Game Literacy Revisited: Developing Critical Play in Schools

Abstracts of Papers Presented at the

The 7th European Conference on Games Based Learning

Hosted by Instituto Superior de Engenharia

do Porto (ISEP) Porto, Portugal

3-4 October 2013

Edited by

Dr Paula Escudeiro Programme Chair

and Carlos Vaz de Carvalho

Conference Chair

Copyright The Authors, 2013. All Rights Reserved.

No reproduction, copy or transmission may be made without written permission from the individual authors.

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Contents

Paper Title Author(s) Guide Page

Page No.

Preface xvii vii

Committee xix viii

Biographys xxiii x

Teachers’ Beliefs About Game Based Learning: A Comparative Study of Pedagogy, Curriculum and Practice in Italy, Turkey and the UK

Yasemin Allsop, Ebru Yen-iman Yildirim and Marina Screpanti

1 1

Using Gamification to Animate a Virtual Community

António Andrade and Carlos Vaz de Carvalho

2 11

SIMaging the CITY: The Educa-tional use of Simulation Video Games for Disadvantaged Youth

Massimiliano Andreoletti and Gianna Cappello

3 19

“The Chest That Longs to be Moved”: A Serious Game for the Greek Muslim Minority Children

Alexandra Androussou, Evangelia Kourti and Nelly Askouni

3 27

Transformational Play; Using 3D Game-Based Narratives to Immerse Students in Literacy Learning

Anna Arici and Sasha Barab

4 35

Approaches to Collaborative Game-Making for Fostering 21st Century Skills

Susan Bermingham, Nathalie Charlier, Francesca Dagnino, James Duggan, Jeffrey Earp3, Kristian Kiili, Evelien Luts, Lien van der Stock and Nicola Whitton

6 45

Best Practices for Deploying Digital Games for Personal Empowerment and Social Inclusion

Lizzy Bleumers, Ilse Mariën, Jan Van Looy, James Stewart, Dana Schurmans and Anissa All

7 53

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Page No.

Investigating the Relationship Between School Performance and the Abilities to Play Mind Games

Rosa Maria Bottino, Michela Ott and Mauro Tavella

8 62

Experience With Digital Game-Based Embodied Learning: The Road to Create a Framework for Physically Interactive Digital Games

Carsten Busch, Florian Conrad, Robert Meyer and Martin Steinicke

9 72

Toward Improvement of Serious Game Reliability

Thibault Carron, Fabrice Kordon, Jean-Marc Labat, Isabelle Mounier and Amel Yessad

10 80

The Effects of Gamification on Student Attendance and Team Performance in a Third-Year Un-dergraduate Game Production Module

Hope Caton and Darrel Greenhill

11 88

Game-Based Learning in Health Sciences Education

Nathalie Charlier, Evelien Luts and Lien Van Der Stock

12 97

Specification and Design of a Generalized Assessment Engine for GBL Applications

Yaëlle Chaudy, Thomas Connolly and Thomas Hainey

12 105

Safer Internet: Enhancing Good Practices on the Internet Through Games Based Learning for Greek Elementary School Students

Vasiliki Choleva, Loukas Koutsikos Simeon Zourelidis, Vlassios Filis, Dimitris Metafas and Charalampos Patrikakis

13 115

Using Game Mechanics to Measure What Students Learn

Jill Denner, Linda Werner, Shannon Campe and Eloy Ortiz

14 123

ii


Page No.

Combining Game Based Learning With Content and Language Integrated Learning Approaches: A Case Study Utilizing QR Codes and Google Earth in a Geography-Based Game

Kyriaki Dourda, Tharre-nos Bratitsis, Eleni Griva and Penelope Papado-poulou

15 130

The Design and Evaluation of a Multiplayer Serious Game for Pharmacy Students

Maciej Dudzinski , Darrel Greenhill , Reem Kayyali , Shereen Nabhani , Nada Philip , Hope Caton , Sonya Ishtiaq and Francis Gatsinzi

16 140

Cheating and Creativity in Pervasive Games in Learning Contexts

Stine Ejsing-Duun, Thorkild Hanghøj and Helle Skovbjerg Karoff

17 149

Supporting Teachers in the Process of Adoption of Game Based Learning Pedagogy

Valérie Emin-Martinez and Muriel Ney

17 156

Cognitive Walkthrough for Learning Through Game Mechanics

David Farrell and David Moffat

18 163

Global Math: Development of Online Platform for Mathematical Thinking Games

Toru Fujimoto, Keiichi Nishimura, Kaoru Taka-hashi, Masahiro Yachi, Kiyoshi Takahashi and Yuhei Yamauchi

19 172

What Can Play Theory Tell us About Computer Games for Young Children?

Georgy Gerkushenko and Svetlana Sokolova

20 179

Role Game Playing as a Platform for Creative and Collaborative Learning

Lisa Gjedde 21 190

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Page No.

Development and Evaluation of a Generic E-CLIL Web2.0 Games Engine

Thomas Hainey and Thomas Connolly

22 198

Designing Games to Disseminate Research Findings

Claire Hamshire, Rachel Forsyth and Nicola Whit-ton

22 208

Facilitating Teacher Students’ Innovation Competence through Problem-Based Game Design Processes

Thorkild Hanghøj and Sia Hovmand Sørensen

23 216

Deploying Serious Games for Management in Higher Education: Lessons Learned and Good Practices

Jannicke Baalsrud Hauge, Francesco Bellotti, Rob Nadolski, Michael Kick-meier-Rust, Riccardo Berta and Maira Carvalho

24 225

Neuroeducational Research in the Design and use of Games-Based Teaching

Wayne Holmes, Paul Howard-Jones, Erico Tanimoto, Carol Jones, Skevi Demetriou, Owen Morgan, Philip Perkins

and Neil Davies

25 235

Playing and Learning: An iPad Game Development Case Study

Jennifer Jenson and Ra-chel Muehrer

26 244

An Overview of Game Console Motion Sensor Technologies Exploited for Education

Marina Kandroudi and Tharrenos Bratitsis

26 252

Picking the Right Interface for Engaging Physical Activity Into Game Based Learning

Helle Skovbjerg Karoff, Gunver Majgaard, Lars Elbæk and Mona Have Sørensen

27 261

Playing and Gaming – Studied in an Informal Learning Setting

Helle Skovbjerg Karoff, Stine Ejsing-Duun and Thorkild Hanghøj

28 268

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Page No.

Game Based Learning in Mathematics: Teachers' Support by a Flexible Tool

Aikaterini Katmada, Apostolos Mavridis, Thra-syvoulos Tsiatsos

29 275

Learning Analytics with Games Based Learning

Harri Ketamo 30 284

Gamification and Intelligent Feedback Mechanisms for a Division Learning Tool

Michael Kickmeier-Rust and Dietrich Albert

30 290

Developing Games for Health Impact: Case Brains vs Zombies

Kristian Kiili, Manuel Ninaus, Mikko Koskela, M Tuomi and Antero Lindstedt

31 297

Meleon - a Casual Mobile Game Supporting Immersion and Reflection in Learning

Luise Klein 32 305

The Literature Race - NFC Based Mixed Reality Game

Antti Koivisto, Harri Ketamo, Eero Hammais and Juho Salli

33 314

Bringing Game Achievements and Community Achievements Together

Johannes Konert, Nico Gerwien, Stefan Göbel and Ralf Steinmetz

33 319

Modeling the Player, Learner and Personality: Independency of the Models of Bartle, Kolb and NEO-FFI (Big5) and the Implica-tions for Game Based Learning

Johannes Konert, Stefan Göbel and Ralf Steinmetz

34 329

Raising Awareness on Archaeology: A Multiplayer Game-Based Approach With Mixed Reality

Mathieu Loiseau, Élise Lavoué, Jean-Charles Marty and Sébastien George

35 336

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Page No.

