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.
This document discusses developing video games for mental health. It notes that over 450 million people worldwide suffer from mental illness. Video games are increasingly popular with over 2 billion active gamers and generate over $100 billion annually. The document proposes researching how to utilize video games for mental health, including empathy games to raise awareness and therapeutic games/gamification to help those suffering. It outlines several research questions and discusses various existing video games related to mental health. The proposed research methodology would include literature reviews, data collection, game development using an agile process, and evaluating outcomes. The goal is to better understand how to accurately portray mental illness in games and foster empathy while also exploring the psychological benefits of games and designing games for therapeutic purposes.
This document summarizes Michelle's background and proposed research for a PhD. Michelle has a computer science and software engineering background and experience developing games. She is proposing to develop video games for mental health by accurately representing mental illnesses, fostering empathy, and designing for therapeutic benefit. Her research would involve literature reviews, data collection, developing games using agile methodology, and testing. RMIT's CiART research center is a good fit as it focuses on interactive media and its application in allied health.
The Business Case for Game Based LearningKarl Kapp
Games, gamification, and game-based learning have entered into the vocabulary of trainers, e-Learning developers, and instructional designers in the past few years.
While many companies are beginning to explore ways to use games for learning, questions arise. How should games be integrated into the curriculum? Can attitudes and behavior change as a result of playing a game? What elements of games can learning designers borrow from game designers?
Creating engaging learning using game elements requires matching instructional content with the right game mechanics.
Game-based learning can be effective for increasing engagement and retention when certain principles are applied. These include using stories to provide context, challenges to motivate learning, and competition/cooperation between students. Providing continuous feedback throughout the learning process also reinforces skills. To maximize benefits, games should be embedded within the curriculum rather than used as standalone activities.
Gamification vs. Game-Based Learning - Theories, Methods, and ControversiesSherry Jones
This document summarizes the key differences between gamification and game-based learning. Gamification typically involves applying game design principles to non-game contexts to make them more fun and engaging. In education, gamification can be used to motivate learner behaviors through techniques like points, levels, challenges etc. Game-based learning instead uses existing games to teach subject matter, by linking gameplay to defined learning outcomes. While both can benefit education, gamification aims to modify behavior through fun experiences, whereas game-based learning uses games as a "playground" to experiment with concepts. The best approach depends on the specific teaching objectives.
This document summarizes a student project proposing the development of a 3D action-adventure and platforming video game called "Rival Assassins". It would incorporate physics to govern in-game objects and characters. The player guides the protagonist through dangerous environments, focusing on exploration, puzzles, and avoiding enemies rather than direct combat. The document outlines the game's concept, technical details, implementation plan, and addresses challenges like limiting violence and social isolation.
This document summarizes a student project titled "Rival Assassins", which is developing an action-adventure 3D platforming video game. The game uses physics to govern in-game objects and characters. Players guide the protagonist through dangerous environments, focusing on exploration, puzzles, and avoiding enemies rather than direct combat. Tools being used include Unity and 3DS Max. Challenges include limitations of free assets and hardware. Reviews praise the game's atmosphere, puzzles, and art direction.
This document discusses serious games and learning theories. It provides background on definitions of serious games and how they are designed to have educational purposes beyond pure entertainment. It describes how early serious games were based on behaviorist models using rewards, while later games incorporate more experiential and socio-cultural pedagogical models. It also discusses challenges in assessing learning from serious games and how games can demonstrate complex interconnected issues.
This document discusses developing video games for mental health. It notes that over 450 million people worldwide suffer from mental illness. Video games are increasingly popular with over 2 billion active gamers and generate over $100 billion annually. The document proposes researching how to utilize video games for mental health, including empathy games to raise awareness and therapeutic games/gamification to help those suffering. It outlines several research questions and discusses various existing video games related to mental health. The proposed research methodology would include literature reviews, data collection, game development using an agile process, and evaluating outcomes. The goal is to better understand how to accurately portray mental illness in games and foster empathy while also exploring the psychological benefits of games and designing games for therapeutic purposes.
This document summarizes Michelle's background and proposed research for a PhD. Michelle has a computer science and software engineering background and experience developing games. She is proposing to develop video games for mental health by accurately representing mental illnesses, fostering empathy, and designing for therapeutic benefit. Her research would involve literature reviews, data collection, developing games using agile methodology, and testing. RMIT's CiART research center is a good fit as it focuses on interactive media and its application in allied health.
The Business Case for Game Based LearningKarl Kapp
Games, gamification, and game-based learning have entered into the vocabulary of trainers, e-Learning developers, and instructional designers in the past few years.
While many companies are beginning to explore ways to use games for learning, questions arise. How should games be integrated into the curriculum? Can attitudes and behavior change as a result of playing a game? What elements of games can learning designers borrow from game designers?
Creating engaging learning using game elements requires matching instructional content with the right game mechanics.
Game-based learning can be effective for increasing engagement and retention when certain principles are applied. These include using stories to provide context, challenges to motivate learning, and competition/cooperation between students. Providing continuous feedback throughout the learning process also reinforces skills. To maximize benefits, games should be embedded within the curriculum rather than used as standalone activities.
Gamification vs. Game-Based Learning - Theories, Methods, and ControversiesSherry Jones
This document summarizes the key differences between gamification and game-based learning. Gamification typically involves applying game design principles to non-game contexts to make them more fun and engaging. In education, gamification can be used to motivate learner behaviors through techniques like points, levels, challenges etc. Game-based learning instead uses existing games to teach subject matter, by linking gameplay to defined learning outcomes. While both can benefit education, gamification aims to modify behavior through fun experiences, whereas game-based learning uses games as a "playground" to experiment with concepts. The best approach depends on the specific teaching objectives.
