| 1. |
- Alklind Taylor, Anna-Sofia, 1975-
(författare)
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The active instructor : Benefits and barriers to instructor-led serious gaming
- 2015
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Ingår i: VS-Games 2015. - : IEEE conference proceedings. - 9781479981014 - 9781479981021 ; , s. 8-15
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Konferensbidrag (refereegranskat)abstract
- While there is a wealth of studies on the subject of serious games, the same cannot be said on the issue of teaching with games, especially in game-based learning settings with adult learners. Over the years, most research in this area has been focused on the ‘active substance(s)’ of games for learning, focusing mainly on characteristics of games, but often failing to take the whole context of game-based learning into consideration, such as the role(s) of the teacher. However, the past two or three years has seen a shift in focus from merely the game as an isolated artefact, to also include more discussions on how games can successfully be integrated into an educational setting, as well as challenges as pitfalls of which instructors need to be aware. This paper aims to outline the contemporary research on instructor-led serious gaming and its implications for the design of serious gaming environments.
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| 2. |
- Berg Marklund, Björn, 1988-, et al.
(författare)
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Educational Games in Practice : The Challenges Involved in Conducting a Game-Based Curriculum
- 2016
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Ingår i: Electronic Journal of e-Learning. - : Academic Conferences and Publishing International Limited. - 1479-4403. ; 14:2, s. 122-135
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Tidskriftsartikel (refereegranskat)abstract
- The task of integrating games into an educational setting is a demanding one, and integrating games as a harmonious part of a bigger ecosystem of learning requires teachers to orchestrate a myriad of complex organizational resources. Historically, research on digital game‑based learning has focused heavily on the coupling between game designs, previously established learning principles, student engagement, and learning outcomes much to the expense of understanding how games function in their int ended educational contexts and how they impact the working processes of teachers. Given the significant investments of time and resources teachers need to make in order to conduct game‑based learning activities, the foci of past research is problematic as it obfuscates some of the pressing realities that highly affect games viability as tools for teaching and learning. This paper aims to highlight the demands that the implementation and use of an educational game in formal educational settings puts on te achers working processes and skillsets. The paper is based on two case studies in which a researcher collaborated with K‑12 teachers to use MinecraftEdu (TeacherGaming LLC, 2012) as a classroom activity over a five‑month long period. By documenting bot h the working processes involved in implementing the game into the classroom environment, as well as the execution of the actual game‑based classroom activities, the studies identified a wide variety roles that a teacher needs to take on if they are to ma ke games a central part of a school curriculum. Ultimately, the paper highlights the importance of understanding the constraints under which teachers work, and argues that a better understanding of the contexts in which games are to be used, and the roles teachers play during game‑based learning scenarios, is a necessary foundation for improving games viability as educational tools.
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| 3. |
- Berg Marklund, Björn, 1988-, et al.
(författare)
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Teachers’ Many Roles in Game-Based Learning Projects
- 2015
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Ingår i: Proceedings of the 9th European Conference on Games Based Learning. - Reading, UK : Academic Conferences and Publishing International Limited. - 9781910810583 - 9781910810590 ; , s. 359-367
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Konferensbidrag (refereegranskat)abstract
- This paper examines what roles teachers need to take on when attempting to integrate and use computer games in their educational environments. The task of integrating games into an educational setting is a demanding one, and integrating games as a harmonious part of a bigger ecosystem of learning requires teachers to orchestrate a myriad of complex organizational resources. Historically, the field of digital game-based learning research has had a tendency to focus heavily on the coupling between game designs, previously established learning principles, student engagement, and learning outcomes much to the expense of understanding how games impact the working processes of teachers. Given the significant investments of time and resources teachers need to make in order to conduct game-based learning activities, this research gap is problematic. Teachers needs to have a certain amount of gaming literacy in order to actively supervise, support, and guide their students before, during, and after the play sessions. The teacher also needs to be proficient in setting up play sessions in a limited amount of preparation time and tackle eventual technical difficulties. Beyond these demands, teachers also need to serve as a conduit between the learning context and the play context, and need to know how to continuously contextualize game activities and the content that students experience in the subject matter being taught.This paper describes the outcomes of two five month long studies where Swedish K-12 teachers were introduced to using MinecraftEdu as a classroom activity. The study identifies the different roles that a teacher takes on throughout game-based learning processes, such as technical administrator, game administrator, game tutor, subject matter expert, lecturer, debriefer, and classroom supervisor. Ultimately, the paper highlights the importance of understanding the constraints under which teachers work, and argues that a better understanding of the contexts in which games are to be used, and the roles teachers play during game-based learning scenarios, is a necessary foundation for improving games’ viability as educational tools.
