Generating Computational Models for Serious Gaming

Westera, W. (2013, 25 October). Generating computational models for serious gaming. Presentation at the GALA Serious Gaming Conference, Paris, France.Many serious games include computational models that simulate dynamic systems. These models promote enhanced interaction and responsiveness. Under the social web paradigm more and more usable game authoring tools become available that enable prosumers to create their own games, but the inclusion of dynamic simulations remains a specialist’s job involving knowledge of mathematics, numerical modeling and programming. This presentation explains a methodology for specifying and running a specific subset of computational models without the need of bothering with mathematical equations. The methodology comprises a knowledge elicitation procedure for identifying and specifying the required model components, whereupon the mathematical model is automatically generated. The approach is based on the fact that many games focus on optimisation problems that are covered by a general class of linear programming models. The presentation thus sketches the principles of a creativity tool that removes barriers for harvesting the creative potential of teachers and students

Architectures for developing multiuser, immersive learning scenarios

Nadolski, R. J., Hummel, H. G. K., Slootmaker, A., & Van der Vegt, W. (2012). Architectures for developing multiuser, immersive learning scenarios. Simulation & Gaming, 43(6), 825-852.Multi-user immersive learning scenarios hold strong potential for life long learning as they can support the acquisition of higher order skills in an effective, efficient and attractive way. Existing virtual worlds, game development platforms, and game engines only partly cater for the proliferation of such learning scenarios as they are often inadequately tuned for learning. First, this study aims to identify architectures that more effectively support the development of multi-user immersive learning scenarios. Second, this study takes up the challenge to define and assemble more flexible architectures that cater for fast and easy development, which will become important in the current period of economic breakdown. Third, this study describes how such architectures should enable research into guidelines for multi-user immersive learning scenario design and development. This study outlines a method for defining and setting up such architectures by using experts and existing literature

A Novel UML-Based Methodology for Modeling Adventure-Based Educational Games

In the last years, the growth of serious games has been continuous. This kind of games have been successfully exploited in different areas, so they have been designed with extremely varied features according to the particular necessities of their ‘serious’ purpose. One of the most prolific application areas is the education (educational serious games). Besides, one of the genres that probably better suits to this type of games is the adventure, given the relevance of the narrative in this genre. However, in spite of the powerful tool that this kind of video games has proved to be in the classroom, a few methodological efforts have been conducted in order to involve pedagogues or educators in the design loop of these games or, one step further, include students in the co-design process to promote learning through design as a context. With this main objective, this paper presents a set of metamodels that could facilitate the conceptual design of this type of games. To this end, a complete graphical notation based on the UML standard (with adaptations) is defined for representing the components of this type of games; having in mind to improve the collaboration between the team of pedagogues/students and the technical team during the design process. Finally, the design diagrams defined during the production of a specific serious game, titled Uranus, are illustrated, in order to show the feasibility of the proposal. In addition, a validation experience was conducted with pedagogues and computer engineering students in order to test the value of the proposed graphic notation to design educational games