This document summarizes a student project proposing the development of a 3D action-adventure and platforming video game called "Rival Assassins". It would incorporate physics to govern in-game objects and characters. The player guides the protagonist through dangerous environments, focusing on exploration, puzzles, and avoiding enemies rather than direct combat. The document outlines the game's concept, technical details, implementation plan, and addresses challenges like limiting violence and social isolation.
This document summarizes a student project titled "Rival Assassins", which is developing an action-adventure 3D platforming video game. The game uses physics to govern in-game objects and characters. Players guide the protagonist through dangerous environments, focusing on exploration, puzzles, and avoiding enemies rather than direct combat. Tools being used include Unity and 3DS Max. Challenges include limitations of free assets and hardware. Reviews praise the game's atmosphere, puzzles, and art direction.
This document discusses serious games and learning theories. It provides background on definitions of serious games and how they are designed to have educational purposes beyond pure entertainment. It describes how early serious games were based on behaviorist models using rewards, while later games incorporate more experiential and socio-cultural pedagogical models. It also discusses challenges in assessing learning from serious games and how games can demonstrate complex interconnected issues.
Creative Outlets Confratute 2015 DAY TWOBrian Housand
The document discusses creativity and the role of technology and video games. It references a study that found a positive relationship between creativity and video game play in children. Several quotes are provided about how video games can foster new ways of thinking and learning that are engaging. Video games are said to teach skills like problem solving and thinking in a fast-paced manner. Creativity and combinatorial play are also discussed as important for productive thought. Overall the document suggests that video games may support and enhance creativity in children.
This document discusses the effects of computer games on students. It notes that most teens play video games, and games can motivate students and foster collaboration. Well-designed games that allow sufficient time for play and are integrated into the curriculum can positively impact students' behavior, learning, and academic achievement by appealing to how their brains develop through activities like problem-solving. However, excessive unmonitored game play could potentially lead to social isolation or aggressiveness in some students.
Introduction games for education presentation by steve buncedrstevebunce
Dr. Steve Bunce introduced four areas related to using games for education: game study, game play, game making, and game innovation. Game study involves analyzing how games can create engaging learning environments. Game play looks at using popular video games as themes for classroom lessons. Game making has students design their own games using tools like Scratch. Game innovation explores new digital games and augmented reality for educational purposes.
Introduction to Gamification VS. Game-Based Learning (GBL) - Make An Engaging...Sherry Jones
September 17, 2013 - My Training Presentation prepared for educators at Colorado Community College System (CCCS).
Access this Slideshow: http://bit.ly/gamifyvsgbl
Questions or Comments? Contact me:
sherryjones.edtech@gmail.com
http://www.twitter.com/autnes
The document outlines 12 dimensions of motivational affordances that can be used in gameful design. The dimensions include intrinsic motivations like purpose, challenge, autonomy, and relatedness as well as extrinsic motivations like rewards, scarcity, and feedback. Each dimension contains 3-4 specific affordances that system designers can implement to satisfy users' psychological needs and drive motivation.
This presentation, originally presented in Second Life to the NC Distance Learning Association, explores how video games and virtual worlds can be valuable tools for instruction and shares resources that teachers might use to incorporate gaming into their curriculum.
This document provides information about a pre-conference event hosted by the Game Studies Interest Group in 2012. The event focused on best practices in video game research design and methodology. It included two sessions, the first on data acquisition practices for understanding players, motives, and experiences. The second session focused on constructing better game research through improved stimulus design. Senior scholars were also available after the sessions for breakout discussions. The goal was to help attendees reflect on and plan future video game research. The pre-conference was jointly sponsored by the Game Studies Interest Group and other university departments.
A brief overlook of video games and their use for education. Included in the presentation are drawbacks, the power of reading, and tangential learning through video games.
The document discusses the concept of gamification and how game mechanics and thinking can be applied to engage audiences and solve problems. It provides examples of how game play has become a significant part of people's lives and explores research showing cognitive benefits of game playing, such as improved problem solving abilities and enhanced capacity for processing visual information. The document suggests gamification could be a way to motivate behavior change and addresses arguments that game playing is a waste of time by highlighting the potential impacts on jobs, society, and other areas.
The opening song to the 80's sitcom, Cheers, reminds us that we all need a space where we're welcomed, valued, and part of a community. Ray Oldenburg calls these Third Places. For many of our students today, Minecraft and other multiplayer online games, have become that third place. This year, I launched a 24/7 Minecraft server for our district's students. This presentation shares how it has become both a third place and a world that fosters powerful, informal learning!
This document summarizes a research paper about how video games can teach essential life skills. It discusses how video games may enhance critical thinking, complex problem solving, empathy and sympathy, and visual spatial processing. It provides examples of how games like Uncharted 4, Metal Gear Solid V, and Portal teach these skills. The document concludes that while more research is still needed, many studies have shown video games' potential to impart important skills beyond just entertainment.
This document discusses serious games and the challenges of combining game design and didactic design. Serious games aim to educate rather than solely entertain. The challenge is developing an engaging game that also ensures the intended learning occurs. This requires multidisciplinary collaboration between game designers, subject matter experts, and instructional designers. Developing a shared language and frequent meetings are important. Serious games have potential applications for treating PTSD in soldiers by exposing them to trauma through games. Assessing learning in games requires new approaches compared to traditional methods.
Several research studies have been showing that personalized gameful solutions can lead to higher engagement and performance. However, personalized gameful design faces two challenges: deciding how to select game elements and activities that are appealing to different users, and deciding how to adapt the experience to each user. In this talk, Gustavo reports on the latest research and his own experience designing personalized gameful solutions. To solve the first challenge (design), he will show how to use the classification of gameful design elements, the gameful design heuristics, and the user types models to create solutions that are appealing to different users. For the second challenge (adaptation), he will discuss strategies for customization (letting the user adjust their experience at will) or personalization (having the system automatically learn about the user and make adjustments).
