Using Game Design to teach almost anything. Tales from the Serious Game Design Summer School. Professor DI Dr. Maja Pivec. iGBL Keynote, Cork, Ireland, 2014
21 Feb 2016
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Before make a class, Teacher should have these skills:
- Understand Learners.
- Design for Learning.
cite: Julie Dirksen. (2011) DESIGN FOR HOW PEOPLE LEARN.
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The document discusses the importance of engaging with insights on LinkedIn for social selling. It provides statistics that sales reps who exceed their quotas get 74% more engagement on their posts, and that 64% of B2B buyers appreciate hearing from salespeople who provide business insights. The document recommends sharing relevant resources and industry news on LinkedIn to become a trusted source of insights, engaging with others' content by leaving constructive comments or joining groups, and using information from prospects' LinkedIn profiles for customized outreach.
The document discusses the importance of building relationships for sales professionals. It notes that 73% of B2B buyers prefer salespeople referred by contacts and 87% have a favorable impression of salespeople introduced through their network. It recommends connecting with decision makers at prospects and customers, leveraging internal connections to senior leaders for introductions, and nurturing relationships over time by providing value and keeping services top of mind.
21 Feb 2016
Teaching is to provide effective learning experiences for students.
Before make a class, Teacher should have these skills:
- Understand Learners.
- Design for Learning.
cite: Julie Dirksen. (2011) DESIGN FOR HOW PEOPLE LEARN.
Presentation on building a learning culture melding principles & practices from systems thinking, Satir, Shu Ha Ri. Ends with a learning map you can use to help build a learning culture on your agile team.
Generalization of Game-Based Learning for Children with ADHDRandy Kulman
This document summarizes a presentation about using game-based learning to help children with ADHD. It discusses what is known about how children with ADHD engage with video games, why video games could help children with ADHD given their engagement and feedback characteristics, the types of interventions that are effective for ADHD, and how to design games to specifically target and teach executive functioning skills while also promoting generalization. The presentation provides examples of research on how games can improve skills like working memory and discusses the importance of mediation and guided discussion to help children apply skills learned through games to real-world situations.
Understanding video game play and parent perceptions in children with ADHDRandy Kulman
The document discusses research on video game play in children with ADHD, finding that while they spend significant time playing video games, this alone does not improve academic skills; however, video games can effectively train executive functions when used as part of a structured program with coaching that emphasizes skill-building and transferring skills to other contexts. The document provides recommendations for parents to make video games a more productive learning tool for children with ADHD through differentiated instruction, teaching skills both in and out of games, and focusing on generalization of skills.
Games for Learning – Design Principles for Student Engagement in Blended Lear...DreamBox Learning
Educational games and apps are a useful tool for Blended Learning, making it important to choose games in different content areas that not only align with standards and support learning goals, but engage students as well. In this session, Max Holechek, UX Designer, Ayu Othman, Art Director and Dr. Tim Hudson, explored games from a developers eyes. They discussed how game design principles can be used effectively to increase student engagement and achievement, both in the classroom and in digital environments. They shared examples of games that employ these principles in different content areas and in games that are solely developed for entertainment. They also explained how to classify and select educational games according to their purposes and needs.
The document discusses the importance of engaging with insights on LinkedIn for social selling. It provides statistics that sales reps who exceed their quotas get 74% more engagement on their posts, and that 64% of B2B buyers appreciate hearing from salespeople who provide business insights. The document recommends sharing relevant resources and industry news on LinkedIn to become a trusted source of insights, engaging with others' content by leaving constructive comments or joining groups, and using information from prospects' LinkedIn profiles for customized outreach.
The document discusses the importance of building relationships for sales professionals. It notes that 73% of B2B buyers prefer salespeople referred by contacts and 87% have a favorable impression of salespeople introduced through their network. It recommends connecting with decision makers at prospects and customers, leveraging internal connections to senior leaders for introductions, and nurturing relationships over time by providing value and keeping services top of mind.
