| Emotion Recognition for Mobile Devices with a Potential Use in Serious Games for Autism Spectrum Disorder | | BIBAK | Full-Text | 1-14 | |
| Olav Brenna Hansen; Adiljan Abdurihim; Simon McCallum | |||
| The continued improvement in the processing power of mobile devices, has
enabled the deployment of complex processing and analysis in real time on
personal devices. The prevalence of mobile devices, and the primary use as a
gaming platform, provide an opportunity to create Serious Games based on
complex image processing. This article focuses on the communication skills of
children with autism, and develops a game using automated emotion recognition
to assist in learning to interact in emotionally rich situations. This paper is
an initial technology demonstration, which will lead, in future publications,
to a full assessment of effect. The game uses automatic recognition of smiling
to provide a scoring mechanism for player who collect facial expressions from
people around them. Keywords: Mobile devices; serious games; games for health; games for education; autism
spectrum disorder | |||
| Dementia Games: A Literature Review of Dementia-Related Serious Games | | BIBAK | Full-Text | 15-27 | |
| Simon McCallum; Costas Boletsis | |||
| Serious games find wide application in the health domain, occupying their
own place in the video game industry (games for health). Currently, there is a
proliferation of cognitive training, exercise and social games, targeting one
of the most dangerous disease of the era: dementia, as well as its various
symptoms and stages like Mild Cognitive Impairment (MCI) and Alzheimer's
disease (AD). However, the dementia-related gaming field is still uncharted. In
this literature review, we list studies on serious games related to dementia,
that are supported by evaluation tests on dementia, MCI and AD patients with
published, peer-reviewed results. This review discusses the effects that games,
which include Wii Fit, Wii Sports, Big Brain Academy, Lumosity, SmartBrain
Games, MasterQuiz, MINDs et al., have on dementia-related conditions. The
review leads us to the conclusions that, firstly, even though many games were
developed for entertainment purposes, they are being used for health reasons
(usually after technical or conceptual modification), acquiring the
characteristics of serious games and, secondly, dementia games do have an
effect on cognitive impaired people. If that effect is long-lasting and/or
transferable to the daily activities is a matter of further scientific
investigation. Keywords: Alzheimer's disease; dementia; literature review; mild cognitive impairment;
serious games | |||
| Training Adapted to Alzheimer Patients for Reducing Daily Activities Errors and Cognitive Decline | | BIBAK | Full-Text | 28-36 | |
| Julien Vandewynckel; Martin J. D. Otis; Bruno Bouchard; Bob-Antoine J. Menelas | |||
| Alzheimer disease becomes a major issue in elder population. To enhance
their autonomy and solve future financial issues, we propose an adaptive game
based on a non-intrusive shoe-mounted accelerometer able to recognize daily
activities and errors. By solving puzzles, the user can train himself his
erroneous activities, and re-learn a few. The main goal behind this game is to
delay the cognitive decline while creating an evaluation tool for the
health-care professional by the computation of a score taking into account the
correctitude and the perseverance. Keywords: Alzheimer; memory training; instrumented shoe | |||
| SimClinic -- An Auxiliary Tool for Evaluation on Clinical Case Settings | | BIBA | Full-Text | 37-50 | |
| Francisco Raposo; Guilherme Santos; João Pereira | |||
| Physicians have one of the most important professions in society. It is
imperative to make sure that they are up to the challenges they will face
throughout their careers, and that can be achieved by having the adequate
evaluation methods. However, current assessment methods do not take advantage
of the latest technologies. With this in mind the objective of this project was
to test the potential of serious games as auxiliary assessment tools for
doctors or students. Serious games allow the simulation of cases that are hard
to recreate in real life, and therefore they can complement other types of
evaluation methods that are already used.