Keynote presented at Gamification Europe 2020.
Playing Games with Healthcare - serious games in healthcare education and tra...Curatr
This presentation was given at Great Ormond Street Hospital's Learning Innovation Day 2013. It briefly covers the nature of games for education, including serious games and showcases a number of games created for use in healthcare settings in the UK
Games are powerful. People can spend a lot of time playing games. Games are also great motivators. People do things that don´t even like, if they feel like they are playing game. Gamififcation is the use of game mechanics to motivate people to do stuff they generally would not do.
Playing can also be very good of your brain and give you useful skills. In this lecture we explore some of the elements of gamification and why you should don´t worry about playing computer games.
Seminar on Positive Computing (Technology for Psychological Wellbeing) at Stanford's Center for Compassion and Altruism Research and Education (CCARE). Presented with Dorian Peters (slideshare.net/DorianPeters)
Positive Computing: Technology for Psychological Wellbeing. Includes design for empathy, and affiliative design. Presented at Stanford's Center for Compassion and Altruism Research and Education (CCARE). Presented with Rafael Calvo (slideshare.net/RafaelACalvo)
Talk about serious games and game-like simulations design given at the Laboratory of Computer Science of the Massachusetts General Hospital (Boston, USA).
The Educational Game development approach used for developping different games in the medical domain is presented.
This is exemplified with the first-aid game, the educ@ONT project with the National Transplant Organization in Spain (ONT) and the Surgical Checklist game.
Some final ideas about Learning Analytics and how this can be used for evaluation and for integrating heterogeneus information in a Learning Record Store are presented.
Creative Outlets Confratute 2015 DAY TWOBrian Housand
The document discusses creativity and the role of technology and video games. It references a study that found a positive relationship between creativity and video game play in children. Several quotes are provided about how video games can foster new ways of thinking and learning that are engaging. Video games are said to teach skills like problem solving and thinking in a fast-paced manner. Creativity and combinatorial play are also discussed as important for productive thought. Overall the document suggests that video games may support and enhance creativity in children.
This document discusses the effects of computer games on students. It notes that most teens play video games, and games can motivate students and foster collaboration. Well-designed games that allow sufficient time for play and are integrated into the curriculum can positively impact students' behavior, learning, and academic achievement by appealing to how their brains develop through activities like problem-solving. However, excessive unmonitored game play could potentially lead to social isolation or aggressiveness in some students.
Introduction games for education presentation by steve buncedrstevebunce
Dr. Steve Bunce introduced four areas related to using games for education: game study, game play, game making, and game innovation. Game study involves analyzing how games can create engaging learning environments. Game play looks at using popular video games as themes for classroom lessons. Game making has students design their own games using tools like Scratch. Game innovation explores new digital games and augmented reality for educational purposes.
Introduction to Gamification VS. Game-Based Learning (GBL) - Make An Engaging...Sherry Jones
September 17, 2013 - My Training Presentation prepared for educators at Colorado Community College System (CCCS).
Access this Slideshow: http://bit.ly/gamifyvsgbl
Questions or Comments? Contact me:
sherryjones.edtech@gmail.com
http://www.twitter.com/autnes
The document outlines 12 dimensions of motivational affordances that can be used in gameful design. The dimensions include intrinsic motivations like purpose, challenge, autonomy, and relatedness as well as extrinsic motivations like rewards, scarcity, and feedback. Each dimension contains 3-4 specific affordances that system designers can implement to satisfy users' psychological needs and drive motivation.
This presentation, originally presented in Second Life to the NC Distance Learning Association, explores how video games and virtual worlds can be valuable tools for instruction and shares resources that teachers might use to incorporate gaming into their curriculum.
This document provides information about a pre-conference event hosted by the Game Studies Interest Group in 2012. The event focused on best practices in video game research design and methodology. It included two sessions, the first on data acquisition practices for understanding players, motives, and experiences. The second session focused on constructing better game research through improved stimulus design. Senior scholars were also available after the sessions for breakout discussions. The goal was to help attendees reflect on and plan future video game research. The pre-conference was jointly sponsored by the Game Studies Interest Group and other university departments.
A brief overlook of video games and their use for education. Included in the presentation are drawbacks, the power of reading, and tangential learning through video games.
The document discusses the concept of gamification and how game mechanics and thinking can be applied to engage audiences and solve problems. It provides examples of how game play has become a significant part of people's lives and explores research showing cognitive benefits of game playing, such as improved problem solving abilities and enhanced capacity for processing visual information. The document suggests gamification could be a way to motivate behavior change and addresses arguments that game playing is a waste of time by highlighting the potential impacts on jobs, society, and other areas.
The opening song to the 80's sitcom, Cheers, reminds us that we all need a space where we're welcomed, valued, and part of a community. Ray Oldenburg calls these Third Places. For many of our students today, Minecraft and other multiplayer online games, have become that third place. This year, I launched a 24/7 Minecraft server for our district's students. This presentation shares how it has become both a third place and a world that fosters powerful, informal learning!
This document summarizes a research paper about how video games can teach essential life skills. It discusses how video games may enhance critical thinking, complex problem solving, empathy and sympathy, and visual spatial processing. It provides examples of how games like Uncharted 4, Metal Gear Solid V, and Portal teach these skills. The document concludes that while more research is still needed, many studies have shown video games' potential to impart important skills beyond just entertainment.