Scientific Discovery Games for Authentic Science Education

Rikke Magnussen, Sidse Damgaard Hansen, Tilo Planke, Jacob Friis Sherson

36 344

Creating Games in the Classroom – From Native Gamers to Reflective Designers

Gunver Majgaard

37 352

A Holistic Framework for the Development of an Educational Game Aiming to Teach Computer Programming

Christos Malliarakis, Maya Satratzemi and Stelios Xinogalos

38 359

Examining Early Childhood Edu-cation Students’ Attitudes To-ward Educational Computer Games in Kindergarten

Dionissios Manessis

39 369

Integrating Non-Virtual Electronic Activities in Game-Based Learning Environments

Jean-Charles Marty, Thi-bault Carron, Stéphane Talbot, Gregory Houzet and Philippe Pernelle

41 378

From « Haute-Couture » to « Ready-to-Wear »: Typology of Serious Games Implementation Strategies in Higher Education

Hélène Michel

41 386

Motivation and Manipulation: A Gamification Approach to Influencing Undergraduate Attitudes in Computing

Nicholas Mitchell, Nicky Danino and Lesley May

42 394

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Page No.

Sit Down to Table and Confess who you are! Design of an Epistemic Game for Nutritional Education at Secondary School

Réjane Monod-Ansaldi, Eric Sanchez, Daniel De-vallois, Thomas Abad, Pierre Bénech, Anne Brondex, Isabelle Mazzel-la, Sandrine Miranda, Claudie Richet and Céline Recurt

43 401

Learning in Context Through Games: Towards a new Typology

Alex Moseley 44 409

Let the Students Construct Their own fun And Knowledge - Learning to Program by Building Computer Games

Peter Mozelius, Olga Shabalina, Christos Malliarakis, Florica To-mos,, Chris Miller and David Turner

45 418

Towards Understanding the Instructional Value of Real-Time Continuous Feedback From the use of Simulation Games

Mathews Nkhoma, Jaime Calbeto, Narumon Sriratanaviriyakul, Thu Yein Win, Quyen Ha Tran and Thanh Kim Cao

46 427

Learning Math as you Play: Comparing Arithmetic Perfor-mance Enhancement Induced by Game Play and Paper Exercises

Elena Patricia Nuñez Cas-tellar, Anissa All and Jan Van Looy

47 434

Serious Game Adaptive Learning Systems

Chinedu Obikwelu and Janet Read

47 442

Combatting Social Isolation and Cognitive Decline: Play a Physical or Digital Game?

Daire Ó Broin and Ross Palmer

48 450

Sports Games’ Role for Learning Health Knowledge

Kelly O’Hara, Dulce Esteves, Rui Brás, Ricardo Rodrigues, Paulo Pinheiro

and Marco Rodrigues

49 458

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Page No.

A Multi-Agent Architecture for Collaborative Serious Game Ap-plied to Crisis Management Training: Improving Adaptability of non Played Characters

M’hammed Ali Oulhaci, Erwan Tranvouez, Sébastien Fournier and Bernard Espinasse

50 465

Nuclear Mayhem – a Pervasive Game Designed to Support Learning

Trygve Pløhn

51 475

StartUp_EU: Using Game-Based Learning and Web 2.0 Technologies to Teach Entrepreneurship to Secondary Education Students

Aristidis Protopsaltis, Thomas Hainey, Spiros Borosis, Thomas Con-nolly, Jesus Copado and Sonia Hezner

52 484

Measuring Effects of Reflection on Learning: A Physiological Study

Wen Qi, Dominique Verpoorten and Wim Westera

53 495

Evaluation of Adaptive Serious Games using Playtraces and Aggregated Play Data

Christian Reuter, Florian Mehm, Stefan Göbel and Ralf Steinmetz

53 504

Learning Effectiveness of Management Simulation Game Manahra

Petr Smutný, Jakub Procházka and Martin Vaculík

54 512

Using the Master Copy - Adding Educational Content to Com-mercial Video Games

Heinrich Söbke, Thomas Bröker and Oliver Kornadt

55 521

An Application of Adaptive Games-Based Learning Based on Learning Style to Teach SQL

Mario Soflano, Thomas Connolly and Thomas Hainey

56 531

Can Moral Sensitivity be En-hanced by Game Play?

Gunilla Svingby 57 539

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Page No.

Digital Educational Games: Adopting Pedagogical Agent to Infer Leaner‘s Motivation and Emotional State

Ogar Ofut Tumenayu and Olga Shabalina

58 546

Adapting the Complexity Level of a Serious Game to the Proficien-cy of Players

Herre van Oostendorp, Erik van der Spek and Jeroen Linssen

59 553

Designing Casual Serious Games in Science

Ayelet Weizman 59 561

Designing a Collaborative Seri-ous Game for Team Building Using Minecraft

Viktor Wendel, Michael Gutjahr, Philipp Batten-berg, Roman Ness, Sebas-tian Fahnenschreiber, Stefan Göbel and Ralf Steinmetz

60 569

Application of the Principles of Gamification to Facilitate Acquisition of Self-Management Skills in Young People With Long-Term Medical Conditions

Andrew Wilson and Janet McDonagh

61 579

Development of an Implementation Framework for Games-Based Construction Learning Using Scratch in Primary Education

Amanda Wilson, Thomas Hainey and Thomas Con-nolly

63 587

PHD papers 65

Game Literacy Revisited: Developing Critical Play in Schools

Rafael Marques de Albu-querque and Shaaron Ainsworth

67 599

A Systematic Literature Review of Methodology Used to Meas-ure Effectiveness in Digital Game-Based Learning

Anissa All, Elena Patricia Nuñez Castellar and Jan Van Looy

68 607

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Page No.

Investigating Collaborative Games to Teach Mathematics-Based Problem Solving in the Classroom

Reem Al-Washmi, Gail Hopkins and Peter Blanchfield

69 617

Training Flexible and Adaptive Arithmetic Problem Solving Skills Through Exploration With Numbers: The Development of NumberNavigation Game

Boglárka Brezovszky, Erno Lehtinen, Jake McMullen, Gabriela Ro-driguez and Koen Veermans

70 626

Trials to Assess Team-Based Mixed-reality (TBMR) Games in HE

John Denholm and Sara de Freitas

71 635

Understanding ‘Game-Ness’ Within the SCRABBLE® Family of English Word Games

Paridhi Gupta 72 645

Interactive Story as a Motivator Element in an Educational Video Game

José Rafael López-Arcos, Francisco Luis Gutiérrez Vela, Natalia Padilla-Zea and Patricia Paderewski

72 656

A Domain Ontology of Game Theory Applied to Game Based Learning

Yemna Mejbri, Maha Khemaja and Rafik Braham

73 666

Puzzle-Based Games as a Metaphor for Designing in Situ Learning Activities

Javier Melero, Patricia Santos, Davinia Hernández-Leo and Josep Blat

73 674

Supporting and Facilitating Col-laborative Learning in Serious Games

Kimmo Oksanen and Raija Hämäläinen

74 683

Playing for the Future - Examining Gameplay, Narrative and fun in Games-Based Training

Mark O’Rourke

75 691

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Page No.

Towards Game Based Learning Design Process Based on Semantic Service Oriented Architecture (SSOA)

Kaouther Raies, Maha Khemaja and Rafik Bra-hamm

76 698

Using Games for Learning, From the Students’ Perspectives

Aishah Abdul Razak and Thomas Connolly

77 706

Incidental Learning in a World of Warcraft Guild, a Case Study

Gabriela Rodríguez 77 714

In Search for the Right Measure: Assessing Types of Developed Knowledge While Using a Gamified Web Toolkit

Martin Ruskov, Paul Ekblom and Angela Sasse

78 722

The Influence of Digital Games on Learning Reading: A Closer Look

Mas Idayu Md Sabri, Pe-ter Blanchfield and Gail Hopkins

79 730

The Mediatization of Digital Games for Learning – a Dual Rub-Off Effect

Helga Sigurdardottir and Robin Munkvold

80 740

Efficacy of Reward Allotment on Children’s Motivation and Learning

Zhenhua Xu, Earl Wood-ruff and Bodong Chen

81 748

Applying Ideas From Intelligent Tutoring Systems for Teaching Programming in Game Based Learning

Matej Zapušek and Jože Rugelj

82 756

Masters papers 85

Cultivating Preschoolers Creativ-ity Using Guided Interaction With Problem Solving Computer Games

Georgios Fessakis and Dimitrios Lappas

87 763

Haptic Physics Simulation Luciano Santos and Car-los Vaz de Carvalho

87 771

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Page No.

