4 research outputs found

    Defining a conceptual framework for a toolkit to game design: the Gamers4Nature project

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    Seeking to capitalize the interest of younger audiences in game creation activities, the Gamers4Nature project aims to develop a toolkit designed to support game design by allowing the manipulation of the several elements that compose a game. Prior to the toolkit鈥檚 development, there was the need to establish the respective conceptual framework. This paper describes the process of defining the project鈥檚 conceptual framework. Based on Fullerton鈥檚 perspective on game design, the framework was defined following a participatory design approach with the participation of different stakeholders (postgraduate students with extensive knowledge about game design and experts in the game design field). To ease the discussion sessions, a physical artifact (19 hexagonal pieces, and a honeycomb structured board) was developed. Results suggest that a non-linear approach to game design may promote not only the definition of the game鈥檚 structure and gameplay but also allow a contextualised analysis of all its elements.publishe

    A Serious Game and Artificial Agents to support Intercultural Participatory Management of Protected Areas for Biodiversity Conservation and Social Inclusion

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    International audienceThis paper addresses our experience in the design of a serious game, aimed at computer-based support for intercultural participatory management of protected areas (e.g., parks, marine reserves, biosphere reserves...), in order to promote biodiversity conservation and social inclusion. Its objective is, via a computer assisted role-playing game, to help various stakeholders (e.g., environmentalist, tourism operator, traditional community...) to collectively understand conflict dynamics and explore negotiation strategies for the management of protected areas. Therefore, this helps at mutual understanding and negotiation between different cultures, contexts and practices (traditional community, technical manager, environmentalist...) about strategic issues when aiming at both biodiversity conservation and social inclusion. After introducing the objectives of our serious game, named Sim Parc, we will describe its design and its current architecture. We will also discuss the introduction of various types of agents in the system: a decision making agent playing the role of the park manager, artificial players replacing some of the human players in the game, assistant agents assisting human players, and expert agents providing human players with technical information about the viability of their proposal (e.g., about the survival of an endangered species), or to analyse relations (e.g., dominance or equity) among players proposals. This last type of agent aims at introducing a technical viewpoint and culture in this intercultural participatory process. Some of these agents have already been implemented and tested and some others are in progress

    Aprendizaje basado en juegos para la educaci贸n ambiental sobre biodiversidad

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    104 p谩ginas : graficas, ilustracionesDebido a que el afecto por la fauna nativa juega un papel importante en su conservaci贸n y protecci贸n, este estudio cuasi-experimental con un dise帽o pre/post evalu贸 el efecto de un juego educativo sobre la identificaci贸n y el afecto por la fauna nativa de Colombia en 291 estudiantes de 4潞 a 9潞 grado de 11 colegios p煤blicos rurales y urbanos de Bogot谩 y Cundinamarca, quienes respondieron cuestionarios antes y despu茅s de 4-5 semanas de juego ad libitum durante el recreo escolar. El n煤mero promedio de animales nombrados por estudiante en los colegios rurales aument贸 de 11,27 pre-juego a 12,87 post-juego, y en los urbanos de 7,91 pre-juego a 9,99 post-juego, y las diferencias entre rurales vs. urbanos y entre los puntajes pre-juego vs. post-juego fueron significativas (p<0,01). La diversidad total de animales nativos fue de 181, y aument贸 de 88 pre-juego a 131 post-juego en los colegios rurales y de 87 pre-juego a 129 post-juego en los urbanos. La proporci贸n de especies ex贸ticas incluidas en la fauna nativa disminuy贸 de ~1:2 pre-juego a ~1:3 post-juego. Pre-juego vs. post-juego se encontr贸 un aumento significativo en los porcentajes de identificaci贸n acertada de la fauna no nativa, tanto en general como en los colegios rurales y urbanos por separado. Cuando se pidi贸 a los estudiantes elegir sus cinco animales favoritos de un 谩lbum, tanto pre-juego como post-juego los estudiantes de colegios rurales y urbanos escogieron m谩s animales no nativos que nativos. Respecto a la elecci贸n de tres animales para ser salvados, los animales nativos y no nativos tanto pre-juego como post-juego fueron los mismos, e incluyeron dos nativos y tres no nativos. No obstante, el porcentaje de alumnos cuyos tres animales elegidos para ser salvados eran nativos tuvo un aumento de dos a cinco veces en la evaluaci贸n pre-juego versus post-juego en los colegios rurales (6% vs. 11%), urbanos (2% vs. 11%), y en general (4% vs. 11%). Aunque el resultado fue positivo respecto a la identificaci贸n de las especies no nativas, no se observ贸 un cambio significativo en el afecto relacionado con los animales nativos, lo cual recalca el desaf铆o y la necesidad de dise帽ar herramientas de educaci贸n ambiental que generen cambios profundos y duraderos en el afecto por la fauna nativa.Since affection for native fauna plays an important role in its conservation and protection, this quasi-experimental study with a pre/post design evaluated the effect of an educational game on the identification of and affection towards Colombian native fauna in 291 students from 4th to 9th grade of 11 rural and urban public schools in Bogot谩 and Cundinamarca. Students answered questionnaires before and after playing the game ad libitum, for a period of 4-5 weeks during school recess time. The mean of animals listed per student increased from 11.27 pre-game to 12.87 post-game and from 7.91 pre-game to 9.99 post-game in rural and urban schools, respectively. These differences between rural vs. urban schools and between pre-game vs. post-game scores were significant (p <0.01). The total diversity of native animals listed was 181, and increased from 88 pre-game to 131 post-game in rural schools and from 87 pre-game to 129 post-game in urban schools. The ratio of exotic species included in the native fauna decreased from ~ 1: 2 pre-game to ~ 1: 3 post-game. A significant increase was found in the pre-game vs. post-game percentages of successful identification of non-native fauna, separately and in general in both rural and urban schools. When students were asked to choose their five favorite animals from an album, both pre-game and post-game students from rural and urban schools chose more non-native than native animals. Regarding the choice of three animals to be saved, the native and non-native animals chosen, both pre-game and post-game, were the same, and included two natives and three non-natives. However, the percentage of students whose three animals chosen to be saved were native, had a two to five-fold increase in the pre-game versus post-game general evaluation (4% vs. 11%), in rural (6% vs. 11%), and in urban (2% vs. 11%) schools. Although the outcome was positive regarding the identification of non-native species, there was no significant change in the affection related to native animals, which underscores the challenge and the need to design environmental-educational tools that generate profound and lasting changes in the affection for native fauna.Incluye bibliograf铆aMaestr铆aMag铆ster en Educaci贸n Ambienta
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