To achieve the proposed goal, an application was developed where the objective is to solve a cardiology-related clinical case using all actions that a doctor can usually perform in such settings. The application records the user's actions and rates them according to Key Performance Indicators. These rating tools serve to automatically evaluate how the player performed. So, in order to test their effectiveness, the automatic scores were compared with ratings made by healthcare professionals on the same sequences of actions. The final results were very satisfactory, showing some similarities between the tool and the opinion of the medics. The difference between both results reached a maximum of 30%, occurring only in rare situations. | |||
| A Kinect-Based System for Cardiopulmonary Resuscitation Simulation: A Pilot Study | | BIBAK | Full-Text | 51-63 | |
| Voravika Wattanasoontorn; Milan Magdics; Imma Boada; Mateu Sbert | |||
| Cardiopulmonary Resuscitation (CPR) training is a crucial procedure to
reduce the decease from cardiac arrest in pre-hospital situation. Due to the
importance of CPR its knowledge is required not only by professions prescribing
CPR certification such as fire fighter, life guard, police or daycare, but also
by laypersons. To learn CPR skill, practice is highly recommended and 3D
simulators with effective interaction tools are one of the best options to
practice CPR anywhere and anytime. In this paper, we present a pilot study in
developing a Kinect-based system focusing on two key parameters of the CPR
procedure: the chest compression rate and correct arm pose, implemented in our
existing CPR training system, LIfe Support Simulation Application (LISSA). Our
system falls into the category of markerless tracking using commercial
depth-cameras, making the proposed method flexible and economic. We also
present a comparison with different CPR feedback systems with regard to the
chest compression rate and correct arm pose. Keywords: Kinect; CPR; serious games; interaction | |||
| Towards a Serious Game for Trauma Treatment | | BIBAK | Full-Text | 64-69 | |
| Simon Mayr; Paolo Petta | |||
| Serious games deliver interactive worlds in support of a wide range of
application areas. Addressing the current paucity of scientific empirical
studies in game-based psychotherapy, we present a principled concept for the
design and deployment of a Trauma Treatment Game aimed at the support of
individualised interventions to children suffering from childhood trauma.
Focusing on the particular methodological challenges of IT-based
psycho-therapeutic support, we detail a domain-general staged process that is
fully embedded in a scaffolding of validation and evaluation assessments. We
motivate the structural decomposition, explain the nature and requirements of
quality insurance measures, identify suitable instruments for their
implementation, and specify success criteria and contingency measures. Keywords: cognitive psychotherapy; trauma treatment; Mexican protocol; serious game
concept design; evaluation and validation; ethics | |||
| Game Design for All: The Example of Hammer and Planks | | BIBAK | Full-Text | 70-75 | |
| Ines Di Loreto; Benoit Lange; Antoine Seilles; Sebastien Andary; William Dyce | |||
| The last years have seen a growing interest in the Serious Games topic --
and in particular in Games for Health -- from both scientific and industrial
communities. However not only is the effectiveness of this kind of game not yet
demonstrated but the distribution and adoption of these games by the mainstream
market is still very low. In this paper we present a game for hemiplegic
rehabilitation called "Hammer and Planks". The game was developed with the
adoption by the general public in mind and has shown interesting results during
a first experimentation at a game exhibition. Keywords: Serious Games; Games for Health; Movement based games | |||
| Learning by Playing and Learning by Making | | BIBAK | Full-Text | 76-85 | |
| Barbara Garneli; Michail N. Giannakos; Konstantinos Chorianopoulos; Letizia Jaccheri | |||
| Serious video games have been proposed as a means to engage students with
the Science, Technology, Engineering, Mathematics (STEM) curriculum, but there
is limited research on the required game elements and teaching practices. In
particular, there is limited evidence on the effects of the storytelling
element and of student involvement in making games on the learning performance
and on the attitudes of the students. For this purpose, we designed a between
groups experiment with eighty students (12 to 13 years old). They formed three
equivalent groups of twenty students each who practiced with a serious game in
three different ways. The first group played the storytelling game, the second
played the same game but with no story, and the third was engaged with
modifying the game code. Finally, the last (control) group practiced
traditionally by solving exercises on paper. We found that girls with low
grades benefited the most by playing the game and by engaging with the code and
that the game making group wishes to repeat the exercise. Further research
should perform similar studies with a focus on involving students in serious
game modification, over longer periods of time and for additional curriculum
topics. Keywords: Serious game; programming environment; behaviorism; constructivism;
storytelling element; code engagement; CS education | |||
| The Table Mystery: An Augmented Reality Collaborative Game for Chemistry Education | | BIBAK | Full-Text | 86-95 | |
| Costas Boletsis; Simon McCallum | |||
| Educational games constitute a major field inside the serious games
ecosystem, attempting to educate the players, while entertaining them.