Evaluating the Embedding of Games Based Learning in a Computing Subject at University

Emilia Todorova and David Moffat

88 776

WIP Papers 89

A Design Approach for Implementing 3D Educational Collaborative Virtual Environments on Virtual World Platforms

Rosa Reis, Benjamin Fonsecaand Paula Escudeiro

91 785

EMOTE: Embodied-Perceptive Tutors for Empathy-Based Learning in a Game Environment

Sofia Serholt, Wolmet Barendregt, Tiago Ribeiro, Ginevra Castellano, Ana Paiva, Arvid Kappas, Ruth Aylett and Fernando Nabais

92 790

Exploring Learning Effects During Virtual Sports Through Biomechanical Analysis (a Work in Progress)

Pooya Soltani and João Paulo Vilas-Boas

92 793

siLang: Culturally Oriented Language Skill Development in Line With Workplace Needs

Hariklia Tsalapatas, Olivi-er Heidmann, Rene Alimisi and Elias Houstis

93 797

Developing Ethical Decision Making Skill of Novice Volunteers in Natural Disaster Response

Didin Wahyudin, Shinobu Hasegawa and Tina Dah-lan

94 800

Abstracts only 95

To Become a Digital Citizen; a Role-Play Game on Digital Literacy

Wilfried Admiraal 97

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Page No.

GBL in Practice; Supporting an Effective Integration of Serious Games in Educational Contexts

Jannicke: Baalsrud Hauge, Francesco Bellotti, Mi-chael Kickmeier-Rust and Rob Nadolski

98

Personalized Messages in Simulations and Games; are They Really Beneficial?

Cyril Brom, Edita Bro-mova and Michalea Buch-tova

99

Back to the Future; Building Resilience in Young People Through Board Games

Robyn Hromek

100

Sociology Does the Apprentice; Livening up Research Methods Teaching Through Using Games

Daren Nixon and Natalia Gerodetti

101

A Serious Game for Romanic Bathhouse; the Combination of Learning and fun for Cultural Heritage

Wen Qi 102

Games descriptions 105

Couch Potatoes Defense Weizman Ayelet, Moshe Servatka, Ivan Chernykh and Rotem Aharon

107

Mystery of Taiga River: Scientific Investigation Game

Sasha Barab and Anna Arici

109

A Team Game for Innovation and Business Strategy

John Denholm 114

The e-Bug Platform Game David Farrell, Patty Kostkova, Cliodna McNulty and Donna Lecky

120

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Page No.

Hong Kong on Wheels: An educational game for meaningful learning/teaching of vocabulary and specific language focus through collaborative-parallel play within Hong Kong Primary5 English Classrooms

Paridhi Gupta 121

Staying the Course – A Game to Facilitate Students’ Transitions to Higher Education

Claire Hamshire

129

Zondle Team Play: Grounded in neuroeducational research, facilitating whole-class game-based teaching.

Wayne Holmes, Paul Howard-Jones

135

ChemNerd - a gamified learning process in chemistry

Jakob Thomas Holm 139

蛇年(Shénián) : Game from Monkey Grange Academy for learning Chinese Characters and words.

Claudia Igbrude and Paul Doyle

145

Siren: A Social Learning Game for Conflict Resolution

Kostas Karpouzis 149

Basketball Trouble: A Game-Based Assessment of Science Inquiry and Content Knowledge

Diane Jass Ketelhut and Brian Nelson

156

Interactive Games Environment of the Multimedia Learning Package "A Letter - A Story"

Sophia Madouvalou and Aristarchos Papadaniel

163

The White Card Game playing your way to competency

Mark O'Rourke 164

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Page No.

Ato s Adventure Eeducational Video Game for Graphmotor Learning with a Narrative Content

Jos Rafael L pez-Arcos, Ana Abad-Arranz, Francisco Luis Guti rrez and Natalia Padilla-Zea

169

A Game to Train Speech Recognition for Affective Computing Treatments of ADHD

Martin Porcheron, Kyle Arch, Steven D. Luland, Peter Blanchfield, Michel F. Valstar and Andry Chowanda

173

Dr. Zdravko Dren and his adventures

Joe Rugelj, Sandra Vatovec, Pela Ravnik and Luka Jurkovi

179

Knowledge Porridge: A commercial game framework to accommodate varied curriculum content.

Andy Sandham 183

Lost in Space <XML>: A puzzle game to teach XML

Angel Serrano-Laguna and Baltasar Fernandez-Manjin

186

cMinds: Programming Games towards Building Analytical Thinking Skills in Primary Education

Hariklia Tsalapatas, Olivier Heidmann, Rene Alimisi, Elias Houstis

192

The Design and Development of the Math Game Zeldenrust

Herre Van Oostendorp 193

JuraShooter StGB: On the hunt for the cat king - mobile drill & exercise with fun appeal

Raban von Buttlar, Heinrich Söbke, Jessica Große-Wortmann, Danny Pannicke

200

Ludwig: A Physics Adventure Thomas Wernbacher, Jorg Hofstotter and Alexander Pfeiffer

205

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Preface

These proceedings represent the work of researchers participating in the 7th European Conference on Games-Based Learning, which is being organ-ised and hosted this year by the Instituto Superior de Engenharia do Porto (ISEP), Porto, Portugal. The Conference Chair is Dr Carlos Vaz de Carvalho and the Programme Chair is Dr Paula Escudeiro, both from the Instituto Superior de Engenharia do Porto, Porto, Portugal.

The conference will be opened with a keynote from Dr. Baltasar Fernández-Manjón, from Complutense University of Madrid, Spain, on the topic of Learning Analytics Applied to Serious Games. The opening keynote address on the second day is by Paulo Gomes, Game Director and Pro-ducer at BIGMOON STUDIOS.

The Conference is a valuable platform for individuals to present their re-search findings, display their work in progress and discuss conceptual ad-vances in many different areas and specialties within Games-Based Learn-ing. It also offers the opportunity for like minded individuals to meet, dis-cuss and share knowledge.

ECGBL continues to evolve and develop, and the wide range of papers and topics will ensure an interesting two-day confercence. In addition to the main streams of the conference, there are mini tracks focusing on the ar-eas of Multi-User Virtual Environments, Content and Assessment Integra-tion, User Profiling and Barriers and Opportunities for the introduction of GBL in Educational Settings.

In addition to the presentations of research the conference this year has introduced a competition to provide an opportunity for educational game designers and creators to participate in the conference and demonstrate their game design and development skills in an international competition. This competition has been sponsored by SEGAN – Serious Games Network. With an initial submission of more than 50 games, 24 finalists will present their games at the conference. Prizes will be awarded to the three games judged to demonstrate the best quality and originality of game play itself and the positioning and articulation of the game’s contribution to the educational domain.

xvi

With an initial submission of 179 abstracts, after the double blind peer review process, there are 71 research papers, 18 PhD research papers, 3 Masters research papers and 5 work-in-progress paperspublished in these Conference Proceedings. These papers represent research more than 30 countries, including Algeria, Australia, Austria, Belgium, Brazil, Canada, Czech Republic, Denmark, Finland, France, Germany, Greece, Hong Kong, India, Ireland, Israel, Italy, Japan, The Netherlands Norway, Portugal, Rus-sia, Slovenia, Spain, Sweden, Switzerland, Tunisia, UK, USA and Vietnam.

We hope that you have an enjoyable conference.