This document discusses serious games and the challenges of combining game design and didactic design. Serious games aim to educate rather than solely entertain. The challenge is developing an engaging game that also ensures the intended learning occurs. This requires multidisciplinary collaboration between game designers, subject matter experts, and instructional designers. Developing a shared language and frequent meetings are important. Serious games have potential applications for treating PTSD in soldiers by exposing them to trauma through games. Assessing learning in games requires new approaches compared to traditional methods.
Several research studies have been showing that personalized gameful solutions can lead to higher engagement and performance. However, personalized gameful design faces two challenges: deciding how to select game elements and activities that are appealing to different users, and deciding how to adapt the experience to each user. In this talk, Gustavo reports on the latest research and his own experience designing personalized gameful solutions. To solve the first challenge (design), he will show how to use the classification of gameful design elements, the gameful design heuristics, and the user types models to create solutions that are appealing to different users. For the second challenge (adaptation), he will discuss strategies for customization (letting the user adjust their experience at will) or personalization (having the system automatically learn about the user and make adjustments).
Keynote presented at Gamification Europe 2020.
Playing Games with Healthcare - serious games in healthcare education and tra...Curatr
This presentation was given at Great Ormond Street Hospital's Learning Innovation Day 2013. It briefly covers the nature of games for education, including serious games and showcases a number of games created for use in healthcare settings in the UK
Games are powerful. People can spend a lot of time playing games. Games are also great motivators. People do things that don´t even like, if they feel like they are playing game. Gamififcation is the use of game mechanics to motivate people to do stuff they generally would not do.
Playing can also be very good of your brain and give you useful skills. In this lecture we explore some of the elements of gamification and why you should don´t worry about playing computer games.
Seminar on Positive Computing (Technology for Psychological Wellbeing) at Stanford's Center for Compassion and Altruism Research and Education (CCARE). Presented with Dorian Peters (slideshare.net/DorianPeters)
Positive Computing: Technology for Psychological Wellbeing. Includes design for empathy, and affiliative design. Presented at Stanford's Center for Compassion and Altruism Research and Education (CCARE). Presented with Rafael Calvo (slideshare.net/RafaelACalvo)
Talk about serious games and game-like simulations design given at the Laboratory of Computer Science of the Massachusetts General Hospital (Boston, USA).
The Educational Game development approach used for developping different games in the medical domain is presented.
This is exemplified with the first-aid game, the educ@ONT project with the National Transplant Organization in Spain (ONT) and the Surgical Checklist game.
Some final ideas about Learning Analytics and how this can be used for evaluation and for integrating heterogeneus information in a Learning Record Store are presented.
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.
CHADD 2014 Should Children with ADHD Play Minecraft?Randy Kulman
This document discusses potential benefits and concerns regarding children with ADHD playing Minecraft. It summarizes research showing that video games can positively impact cognition, motivation, social behavior, and emotion regulation for children. Specifically, games may improve spatial skills, problem-solving, persistence, and social/emotional regulation. However, children with ADHD or autism are more at risk for problematic game use. Inattention is linked to problematic use, and role-playing games are associated with issues for those with autism. The document examines whether parents and educators have choice regarding technology and considers developmental trends in media use.
Ian Bogost’s concept of procedural rhetoric is a tantalising theory of the power and potential of computer games, especially serious games. Yet does this concept really distinguish games from other media? Can this concept be usefully applied to the design and critique of serious games? This paper explores the ramifications of games (particularly serious games) as procedural rhetoric and whether this concept is problematic, useful, inclusive, or better employed as a recalibrated meta-epistemic theory of serious games that persuade or suggest to the player that the game mechanics, game genre, or digitally simulated world-view is open to criticism and reflection.
This document discusses the Games for Change Lab, which helps organizations use games to further their missions. It provides examples of organizations that could benefit from games and explains why games are an effective medium. The document outlines the 8 steps methodology for creating games that have social impact, including determining the audience, context, desired impact, best platform, financial sustainability, gameplay design, execution process, and assessment of success. It describes the Lab's offerings, from introductory orientations to full executive production support of a game project from concept to launch. Current Lab projects include work with USAID, the World Bank, and the American Museum of Natural History.
The International Game Developers Association (IGDA) is a non-profit organization that aims to strengthen game development education. It created a Curriculum Framework to guide the development of game-related educational programs and define the core topics and skills needed, such as critical game studies, game design, programming, and visual/audio design. The framework is meant as a guiding resource, not a strict curriculum, and emphasizes collaboration, theory, and practice.
My presentation on video games, problem solving, and the implications for school reform. Held at The International Benchmarking Conference held on March 2, 2012, in the Atrium Theatre at The Roblin Centre, Winnipeg Manitoba, Canada
Presentation at FETC13 with Dr. Francisca Yonekura of the University of Central FLorida and Tanya Martin of Broward County Public School in Orlando, FL, January 2013
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.
Luis de Marcos Ortega from the University of Alcalá gave a presentation on gamifying applications to motivate users and encourage engagement. He discussed how games can be used as learning tools and outlined elements of gamification like points, badges, and leaderboards. Examples of gamified apps like Foursquare and Nike+ were presented. The presentation covered the gamification process, focusing on understanding player styles and intrinsic motivation. While gamification has potential, it also faces criticism like replacing meaningful engagement with meaningless points systems. Overall, gamification aims to find fun in tasks by involving players and focusing on autonomy, competence and relatedness.
Gamifiying information systems: How to motivate users with game elementsLuis de-Marcos Ortega
Gamification is the use of game elements in non-game contexts to foster participation and motivate action. This lecture presents the philosophical and learning basis for including game elements in information systems. Game elements, examples of gamification and its variations are then presented. The process to gamify applications is introduced emphasizing on the underlying psychological theories. The lecture concludes with criticism to gamification.