Augmented Reality (AR) has found application in educational games, introducing
properties that improve gameplay and that potentially produce unique
educational affordances. In this study, we present the "Table Mystery" game, an
under-development mystery-adventure game utilising Augmented Reality to provide
an exciting and engaging educational experience related to chemistry and, more
specifically, to the elements of the periodic table. The game is developed for
the Science Centre in Oppland county, Norway (Vitensenteret Innlandet). The
long-term study's purpose is to examine the effect of Augmented Reality on
providing engaging and exciting, short-term educational experiences. Keywords: Augmented Reality; educational games; game-based learning; periodic table | |||
| Enhancing the Reading Experience through User-Generated Serious Games on the MyGame-4u Platform | | BIBAK | Full-Text | 96-107 | |
| Christopher De Marco; Christine Evain; Francisco Gutierrez | |||
| The characteristics of generation Z, or the digital generation, have led us
to rethink our pedagogy for bringing challenging literature into the classroom.
Our research is based on creating a serious game platform in collaboration with
a team of students who were involved both in the programming and testing of our
platform called MyGame-4u. This platform allows students to share
contributor-generated games in the field of literature. Using the Bloom
taxonomy of learning objectives, our team of researchers developed a bank of
question templates for the platform corresponding to the five levels of
learning in the taxonomy. This paper also refers to the findings of
techno-culture theorists in relation to the generation Z profile as well as
Csikszentmihalyi's eight dimensions of the flow experience. Having tested
MyGame-4u, we believe that such tools can help students break down the reading
activity into achievable tasks and thus allow them to develop their capacity to
read and to appreciate long novels. Keywords: Game-based learning; reading; social reading; Gen Z; literature;
participative culture | |||
| Work Safety and Health Games-Based Learning | | BIBAK | Full-Text | 108-117 | |
| Peter Leong; Vincent Goh | |||
| Games-based learning is being explored by adult learning trainers in various
vocational domains such as Work Safety and Health (WSH). One of the big
challenges in deploying games-based learning in a larger scale is the high
costs associated with customized development of the WSH games. Games
development often requires specialized programming skills, and also content
expertise from academic specialists. Our Rapid, Easy Authoring Platform for
Serious Games (REAPSG) empowers academics and trainers to create the
games-based learning content on their own without the need for specialized
programming skills. Keywords: Serious games; Rapid Authoring Tool; Work Safety and Health; Adult Learning | |||
| Learning Efficacy of the 'Hazard Recognition' Serious Game | | BIBAK | Full-Text | 118-129 | |
| Igor Mayer; Arthur Wolff; Ivo Wenzler | |||
| The authors present the study design and main findings of a
quasi-experimental evaluation of the learning efficacy of the Serious Game (SG)
'Hazard Recognition' (HR). The SG-HR is a playable, two-level demonstration
version for training supervisors who work at oil and gas drilling sites. The
game has been developed with a view to developing a full-blown, game-based
training environment for operational safety in the oil and gas industry. One of
the many barriers to upscaling and implementing a game for training is the
questioned learning efficacy of the game. The authors therefore conducted a
study into the game's learning efficacy and the factors that contribute to it.
The authors used a Framework for Comparative Evaluation (FCE) of SG, and
combined it with the Kowalski model for Hazard Detection and the Noel Burch
competence model. Four experimental game sessions were held, two involving 60
professionals working in the oil and gas industry, and two with engineering
students and consultants. Relevant constructs were operationalized and data
were gathered using pre and post-game questionnaires. The authors conclude that
the SG-HR improves players' skills and knowledge on hazard detection and
assessment, and it facilitates significant learning efficacy in this topic. The
FCE proved very helpful for setting up the evaluation and selecting the
constructs. Keywords: Hazard Recognition; Serious Game; Emergency Management; Virtual Training;
Oil and Gas industry | |||
| Serious Gaming in Manufacturing Education | | BIBAK | Full-Text | 130-144 | |
| Manuel Oliveira; Gregor Cerinsek; Heiko Duin; Marco Taisch | |||
| The human capital for the European Factories of the Future is the key
enabler to competing in high value manufacturing. Therefore, the education and
training schemes for young talents, supported by new and rapidly developing ICT
technologies, have to be flexible and adaptable to the future manufacturing
needs. New approaches for managing knowledge and developing skills will be
required so that the manufacturing decision making can be dispersed in the
production level. In order for the best of European human capital to be a
center of attention, the weak societal appeal of manufacturing has to be
overcome as evidenced in the decline of student interest in Science,
Technology, Engineering and Mathematics (STEM) subjects.