Dr Paula Escudeiro Programme Chair and Carlos Vaz de Carvalho Conference Chair October 2013

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Conference Committee ECGBL Conference Director Professor Thomas M Connolly, University of the West of Scotland, UK

Conference Executive: Dr Carlos Vaz de Carvalho, Instituto Superior de Engenharia do Porto, Portugal Dr Paula Escudeiro, Instituto Superior de Engenharia do Porto, Portugal Dulce Mota, Instituto Superior de Engenharia do Porto (ISEP), Porto, Portugal Isabel Azevedo, Instituto Superior de Engenharia do Porto (ISEP), Porto, Portugal António Castro, Instituto Superior de Engenharia do Porto (ISEP), Porto, Portugal Ana Barata, Instituto Superior de Engenharia do Porto (ISEP), Porto, Portugal Bertil Marques, Instituto Superior de Engenharia do Porto (ISEP), Porto, Portugal Rosa Reis, Instituto Superior de Engenharia do Porto (ISEP), Porto, Portugal Mini Track Chairs Prof. Dr Wilfried Admiraal, Leiden University, The Netherlands Dr Kristian Kiili, Tampere University of Technology, Finland Prof Konstantinos Kalemis, National and Kapodistrian University of Athens, Dr Thomas Hainey, University of the West of Scotland, UK Dr Jordi Sánchez-Navarro, Open University of Catalonia, Barcelona, Spain Dr Daniel Aranda, Open University of Catalonia, Barcelona, Spain Dr Stefan Göbel, Technical University of Darmstadt, Germany Viktor Wendel, Technical University of Darmstadt, Germany Johannes Konert, Technical University of Darmstadt, Germany Committee Members

The 2013 conference programme committee consists of key people in the games based learning community, both from the UK and overseas. The following people have confirmed their participation:

Dr Wilfried Admiraal (Leiden University, Leiden, The Netherlands); Dr. Minoo Alemi (Sharif University of Technology, Iran); Anissa All (iMinds-MICT-Ghent Uni-versity, Belgi); Daniel Aranda (Universitat Oberta de Catalunya, Spain); Nikolaos Avouris (University of Patras, Greece); Isabel Azevedo ( Instituto Superior de En-genharia do Porto (ISEP), Portugal); Ana Barata ( Instituto Superior de Engenharia do Porto (ISEP), Portugal);Dr. Wolmet Barendregt (Gothenburg University, de-partment of applied IT, Sweden); Francesco Bellotti (University of Genoa, Italy,); Mary Bendixen-Noe (Ohio State University, USA);Dr Tobias Bevc (University of Augsburg, Germany);Dr Bani Bhattacharya (IIT Kharagpur, India); Dr Peter Blanch-

xviii

field (School of Computer Science, University of Nottingham, UK); Natasha Boskic (The University of British Columbia, Canada);Dr. Rosa Maria Bottino (Istituto Tec-nologie Didattiche - Consiglio nazionale Ricerche, Italy); Hadya Boufera (University Of Mascara, Algeria); Philip Bourke (LIT-Tipperary, Ireland);Dr Liz Boyle (University of the West of Scotland, UK); Dr Tharrenos Bratitsis (University of Western Mace-donia, Greece);Prof Anthony Brooks (Aalborg University, Denmark);Prof David Brown (Nottingham Trent University, UK);Prof. Dr.-Ing. Carsten Busch (University of Applied Sciences HTW-Berlin, Germany,); Dr George Caridakis (University of the Aegean / NTUA, Greece,); Dr Thibault Carron (Université de Savoie, Chambéry, France); Rommert Casimir (Tilburg University, The Netherlands); António Castro ( Instituto Superior de Engenharia do Porto (ISEP), Portugal);Dr Erik Champion (Massey University, New Zealand);Prof Maiga Chang (Athabasca University, Can-ada); Dimitris Charalambis ( University of Athens, Greece);Dr Darryl Charles (Uni-versity of Ulster, UK); Nathalie Charlier (Catholic University of Leuven, Belgium);Dr Yam San Chee (Nanyang Technological University, Singapore);Dr. Ming-Puu Chen (National Taiwan Normal University, Taiwan,); Satyadhyan Chickerur (M S Ra-maiah Institute of Technology, India);Professor Thomas Connolly (University of West of Scotland, UK); Tamer Darwish (Brunel University, UK); Ioannis Darzentas (University of Aegean, Greece);Dr Sara De Freitas (Birkbeck College University of london, UK);Dr Sophia Delidaki (Hellenic American Educational Foundation, Greece,);Dr Ioannis Deliyannis (Ionian University, Greece,);Dr. Muhammet Demir-bilek (Suleyman Demirel University, Turkey);Dr David Edgar (Glasgow Caledonian University, UK); Patrick Felicia (Waterford Institute of Technology, Ireland); Geor-gios Fesakis (University of the Aegean, Greece);Dr. Brynjar Foss (University of Sta-vanger, Norway);Dr Christos Gatzidis (Bournemouth University, UK); Dr Sebastien George (INSA Lyon, France); Panagiotis Georgiadis (University of Athens, Greece); Andreas Giannakoulopoulos (Ionian University, Greece);Dr Stefan Goebel (Tech-nical University Darmstadt, Germany); Pedro Pablo Gomez-Martin (Universidad Complutense, Madrid, Spain); Cleo Gougoulis (Peloponnesian Folklore Founda-tion, Greece);Dr Dimitris Gouscos (University of Athens, Greece); Maria Grig-oriadou ( University of Athens, Greece);Dr David Guralnick (Kaleidoscope Learn-ing, New York, USA);Dr Thomas Hainey (University of the West of Scotland, UK); Paul Hollins (The University of Bolton, United Kingdom);Dr Birgitte Holm Sorensen (Aalborg University, Copenhagen, Denmark);Professor Rozhan Idrus (Universiti Sains Malaysia, Malaysia);Dr Jose Ignacio Imaz (University of the Basque Country, UPV-EHU, Spain); Jeffrey Jacobson (Carnegie Museum of Natural History, Pitts-burgh, Pennsylvania, USA); Ruben Jans (Limburg Catholic University College, Bel-gium); Runa Jesmin (Global Heart Forum, UK);Dr Larry Jones Esan (London Acad-emy Business School, UK); Alexandros Kakouris (University of Athens, Greece); Fragiskos Kalavassis (University of the Aegean, Greece);Prof Konstantinos Kalemis (National Centre of Local Government and Administration, Greece); Dr Michail

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Kalogiannakis (University of Crete, Faculty of Education, Crete); Dr Anastasios Karakostas (Aristotle University of Thessaloniki, Greece); Dr Elisabeth Katzlinger-Felhofer (Johannes Kepler University, Linz, Austria);Dr Harri Ketamo (Satakunta University of Applied Sciences, Finland);Dr Kristian Kiili (Tampere University of Technology, Pori, Finland); Evangelia Kourti (University of Athens, Greece); Rolf Kretschmann (University of stuttgart, Germany);Dr Timo Lainema (University of Turku, Finland);Prof Miguel Leitao (ISEP, Portugal);Dr. Ximena Lopez Campino (Initium, Italy,); Carrie Lui (James Cook University, Australia);Dr Hamish Macleod (University of Edinburgh, UK);Dr. Rikke Magnussen (Danish school of education, Aarhus university/Steno Health Promotion Center, Denmark); Emanuela Marchetti (Aalborg University Esbjerg, Denmark,); Bertil Marques (Instituto Supe-rior de Engenharia do Porto (ISEP), Portugal);Dr Jean-Charles Marty (LIRIS lab, Lyon, France); Stephanos Mavromoustakos (European University Cyprus, Cyprus); Florian Mehm (Technische Universität Darmstadt, Germany); Michail Meimaris (University of Athens, Greece); Bente Meyer (The Danish University of Education, Denmark); Prof Florence Michau (Grenoble Institute of Technology, France);Dr Christine Michel (INSA-Lyon, France);Dr Jonathan Moizer (University of Plymouth, UK); Assoc Prof Begona Montero-Feta Universitat Politecnica de Valencia Dr Adam Moore (Trinity College, Ireland); Alexander Moseley (University of Leicester, UK); Dulce Mota ( Instituto Superior de Engenharia do Porto (ISEP), Portugal); Constantinos Mourlas (University of Athens, Greece); Peter Mozelius (Stockholm University, Department of Computer and Systems Sciences, Sweden); Karen Neville (University College Cork, Ireland);Dr Piotr Nowakowski (John Paul II Catho-lic University of Lublin, Poland); Kimmo Oksanen (Finnish Institute for Educational Research, University of Jyväskylä, Finland);Dr John O'Mullane (University College Cork, Ireland);Dr. Michela Ott (Institute Educational Technology, Italy); Dimitra Panagouli (Hellenic American Educational Foundation, Greece); George Papakon-stantinou (University of Thessaly, Greece); Agis Papantoniou (Multimedia Labora-tory of the School of Electrical and Computer Engineering (ECE) of the National Technical University of Athens (NTUA). , Greece);Dr Marina Papastergiou (Univer-sity of Thessaly, Greece); Paul Peachey (University of Glamorgan, Treforest, UK); Gilbert Peffer (CIMNE, Spain);Dr Neil Peirce (Trinity College Dublin, Ireland);Dr Eva Petersson Brooks (Aalborg University Esbjerg, Denmark); Elias Pimenidis (Univer-sity of East London, UK);Professor Selwyn Piramuthu (University of Florida, Gainesville, USA);Prof. Dr. Maja Pivec (FH JOANNEUM University of Applied Sci-ences, Austria); Angeliki Poylymenakou (Athens University of Economics & Busi-ness, Greece); Dr Aristidis Protopsaltis (Institut für Lern-Innovation Friedrich-Alexander-Universität, Germany); Rosa Reis ( Instituto Superior de Engenharia do Porto (ISEP), Portugal);Prof Dr Bernd Remmele (WHL Graduate School of Business and Economics Lahr, Germany); Vyzantinos Repantis (Psychico College, Hellenic-American Educational Foundation, Greece,); Simos Retalis (University of Piraeus,