Presentation delivered by Daniel Livingstone, Glasgow School of Art at the Still Game to Learn event organised by College Development Network, 9th December, 2016.
The document discusses the activities and goals of the IGDA Education SIG from 2007 to early 2008. It summarizes their academic summits, presentations in various countries to encourage collaboration between educators and industry, and efforts to update the 2003 Curriculum Framework to reflect changes in the field. It provides an overview of the core topics covered in the framework and examples of existing game-related educational programs.
Playing with Digital Meaning: Video Games, Narrative, CognitionCody Mejeur
Presentation for the "Cognition and Digitisation: Joint Futures in the Humanities?" workshop as part of the Cognitive Futures in the Humanities 2016 conference.
This document outlines the syllabus and weekly schedule for a course on gaming and media design for learning, including assignments such as designing a digital game, analyzing existing educational games, and discussing how games can be incorporated into classroom instruction. It introduces concepts like digital game-based learning and Bloom's Digital Taxonomy, and provides examples of existing educational games that teach various subjects in an engaging way through gameplay.
This document proposes using 3D simulation and virtual reality technologies like Second Life and Wii to educate youth about Singapore's cultural heritage and history in an interactive and engaging way. It aims to increase understanding of the past and encourage reflection through role-playing and simulation games set in different eras. While such games could promote informal learning, their sustainability and ability to fully replace real-world experiences require further consideration.
Video games can be used as learning tools to develop reading comprehension and other skills. They incorporate decision trees and causal networks that represent formal spaces of possibility and the basis of causal analysis in discourse processing. Walkthroughs that explain how to play games can be examples of narrative composition. When readers have strong comprehension skills, they can use higher-level processes to support lower-level skills like decoding. Games can represent design elements found in research and curriculum and motivate sustained engagement through play.
5th LF Energy Power Grid Model Meet-up SlidesDanBrown980551
5th Power Grid Model Meet-up
It is with great pleasure that we extend to you an invitation to the 5th Power Grid Model Meet-up, scheduled for 6th June 2024. This event will adopt a hybrid format, allowing participants to join us either through an online Mircosoft Teams session or in person at TU/e located at Den Dolech 2, Eindhoven, Netherlands. The meet-up will be hosted by Eindhoven University of Technology (TU/e), a research university specializing in engineering science & technology.
Power Grid Model
The global energy transition is placing new and unprecedented demands on Distribution System Operators (DSOs). Alongside upgrades to grid capacity, processes such as digitization, capacity optimization, and congestion management are becoming vital for delivering reliable services.
Power Grid Model is an open source project from Linux Foundation Energy and provides a calculation engine that is increasingly essential for DSOs. It offers a standards-based foundation enabling real-time power systems analysis, simulations of electrical power grids, and sophisticated what-if analysis. In addition, it enables in-depth studies and analysis of the electrical power grid’s behavior and performance. This comprehensive model incorporates essential factors such as power generation capacity, electrical losses, voltage levels, power flows, and system stability.
Power Grid Model is currently being applied in a wide variety of use cases, including grid planning, expansion, reliability, and congestion studies. It can also help in analyzing the impact of renewable energy integration, assessing the effects of disturbances or faults, and developing strategies for grid control and optimization.
What to expect
For the upcoming meetup we are organizing, we have an exciting lineup of activities planned:
-Insightful presentations covering two practical applications of the Power Grid Model.
-An update on the latest advancements in Power Grid -Model technology during the first and second quarters of 2024.
-An interactive brainstorming session to discuss and propose new feature requests.
-An opportunity to connect with fellow Power Grid Model enthusiasts and users.
Introduction of Cybersecurity with OSS at Code Europe 2024Hiroshi SHIBATA
I develop the Ruby programming language, RubyGems, and Bundler, which are package managers for Ruby. Today, I will introduce how to enhance the security of your application using open-source software (OSS) examples from Ruby and RubyGems.
The first topic is CVE (Common Vulnerabilities and Exposures). I have published CVEs many times. But what exactly is a CVE? I'll provide a basic understanding of CVEs and explain how to detect and handle vulnerabilities in OSS.
Next, let's discuss package managers. Package managers play a critical role in the OSS ecosystem. I'll explain how to manage library dependencies in your application.
I'll share insights into how the Ruby and RubyGems core team works to keep our ecosystem safe. By the end of this talk, you'll have a better understanding of how to safeguard your code.
Digital Marketing Trends in 2024 | Guide for Staying AheadWask
https://www.wask.co/ebooks/digital-marketing-trends-in-2024
Feeling lost in the digital marketing whirlwind of 2024? Technology is changing, consumer habits are evolving, and staying ahead of the curve feels like a never-ending pursuit. This e-book is your compass. Dive into actionable insights to handle the complexities of modern marketing. From hyper-personalization to the power of user-generated content, learn how to build long-term relationships with your audience and unlock the secrets to success in the ever-shifting digital landscape.
Building Production Ready Search Pipelines with Spark and MilvusZilliz
Spark is the widely used ETL tool for processing, indexing and ingesting data to serving stack for search. Milvus is the production-ready open-source vector database. In this talk we will show how to use Spark to process unstructured data to extract vector representations, and push the vectors to Milvus vector database for search serving.
Taking AI to the Next Level in Manufacturing.pdfssuserfac0301
Read Taking AI to the Next Level in Manufacturing to gain insights on AI adoption in the manufacturing industry, such as:
1. How quickly AI is being implemented in manufacturing.
2. Which barriers stand in the way of AI adoption.
3. How data quality and governance form the backbone of AI.
4. Organizational processes and structures that may inhibit effective AI adoption.
6. Ideas and approaches to help build your organization's AI strategy.
AI 101: An Introduction to the Basics and Impact of Artificial IntelligenceIndexBug
Imagine a world where machines not only perform tasks but also learn, adapt, and make decisions. This is the promise of Artificial Intelligence (AI), a technology that's not just enhancing our lives but revolutionizing entire industries.