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| 4. |
- Berg Marklund, Björn, 1988-
(författare)
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Unpacking Digital Game-Based Learning : The complexities of developing and using educational games
- 2015
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Digital game-based learning has traditionally been examined from an ‘artefact-centric’ perspective that focuses on understanding how game design and principles of learning are, or can be, intertwined. These types of examinations have resulted in many descriptions of games’ educational potential, which has subsequently led to many types of arguments for why games should be used more extensively in formal education. However, comparatively little research has been done to understand the educational settings in which many game-based learning processes and educational games are intended to be applied. The relative lack of research on formal education settings has resulted in a scenario where the educational potential of games is well detailed through theory and understood independently of their actual contexts of use, while successful examples of games “making good” on their promises as educational tools remain rare.This thesis explores and describes the various challenges that the realities of formal education present to developers and educators who attempt to work with educational games. In order to examine the multi-faceted nature of educational games, the research has used a qualitative mixed-method approach that entails extensive literature reviews coupled with several case studies that involve educators, students, and developers. Interviews were conducted in order to investigate these actors’ various attitudes towards, and experiences of, educational games and game-based learning. In addition, more in-depth researcher participation methods were employed during case studies to examine the processes involved in developing, integrating, and using educational games in formal settings. The research revealed obstacles which indicate that processes associated with “traditional” game development are incommensurable with educational game development. Furthermore, the research demonstrates that the use of games in formal education introduces heavy demands on the recipient organisations’ infrastructures, cultures, and working processes. So, while games created for “formal” and “informal” use are superficially similar, the different contexts in which they are used make them distinctly different from one another. The conclusion of this research is that educational games manifest a unique mixture of utility, gameplay, and context-dependent meaning-making activities. Educational games cannot be understood if they are only seen as a teaching utility or only as a game experience. To make educational games viable, both educators and developers need to alter their working processes, their own perceptions of games and teaching, as well as the way they collaborate and communicate with each other and other actors within the educational game ‘system’. The thesis thus argues that a more systems-oriented understanding of educational games, where the game artefact is not treated separately from the context of use, is necessary for both research and practice in the field to progress. To contribute to such an understanding of educational games, a comprehensive model (dubbed the Utility, Gameplay, and Meaning Model) of the ‘educational game system’ is presented, as well as a series of recommendations and considerations to help developers and educators navigate the complex processes involved in creating and using educational games.
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| 5. |
- Helldin, Tove, et al.
(författare)
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Intelligent User Interfaces : Trends and application areas
- 2019
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Rapport (övrigt vetenskapligt/konstnärligt)abstract
- This report outlines trends and application areas within the research field of intelligent user interfaces(IUIs) from 2010-2018. The purpose of the report is to give an overview of the IUI research area andpoint out particular subfields that have been given attention in the recent years, indicating possible trendsfor future research. Our report indicates that the field of IUIs is very broad, resulting in rather diverseresearch trends within the area. However, general trends could be identified, such as an increasing interest inbetter human-machine decision-making, where strategies for explaining the automatic reasoning are beinginvestigated together with ways of improving the trustworthiness of the systems and their possible adaptationsto individuals’ needs. The report also outlines research on multimodal interactions, adaptivity and humanrobotcollaboration, addressing challenges such as increased human workload, unobtrusiveness, privacy andmultiparty communication.
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| 6. |
- Lindblom, Jessica, 1969-, et al.
(författare)
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Att främja studenternas förberedelser inför yrkeslivet
- 2016
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Ingår i: NU 2016.
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Konferensbidrag (refereegranskat)abstract
- Högskoleförordningens krav på att studenter ska kunna identifiera sitt kompetensbehov och behov av ytterligare kunskap tenderar att hamna i skymundan inom högre utbildning. Vi har infört ett examinationsmoment som syftar till att förbereda studenterna inför sin yrkesverksamhet och som var relativt enkelt att implementera och som uppskattades av studenterna.
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| 7. |
- Rambusch, Jana, et al.
(författare)
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A pre-study on spectatorship in eSports
- 2017
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Konferensbidrag (refereegranskat)abstract
- A pre-study of spectators' perspectives on eSports was conducted in collaboration with two Swedish game development companies. The main goal was to identify factors that contribute to qualitative spectator experiences and how they can influence game design. A qualitative approach was chosen to explore spectators' perspectives on eSports through observations and focus-group interviews of 28 participants in total. Results indicate that spectatorship is a complex issue that goes beyond the mere watching of a game. We identified four themes that are important for qualitative spectator experiences: the need for an overview of game events; highlighting and exposing hidden objects and events; viewer- and commentator-friendly game pacing; the importance of professional commentators and casters. Based on the results, we present design guidelines and recommendations for the development of games in eSports.
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