1. Interactive
workshop:
Gaming: the
future's
challenge
Pieter van der Hijden msc
www.ecoisonline.org
1
Suriname Centre of Expertise in Education & ICTs
Paramaribo, Suriname

2. Background
 Pieter van der Hijden
 Sofos Consultancy (Amsterdam, The
Netherlands)
 Consultant e-learning, Fab Lab,
gaming/simulation
 ECOIS - Suriname Centre of Expertise in
Education & ICTs
 Not-for-profit organization (Paramaribo,
Suriname)
www.ecoisonline.org2

3. Agenda
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4. Introduction
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5. The games, the book and the impact
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 The games
 Communicating
 Training
 Research
 Policy
development
 Mainly tabletop
games
Hex game session, ISAGA
Summerschool, Paramaribo,
Suriname, 2010

6. The games, the book and the impact
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 The book
 Concept of
gaming
 Game design
process
Hex game session, ISAGA
Summerschool, Paramaribo,
Suriname, 2010
The Game Design Process,
Richard Duke, 1974

7. The games, the book and the impact
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 The impact
 Introduction of
gaming
 Policy makers
 Human resource
professionals
 Social scientists
 Various languages
 Dissemination
 Sectors
 Regions

8. The cycles, the clockwork and the issues
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 The cycles
 Game
development
 Game design
 Game realization
 Game use
 Macro cyle and
micro cycles
(figure)

9. The cycles, the clockwork and
the issues
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Strassbourg Clockwork,
Andrew Fleming (zetgem)
 The clockwork
 Cycles keep the
facilitator in
control

10. The cycles, the clockwork and the issues
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 The issues
 Division of labour
 Clockwork
character
 Complexity
Issues
Labour
division
...
Clockwork
character
...
Complexity
of games
...

11. The times, the tools and the challenges
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 The times
 Video games
 Game programs
and courses
 “serious games”
2 years old and totally focussed

12. The times, the tools and the challenges
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 The tools
 A plethora of new
tools
Toolkit, picture www.perart.com

13. The times, the tools and the challenges
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 The challenges
 A world full of
change
 Globalization
 Social media
IT in education – Hype Cycle,
Gartner

14. Opportunities for gaming
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15. Opportunities for gaming
 The following case describes a mix of
communication, training and
policymaking needs.
 Which opportunities for gaming do you
see?
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16. Opportunities for gaming – case
 In a Fab Lab (workshop for digital fabrication) visitors come and go.
 Some are one time visitors who look around or take a guided tour.
 Others have a personal project in mind like making a present for their
partner or a technical construction for in their homes. They are
returning visitors who use the Fab Lab tools and materials for their
personal project.
 A third category are inventors and/or entrepreneurs who
systematically develop prototypes for new products.
 The Fab Lab management considers their organization as a (worldwide)
knowledge ecosystem.
 Visitors, especially the returning ones, create new knowledge, e.g.
about the materials they used and about the typical characteristics
of the machines.
 These visitors carry with them implicit knowledge from elsewhere, e.g.
what they studied, what they watched on tv or what they searched
for on internet.
 The Fab Lab management wants to archive all this knowledge in
some way and to make it available just in time to other visitors and,
via events and publications, to the community.
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17. Three approaches to
game design
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18. Patterns in Game Design
Staffan Björk &
Jussi Holopainen
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19. The game design process
Richard Duke
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20. The art of game design; a
book of lenses
Jesse Schell
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21. Alternative designs
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22. Alternative designs
 Create a focus group for each of the
approaches to game design.
 Develop a game concept based on the
specific approach for the case that
follows.
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23. Alternative designs
 The Fab Lab management wants to
develop a game for both its visitors and its
staff.
 The game should make them more
conscious of "knowledge management"
and its importance for the Fab Lab.
 The game should help them to build a
shared vision on how to organize
knowledge management in the Fab Lab.
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24. Analysis
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25. Analysis
 Presentation of the three game concepts
 Identification of strengths and weaknesses
of the three approaches
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26. Conclusion
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27. Conclusion
 Future challenges
 Approach to game design
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28. References
 Bergeron, B. (2006). Developing serious games (Game
Development Series). Charles River Media Game
Development.
 Bjork, S., & Holopainen, J. (2004). Patterns in Game Design
(Game Development Series). Charles River Media Game
Development
 Duke, R. (1974). Gaming, the future's language. Sage
Publications.
 Duke, R. (1975), HEX. Ann Arbor: Multilogue Inc..
 Moore, O. K., & Anderson, A. R. (1969). Some principles for
the design of clarifying educational environments. In D.
Goslin (Ed.) Handbook of socialization theory and research.
New York: Rand McNally.
 Schell, J. (2008). The Art of Game Design: A book of lenses.
CRC Press.
 Thiagarajan, S. (2003). Design Your Own Games and
Activities: Thiagi's Templates for Performance Improvement.
Pfeiffer.
www.ecoisonline.org28

29. www.ecoisonline.org29
The members of the ECOIS-team are Pieter van der Hijden,
Marco Ligtvoet and Lucenda Plet (info@ecoisonline.org)

30. Thank you for your attention!
Pieter van der Hijden
pvdh@sofos.nl
www.ecoisonline.org30
2014 Pieter van der Hijden, Sofos Consultancy and ECOIS –
2014 - This work is licensed under a Creative Commons Attribution
3.0 Unported License.

31. www.ecoisonline.org31