The aim of the paper is to focus on a sample of current offer of serious games in manufacturing education. Although manufacturing education have been using simulations in facilitating a better understanding of the theoretical concepts, the transition to using serious games is prone to mistakes. This paper presents the comparative analysis of three existing serious games in manufacturing education, assessing the game design and pedagogical underpinnings of the serious games. The result of the analysis has yielded a set of guidelines that supports the development of serious games in manufacturing education. Keywords: serious games; manufacturing education | |||
| The Rake and the X | | BIBAK | Full-Text | 145-150 | |
| Tine Rosenthal Johansen; Thomas Duus Henriksen | |||
| This paper illustrates two models for using learning games to teach across
disciplines and classes. Two different learning games are used for bringing
together students from different courses to facilitate cross-disciplinary
classes on management and organisational learning. Keywords: Learning Game; Didactic Design; Higher Education | |||
| The Ambience Table: A Serious Gaming Interface for Aiding Sound Design | | BIBAK | Full-Text | 151-164 | |
| Andreas Jönsson; Ronan Breslin; Minhua Ma | |||
| Ambient sound plays a critical part in all media related to the moving
image, video games, and live performance. It defines its place and time,
temporalizes it to towards a future goal and is key in creating audience
immersion and belief in what we see. The process of recording, manipulating or
designing audio elements is usually handled by competent professionals. Can a
different approach be had to the way we design sound ambiences and what
relationship and role does ambient sound have to media such as film and games?
Using object-oriented programming environment, Max/MSP, a low-cost serious
gaming interface was designed and implemented -- the Ambience Designer. This
rids the process of its esoteric nature and together with an especially crafted
tabletop interface allows amateurs to design and interact with the ambient
sounds of birds, wind and traffic for home movies and indie games. The Ambience
Designer removes the esoteric ways of audio design in a Digital Audio
Workstation (DAW) and use intuitive user input that connect with our every day
subjective experience of sound -- such as distance, placement, and intensity --
in place of parameters that only professionals could understand and use. Future
developments include moving the Ambience Designer to a commercial multi touch
table/tablet such as Microsoft Surface or Apple iPad which will enable us to
utilise more intuitive, multi-touch gestures such as tap, scroll, pan, rotate,
and pinch. The Ambience Designer was evaluated among working professionals,
amateurs and the general public and initial findings were promising. During the
survey, participants also suggested some future applications of the Ambience
Designer, such as a creative and educational tool for children or people with
special needs, for therapeutic purposes, to trigger memories in elderly, for
digital storytelling and post-production sound dubbing for picture. Keywords: Serious games; ambient sound; audio design; sound design; sound for moving
image; game audio; intuitive user interface | |||
| Supporting Crisis Training with a Mobile Game System | | BIBAK | Full-Text | 165-177 | |
| Ines Di Loreto; Emil A. Mork; Simone Mora; Monica Divitini | |||
| Crisis training is highly complex and it requires multiple approaches. Games
have a high potential in this context because they might support players in
exploring different situations and experience different crisis scenarios. This
paper proposes a mobile game system for crisis training. The system aims to
promote soft skills and basic procedures learning. The system is composed by
(i) a website that allows to set up the game and review game results and (ii) a
mobile game. The set up supports the tailoring of games that better fit the
specific learning needs of the players. The actual play promotes gaining of
experience. The final review is intended to promote reflection on the gained
experience, mirroring debriefing sessions that are common in crisis situations.
