| 1. |
|
|
| 2. |
- Baalsrud Hauge, Jannicke, 1969-, et al.
(författare)
-
Designing Serious Mobile Location-Based Games
- 2019
-
Ingår i: ENTERTAINMENT COMPUTING AND SERIOUS GAMES, ICEC-JCSG 2019. - Cham : SPRINGER INTERNATIONAL PUBLISHING AG. - 9783030346447 ; , s. 479-484
-
Konferensbidrag (refereegranskat)abstract
- The technical requirements of mobile location-based games have been met sufficiently well to make location-based mobile games an everyday object. Games like Ingress or Pokémon GO have experienced a huge popularity. Hence, the question arises how the obvious attraction of these games can be used to achieve goals other than entertainment, such as learning. This article describes the basic scientific background of a workshop of the ICEC-JCSG 2019 for the development of design principles for serious mobile location-based games. First the game types involved are defined, then relevant design principles are identified and presented providing a basis to substantiate design guidelines in the workshop and contribute to the purposeful design of mobile location-based games.
|
|
| 3. |
- Baalsrud Hauge, Jannicke, 1969-, et al.
(författare)
-
Redesign with Accessibility in Mind : A Visual Impairment Study
- 2021
-
Ingår i: SERIOUS GAMES, JCSG 2021. - Cham : Springer Nature. ; , s. 55-66
-
Konferensbidrag (refereegranskat)abstract
- The role of the teacher is to help students improve their knowledge and skills. While it is acknowledged that learning occurs within specific activities and contexts, the adaptation of learning settings to distinct didactical objectives and learner needs remains a challenge. Under these premises, the authors explore the demanding endeavour of creating and tailoring game-based learning activities for specific subjects. The design and personalisation of rich media applications require an extra effort on the teacher side and imply advanced skills. The paper explores the opportunity to reuse gamified lesson plans using an authoring pipeline that reunited authoring tools, game narratives and minigames.
|
|
| 4. |
- Gheorghe, Ancuta Florentina, et al.
(författare)
-
Serious games for modelling sustainability skills and competencies
- 2020
-
Ingår i: Proceedings of the 15th international conference on virtual learning (ICVL-2020). - : BUCHAREST UNIVERSITY PRESS. ; , s. 424-431
-
Konferensbidrag (refereegranskat)abstract
- In the last decade, sustainability skills have become critical for preparing the future workforce and efforts have been made to implement sustainability principles across various disciples. In this context, serious games have been promoted as a viable approach that can be used to reshape the learning environments and facilitate the development of sustainability skills and competencies. Serious games are known to make learning interesting and fun, and they have been employed to create engaging spaces for learning, spaces where students have more freedom and take more responsibility. This paper seeks to explore how serious games can foster the acquisition of key sustainability skills and competencies, frequently needed on the labour market. Three games have been analysed starting from their specificity such as the narrative and educational context, the target group, the game mechanics used, up to the identification of sustainability skills and competencies that can be acquired during the game play and the pedagogical methodologies used to acquire certain skills and competencies.
|
|
| 5. |
- Soebke, Heinrich, et al.
(författare)
-
Using a Location-Based AR Game in Environmental Engineering
- 2019
-
Ingår i: ENTERTAINMENT COMPUTING AND SERIOUS GAMES, ICEC-JCSG 2019. - Cham : Springer Nature. ; , s. 466-469
-
Konferensbidrag (refereegranskat)abstract
- Location-based AR games have experienced a tremendous rise. With Ingress (2013) and later Pokémon GO (2016), the two games have established a new genre on the one hand and set new bench-marks in popularity on the other. The specific characteristics, like multiplayer mode, integration of authentic places, and ubiquitous accessibility, make it likely that these games may have a potential as learning tools, i.e., being used in a game-based learning setting. In education for engineering disciplines, such as Environmental Engineering, authentic on-site experiences can be provided using location-based games. The study presented herein analyzes the application of a serious location-based AR game in the course Urban Water Management of the Master’s programme Environmental Engineering. Methodologically, the application was evaluated with the help of questionnaires (N = 7, 9, 17, pre- and posttest, perceptions and preferences of the students). Despite the advanced level of education, there was a high acceptance of the game-based learning setting. The study supports the hypothesis that location-based AR games can be well-suited learning tools in higher education.
|
|
| 6. |
- Stefan, Antoniu, et al.
