’ progress and their contribution to the learning process. independence from the learning subject and automated virtual content creation from predefined libraries through a properly designed web-based user interface This has already been done