Results from the initial evaluation show that the game and the post-game
reflection are useful to train soft skills and to improve behavior. Keywords: Serious Games; Crisis Management; Mobile Games; Soft Skills | |||
| Serious Game for Quantum Research | | BIBA | Full-Text | 178-187 | |
| Oliver T. Brown; John Truesdale; Sandy Louchart; Suzanne McEndoo; Sabrina Maniscalco; Judy Robertson; Theodore Lim; Stephen Kilbride | |||
| In this article, we discuss the development and evaluation of a game designed to harness non-expert human intuition for scientific research in the field of Quantum Physics (Quantum Information). Since many physics problems are represented and analysed in a geometric space, we hypothesized that human predispositions such as geo-spatial intuition could be considered as a means to reduce the search space in some optimisation problems in quantum information which are currently solved through brute force approaches. We developed a 3D digital game in order to investigate players' ability to solve a known and quantifiable current research problem in quantum physics. In this article, we describe our motivations for conducting this work, the game design and its implementation, our experimental design and an analysis of the results obtained via player evaluation. Initial results are promising, indicating that players can indeed find known solutions to the example problem. | |||
| The Evaluation of Serious Games Supporting Creativity through Student Labs | | BIBAK | Full-Text | 188-199 | |
| Jannicke Baalsrud Hauge; Heiko Duin; Klaus-Dieter Thoben | |||
| The success of the European economy is to a large extent depending on the
ability of European industry to foster innovation and to develop new product
and services. Innovation is perceived to be Europe's key to economic success in
the current market environment in which strong competition from both the
established and emerging Asian economies concern companies and politics. A key
role is here played by people in the culture and creative sector as a driver
for new ideas. It is the aim of the Cultural and Creative Industry (CCI) to
move towards a creative economy by catalyzing the spill-over effects of CCIs on
a wide range of economic and social contexts, such as manufacturing, education,
etc. Creative thinking, especially when performed collaboratively, is an
engaging activity that fosters participation, discussion and deep reflection
about real-world problems. Creative thinking is thus one of the competencies
expected from tomorrow's worker. These are all highly desirable characteristics
in any learning process, and represent the core of the rapidly increasing
academic effort towards using educational games to engage students in situated
deep learning activities. This article presents a game used for stimulating the
creative thinking process among students aiming at facilitating the application
of creativity as part of the learning process. Keywords: radical innovation; incremental innovation; games for creativity; learning
experience; curriculum changes; game based learning; creativity methods | |||
| HiNTHunt -- A Pervasive Game to Support and Encourage Desired Activities for New Students | | BIBAK | Full-Text | 200-205 | |
| Trygve Pløhn; Trond Aalberg | |||
| Gameplay has proven to be a useful tool in many types of training and
learning situations. This paper presents the game HiNTHunt, an experimental
pervasive game designed to encourage students to socialize and learn the basics
about the campus when they arrive as new students at a university. Our analysis
of the game usage and gameplay experience shows that this approach for
motivating students to perform specific activities is well accepted, but we
have also identified some challenges that must be considered in the development
of such games. Keywords: serious games; pervasive gaming; learning; training | |||
| Serious Game Modules for Entertainment Games | | BIBAK | Full-Text | 206-211 | |
| Darren Eymundson; Michael Janzen | |||
| Following in the work of Bellotti et al. we present a forest simulator
serious game module. Such a game module could be included with a strategy game
primarily designed for entertainment, in order to teach the player lessons in
ecology. The ecology in our module is simple, primarily focused on competition
for resources of sunlight in the air, and nitrogen in the soil. We simulate
three scenarios: growth of a forest, a forest take over by an invasive species,
and selectively harvesting a forest compared to clear cutting a forest. Keywords: serious game modules; virtual plants; genetic algorithms; L-systems | |||
| Serious Games Integration in an Entrepreneurship Massive Online Open Course (MOOC) | | BIBAK | Full-Text | 212-225 | |
| Margarida Romero; Mireia Usart | |||
| The current crisis in Europe has raised the need to increase the
entrepreneurship orientation of students and adult citizens. At the same time,
Massive Online Open Course (MOOC) has appeared as a disruptive innovation that
permits to engage a large number of persons in an online open course available
through Internet to anyone aiming to enrol. MOOC has been deployed based on
basic technologies such text-based materials, video-lectures and forum based
interactions. In this study we introduce the design of a MOOC for
Entrepreneurship education that aims to go one step further by integrating the