TrustArc Webinar - 2024 Global Privacy SurveyTrustArc
How does your privacy program stack up against your peers? What challenges are privacy teams tackling and prioritizing in 2024?
In the fifth annual Global Privacy Benchmarks Survey, we asked over 1,800 global privacy professionals and business executives to share their perspectives on the current state of privacy inside and outside of their organizations. This year’s report focused on emerging areas of importance for privacy and compliance professionals, including considerations and implications of Artificial Intelligence (AI) technologies, building brand trust, and different approaches for achieving higher privacy competence scores.
See how organizational priorities and strategic approaches to data security and privacy are evolving around the globe.
This webinar will review:
- The top 10 privacy insights from the fifth annual Global Privacy Benchmarks Survey
- The top challenges for privacy leaders, practitioners, and organizations in 2024
- Key themes to consider in developing and maintaining your privacy program
HCL Notes und Domino Lizenzkostenreduzierung in der Welt von DLAUpanagenda
Webinar Recording: https://www.panagenda.com/webinars/hcl-notes-und-domino-lizenzkostenreduzierung-in-der-welt-von-dlau/
DLAU und die Lizenzen nach dem CCB- und CCX-Modell sind für viele in der HCL-Community seit letztem Jahr ein heißes Thema. Als Notes- oder Domino-Kunde haben Sie vielleicht mit unerwartet hohen Benutzerzahlen und Lizenzgebühren zu kämpfen. Sie fragen sich vielleicht, wie diese neue Art der Lizenzierung funktioniert und welchen Nutzen sie Ihnen bringt. Vor allem wollen Sie sicherlich Ihr Budget einhalten und Kosten sparen, wo immer möglich. Das verstehen wir und wir möchten Ihnen dabei helfen!
Wir erklären Ihnen, wie Sie häufige Konfigurationsprobleme lösen können, die dazu führen können, dass mehr Benutzer gezählt werden als nötig, und wie Sie überflüssige oder ungenutzte Konten identifizieren und entfernen können, um Geld zu sparen. Es gibt auch einige Ansätze, die zu unnötigen Ausgaben führen können, z. B. wenn ein Personendokument anstelle eines Mail-Ins für geteilte Mailboxen verwendet wird. Wir zeigen Ihnen solche Fälle und deren Lösungen. Und natürlich erklären wir Ihnen das neue Lizenzmodell.
Nehmen Sie an diesem Webinar teil, bei dem HCL-Ambassador Marc Thomas und Gastredner Franz Walder Ihnen diese neue Welt näherbringen. Es vermittelt Ihnen die Tools und das Know-how, um den Überblick zu bewahren. Sie werden in der Lage sein, Ihre Kosten durch eine optimierte Domino-Konfiguration zu reduzieren und auch in Zukunft gering zu halten.
Diese Themen werden behandelt
- Reduzierung der Lizenzkosten durch Auffinden und Beheben von Fehlkonfigurationen und überflüssigen Konten
- Wie funktionieren CCB- und CCX-Lizenzen wirklich?
- Verstehen des DLAU-Tools und wie man es am besten nutzt
- Tipps für häufige Problembereiche, wie z. B. Team-Postfächer, Funktions-/Testbenutzer usw.
- Praxisbeispiele und Best Practices zum sofortigen Umsetzen
UiPath Test Automation using UiPath Test Suite series, part 6DianaGray10
Welcome to UiPath Test Automation using UiPath Test Suite series part 6. In this session, we will cover Test Automation with generative AI and Open AI.
UiPath Test Automation with generative AI and Open AI webinar offers an in-depth exploration of leveraging cutting-edge technologies for test automation within the UiPath platform. Attendees will delve into the integration of generative AI, a test automation solution, with Open AI advanced natural language processing capabilities.
Throughout the session, participants will discover how this synergy empowers testers to automate repetitive tasks, enhance testing accuracy, and expedite the software testing life cycle. Topics covered include the seamless integration process, practical use cases, and the benefits of harnessing AI-driven automation for UiPath testing initiatives. By attending this webinar, testers, and automation professionals can gain valuable insights into harnessing the power of AI to optimize their test automation workflows within the UiPath ecosystem, ultimately driving efficiency and quality in software development processes.
What will you get from this session?
1. Insights into integrating generative AI.
2. Understanding how this integration enhances test automation within the UiPath platform
3. Practical demonstrations
4. Exploration of real-world use cases illustrating the benefits of AI-driven test automation for UiPath
Topics covered:
What is generative AI
Test Automation with generative AI and Open AI.
UiPath integration with generative AI
Speaker:
Deepak Rai, Automation Practice Lead, Boundaryless Group and UiPath MVP
Generating privacy-protected synthetic data using Secludy and MilvusZilliz
During this demo, the founders of Secludy will demonstrate how their system utilizes Milvus to store and manipulate embeddings for generating privacy-protected synthetic data. Their approach not only maintains the confidentiality of the original data but also enhances the utility and scalability of LLMs under privacy constraints. Attendees, including machine learning engineers, data scientists, and data managers, will witness first-hand how Secludy's integration with Milvus empowers organizations to harness the power of LLMs securely and efficiently.
Cosa hanno in comune un mattoncino Lego e la backdoor XZ?Speck&Tech
ABSTRACT: A prima vista, un mattoncino Lego e la backdoor XZ potrebbero avere in comune il fatto di essere entrambi blocchi di costruzione, o dipendenze di progetti creativi e software. La realtà è che un mattoncino Lego e il caso della backdoor XZ hanno molto di più di tutto ciò in comune.