Presentation on Games for Learning at the Media and Learning conference, Brussels, 21. 11. 2014
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The document describes Digital Me, a game-based learning application designed to offset learning disabilities. It uses proven game design principles developed over 15 years of research to accelerate cognitive learning through interactive games. Key features include Adaptive Intelligence Modules that adjust difficulty and Active Intuitive Scaffolding to optimize skill improvement. Clinical studies showed cognitive abilities increased more than 2.5 times over traditional methods. The application aims to motivate persistent learning through gamification and provide reporting for parents and clinicians.
Paul Pivec designing games motivating students and entrep pivec-labsProject GREAT
The document describes a 14-day course on designing serious games to motivate students and foster entrepreneurship. The course focuses on designing games for mobile platforms and covers topics like concept design, development processes, and pitching ideas. Students work in diverse groups of 3-4 on game projects related to health, sustainability, or social inclusion. Coursework includes lectures, expert sessions, practical work developing a game prototype, and a final group presentation and assessment of their innovative design concept. The goal is for students to gain skills in game design, collaboration, and problem solving while exploring entrepreneurial opportunities.
This document discusses using creative game-based learning to support creativity skills in professional settings. It describes how games can encourage creative thinking through play and collaboration. The document then shares the story of developing a serious game called Hazel Court to provide dementia care training. By incorporating creativity techniques, the game helped care staff generate novel and useful ideas for person-centered care. Testing found the game engaged participants and enhanced teamwork, motivation, and person-centered practice. The document concludes by discussing potential applications of creative game-based learning in other domains.
Handout for "Proven Presentation Techniques", an InfoComm approved workshop b...Thomas Zangerle
This workshop will show you how you can transform your ideas into convincing interactive presentations. The most important elements of successful presentations, training sessions and meetings are straightforward to name, but not always quite so easy to implement. It's essential for the presenter to capture and maintain the attention of the audience, to present effectively, create interest, encourage excitement and to captivate the participants. In this training session we will explore how you can increase understanding and retention in a presentation. You will receive background information based on scientific research, about improving communication techniques and about the workings of the brain. You will also see examples of best practices, effective communication, and presentation designs, all of which contribute to the creation of long-lasting impressions.
The document discusses inclusive design and provides an overview of a toolkit created by Microsoft to support inclusive design. Some key points:
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- The toolkit contains activity cards organized around five phases of design (get oriented, frame, ideate, iterate, optimize) to incorporate inclusive design practices.
- The cards provide instructions for activities, intended outcomes, and tips. They aim to help teams recognize exclusion, learn from diversity, and solve problems to benefit many users.
- The toolkit is meant to supplement existing design processes and
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This is a lightly revised version of a presentation listed here previously.
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Join Julian Harty as he discusses how to use Polychrome Testing and emotions to significantly improve how you communicate and how you test software in future.
Hsiao Wei (Michelle) Chen is pursuing a PhD to research how to develop video games about mental health using a Participatory Action Research methodology. She will work with people with lived experience of mental illness, mental health professionals, and video game developers. The research aims to create video games that promote mental health awareness and reduce stigma, not for therapeutic purposes. Game jams will be conducted online in phases of storytelling, ideation, development, and release. The timeline spans from 2020 to 2022.
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iGBL 2014 Keynote. Maja Pivec. Using Game Design to teach almost anything
1. Using Game Design
to teach almost anything
Tales from the Serious Game Design Summer School
Prof. DI. Dr. Maja Pivec
2. researchanddesign.fh-joanneum.at
Interaction and Knowledge
Game-based Learning | Applied Game Design | Mobile
Game Design | Game Design for Teaching | E-learning
& Mobile Learning | Gamification in the Workplace |
Learning in Virtual Worlds | Change Learning |
.