use of Serious Games as a key part of the methodology for teaching and learning
entrepreneurship basics in the context of a MOOC. Keywords: Serious Games; Game Based Learning; Massive Online Open Course;
Entrepreneurship | |||
| Simulating Ability: Representing Skills in Games | | BIBAK | Full-Text | 226-238 | |
| Magnus Lie Hetland | |||
| Throughout the history of games, representing the abilities of the various
agents acting on behalf of the players has been a central concern. With
increasingly sophisticated games emerging, these simulations have become more
realistic, but the underlying mechanisms are still, to a large extent, of an ad
hoc nature. This paper proposes using a logistic model from psychometrics as a
unified mechanism for task resolution in simulation-oriented games. Keywords: games; characters; skills; task resolution; simulation; psychometrics | |||
| Design for Transfer | | BIBAK | Full-Text | 239-246 | |
| Derek A. Kuipers; Bard O. Wartena; Ate Dijkstra; Jelle T. Prins; Jean-Pierre E. N. Pierie | |||
| This paper explores the use of design for transfer in simulations and
serious games. Key in this study is the hypothesis that meaningful play can be
achieved by designing for figural transfer by the use of metaphorical
recontextualisation. The Game Transfer Model (GTM) is introduced as a tool for
designing and thinking about serious game design, stretching the possibilities
from high-fidelity simulations to metaphorical fantasy worlds. Key for in-game
learning experience is the presence of conceptual continuity defined by the
congruence of fidelity-elements. The GTM differentiates between realisticness
and realism. Where simulations use the road of literal transfer and therefore
relies on realisticness and high-fidelity, figural transfer can be a guiding
principle for serious game design, using metaphorical recontextualisation to
maintain conceptual continuity. Conceptual continuity aligns fidelity and
enables the game to connect its serious content to the realities of life. Keywords: Serious video games; figural transfer; game transfer model; metaphorical
recontextualisation; fidelity dissonance; conceptual continuity; meaningful
play | |||
| Designing Well with Others | | BIBAK | Full-Text | 247-253 | |
| Thomas Duus Henriksen | |||
| Have you ever been sitting in a game-design workshop trying to make a game
work when suddenly someone suggested incorporating elements like drawing a card
or rolling a die as a contribution to creating a functional design? How did
that make you feel? Yes, so did I, but please read a bit further -- there might
be a solution for that. This paper proposes a model for using your customer's
key competencies, not to design the game, but to qualify the processes of
establishing and meeting learning criteria. Keywords: Learning game; game design; key competences; co-design | |||
| An Emerging Model of Creative Game-Based Learning | | BIBAK | Full-Text | 254-259 | |
| Anja Sisarica; Neil Maiden | |||
| We consider the integration of creative approaches to problem solving into
pervasive games is a natural extension of play for creative thinking -- one
that can innovatively drive technology-led changes to the facilitation of
creative thinking and pose a new genre in serious gaming for learning. This
paper presents an initial proposal of a new model of creative game-base
learning (CGBL), which emerged through mapping of established characteristics
of climates that encourage creativity and innovation to characteristics of
effective serious games. Keywords: Creativity; serious games; game-based learning; model | |||
| Exploiting Psychological Needs to Increase Motivation for Learning | | BIBAK | Full-Text | 260-265 | |
| Malin Aas Berg; Sobah Abbas Petersen | |||
| This paper presents a mobile game for supporting language learning, which is
motivated by the challenges faced by students starting university in acquiring
technical terminology, particularly in a foreign language. The mobile game is
designed based on the psychological needs of learners and adopts user generated
content for gathering and creation of the learning material. The research
questions addressed are: i) Does generating your own learning content affect
motivation and learning? ii) Does addressing the psychological needs affect
motivation and learning? User studies indicate that learners are motivated by
the fact that they can create their own content and their motivation increases
significantly as they create the quizzes and play the games. Keywords: Mobile Games; Language Learning; Situated learning; Motivation;
Psychological needs; User Generated Content; Quiz games | |||
| Towards Effective Evaluation of Serious Games in Relation to Educational Objectives | | BIBAK | Full-Text | 266-272 | |
| Afef Ghannem; Maha Khemaja | |||
| Serious games allow immersion and interaction with a virtual world that can
be used to support training. To be engaging and encourage learning, games must
include a clear educational gain and must be scripted by the objectives of the
course designer. Games' evaluation is therefore essential. Finding the right
game that best suits the needs of any Instructional Designer is often a
laborious task. In this paper, we aim applying ontology matching algorithms to
both games and IMS-LD compliant Learning processes to decide whether a game
could be entirely integrated to the e-Learning process or should be adapted.