Partecipate alla presentazione per immergervi in una storia di interoperabilità, standard e formati aperti, per poi discutere del ruolo importante che i contributori hanno in una comunità open source sostenibile.
BIO: Sostenitrice del software libero e dei formati standard e aperti. È stata un membro attivo dei progetti Fedora e openSUSE e ha co-fondato l'Associazione LibreItalia dove è stata coinvolta in diversi eventi, migrazioni e formazione relativi a LibreOffice. In precedenza ha lavorato a migrazioni e corsi di formazione su LibreOffice per diverse amministrazioni pubbliche e privati. Da gennaio 2020 lavora in SUSE come Software Release Engineer per Uyuni e SUSE Manager e quando non segue la sua passione per i computer e per Geeko coltiva la sua curiosità per l'astronomia (da cui deriva il suo nickname deneb_alpha).
Skybuffer SAM4U tool for SAP license adoptionTatiana Kojar
Manage and optimize your license adoption and consumption with SAM4U, an SAP free customer software asset management tool.
SAM4U, an SAP complimentary software asset management tool for customers, delivers a detailed and well-structured overview of license inventory and usage with a user-friendly interface. We offer a hosted, cost-effective, and performance-optimized SAM4U setup in the Skybuffer Cloud environment. You retain ownership of the system and data, while we manage the ABAP 7.58 infrastructure, ensuring fixed Total Cost of Ownership (TCO) and exceptional services through the SAP Fiori interface.
Best 20 SEO Techniques To Improve Website Visibility In SERPPixlogix Infotech
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2. Educational Background
BS Computer Science,
Major in Software Technology
De La Salle University - Manila, Philippines
Master of Science,
Video Game Enterprises and Production
Birmingham City University, UK
University Certificate, Psychology
University of Derby, UK
3. Creative Practice History
• Game Developer
• Programmer, Game Designer, Producer,
Artist, Technical Reviewer
• More than 10 years experience in
companies, such as Mattel, in the
Philippines and Taiwan
• GameIndustry.biz 100
• Women in Games and STEM Ambassador
• Teach kids how to code video games
Le Petit Prince x Mixed Reality
Maker’s Faire and Finalist of Digital Taipei Competition
Nabi Compete
4. Depression Simulator
• point-and-click puzzle game that simulates the
everyday life of someone living with depression
• inspired by more than 100 stories, music and
art submissions from HitRecord
Masters by Practice
Semi-finalist Stylist Creator’s Collective
7. • The research project aims to develop video
games about mental health.
• It will use the Participatory Action Research
(PAR) methodology, working with people
with lived experience of mental illness, such
as depression and anxiety.
• Research will also include mental health
professionals, such as clinicians,
researchers and mental health
campaigners, and video game
developers.
• The project will result in video games with
the theme of mental health to promote
mental health awareness and reduce stigma.
• The research will not be developing
video games for therapeutic purposes.
• The research would be focused on the design
process of the games, and how lived
experience stories are translated in the
games.
8. Why Video Games?
• Video games as a medium is
multidisciplinary, covering design,
art, storytelling, music,
programming, which provide
multiple platforms for people with
lived experience to tell their stories
as a form of self-expression.
• For example, they can tell their stories
through the narrative, or portray them
through art and music or translate
them to game mechanics.
9. Contextual Review:
Video Games about Mental Health
Actual Sunlight
(WZO Games, 2013)
Night in the Woods
(Infinite Fall, 2017)
Depression Quest
(The Quinnspiracy, 2013)
10. Game Jam
• is “an accelerated opportunistic game
creation event where a game is created in a
relatively short timeframe exploring given
design constraint(s) and end results are
shared publicly” (Kultima, 2015)
• participants work in teams with a balance
of skills in each team (Goddard et. al.,
2014), with members who are interested in
programming, art, design, sound and
music, and narrative (Reng et. al., 2013)
11. Participatory Action Research
• is a collaborative process where the different
stakeholders work together through an
iterative process of reflection and action to
solve a problem, and the process itself is as
important as the outcome (Bergold & Thomas,
2012; Manzo & Brightbill, 2008)
• is a user-centred approach, where users are
the "real experts of their experience"
(Sleeswijk Visser, 2005), which can give them a
sense of empowerment (Boote et. al., 2002)
• is a "powerful strategy [that ...] involves
practitioners in [a] research process from the
initial design of the project through data
gathering and analysis, to the final conclusions
and actions arising out of the research"
(Whyte, 1991)
16. Forthe project, the game jams
will be conducted online, it
will be staged in phases:
1. lived experience storytelling
2. ideation process guided by
design thinking
3. game development
4. game release
19. Bibliography
• Bennet, J. (2017b), ‘The Big Anxiety’. https://www.thebiganxiety.org/.
• Bergold, J., and Thomas, S. (2012). Participatory Research Methods: A Methodological
Approach in Motion. Forum for Qualitative Social Research.
http://www.qualitativeresearch.net/index.php/fqs/article/view/1801/3334
• Boote J., Telford R., Cooper C. (2002). Consumer involvement in health research: a review
and research agenda. Health Policy. 61(2):213-236.
• Boydell, K.M. (2011). Making sense of collective events: The co-creation of a research-based
dance. Forum Qualitative Sozialforschung (Forum Qualitative Social Research), 12(1). Art.
No. 5. Available at: http:// nbn-resolving.de/urn:nbn:de:0114-fqs110155.
• Goddard, W., Byrne, R., Mueller, F. (2014). Playful Game Jams: Guidelines for Designed
Outcomes. IE2014. Newcastle, NSW, Australia.
