Game Design Patterns for Learning

Kelle, S. (2012). Game Design Patterns for Learning. November, 9, 2012, Heerlen, The Netherlands: Open Universiteit in the Netherlands, CELSTEC. Aachen: Shaker Verlag.What do learning games consist of? How to design learning games and what to keep in mind? How to balance educational objectives with good gameplay? What to do if you are a game designer and you want to use e-learning standards for your game? And what to do if you are an instructional designer and you are in desperate need to gamify your content? This publication aims at illuminating these questions, presenting results from a 4 year long PhD project run at CELSTEC, the Center of Learning Sciences and Technologies at the Open University of The Netherlands. Sebastian Kelle is a multidisciplinary researcher, currently building up a new center for higher education didactics at Stuttgart Media University.EU ICOPER Projec

Design patterns for learning games

Kelle, S., Klemke, R., & Specht, M. (2011). Design patterns for learning games. International Journal Technology Enhanced Learning, 3(6), 555–569. Geneva: Inderscience.This article concerns the design of self-contained digital games for the life-long learning context. Although the potential of games for teaching and learning is undisputed, two main barriers hamper its wide introduction. First, the design of such games tends to be complex, laborious and costly. Second, the requirements for a sensible game do not necessarily coincide with the requirements for effective learning. To solve this problem, we propose a methodology to the design of learning games by using game design patterns and matching these with corresponding learning functions, which is expected to reduce design effort and help determining the right balance between game elements and learning. First empirical results indicate that such a methodology actually can work

A Persona-based Extension for Massive Open Online Courses in Accessible Design

AbstractIn this paper, we present a new participatory design for learning, developed in the context of a transnational initiative for creating Massive Open Online Courses (MOOCs) on Accessible Design for ICT. The core idea is creating an additional learning benefit by means of immersive learning experience. This is achieved by simulating scenarios, in which the participants in the MOOC course are prompted to take on the role of accessible media author, and user, vice versa. The approach is based on the concept of “personas”, a user centered design methodology that illustrates practical needs by portraying realistic personal profiles of hypothetical characters

Heterologe Expression von Enzymen aus Basidiomyceten in Pichia pastoris

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Effects of Game Design Patterns on Basic Life Support Training Content

Kelle, S., Klemke, R., & Specht, M. (2013). Effects of Game Design Patterns on Basic Life Support Training Content. Educational Technology & Society, 16(1), 275–285.Based on a previous analysis of game design patterns and related effects in an educational scenario, the following paper presents an experimental study. In the study a course for Basic Life Support training has been evaluated and two game design patterns have been applied to the course. The hypotheses evaluated in this paper relate to game design patterns that have been used for learning functions, expected to enhance the learning outcome and user experience. An experimental design has been carried out in order to get insight about effects of individual and combined game patterns in a Basic Life Support course. Based on the according educational objectives, the effects of two different game design patterns relevant for learning (a timer pattern and a score pattern) have been evaluated. This game was prototypically developed targeting the application on the healthcare domain (basic life support). The results show a significant interaction effect of the two patterns on the learning gain, as well as a strong covariate influence of the learners’ age

Ambient Displays and Game Design Patterns

Kelle, S., Börner, D., Kalz, M., & Specht, M. (2010). Ambient Displays and Game Design Patterns. In M. Wolpers, P. A. Kirschner, M. Scheffel, S. Lindstädt, & V. Dimitrova (Eds.), Sustaining TEL: From Innovation to Learning and Practice, Proceedings of EC-TEL 2010 (pp. 512-517). LNCS 6383. Berlin, Heidelberg, & New York: Springer.In this paper we describe a social learning game we implemented to evaluate various means of ubiquitous learning support. Making use of game design patterns it was possible to implement information channels in such a way that we could simulate ubiquitous learning support in an authentic situation. The result is a prototype game in which one person is chosen randomly to become “Mister X”, and the other players have to find clues and strategies to find out who is the wanted person. In our scenario we used 3 different information channels to provide clues and compared them with respect to user appreciation and effectiveness.ICOPER, STELLA

Clinical Applications for Cardiovascular Magnetic Resonance Imaging at 3 Tesla

Cardiovascular magnetic resonance (CMR) imaging has evolved rapidly and is now accepted as a powerful diagnostic tool with significant clinical and research applications. Clinical 3 Tesla (3 T) scanners are increasingly available and offer improved diagnostic capabilities compared to 1.5 T scanners for perfusion, viability, and coronary imaging. Although technical challenges remain for cardiac imaging at higher field strengths such as balanced steady state free precession (bSSFP) cine imaging, the majority of cardiac applications are feasible at 3 T with comparable or superior image quality to that of 1.5 T. This review will focus on the benefits and limitations of 3 T CMR for common clinical applications and examine areas in development for potential clinical use