For that aim, we have chosen ontologies as a relevant formalism for both IMS-LD
and game theory. Keywords: Serious game; Game Based Learning; evaluation; ontology; alignment;
education | |||
| Using Learning Games to Meet Learning Objectives | | BIBAK | Full-Text | 273-277 | |
| Thomas Duus Henriksen | |||
| This paper addresses the question on how learning games can be used to meet
with the different levels in Bloom's and the SOLO taxonomy, which are commonly
used for evaluating the learning outcome of educational activities. The paper
discusses the quality of game-based learning outcomes based on a case study of
the learning game 6Styles. Keywords: Learning game; Bloom's taxonomy; SOLO; leadership | |||
| Cognitive Maps of Serious Games: An Exploratory Approach of Learners' Representations | | BIBAK | Full-Text | 278-287 | |
| Hélène Michel | |||
| Serious games can be defined as "games in which education (in its various
forms) is the primary goal, rather than entertainment" (Michael and Chen,
2006). These applications use the characteristics of video games to engage
individual in a learning experience. They belong to the type of
computer-mediated environments of human learning, combining mediatized learning
by machines, simulation, emotional reactions and professionalization. Keywords: Serious Games; Systems of representations; Mean-end chains; Cognitive maps | |||
| A Serious Game for the Learning of Vibrotactile Feedbacks Presented under the Foot: How Many and How Fast? | | BIBA | Full-Text | 288-298 | |
| David Gagnon; Martin J. -D. Otis; Bob-Antoine J. Menelas | |||
| Vision and auditory channels are often used to convey information quickly. Knowing that hearing and vision are generally loaded with plenty of stimuli, the use of touch as an alternative medium of communication could unload those senses. Although many studies have been conducted on haptic icons or tactile icons, few of them have focused on the foot as a medium of communication. This paper particularly investigate the maximum number of vibrotactile messages that could be memorized when displayed under the foot. The method is based on a daily training wrapped in a serious game. In the latter, the avatar must be led to different locations through risky path. Risky events are displayed along the route through vibrotactile feedbacks, which have to be identified by the player. A preliminary experiment shows the usability of this serious game for learning a large number of vibrotactile stimuli. | |||
| Idle Motion Synthesis of Human Head and Face in Virtual Reality Environment | | BIBAK | Full-Text | 299-306 | |
| Maja Kocon | |||
| In this paper, a way of head, face and eyes blinking idle motion synthesis
for virtual characters was proposed. Idle mode is interpreted as subtle moves
that occur in animation when a virtual person is waiting for external events.
In our approach for head and face movements analysis the translations of
characteristic points obtained from video sequences were used. Based on the
motion parameters the transitions between facial and head states were obtained
by the motion probabilities. Finally, an algorithm for creating head, face and
eyes blinking idle animation was proposed. Such type of animation eliminates
the freeze moments while the character is waiting for the event making it more
friendly to the user in the game or other artificial environment. Keywords: game character; human-computer interaction (HCI); face-head motion; idle
mode | |||
| Serious Games in a European Policy Context | | BIBAK | Full-Text | 307-320 | |
| Igor Mayer; Johann C. K. H. Riedel; Jannicke Baalsrud Hauge; Francesco Bellotti; Alessandro de Gloria; Michela Ott; Sobah Abbas Petersen | |||
| The authors analyze the policy discourse on the utility of games for society
at the level of the European Union, and for five EU countries, the Netherlands,
the United Kingdom, Germany, Italy and Norway. The ongoing study is part of a
Research Roadmap developed within the GALA Network of Excellence on Serious
Games (2010-2014, EU FP7). The authors identify four policy discourses on the
utility of serious games that they label as Technology Enhanced Learning;
Creative Innovation; Social Inclusion and Empowerment and Complex Systems. The
policies applicable to SGs in the five European countries are briefly described
and compared. It was seen that some countries have explicit policies for SGs
(the Netherlands, Germany); whereas most of the countries only have implicit
policies not directly addressing SGs but which can be used to support SGs
development and use. Keywords: Serious Games; Policy Discourse; European Union; Innovation Policy; Creative
industries; Netherlands; UK; Germany; Italy; Norway | |||