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Greece);Dr Pauline Rooney (Dublin Institute of Technology, Ireland);Dr Eleni Ros-siou (University of Macedonia,Thessaloniki, Greece);Dr Maria Roussou (makebe-lieve design & consulting, Greece);Dr Florin Salajan (North Dakota State University , Canada); Jordi Sanchez Navarro (Universitat Oberta de Catalunya, Spain); Man-thos Santorineos (School of Fine Arts in Athens, Greece);Dr Olga Shabalina (Volo-grad State Technical University, Russia); Samir Shah (Penn State University, USA);Dr Markus Siepermann (Technische Universität Dortmund, Germany); Helga Sigurdardottir (Nord Trøndelag University College and the Norwegian University of Science and Technology, Norway);Dr Gavin Sim (University of Central Lanca-shire, England);Dr. Julie-Ann Sime (Lancaster University, UK);Dr Chrysanthi Skoumpourdi (University of the Aegean, Greece,);Prof Venustiano Soancatl (Uni-versidad del Istmo, Mexico); Elsebeth Sorensen (University of Aarhus, Den-mark);Dr Mark Stansfield (University of West of Scotland, UK); Martin Steinicke (University of Applied Sciences HTW Berlin, Germany);Dr. Arnab Sylvester (Coven-try University, UK);Dr Sabin Tabirca (University College Cork, Ireland, ); Uday Trivedi (R.C. Technical Institute, India);Dr. Thrasyvoulos Tsiatsos (Aristotle Univer-sity of Thessaloniki, Greece,);Dr Chuang Tsung-Yen (National University of Tainan, Taiwan); Richard Tunstall (University of Leeds, UK);Dr Andrea Valente (Aalborg University Esbjerg, Denmark);Dr Peter Van Rosmalen (CELSTEC / Open University of the Netherlands, The Netherlands);Dr Linda Van Ryneveld (Tshwane University of Technology, Pretoria, South Africa);Dr Carlos Vaz de Carvalho ( Instituto Supe-rior de Engenharia do Porto (ISEP), Portugal);Dr Ayelet Weizman (Snunit center for the advancement of web-based learning, the Hebrew University, Israel); Viktor Wendel (Technical University Darmstadt, Germany); Nicola Whitton (Manchester Metropolitan University, UK); Dorothy Williams (Robert Gordon University , UK); Andrew Wilson (Birmingham City University, United Kingdom); Amanda Wilson (University of the West of Scotland, Scotland);Dr. Aljona Zorina (ESCP Europe, France)

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Biographies

Conference Director Professor Thomas M Connolly is the original instigator of this conference in 2007, Thomas Connolly is a Professor in the School of Computing at the University of the West of Scotland, having managed the Department of Computing and Information Systems for several years. Thomas worked for over 15 years in industry as a Manager and Technical Director in international software houses before entering academia. His specialisms are games-based learning, online

learning and database systems. He has developed three fully online MSc pro-grammes and developed and leads the undergraduate BSc Computer Games Technology programme. He is co-author of the highly successful academic text-books Database Systems (now in its 4th edition) and Database Solutions (in its 2nd edition). He is a reviewer for several international journals and has been on the committee for various international conferences. He is a member of CPHC (Council of Professors and Heads of Computing) and member of the Higher Educa-tion Academy.

Conference Chair Dr Carlos Vaz de Carvalho has a PhD in Information Sys-tems and Technology. He is a Professor at the Engineer-ing School of the Porto Polytechnic (ISEP) and the Direc-tor of the R&D group GILT (Graphics, Interaction and Learning Technologies). He was e-Learning Director (2001-2005) of ISEP and Director of the Distance Learning Unit of the Porto Polytechnic (1997-2000). He has pub-lished over 100 references on the subject including sev-eral books. Programme Chair

Dr Paula Escudeiro is a Professor at IPP-ISEP with vast ex-perience in project supervision and evaluation, accumu-lated for the past 21 years. She has a PhD on Informat-ics/Information Systems on Education and prior experience on software industry related to the development of educa-tional software. She is the director of the Multimedia Labo-ratory at ISEP and belongs to the Graphics, Interaction and Learning Technologies research center (GILT).

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Keynote Speakers Dr Baltasar Fernández-Manjón is a full professor in the Facultad de Informatica at the Complutense University of Madrid (2001-2006) and the Vice Dean of Research and Foreign Relationships at the Computer Science School at UCM (2006-2010). He is IEEE Senior Member and in 2010-2011 he has been Visiting Associate Professor at Harvard University and Visiting Scientist at LCS-MGH. He received a Bachelor in Physics (major in Computer Science) and a PhD in Physics from the UCM. He is member of the IFIP Working Group 3.3 "Research on the Educational uses of Communication and Information Tecnlogies" and of the Spanish Technical Committee for E-learning Standarization (AENOR CTN71/SC36 "Tecnologías de la información para el aprendizaje"). His main research interests are e-learning technologies, educational uses of serious games, application of educational stan-dards, and user-modelling.

Dr Paulo J. Gomes is the Game Director and Producer at BIG-MOON STUDIOS and he produced games such ‘WRC3’, ‘Mo-toGP13’, ‘Jagged Alliance: Back in Action’, ‘Trapped Dead Lockdown’ and many others. Has more than 20 years of ex-perience in software development and project management. He’s credited in more them 15 videogames published world-wide on PS3, Xbox360, Wii, PC, Linux, Mac and Mobile. Paulo

has a PhD in Computer Science, MBA and he is a Multimedia Professor at Portu-calense University.

Mini Track Chairs Prof. Dr Wilfried Admiraal is a full professor of Educational Sciences and chair of the research program Teaching and Teacher Learning of Leiden University Graduate School of Teaching. His research interest combines Educational Sci-ences, Social Psychology and technology. He published journal articles on mobile game-based learning and game creation by students.

Dr Daniel Aranda is a Senior Lecturer in the Department of Information and Communication Studies at the Open Univer-sity of Catalonia. He is researching on how young people use digital technologies. He works in the research group SPIDER (Smarter People through Interactive Digital Entertainment Resources), Communication & New Media (at the Internet

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Interdisciplinary Institute / IN3) and eCo (research and innovation in e-learning, information and communication), at the eLearn Center (UOC).

Dr Stefan Göbel holds a PhD in computer science from TUD and has long-term experience in Graphic Information Sys-tems, Interactive Digital Storytelling, Edutainment applica-tions and Serious Games. After five years work as re-searcher at Fraunhofer Institute for Computer Graphics, from 2002 to 2008 he was heading the Digital Storytelling group at the Computer Graphics Center in Darmstadt. In late 2008 he moved to TUD and is heading the prospering Serious Gaming group at the Multimedia Communications Lab. Dr. Göbel is author of numerous papers and member of different program committees such as ACM Multimedia, ICME, Edutainment, Foundations on Digital Games, Serious Games Conference and serves as jury member of the Serious Games Award.

Dr. Thomas Hainey is a Lecturer in Computer Games Tech-nology and Serious Games Researcher at the University of the West of Scotland. He teachers an honours level course in serious games and is primarily interested in the empirical evaluation of games-based learning applications and how to integrate assessment into games-based learning applica-tions. He has a number of publications in this area.

