The "Water Cooler" game

Much has been written about the theoretical potential of digital games to transform teaching and learning and to offer new forms of digital assessment; yet the education system in the United Kingdom (UK) is arguably still focused exclusively on the assessment and reward of individual effort and achievement. This can be at odds with the requirements of twenty-first century working environments and in the requirements for developing the personal employability characteristics of students. Engaging students in authentic collaborative project work that requires sophisticated and coordinated communication can present real challenges. Employers are demanding, as prerequisite, that graduates have highly developed communication and collaborative team working skills for opportunities in the digital industries such as Games Design, however Games Design students are often quite isolated in their personal industry related practice, working methods and their online lifestyles and lack the “soft skills” which would enable them to work successfully within a team. In this paper, the authors elaborate on how Hull School of Art and Design has attempted to address this problem through the implementation of an Applied Game, the “Watercooler Game”, for their Games Industry undergraduates. They present their reflections on the rationale behind the pedagogic approach, the decision to develop an applied game to address their pedagogic challenges and their experience of working with a commercial Games Developer in producing the game. The authors present the initial findings of their evaluation of game from a multidimensional perspective. The pedagogic approach (using applied games with a selected small cohort of students), the technical approach adopted by the developers of the game (an open source asset based approach) and the pedagogic efficacy of the game through evaluation of the learning objectives achieved by a cohort of seventy learners situated in the College’s School of Art and Design

Towards Mapping Competencies through Learning Analytics: Real-time Competency Assessment for Career Direction through Interactive Simulation

Assessment and Evaluation in Higher Education, 201, pp. 1-13

Brief history of serious games

Serious Games are now an established field of study. In this field most would attribute the rise of Serious Games to Clark C Abt’s creation of the term in 1970, or indeed Ben Sawyer’s popularization of it in 2002. However, considering the rich history of purposing non-digital games, itself preceded by discussions of purposing play that are traceable to the work of Plato, it can be said that Serious Games is a contemporary manifestation of centuries old theories and practices. In this chapter, we explore the pre-history of Serious Games, beginning with the suggested purpose, and purposing of play. Throughout this historical review we identify key in research and practice that are apparent in the contemporary Serious Games field

D10.2 – Research Data Management Plan, version 3.0:RAGE – WP10 – D10.2

What data will be collected, processed or generated during the RAGE project? Following what methodology and standards? And what data will be shared and/or made openly available, and how will it be curated and preserved? These issues are typically described in a Data Management Plan (DMP), outlining how research data is handled during the project and after the project is completed. The RAGE DMP specifically provides guidelines on ethics, data protection and open research data access to RAGE researchers involved in WP5 (Case experiments) and WP8 (Validation). Ethics and data protection are especially relevant in view of the games and audiences targeted by RAGE. Therefore, RAGE is one of the participating projects in the EU open research data pilot, an initiative under Horizon 2020 that aims at improving and maximising the access to and re-use of research data created in European projects.This document is the third and final iteration of the DMP

Participatory game prototyping – balancing domain content and playability in a serious game design for the energy transition

Game design mostly engages future players as users and testers, whereas in the field of serious game design, approaches involving players more substantially are slowly emerging. This paper documents the participatory prototyping process of Energy Safari, a serious game for the energy transition in the Province of Groningen, and reports on the differences of the contributions made to the game development by separate groups of stakeholders. Each group contributed the most to the game elements that are most relevant to their interests. Overall, this study points to the potential of participatory game prototyping as a method to develop serious games that are balanced both in terms of domain content and playability, are meaningful for future players, and well embedded in the local context

Learning from multimedia and hypermedia

Computer-based multimedia and hypermedia resources (e.g., the world wide web) have become one of the primary sources of academic information for a majority of pupils and students. In line with this expansion in the field of education, the scientific study of learning from multimedia and hypermedia has become a very active field of research. In this chapter we provide a short overview with regard to research on learning with multimedia and hypermedia. In two review sections, we describe the educational benefits of multiple representations and of learner control, as these are the two defining characteristics of hypermedia. In a third review section we describe recent scientific trends in the field of multimedia/hypermedia learning. In all three review sections we will point to relevant European work on multimedia/hypermedia carried out within the last 5 years, and often carried out within the Kaleidoscope Network of Excellence. According to the interdisciplinary nature of the field this work might come not only from psychology, but also from technology or pedagogy. Comparing the different research activities on multimedia and hypermedia that have dominated the international scientific discourse in the last decade reveals some important differences. Most important, a gap seems to exist between researchers mainly interested in a “serious” educational use of multimedia/ hypermedia and researchers mainly interested in “serious” experimental research on learning with multimedia/hypermedia. Recent discussions about the pros and cons of “design-based research” or “use-inspired basic research” can be seen as a direct consequence of an increasing awareness of the tensions within these two different cultures of research on education

Immersive digital games: the interfaces for next-generation e-learning?

peer reviewedThe intrinsic motivation to play, and therefore to learn, that might be provided by digital educational games teases researchers and developers. However, existing educational games often fail in their attempt to compete with commercial games and to provide successful learning. Often some learning is added to digital games or some gameplay is added to educational applications. Successful educational games, however, require merging professional game design with sound pedagogical strategies, creating a new hybrid format. Moreover, a methodology is required that allows continuously balancing gaming and learning challenges and the learner's abilities and knowledge in order to retain an immersive gaming experience. In this article we introduce approaches to game design and didactic design, as well as a framework for adaptive interventions in educational games.ELEKTRA (Enhanced Learning Experience and Knowledge Transfer

The ELEKTRA project: Towards a new learning experience

peer reviewedELEKTRA (Enhanced Learning Experience and Knowledge Transfer