Creative learning with serious games [editorial]

This paper, summarises the Creative Learning with Serious Games workshop that took place in the Fun and Games 2010 conference. The workshop discussed innovative methodological approaches to Serious Games for creative learning. A special emphasis was given to state-ofthe- art research work and cross-discipline approaches (e.g. the mix of Storytelling and Serious Games). In addition, different case studies coming from very different European (research) projects were presented and discussed with the participants. Five papers were selected via a peer reviewed process to be presented at the workshop. The authors presented their work and demonstrated their applications during the second part of the workshop

Failure mechanisms of a hydrogenated amorphous carbon coating in load-scanning tests

A diamond-like carbon (DLC) coating with a top layer of pure hydrogenated amorphous carbon (a-C:H) and an interlayer of tungsten-modified hydrogenated amorphous carbon (a-C:H:W) was deposited onto polished cylindrical specimens of a hardened and tempered cold work tool steel. On a load-scanning test rig, tribological– mechanical tests under dry conditions with DLC coated specimens sliding against identical, but uncoated specimens were performed. Additionally, comparative tests with DLC sliding against DLC and tool steel sliding against tool steel were carried out. During each test cycle, the normal load was gradually increased from 13 to 350 N, corresponding to a Hertzian contact pressure of 1.0 to 3.0 GPa. The coefficient of friction was monitored as a function of the normal load, with a significant increase in friction indicating failure of the coating. The tests were repeated and stopped at different total numbers of load cycles. After the tests, a FIB-assisted microscopical analysis in terms of wear and damage of the DLC coating was performed, revealing the (subsurface) failure mechanisms. For DLC sliding against steel, the coating fails within only few load cycles; first tribologically and after that mechanically. Failure is initiated by adherence and subsequent transfer of steel of the counter body. Below adhered steel flakes, tensile cracks form in the a-C:H top layer, with sharp crack edges removing even more steel from the counter body. In following load cycles, coating fragments are being pulled out at these spots, representing the final failure mode. In contrast, for DLC sliding against DLC, no coating failure and also no significant wear are observed, even after a considerably higher number of load cycles

An activity-based competency model - an approach for 21st century learners

This paper describes an activity-based competence definition and assessment approach. We argue that in a fast evolving world with increasing competence development necessities, training concepts need to target the performance of a single or integrated set of activities. The activity-based competences definition model for adult learners presented here aims at supporting the process of deriving key competences in line with the activity to be performed or improved. The model combines the concepts of Activity Theory, with andragogical principles and Self-Regulated Learning approaches with the revised version of Bloom"s Taxonomy. Additionally, it integrates modern learning theories (Connectivism) and concepts that emphasize knowledge networks and enquiry strategies as the key element of the modern knowledge society. We outline a Competence Model that supports the development of pedagogically sound authentic training activities, such as for simulation-based training activities or any other e-learning element for distance education

Game-based learning for knowledge sharing and transfer: the e-VITA approach for intergenerational learning

The increasing pervasiveness of digital technology is having a profound effect on how younger generations interact, play, and learn. The use of electronic games for education (game-based learning) promotes an agile, immersive, and stimulating form of learning that fosters learner engagement and motivation. This chapter focuses on GBL for knowledge sharing and transfer for the purposes of intergenerational learning. In addition to the challenge of building intellectually appropriate and challenging games, the informal and incidental nature of intergenerational learning introduces another key requirement: namely, that of effectively capturing and re-proposing the informal knowledge of seniors. For this reason, an innovative approach that builds on the combined use of serious games and storytelling is proposed. The application of this methodology in the context of the research project e-VITA is discussed, including the implications of pedagogy upon game design