Prof. DI. Dr. Maja Pivec
7. “Video games can stimulate learning of
facts and skills such as strategic
thinking, creativity, cooperation and
innovative thinking, which are
important skills in the information
society”
(European Parliament, 2009, p.4).
Prof. DI. Dr. Maja Pivec
8. “Young people often perceive the
use of games for education as an
un-serious activity.”
(Pivec, 2010)
Prof. DI. Dr. Maja Pivec
Hence, we use game design not game play…..
9. Serious Game Design Summer School
• Tampere, Finland, 2010
• Tampere, Finland, 2013
• Graz, Austria, 2014
Prof. DI. Dr. Maja Pivec
11. Course Overview
• 14 Day course – 4-5 ECTS
• 1-2 x 30 minute lectures per day
• 1 x 15 minute expert session per day
• 3 x 90 minute practical work
• Group work
• 3-4 students in each group – mixed
gender, mixed culture.
• Serious Game Design
• Concept design, design documents,
development plan, prototype.
• Group assessment:
• Innovation, quality, completeness.
Prof. DI. Dr. Maja Pivec
12. Course Overview
Submission requirements….
• Completed game design concept
document
• All topics as per lectures
• Professional format
• Creative design
• Prototype product
• 5-minute group presentation
• Attendance of 80% of the course
Prof. DI. Dr. Maja Pivec
13. Prof. DI. Dr. Maja Pivec
Learning Outcomes of the course….
Game design for smart phones and tablets
Game industry awareness and business opportunities
Work and collaboration in intercultural project teams
Applied project management and time/ resource planning
Communication and presentation techniques
Problem solving skills
Entrepreneurship
14. • Define team:
• Roles, project phases, timeline.
• Define game:
• Title, genre, target audience.
• Define concept:
• Abstract, gameplay, game elements.
• Test concept:
• Play analysis, prototype usability.
• Create document, prototype and presentation:
• Innovative, informative, professional.
Course Overview
Prof. DI. Dr. Maja Pivec
15. Prof. DI. Dr. Maja Pivec
Course Lectures include….
Course overview, serious game design
Industry roles, concept documents and the development cycle
Storyboarding, scripts & character design
Educational games and learning outcomes
Player interaction and screen design
Cultural, gender & social aspects
Development tools & environments
Sound design & iterative development
Animation, modeling, & programming
Pitching, presentations and promotion
16. Why Group Work
Combined individual knowledge
Combined different strengths
Group motivation
Group ideas / mind mapping
Collaboration - work place preparation
Prof. DI. Dr. Maja Pivec
17. Support from Game Industry
“The SGDSS has been on of the most profitable learning
experiences I’ve ever had. Very valuable information, highly
skilled professionals, many good contacts”
- Pau Yanez, Spain
Prof. DI. Dr. Maja Pivec
18. “During the two weeks, I learnt so much about game
ideas, game development and design. It was incredible
to share my mind and ideas with others”
- Dominic, Austria
Prof. DI. Dr. Maja Pivec
Student Views
19. Prof. DI. Dr. Maja Pivec
Learning Outcomes of the course….
Game design for smart phones and tablets
Game industry awareness and business opportunities
Work and collaboration in intercultural project teams
Applied project management and time/ resource planning
Communication and presentation techniques
Problem solving skills
Entrepreneurship
21. E-Heath Concepts
Prof. DI. Dr. Maja Pivec
• Chance of receiving CPR when needed, less
than 30%.
• Success factor limited but without CPR, almost
always fatal.
• “Staying alive” and “Another bites the Dust” are
perfect rhythms .
• CPR – 100 beats per minute
• Compression only is recommended for adults
• Compression and breathing for children
Collateral Learning
22. E-Heath Concepts
Prof. DI. Dr. Maja Pivec
• 75% of the worlds population spend hours
hunched over their mobile device
• This can cause “Text Neck” which results in pain
felt in the neck, shoulders, arms, wrists.
• If left untreated, can result in flattening of the
spinal curve, early arthritis, nerve damage, etc.