Dr Kristian Kiili works as a Senior Research Fellow and an Adjunct Professor at the Tampere University of Technology in which he heads the Advanced MultimediaCenter re-search laboratory. His current research focuses on game-based learning, user generated game content, game de-sign, and educational exertion games. He is presently in-volved in two European initiatives: the Game and Learning Alliance (GALA NoE) and Making Games in Collaboration for Learning (MAGICAL). Results received from his research has been published in several scientific publica-tions as well as applied in commercial products

Johannes Konert finished his diploma in Computer Science and accompanying studies in cultural studies at the Karlsruhe Institute of Technology (KIT) with a thesis propos-ing a web-based knowledge management system for the integration of workflow and learnflow. After three years working on the foundation and development of the online social network friendcafe as CEO and senior developer he joined the research group at Multimedia Communication

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Lab (KOM) at Technische Universität Darmstadt to focus on Serious Games and Social Networks. He became a Ph.D. student of the DFG Research Training Group “Feedback-based Quality Management in E-learning”. In his research he focusses on the development of solutions to use Social Media concepts for knowledge transfer between peers in Serious Games.

Prof Konstantinos Kalemis is an Instructor at the National Centre for Public Administration and Local Government (E.K.D.D.A.) in Adult Education and Lifelong Learning and assigned at the Dept of Primary Education in National and Kapodistrian University of Athens. He has authored a large number of scientific articles, studies and papers in Educa-tional Congress and Seminars. His interests focus on the introduction of New Technologies as an alternative teaching process and the de-sign of new curriculum plans for the open and d-Learning. His research interests also include the education of immigrant ethnic minorities focusing on the gifted and talented students and aim to advance the theory and technology of natural language and knowledge processing, especially semantic analysis that bridges the gap between language and knowledge, by the novel use of both machine learning and inference methods.

Dr Jordi Sánchez-Navarro is a Senior Lecturer in the De-partment of Information and Communication Studies at the Open University of Catalonia (Universitat Oberta de Catalunya).His research revolves around innovation in entertainment and how this interacts with the new prac-tices of cultural consumption in the contemporary media landscape, and how they impact on education.

Dr Thrasyvoulos Tsiatsos is currently Assistant Professor in the Department of Informatics of Aristotle University of Thessaloniki. He obtained his Diploma, his Master's De-gree and his PhD from the Computer Engineering and In-formatics Department of Patras University (Greece). His research interests include Networked Virtual Learning Environments, Computer Uses in Education, Evaluation methods of Internet Learning Environments and Open and Distance Education using Multimedia and Internet Technologies. He has published more than 120 papers in Journals and in well-known refereed conferences and he is co-author in 3 books. He has been a PC member and referee in various interna-tional journals and conferences and participated in more than 20 R&D projects. Also he is member Technical Chamber of Greece.

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Viktor Wendel received his degree in Computer Science from the Julius-Maximilians-University of Würzburg in 2009. Since November 2009, he is working as a research assistant at the Multimedia-Communications-Lab at the Technical University of Darmstadt. Research topics are Game Mastering in Multiplayer Serious Games, and Col-laborative Learning. Further, he is an editor for ACM SIGMM Records.

Biographies of Presenting Authors

Aishah Abdul Razak received her MSc. in Information Technology from Multime-dia University, Malaysia. She is now pursuing her PhD in the School of Computing at the University of the West of Scotland. Her research interest is in games-based learning for primary school children.

Wilfried Admiraal is full professor of Educational Sciences and chair of the re-search program Teaching and Teacher Learning of Leiden University Graduate School of Teaching. His research interest combines Educational Sciences, Social Psychology and technology. He published journal articles on mobile game-based learning and game creation by students

Rafael Marques de Albuquerque graduated as Bachelor (2008) and Master (2011) in Graphic Design in the Federal University of Santa Catarina (Brazil) and is cur-rently carrying out his PhD in Education in the Learning Sciences Research Insti-tute of the University of Nottingham (UK). His research interests are digital games, learning and school, especially game literacy.

Rene Alimisi has a rich engineering background and thorough knowledge of the field of Information Communication Technology in Education. She holds a master with distinction in ICT in Education (IOE, University of London). She has more than 4 years experience within the area of Lifelong Learning European Projects and teaching experience in well- known institutions in Greece and UK.

Anissa All works as a junior researcher at IBBT-MICT (Ghent University) since July 2011. Since January 2013, Anissa is working on a PhD through a IWT grant (Flem-ish agency for Innovation by Science and Technology). In this PhD research, she will develop a standard procedure to measure effectiveness of serious games aimed at cognitive learning outcomes.

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Yasemin Allsop has been working as an ICT coordinator in primary Schools across London for almost 10 years. MPhil/PhD student at Goldsmiths, University of Lon-don. Focus is on children’s learning and cognitive development through digital game making activities. Interested in the role of teachers when teaching with digital games and game design.

Reem Al-Washmi is a second-year PhD student at the University of Nottingham, in the School of Computer Science. Her PhD is entitled “Collaborative games-based learning to support problem solving in UK KS2 Mathematics”. Her long term interests include the study of problems that children face in mathematics and the use of technology to overcome these.

António Andrade has a Degree in Communication Design from the Faculty of Arts of the University of Porto. Currently he is working on his Computer Science MSc at the School of Engineering of the Porto Polytechnic (ISEP), researching on Virtual Communities of Practice.

Massimiliano Andreoletti Professor of Educational gaming and animation at the Catholic University of the Sacred Heart of Milan. Researcher and author of several essays and articles in the Media Education and Educational Technologies (inter-net, video games, mobile, tablet/pad, cloud). He’s still a videogamer and father of a child of five years.

Alexandra Androussou is a Associate Professor in Teaching Methodology at Na-tional and Kapodistrian University of Athens, Greece. Her research and writing focus on teaching practices, teacher education and education of minority groups. She also deals with the development of educational materials for children in elec-tronic and conventional form and she produces educational materials for teachers such as the website www.kleidiakaiantikleidia.net

Anna Arici is a Learning Scientist with the Center for Games & Impact, at Arizona State University, where she designs and researches game-based learning envi-ronments for educational and social challenges, change, and sustainable impact. Additionally, as director of Quest2Teach, she creates game-infused learning cur-ricula and gamification systems for pre-service teachers to prepare and support highly effective educators.

Jannicke Baalsrud Hauge is research scientist at Bremer Institut für Produktion und Logistik(BIBA). She is teaching decision making in SC at the University of Bremen and Jacobs University. Main interest: Serious games, TEL, use of ICT in

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logistics. Responsible for many WPs in EU and national projects on ICT applica-tions, logistics and TEL. Authored 100+ papers.

Sasha Barab is a Professor in the Teachers College at Arizona State University where he co-founded and serves as the Executive Director of the Center for Games & Impact. Dr. Barab is an internationally recognized learning scientist who has researched, designed, and published extensively on the challenges and oppor-tunities of using games for impact.

Lizzy Bleumers graduated as a Master in Psychology and obtained a postgraduate degree in user-centered design. She now conducts user research at iMinds-SMIT (Vrije Universiteit Brussel) within the area of play, learning and participation. She was recently involved in a European project, which explored how digital games can be part of empowerment and inclusion initiatives.

Dr. Rosa Maria Bottino Director of the Institute for Educational Technology of the Italian National Research Centre (ITD-CNR). Author of more than 100 scientific publications both in national and international journals, books and conference proceedings. Dr. Bottino participated in both national and European projects and Networks of Exellence in Technology Enhanced Learning, including GALA NoE on serious games

Cyril Brom is an assistant professor at Faculty of Mathematics and Physics of Charles University in Prague. His research interest is in serious games, modelling behaviour and episodic memory of virtual human-like characters, in level of detail AI, and in computational biology.

Hope Caton lectures Game Creation Processes at Kingston University, London, where she also leads inKUbator, a multi-disciplinary games development studio Hope founded in 2010 with Dr Darrel Greenhill. In addition to investigating the effects of introducing gamification in the classroom, Hope’s areas of research in-clude developing serious games for health and education.

Nathalie Charlier is an assistant professor at the Faculty of Pharmaceutical Sci-ences and co-ordinator of the Teacher Training in Health Sciences Education at the KU Leuven, Belgium. She obtained a BSc and MSc in Pharmaceutical Sciences and her PhD in Medical Sciences. Her current research interests are (i) game-based learning in health science education and (ii) the use of new technologies in education.

