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- Hauge, J. M. Baalsrud, et al.
(author)
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Game Mechanics Supporting Pervasive Learning and Experience in Games, Serious Games, and Interactive & Social Media
- 2015
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In: ENTERTAINMENT COMPUTING (ICEC 2015). - Cham : Springer. - 9783319245898 - 9783319245881 ; , s. 560-565
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Conference paper (peer-reviewed)abstract
- This workshop investigates the mechanisms for behaviour change and influence, focusing on the definition of requirements for pervasive gameplay and interaction mechanics, procedures, actions, mechanisms, systems, story, etc.) with the purpose of informing, educating, reflecting and raising awareness. By connecting various experts such as designers, educators, developers, evaluators and researchers from both industry and academia, this workshop aims to enable participants share, discuss and learn about existing relevant mechanisms for pervasive learning in a Serious Game (SG) context. Research in SG, as a whole, faces two main challenges in understanding: the transition between the instructional design and actual game design implementation [1] and documenting an evidence-based mapping of game design patterns onto relevant pedagogical patterns [2]. From a practical perspective, this transition lacks methodology and requires a leap of faith from a prospective customer to the ability of a SG developer to deliver a game that will achieve the desired learning outcomes. This workshop aims to present and apply a preliminary exposition though a purpose-processing methodology to probe, from various SG design aspects, how SG design patterns map with pedagogical practices
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| 2. |
- Baalsrud Hauge, J. M., et al.
(author)
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Bridging educational and working environments through pervasive approaches
- 2017
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In: 3rd International Joint Conference on Serious Games, JCSG 2017. - Cham : Springer Verlag. - 9783319701103 ; , s. 296-307
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Conference paper (peer-reviewed)abstract
- In the education of mechanical engineers alternative learning methods like serious games, simulations etc. have been used in past decades to better the learning outcomes. However, a main concern is still the amount of resources used on adapting and modding games as well as the challenges related to the implementation in the class room setting. Typically a positive learning experience does not only rely on the game as such, but how good the facilitator or teacher is to change game mechanics and the narratives so that players with different learning curves, past experience and cognitive abilities all stay in flow and feel immersed. Physical simulation games played in a workshop setting often have this ability, whereas this still seems to be a challenge in digitalized games. The main purpose of this article is to identify mechanics that need to be adapted differently for different user groups in order to keep them in flow, motivated and engaged in order to have a high learning experience and how we can take advantage of technologies like VR to reduce the costs and the resources.
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