The Challenges and Opportunities of Analogue Game-Based Learning

The report will be built on best existing practice in the area of game-based teaching and assessment from experts from all over Europe. It will include materials, resources, research and documented case studies of game-based approaches to teaching. Also, it will describe the challenges experts were facing during implementation of the practice and an articulated set of advice on how to confront the above challenges

Structure property relationship of suspension thermally sprayed WC-Co nanocomposite coatings.

Tribomechanical properties of nanostructured coatings deposited by suspension high velocity oxy-fuel (S-HVOF) and conventional HVOF (Jet Kote) spraying were evaluated. Nanostructured S-HVOF coatings were obtained via ball milling of the agglomerated and sintered WC-12Co feedstock powder, which were deposited via an aqueous-based suspension using modified HVOF (TopGun) process. Microstructural evaluations of these hardmetal coatings included transmission electron microscopy, x-ray diffraction, and scanning electron microscopy equipped with energy dispersive x-ray spectroscopy. The nanohardness and modulus of the coated specimens were investigated using a diamond Berkovich nanoindenter. Sliding wear tests were conducted using a ball-on-flat test rig. Results indicated that low porosity coatings with nanostructured features were obtained. High carbon loss was observed, but coatings showed a high hardness up to 1000 HV2.9N. S-HVOF coatings also showed improved sliding wear and friction behavior, which were attributed to nanosized particles reducing ball wear in three-body abrasion and support of metal matrix due to uniform distribution of nanoparticles in the coating microstructure

Game-Based Learning in Higher Education using analogue games

Analogue games have been increasingly studied through the lens of media and cultural studies namely considering their technology, textuality, and audiences, to understand their ability to convey meanings, messages, and their ancient presence in popular culture. Nevertheless, their specific potential in the fields of learning and education has been relegated to the background, given the salience of digital games in the scientific landscape. This paper provides a Systematic Literature Review (SLR) and mapping of game-based learning (GBL) applied in Higher Education (HE). Specific areas that require further work to improve the effectiveness of GBL have been highlighted. To this aim and in the context of this research, interviews were conducted with HE tutors and game designers across Europe to determine if the issues raised in the literature review are replicated in the opinions of those teaching. The resulting analysis showed a strong similarity between written and spoken opinions regarding GBL. Although all interviewees felt there were clear benefits to exploiting GBL, there were several barriers to their use. Those that were most mentioned were the large amount of time needed to create GBL experiences, and the lack of support, or understanding of the benefits of GBL, both from students and the institutions at which they teach. The research the was carried out for this paper shows that there is a clear need for a simple, easy to use, framework for the creation of GBL experiences. Such a framework would reduce the time needed by educators to create such games and would aim to increase games' exploitation in educational contexts

An accessible and inclusive future for tabletop games and learning: paradigms and approaches

In recent years, the social perspective on disability has been changing, abandoning the more traditional medical paradigm, and replaced by more socially and contextually aware methods. In this sense, disability is now seen as a social construct, as the inability to accommodate the personal requirements of each individual. This has prompted changes in both educational interventions and media creation frameworks, based on paradigms that promote inclusivity. Considering the recognized social and educational potential of tabletop games, their recognized potential for inclusion intervention, it makes sense to look at this medium and how it can advocate the inclusion of each individual player’s needs. The present study explores different conceptual structures for the purposes of establishing a framework for inclusive development approaches in tabletop games. Beyond people with disabilities and specific accessibility needs, this study also intends to broaden the spectrum of inclusion through analogue games reflecting on human diversity, with a specific focus on Game-Based Learning (GBL). Results intend to foster evidence based and inclusive GBL interventions, which does not present inclusive design and accessibility as an obstacle but instead a creative process that can be addressed proactively by the different stakeholders. Furthermore, the developed reflections constitute a concrete bridge between the premises of the social model of disability, the broad range of individuals’ support needs, and the learning potential of tabletop games

Study of the Structural and Mechanical Properties of Nanocrystalline TiAlSiN Gradient Coatings

A study of the structural and mechanical properties of nanocrystalline TiAlSiN gradient coatings deposited by cathodic arc deposition techniques at 500 degrees C and post-annealed at 525 degrees C is presented. Analysis of the coatings, chemical composition and microstructure revealed that the coatings have a structure based on (Ti, Al)N nanocrystals with an average size of 10 nm embedded in an amorphous Si3N4 phase. The study of the mechanical properties showed that post-annealing causes improvement and increase of the coatings hardness. A maximum hardness of 48 GPa and elastic modulus of 560 GPa were measured. Also, excellent adhesion to the WC-Co substrate was observed in the post-annealed coatings