Generating Computational Models for Serious Gaming

Westera, W. (2013, 25 October). Generating computational models for serious gaming. Presentation at the GALA Serious Gaming Conference, Paris, France.Many serious games include computational models that simulate dynamic systems. These models promote enhanced interaction and responsiveness. Under the social web paradigm more and more usable game authoring tools become available that enable prosumers to create their own games, but the inclusion of dynamic simulations remains a specialist’s job involving knowledge of mathematics, numerical modeling and programming. This presentation explains a methodology for specifying and running a specific subset of computational models without the need of bothering with mathematical equations. The methodology comprises a knowledge elicitation procedure for identifying and specifying the required model components, whereupon the mathematical model is automatically generated. The approach is based on the fact that many games focus on optimisation problems that are covered by a general class of linear programming models. The presentation thus sketches the principles of a creativity tool that removes barriers for harvesting the creative potential of teachers and students

Ranging behaviour of translocated roe deer in a Mediterranean habitat: seasonal and altitudinal influences on home range size and patterns of range use

In this study we investigated the causes of seasonal variation in the home ranges of roe deer reintroduced to the Gardunha Mountains (Portugal). From May 2002 to April 2003, 1 year after the animals had been released, we collected data using radio-tracking techniques for five monitored animals (two males and three females). We found differences in the size of home ranges between seasons, with home ranges larger in summer than winter (minimum convex polygon peeled to 95%: summer 409.64 +/- 98.20 ha, winter 116.20 +/- 17.90 ha). This is contrary to evidence from central and northern Europe, where home ranges are typically larger in winter than summer. Moreover, two of the sampled females and one of the males tended to use higher elevations in summer. Comparisons between Mediterranean populations and those in central and northern Europe showed that Mediterranean populations in the winter easily fulfil their needs within a small area, whereas in the hot dry summer a larger area is needed. Furthermore, individuals prefer a higher, cooler mountainous habitat in summer, which is likely to be a means of avoiding warmer temperatures

CENGO: a web-based serious game to increase the programming knowledge levels of computer engineering students

In recent years, games are used to increase the level of knowledge and experience of individuals working in different domains. Especially in the education field, there are several different serious games to teach the subjects of the lectures or other educational materials to students in an enjoyable way. Hence, this study proposes a quantitative research approach to increase the programming knowledge levels of the first-year undergraduate students at computer engineering departments. For this aim, a responsive web platform was developed to teach the syntax and logic of C programming language by using some game elements. Therefore, the students have a chance to repeat the topics related to C programming language continuously since the platform is always accessible. To figure out the efficiency of the designed environment, 10 first-year computer engineering students were selected. According to the results obtained from the user tests, this game can be used as an educational tool, which supports the traditional training methods, to increase the knowledge levels of students about the syntax and logic of C programming language

Toward a Multifaceted Heuristic of Digital Reading to Inform Assessment, Research, Practice, and Policy

In this commentary, the author explores the tension between almost 30 years of work that has embraced increasingly complex conceptions of digital reading and recent studies that risk oversimplifying digital reading as a singular entity analogous with reading text on a screen. The author begins by tracing a line of theoretical and empirical work that both informs and complicates our understanding of digital literacy and, more specifically, digital reading. Then, a heuristic is proposed to systematically organize, label, and define a multifaceted set of increasingly complex terms, concepts, and practices that characterize the spectrum of digital reading experiences. Research that informs this heuristic is used to illustrate how more precision in defining digital reading can promote greater clarity across research methods and advance a more systematic study of promising digital reading practices. Finally, the author discusses implications for assessment, research, practice, and policy

Science teachers’ experiences of inquiry-based learning through a serious game:a phenomenographic perspective

This study employed a phenomenographic approach to investigate science teachers’ conceptions of inquiry-based learning through a serious game. Simaula is a prototype game designed and used as a virtual practicum for eliciting understandings on how in-game inquiry was appeared to, or experienced by, the participating teachers. Group interviews with 20 secondary education science teachers revealed four qualitatively different ways of experiencing inquiry-based learning through Simaula: (a) as uncovering insights about student’s learning needs, interests and emotions; (b) as generating ideas and concepts for meaningful inquiry; (c) as a set of operations for designing and carrying out scientific research; and (d) as authentic inquiry for enabling knowledge building processes. Seven dimensions of variation have been identified viewed as contextual influences on conceptions of in-game inquiry constituting discernment of: epistemic inquiry-based learning modes; role of teacher; role of student; game-play focus; core mechanics focus; feedback and progress mechanics and game uncertainty. The results illuminated a partial in-game inquiry approach with distinct epistemic modes from developing empathy and meaning making to knowledge construction and knowledge building. The findings also indicated that game design elements played central role in shaping conceptions of in-game inquiry from focusing on rules and logic as means to completing the game’s level to understanding the complexity of core mechanics for developing and transferring in-game inquiry to the real classroom. This insinuates that distinct game design properties may be considered in terms of extending intrinsic in-game inquiry experiences to actual in-class inquiry practice

The serious games ecosystem: Interdisciplinary and intercontextual praxis

This chapter will situate academia in relation to serious games commercial production and contextual adoption, and vice-versa. As a researcher it is critical to recognize that academic research of serious games does not occur in a vaccum. Direct partnerships between universities and commercial organizations are increasingly common, as well as between research institutes and the contexts that their serious games are deployed in. Commercial production of serious games and their increased adoption in non-commercial contexts will influence academic research through emerging impact pathways and funding opportunities. Adding further complexity is the emergence of commercial organizations that undertake their own research, and research institutes that have inhouse commercial arms. To conclude, we explore how these issues affect the individual researcher, and offer considerations for future academic and industry serious games projects

Deconstructing Engagement: Rethinking Involvement in Learning

Background. The discourse of learner engagement has become prevalent in formal education research and practice in recent years. However, the term has multiple meanings and various constructions, particularly in the context of games and learning, where the coming together of two different disciplinary constructs creates ambiguity and tensions. Aim. The notions of engagement with education and engagement with games are not necessarily mutually compatible, and this article aims to explore this. Method. This article starts by exploring the use of the term by deconstructing the idea of engagement, and highlighting issues with the way in which people use it in different contexts. Next, it discusses practical and theoretical limitations of the concept, such as the assumed link between engagement and learning and measurement of engagement. Results. The core contribution of the article is a synthesis of the complex literature in this field presented as a model of engagement with learning based on six ways of constructing engagement: participation, attention, captivation, passion, affiliation, and incorporation. Conclusion. The article concludes by discussing the benefits and possible uses of this model, and highlighting necessary further research to forward the field of games and learning in this area