• Exercising the neck and shoulders periodically
can offset “Text Neck”
Collateral Learning
23. E-Heath Concepts
Prof. DI. Dr. Maja Pivec
• Different types of Color Blindness
• Normally only in Males (8%), but in rare
cases also in females (0.4%).
• There is no treatment for inherited Color
Blindness (linked to X chromosome)
• There is no successful early detection for
young children
• Living with color blindness can be
managed if detected early enough.
Collateral Learning
25. Sustainability Concepts
Prof. DI. Dr. Maja Pivec
• Many consumers do NOT understand energy
rating labels and what it means to them.
• Energy efficient devices can reduce
consumption by up to 30%.
• Vampire devices use up to 10% of a
households power consumption.
Collateral Learning
26. Sustainability Concepts
Prof. DI. Dr. Maja Pivec
• Recycling colors differ for many countries,
even across Europe.
• Many Countries still do not have recycling
bins for public use.
• There is no universal standard for public
recycling, bins, colors, labels, etc.
Collateral Learning
28. E-Inclusion Concepts
Prof. DI. Dr. Maja Pivec
• Awareness of difficulties for people with
disabilities
• Awareness of migrant issues of being
accepted
• Realization that there is no easy answers but
public awareness can help.
Collateral Learning
31. Success Criteria
1. Forming Teams
2. Forming Ideas
3. Using Blogs
4. Involving Experts
5. Iterative Testing
6. Presentations
Prof. DI. Dr. Maja Pivec
32. Forming Teams
• Early Team Work
• Mixed Gender
• Mixed Culture
• Mixed Skill Set
Prof. DI. Dr. Maja Pivec
33. Forming Ideas
• Well Researched Topics
• Report back to Class
• Ensure alignment of:
• Target Audience
• Platform
• Concept
Prof. DI. Dr. Maja Pivec
34. Using Blogs
• Encourage Daily Reflection
• Branding assists with:
• Ownership
• Entrepreneurship
• Investment
Prof. DI. Dr. Maja Pivec
35. Involve Experts
• Ask Industry Experts other Teachers
• Provide Variety of Topics
• Look for a Superstar!
Prof. DI. Dr. Maja Pivec
36. Iterative Testing
• Continual Testing within Groups and Target Audience
• Test Concept, Format, Platform
Prof. DI. Dr. Maja Pivec
37. Presentations
• Pecha Kucha Style
• Encourage Practice
• Scaffold the Presentation
Technique
• Show Bad Presentation
Examples
Prof. DI. Dr. Maja Pivec
38. Success Criteria
1. Forming Teams
2. Forming Ideas
3. Using Blogs
4. Involve Experts
5. Iterative Testing
6. Presentations
Prof. DI. Dr. Maja Pivec
39. Prof. DI. Dr. Maja Pivec
Learning Outcomes of the course….
Game design for smart phones and tablets
Game industry awareness and business opportunities
Work and collaboration in intercultural project teams
Applied project management and time/ resource planning
Communication and presentation techniques
Problem solving skills
Entrepreneurship
Last two have been on topics: eHealth, eInclusion and Sustainability
Beat Hard, Lost Paws & Dino Run
Lost Paws
Eco Home, Energy Heroes, Trash FPS
Izzy Blitz, Otso (beawr)
Way to sucess
As the workshop is strongly based upon team work it is tighlty coupled with the team experience – good team dynamics, good result, good learning. Therefore we were focusing very hard on how to put teams together.
First time it was like a spead dating – but it did not provide optimal results
Then we developed model of researching in teams (any teams) about topics, discussing in the groups and reporting to the class about topics => so they could think in which direction they wanted to go.
Then team leaders(volonteers) – were pithching their competences and area of interest, and potential members were going from leader to leader for interview and to present their competences. Leaders selected members.
Results are better, there is less frictions in teams between members
So we teach them metacognition – what they learned, achieved.
In the real life