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Yaëlle Chaudy researcher at the University of the West of Scotland. She obtained an MSc in computing from INSA Lyon (Institut National des Sciences Appliquées) and a bachelor in French as a Second Language from Stendhal University in Grenoble. Interested in both computing and education, she is now studying the integration of assessment in GBL applications.

John Denholm In final stages of PhD at Serious Games Institute, Coventry, re-searching into value of educational games. MSc from Imperial College, London and held several senior positions in major UK companies, mainly corporate plan-ning and development of strategic business models. He has lectured on Business, Project Management and Finance courses at Birmingham City and Coventry Uni-versities and supervises Master’s students at Warwick and Manchester Universi-ties.

Jill Denner, PhD, is a Senior Research Scientist at Education, Training, Research, a non-profit organization in California where she studies how students learn while creating computer games. She has written numerous peer-reviewed articles, and co-edited: “Beyond Barbie and Mortal Kombat: New Perspectives on Gender and Gaming,” published by MIT Press in 2008.

Kyriaki Dourda is a post-graduate student at the Early Childhood Education De-partment, at the University of Western Macedonia, Greece. She has graduated from the School of English Language and Literature at the Aristotle University of Thessaloniki. Her research interests include: Learning and Teaching Modern lan-guages, GBL, CLIL, Language learning strategies.

Ronald Dyer has held senior positions in the area of technology strategy, trans-formation and change management for performance improvement in the US & Trinidad & Tobago. He is a final year candidate for the Doctorate in Business Ad-ministration at Grenoble Ecole de Management, France, focused on research on serious game.

Stine Ejsing-Duun is interested in the relation between technology, perception and cognition. Her ambition is to describe how technologies allow us to transcend ourselves. Her research has been connected to games, play and playful processes in various areas. Her present studies are within the fields of learning and art.

Lars Elbæk (Ph.D.) is associate professor at University of Southern Denmark, and director of the research group ‘PE Pedagogy and Sports Psychology’. He has worked with interaction design and use of IT in children and youth sport and physical education through a number of years. Lars Elbæk is currently working

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partly at the Play and Learning – Kids n’ Tweens Lifestyle EU founded project. www.kidsntweens.dk

Valérie Emin, PhD, is a researcher at the Institut Français de l'Éducation, member of S2HEP Laboratory. She coordinates since 2008 a research project on pedagogi-cal scenario design in science and technique discipline. Her current research top-ics are "Pedagogical scenarios design" and "Game based learning". She's an asso-ciate member of GALA european network of excellence.

David Farrell is a lecturer in game design at Glasgow Caledonian University with interests in player centric design and Serious Games. He was the lead designer and developer of the e-Bug Serious Games and his research focuses on improving the integration of good game design practice with well grounded pedagogy.

Toru Fujimoto is an assistant professor at the Center for Research and Develop-ment of Higher Education, The University of Tokyo. He completed his graduate study at the Pennsylvania State University (Ph.D. in Instructional Systems). His research focus is on the design of learning environments using digital games and social media.

Georgy Gerkushenko conducts research in the area of social informatics and e-learning since 2000. He gained PhD degree on creating electronic educational resources in 2004 and MBA degree on “Chief Information Officer” in 2009. Cur-rently he is a senior lecturer of CAD department at Technical University in Volgo-grad, Russia. Main research interests are personal learning environment, educa-tion social networking and electronic educational resources.

Dr. Lisa Gjedde is Professor with special responsibilities at Aalborg University in Copenhagen at the Dept. for Learning and Philosophy, director of the Research Center for Creative and Immersive Learning Environments: reCreate.

Dr. Stefan Göbel holds a PhD in computer science from TUD and has long-term experience in Graphic Information Systems, Interactive Digital Storytelling, Edu-tainment applications and Serious Games. Since 2008 he is heading the Serious Gaming group at the Multimedia Communications Lab of Technische Universität Darmstadt.

Paridhi Gupta is a PhD research student in the department of School of Design at the Hong Kong Polytechnic University (Hong Kong). Her research investigation focuses on interactive play and games within English Language subject classrooms

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in Hong Kong local Primary schools. She has a Master’s Degree in visual communi-cation from IDC, IIT Mumbai.

Dr. Thomas Hainey is a Lecturer in Computer Games Technology and Serious Games Researcher at the University of the West of Scotland. He teachers an hon-ours level course in serious games and is primarily interested in the empirical evaluation of games-based learning applications and how to integrate assessment into games-based learning applications. He has a number of publications in this area.

Claire Hamshire has worked at Manchester Metropolitan University (MMU) since 2003; initially as a Senior Lecturer in Physiotherapy and from 2008 as a Senior Learning and Teaching Fellow. This role combines faculty teaching with a cross institutional contribution to technology and games-based innovation. She was awarded a Higher Education Academy National Teaching Fellowship in 2012

Thorkild Hanghøj is an Associate Professor at the ResearchLab: IT, Learning and Design (ILD), Aalborg University, Copenhagen. He holds a PhD on the playful knowledge in educational gaming. Research areas include: game-based teaching, games and Mother Tongue Education, and problem-based game design.

Shinobu Hasegawa received his B.S., M.S., and Ph.D. degrees in systems science from Osaka University in 1998, 2000, and 2002. He is now an associate professor in Center for Graduate Education Initiative, Japan Advanced Institute of Science and Technology. His research areas include support for Web-based learning, game-based learning, language learning, and community based learning.

Wayne Holmes is currently Head of Education for the games-based learning com-pany zondle. Previously, he was a teacher and the Head of Research for an educa-tion charity. He has an MA in Philosophy, an MSc (Oxon) in Education, and is completing his DPhil (doctorate) in Education (researching games-based learning) at the University of Oxford.

Robyn Hromek is a practicing educational psychologist working in Australian schools and an Honorary Associate of the The University of Sydney, Australia. She has created a set of 15 board games to teach social and emotional skills to chil-dren and young people and has spoken at numerous international conferences on games-based learning.

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Jennifer Jenson is Professor and Director for the Institute of Research on Learning Technologies at York University, Canada. She has published on games, game de-sign, gender and game play and digital games in education

Helle Skovbjerg Karoff (PhD) is Assistant Professor at Aalborg Univer-sity/Copenhagen and a member of ILD: IT and Learning Design. Helle´s main re-search field is play and interaction with technology, especially questions of the dynamics of play, for example through danger, movement and sociality.

Harri Ketamo, PhD founder/chief scientist, Eedu ltd. and Adjunct Professor, Tampere University of Technology. Specialized in Complex Adaptive Systems, Cognitive Psychology of Learning, Neural Computing and Educational Technology. Was Director of Education, Satakunta University of Applied Sciences and CEO & founder GameMiner ltd, company focusing on Data Mining/game AI. Published international/peer-reviewed research articles; presentations on studies in inter-national forums. Several awards and nominations related to R&D activities.

Michael Kickmeier-Rust holds a PhD in cognitive psychology and he is an experi-enced project manager and software developer. His research and development activities focus primarily on technology-enhanced learning, in particular intelli-gent, adaptive educational systems and human-computer interaction. Since 2010 Michael is with the Knowledge Management Institute at Graz University of Tech-nology.

Kristian Kiili works as an adjunct professor at Tampere University of Technology. His research focuses on game based learning, exergaming, and game design is-sues. Results received from his studies has been published in several scientific publications as well as applied in commercial e-learning products.

Luise Klein obtained a MSc. degree in Digital Media from the University of Applied Sciences Bremerhaven. Her interests are in enabling learning with and about me-dia and technology, especially in informal playful settings. She also develops her game-based learning and mobile learning applications.

Antti Koivisto is a Ph.D. student at the Tampere University of Technology in Pori, Finland. He currently works at Satakunta University of Applied Sciences as a re-searcher and at Eedu Ltd as a game developer. His research interests are exer-games. He is currently researching how games suit for elderly and mentally dis-abled people.

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Johannes Konert finished his diploma in Computer Science at the Karlsruhe Insti-tute of Technology (KIT). After three years work on the foundation and develop-ment of the online social network friendcafe, in June 2010 he joined the research group at Multimedia Communication Lab (KOM) at Technische Universität Darm-stadt to focus on Serious Games and Social Networks.