• Kultima, A. (2015). Defining Game Jam. Proceedings of the 10th International Conference on
the Foundations of Digital Games (FDG 2015), June 22-25.
• Manzo, L. C. & Brightbill, N. (2008). Toward a participatory ethics. In Sara Kindon, Rachel
Pain & Mike Kesby (Eds.), Participatory action research approaches and methods:
Connecting people, participation and place (pp.33-40). London: Routledge.
• Reng, L., Schoenau-Fog, H., Kofoed, L.B. (2013). The motivational power of game
communities-engaged through game jamming. Proceedings of the 8th International
Conference on the Foundations of Digital Games.
• Sleeswijk Visser, F., Stappers P.J., Van der Lugt R., Sanders E.B.N. (2005). Contextmapping:
experiences from practice. CoDesign. 1:119–49.
• Whyte, W. (1991). Introduction. In William Foote Whyte (Ed.), Participatory action research
(pp.7-18). Newbury Park, CA: Sage.
Editor's Notes
A brief summary of your creative practice history/background and its relationship to your research.
Your proposed approach to the PhD/Masters (what do you plan to do and how do you plan to do it?)
Where possible, and as relevant to your research project/approach, offer some reflection on project work (produced prior to the degree commencing and/or since enrolment).
Begin to situate your research within a broader framework/community of practice. (To what field of practice are you most likely to make a contribution? *)
Le Petit Prince x Mixed Reality, an escape the room game that combines AR, VR with handcrafted environment made from cardboard.
For the author’s Masters by Practice, she developed a point-and-click puzzle empathy game called Depression Simulator. She wanted to create a game that is autobiographical but at the same time also represents more point of views about depression, so she solicited contributions in the form of stories, images and even music from the collaboration website HitRecord.
The proposed research would take a similar approach, and look into the values provided by lived experiences.
Will O’Neill, the developer of Actual Sunlight, the game is “almost 100 percent autobiographical (O’Neill, cited in Smith 2015)”. However, it would be difficult for the proposed research to design a game based solely on personal experience.
The game's creators have spoken candidly in the past about their own mental health struggles. Scott Benson, who animated and illustrated the game, has type two bipolar disorder. Early in development, they knew they wanted to talk about depression, since everyone on the team had experienced it in some way. Ultimately the team wanted to make a game about people who experience mental health issues, not the issues themselves.
For Zoe Quinn, developing Depression Quest helped her deal with her lived experience. In an interview with the New Yorker, she said, “Externalizing that into a game and asking people to take some time out to see what ‘rules’ other people have to live with, I think, is a powerful use of the medium (Zoe Quinn as cited in Parkin, 2014; Lewis, 2014).”
kintsugi (def.) the Japanese art of repairing broken ceramics with gold
it’s like embracing your flaws (the cracks in the ceramics) and making it beautiful
In the last couple of years, awareness of mental health has increased. However, there’s still lots of work to do. In the workplace, mental health illnesses are still not recognized in the same way as physical illnesses and talking about it is still difficult for many people. With this game jam, we want to open up the conversation by building some creative games around this important topic.
Because that is what depression feels like to me, like sinking, like swimming. There is a sense of helplessness that you can't control, but at the same time, you do.
Connection, art and writing to help teens build resilience.
These undeniably challenging times provide an opportunity for us to reflect upon our mental and physical well-being and explore ways in which we can support those who are more vulnerable and already enduring mental and physical health constraints.
The team at the non-profit Shadow’s Edge has provided teens and young adults across the globe solace via a mobile game based on narrative therapy and positive psychology. We need your help now more than ever to brainstorm ways to continue to engage our players and reach others who have been recently affected by the COVID-19 pandemic and experiencing isolation.
The COVID-19 pandemic has turned teens’ lives upside down. Many are out of school, dealing with fear and uncertainty without the usual supports. The world of Disruption in our free game Shadow’s Edge models this confusion. As players ages 13+ express themselves through journaling and graffiti – they bring life back to the city of Shadow’s Edge, while discovering their own resilience.
We have therefore started this game jam to encourage participants to prototype possible extensions to the game that are aligned with our objectives at Shadow’s Edge: supporting teens in building resilience while playing a game. The extensions can be missions, mini-games, puzzles - anything you can think of to make connecting people, creating art and journaling fun. All this to help players feel better and more resilient.
Since in the game Shadow’s Edge, it explores the use of journaling and art creation to improve your wellbeing.
Create your own vlog with daily video prompts and keep track of your emotions, thoughts and stories.
- 5 Ways of Wellbeing
Agile is a development methodology based on iterative and incremental approach
People with lived experience of mental illness have used different mediums as a form of artistic self-expression, such as exploring the first episode of psychosis through dance-based knowledge translation (Boydell, 2011), drawings to express experiences of illness (Guillemin, 2004 ), and the Big Anxiety Festival, which explored the use of arts and science to convey the consumer experience, as well as the public’s perception, of anxiety (Bennet, 2017a, 2017b).
Video games are a medium in the same way as books or movies, it can have different genres, it can tackle a variety of subject matters, it can challenge people and be used for good (refs). Video games are interactive and immersive, and they can inspire players to walk a mile in someone else’s shoes. This makes it potentially a powerful medium for telling people’s stories about mental health (Solberg, 2016).
A brief summary of your creative practice history/background and its relationship to your research.
Your proposed approach to the PhD/Masters (what do you plan to do and how do you plan to do it?)
Where possible, and as relevant to your research project/approach, offer some reflection on project work (produced prior to the degree commencing and/or since enrolment).
Begin to situate your research within a broader framework/community of practice. (To what field of practice are you most likely to make a contribution? *)