Introducing the Game Design Matrix: A Step-by-Step Process for Creating Serious Games

The Game Design Matrix makes effective game design accessible to novice game designers. Serious Games are a powerful tool for educators seeking to boost the level of student engagement and application in academic environments, but the can be difficult to incorporate into existing courses due to availability and the cost of quality game design. The Game Design Matrix was used by two educators, novice game designers, to create a serious game. The games were assessed in an academic setting and observed to be effective in engagement, interaction, and achieving higher levels of learning

The Leap into the New Normal in Creative Work: A Qualitative Study of the Impact of COVID-19 on Work Practices in Industrial Companies

For many employees, the COVID-19 pandemic has precipitated a move from centralized workplaces to full-time teleworking from home. As a catalyst for the virtualization of the working world, the pandemic has accelerated company transformation to digitalization and New Work. In a post-COVID-19 world, companies will face the challenge of combining virtual and physical working while offering employees an appropriate working infrastructure. However, the future consequences for work design remain unclear, as many companies are in a state of flux. The purpose of the present study was to develop an up-to-date overview of what this future New Normal might look like, and to expand existing knowledge in this regard. To that end, we conducted fifteen in-depth interviews with experts from German industrial companies. The findings identify four main areas of change at individual and team levels: the meaning of the work environment, collaboration, creative work, and the nature of future work. The results offer some profound insights into the field of design and virtualization in terms of working location, working time models, and the future of collaborative and creative work. The paper concludes with recommendations for practice and future research. Keywords: New Work, COVID-19, Physical Work Environment, Collaboration, Creativity, Digital Trans-formation, New Normal DOI: 10.7176/EJBM/13-10-01 Publication date:May 31st 202

Education Technology Design and Deployment in HCI4D:A Nigerian Perspective

The decolonisation of knowledge has shown significant impact in reframing the understanding of technology as a means to the development of African communities. However, post-development narratives in HCI4D have failed to explicate how situated and grassroot alternatives can inform the innovative design of diverse perspectives and experience. As such, this thesis approaches this fundamental gap in our understanding of the practice of technology design and deployment by problematising conventional approaches for understanding, designing, and deploying educational technologies in the context of Nigeria. Through the adoption of a range of indigenous sensitivities, the thesis seeks to develop candidate approaches for analysing diverse cultural perspectives and for designing technologies that embody and extend them. Through the thematic analysis of empirical data, the thesis shows how stereotypical approaches to educational research and technology design presents postcolonial narratives of innovation in Nigeria as neo-colonial design agenda’s that needed to be appropriated in line with emerging conditions and relations in Africa. The interpretive analysis of the perspective of stakeholders in three Universities shows the relevance of developing context-specific pedagogical approach relevant to the politics of decolonialise blended education. The analysis also attempts to revive the arguments about the processes of technology diffusion and acceptance, showing the relevance and limit of traditional models for understanding the acceptance or rejection of technologies in an educational context. Using the Wittgensteinian approach of Winch and a range of Feminist positionalities, I attempted showing how a situated epistemological orientation can bring about envisioning alternative’s ways of articulating and translating transnational encounters and exchange of technological innovation. The sensitization and evaluation of the mundane practice of three software development firm shows the mythology of design innovation in/from Africa. This led to the consideration of how reframing the basic assumption about creativity from Africa could present African culture of innovation not merely as a passive space for the transfer and appropriation of technology but as a transitional space where innovate practices get regenerated and redistributed across already polarised boundaries of innovation. Finally, the thesis argues for an ‘ontological’ framing of designing localised and indigenous technologies. Through critical reflection on a range of issues associated with post-colonialism and post-development, I examine the possibilities that various historical tropes might offer to the reinvention of the African perspective on innovation. This leads to the consideration of how engaging in critical discussions about the future dimensions of African HCI can allow for grappling with the effect of the coloniality of being, power and knowledge. Developing on the ideas of futuring as a way of dealing with the complexities of the present – in this case the coloniality of the imagination - the thesis ends by discussing three tactical propositions for ‘remembering’ future identities of African innovation where the values of autonomy are known and acted upon

Consequences of Project Team Member Turnover for agile Information Systems Development Teams: A Multiple Case Study

Turnover of IT professionals has been at the center of IT workforce research, mainly focusing on individual level drivers and consequences. This paper explores how turnover events affect the dynamics of agile software development (ISD) teams. We conducted 25 semi-structured interviews in seven cases to understand team-level consequences of turnover events. We found that ISD teams who directly or indirectly experienced turnover events are confronted with the following four consequences on the group level: (1) group dynamics shift, leading to (2) interpersonal voids, and (3) voids of expertise which consequently leads to (4) rebalancing resources. Through our work, we contribute to a better understanding of how coping processes that start after collective turnover occurs in agile ISD teams are shaped at the group level