(författare)
-
Story-Oriented Learning
- 2019
-
Ingår i: NEW TECHNOLOGIES AND REDESIGNING LEARNING SPACES, VOL I. - : CAROL I NATL DEFENCE UNIV PUBLISHING HOUSE. ; , s. 30-38
-
Konferensbidrag (refereegranskat)abstract
- In a game environment, narrative design is considered the art of combining gameplay and multimedia assets to create novel experiences that can entertain players and motivate them for longer periods. The use of narrative design in game-driven education has the potential to add an extra entertainment value to make learning more engaging. Narratives can give players insights into the game's world by providing helpful information to reinforce a certain gameplay feature. However, the development of interactive learning experiences necessitates a consistent effort that carefully blends content, gameplay and quality graphics. An easy-to-play game does not equate with an easy-to-create design and development process. Storytelling necessitates the ability to place the right data in a given learning context, meeting specific learning objectives, to tell a story in a compelling, and convincing way, in order to drive engagement. It is also important to take into account the positive impact of the involvement of the end-users in major decisions that affect consistently the structure of the game story or the communication with non-playing characters. Currently, the level of end-user involvement in the narrative flow remain limited. In this context, the Authoring Tools developed within the BEACONING project address these challenges and explore the positive impact that an end-user can have within a game-based learning setting by enabling them to become learning designers. This paper discusses the challenges associated with the creation of meaningful game narratives that can be implemented in learning settings and explores the roles of teachers and students as learning designers and the added-value generated.
|
|
| 7. |
- Stefan, Ioana Andreea, et al.
(författare)
-
Location-Based Metagames for Learning
- 2018
-
Ingår i: Elearning Challenges and New Horizons, Vol 1. - : Carol I National Defence University Publishing House. ; , s. 234-241
-
Konferensbidrag (refereegranskat)abstract
- Research argues that digital educational games have the potential to make learning more interesting and more effective, creating unmatched learner engagement. However, creating captivating game-based learning experiences remains challenging. Designing and developing games to support learning is still a costly and time-consuming experience that require a multitude of skills. An easy-to-play game does not equate with an easy-to-create design and development process. Creating game-based experiences is more complex than designing a linear lecture or a static online learning module. Moreover, game customization remains limited, making it difficult for teachers to adapt a game to specific learner needs and subjects. To address these challenges, the authors present the game authoring pipeline of the Beaconing Platform that enables the construction of location-based metagames by non-programmers. In the context of this work, a metagame is defined as the component that provides the overarching narrative experience for players. The paper describes the construction and implementation of two such metagames for two different cities - Targoviste, Romania and Coventry, UK. The location of the device is used to enhance the user experience and to customize the content that is made available to the learners. The metagames integrate quizzes into location-based challenges to create more flexible and more engaging learning experiences that blend virtual and real worlds. In these metagames, participants have to find a real world Point of Interest (POI), defined through GPS coordinates, or a series of them, through indirect clues and complete an activity (e.g. Minigame) there to further the narrative (or unlock the next clue/POI).
|
|
| 8. |
- Agache, Ioana, et al.
(författare)
-
Prioritizing research challenges and funding for allergy and asthma and the need for translational research—The European Strategic Forum on Allergic Diseases
- 2019
-
Ingår i: Allergy: European Journal of Allergy and Clinical Immunology. - : Wiley. - 0105-4538. ; 74:11, s. 2064-2076
-
Tidskriftsartikel (refereegranskat)abstract
- The European Academy of Allergy and Clinical Immunology (EAACI) organized the first European Strategic Forum on Allergic Diseases and Asthma. The main aim was to bring together all relevant stakeholders and decision-makers in the field of allergy, asthma and clinical Immunology around an open debate on contemporary challenges and potential solutions for the next decade. The Strategic Forum was an upscaling of the EAACI White Paper aiming to integrate the Academy's output with the perspective offered by EAACI's partners. This collaboration is fundamental for adapting and integrating allergy and asthma care into the context of real-world problems. The Strategic Forum on Allergic Diseases brought together all partners who have the drive and the influence to make positive change: national and international societies, patients’ organizations, regulatory bodies and industry representatives. An open debate with a special focus on drug development and biomedical engineering, big data and information technology and allergic diseases and asthma in the context of environmental health concluded that connecting science with the transformation of care and a joint agreement between all partners on priorities and needs are essential to ensure a better management of allergic diseases and asthma in the advent of precision medicine together with global access to innovative and affordable diagnostics and therapeutics.
|
|
| 9. |
|
|
| 10. |
|
|