Evangelia Kourti is an associate Professor of Social Psychology specializing in communication at the National and Kapodistrian University of Athens, Greece. Her research interests cover the scientific fields of communication, media and children and the psychology of cyberspace.

Loukas Koutsikos holds a Master Degree (MSc) in "ICT for Education", from the National Kapodistrian University of Athens. He holds a Bsc of Electrical Engineer-ing Educator from the Higher School of Pedagogical and Technological Education. He works in Secondary Vocational Education and has participated in various pro-grams dealing with the implementation of Educational Technology.

Dimitrios Lappas has graduated from the Hellenic Military Academy in 2005. He also has a Bachelor's Degree from Pre-school Education and Educational Design Department of the University of the Aegean. He is currently a postgraduate stu-dent in “Models of Designing and Planning Educational Units”, Master's and PhD Degree program at the University of the Aegean.

José Rafael López-Arcos Member of the GEDES research group in the Department of Computer Languages and Systems at the University of Granada. His research focuses on the integration of storytelling into educational video games.

Rikke Magnussen associate professor at ResearchLab: ICT and Design for Learn-ing, Aalborg University Copenhagen. Main research interest is how game-based technology can open for innovation in science education. Part of numerous na-tional and international learning game development and research projects for over ten years and published extensively on subject of game's potentials in sci-ence education.

Gunver Majgaard (PhD) is Associate Professor at The Maersk Mc-Kinney Moller Institute, University of Southern Denmark. Her research interests are design of digital educational tools; human computer interaction; participatory design proc-esses; learning processes; didactical design; program and curriculum develop-ment. She has developed the engineering program "Learning and Experience Technology".

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Christos Malliarakis is a teacher of Computer Science in Mandoulides Schools, a large private primary/secondary school in Thessaloniki, Greece. He holds a BSc and an MSc in Informatics from the Computer Science Department of the Aris-totle University of Thessaloniki and he is undergoing his PhD research in Game Based Learning on Computer Programming since May 2011.

Dionissios M. Manessis holds a M.Sc. in ICT for education, from the University of Athens, Greece. He is now a Ph.D. student at the department of Early Childhood Education of the University of Athens. His research interests include the use of digital games in Early Childhood Education and students’ attitudes towards Statis-tics.

Jean-Charles Marty associate professor at LIRIS lab in Lyon (France). Research interests are in observation of collaborative activities, through traces of these activities. Research results are applied to Technology Enhanced Learning, and in particular to learning game environments. Participates to several projects in this field (Learning Adventure, Learning Games Factory, Serious Lab for Innovation, Pegase). Organized an international school on Game-Based Learning in June 2011.

Apostolos Mavridis is a PhD candidate on the subject of “Game Based Learning” in the Department of Informatics, Aristotle University of Thessaloniki, Greece. He holds a BSc in Computer Science and an MSc in ICTE (Information and Communi-cation Technology in Education).

Mas Idayu Md Sabri is a PhD student at the University of Nottingham. She is cur-rently on study leave from her employment as a lecturer at the University of Ma-laya, Malaysia. She obtained her BComp Science from University of Malaya, ma-joring in Software Engineering and obtained her MSc Multimedia Technology from the University of Bath. Her research interests are multimedia technology, edutainment, and interactive learning.

Emna Mejbri She obtained the master degree in computer sciences, from the University of Kairouan, Tunisia in 2011. Currently, she is a phD student at the Na-tional School of Computer Sciences of Mannouba, Tunisia. Her main research in-terest is in the area of Learning and Games development.

Javier Melero received both his Engineering degree in Computer Science (2008) and Master in Information, Communication and Audiovisual Media Technologies (2009) from the Universitat Pompeu Fabra (UPF), Spain. Since 2006, he has been involved in European and National projects in the field of TEL. His main research focus is about designing technology-supported puzzle-based games.

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Hélène Michel is a Senior Professor in Grenoble Ecole de Management (France). With a specialization in Innovation Management, she started working on Serious Games in 2003. Her research focuses on the strategic approach of serious games and on their performance’s evaluation.

Alex Moseley is an Educational Designer and University Teaching Fellow at the University of Leicester, with long experience of course design and development in higher education. His research areas are in games-based learning, student en-gagement and effective research skills, and he designs games for education and museum contexts.

Peter Mozelius has since 1999 been employed as a teacher for the Stockholm University and the Royal Institute of Technology at the Department of Computer and Systems Sciences (DSV) in Kista, Sweden. He is currently working as an IT-Pedagogue and researcher. His research interests are in the fields of ICT4D, game-based learning and software engineering.

Robin Munkvold has been teaching software design at Nord-Trondelag University College (Norway) since 1999. The last five years he has been Program Director within the field of Digital Games and Media Technology. He has published several papers on subjects regarding online learning and ICT as a tool for supporting dif-ferent pedagogical approaches.

Rob Nadolski is assistant professor in TEL at CELSTEC at the Open University of the Netherlands. Main interests: competence-based education, serious games, especially enhancing learner support facilities by exploiting newest technologies. Involved in design and project management of e-learning applications for acquir-ing complex cognitive skills and research on such applications. Has participated in European and national projects.

Elena Núñez Castellar received her degree in Psychology in 2006. In 2011 she obtained her degree of Doctor in Psychology from the Ghent University. During her PhD she got broad experience with research methods in cognitive neurosci-ence, namely EEG (electro-encephalography) and reaction times research. Since 2012 she joined the research group for Media & ICT (iMinds-MICT).

Chinedu Obikwelu is a PhD research student with the ChiCI research group, Uni-versity of Central Lancashire, he is currently researching the scaffolding mecha-nism in serious games with emphasis on adaptive scaffolding. He has worked in both the educational and IT sector as a teacher and an IT Support Officer respec-tively.

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Daire Ó Broin holds a Ph.D. in Computer Science from TCD, which focussed on approaches to developing the conditions of flow. He has been a lecturer at IT Carlow since 2008, where he teaches on the Computer Games Development pro-gramme . His research interests include increasing engagement and intrinsic mo-tivation in games and learning.

Kelly O’Hara (Ph.D. Sport Science) is professor at Beira Interior University, Portu-gal, and a researcher at Sports Sciences, Health Sciences and Human Develop-ment Centre. Her research interests are develop game based-learning environ-ments by integrating, sports and health, and tennis training. She has published several papers, book chapters, and she is reviewer in international journals.

Kimmo Oksanen (Lic.Ed.) is doctoral student at the Finnish Institute for Educa-tional Research (FIER), University of Jyväskylä. He is working on his doctoral thesis about supporting and evaluating collaborative learning in a game context. His research interests include game experience, game design and collaborative learn-ing.

Mark O'Rourke is an Educational Advisor with the Curriculum Innovation Unit at Victoria University, Melbourne, Australia. He has worked as a VET researcher, Multimedia Lecturer, Program Manager, Head of School, and Chair Academic Board. Mark's research activity focuses on games-based learning and he is a Ful-bright Professional Scholar having undertaken research at USC in LA.

M’hamme Ali Oulhaci is a PhD student at LSIS laboratory Aix-Marseille University; his works include behaviors simulation, multi-agents systems, and learners’ as-sessment in serious games. He got his master at Paris Dauphine Unversity. Con-tact him at LSIS, Domaine universitaire de Saint Jérôme Avenue Escadrille Nor-mandie Niemen 13397 MARSEILLE Cedex 20.

Trygve Pløhn works as a lecturerer and a researcher at the Nord-Trøndelag Uni-versity College. He obtained his MSc in Software Development, Information Tech-nology from the IT University of Copenhagen in 2007. He is a PhD Candidate at the Norwegian University of Science and Technology. His main research interest is within Pervasive Games and Serious Games.

Jakub Procházka, Ph.D. is an assistant professor at the Department of Corporate Economy and at the Department of Psychology, Masaryk University, Brno, Czech Republic. His current research focuses on psychology of leadership and leadership effectiveness. He teaches interactive courses in the field of organizational and work psychology.

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Dr Aristidis Protopsaltis is a Senior Researcher at the Institut für Lern-Innovation at Friedrich-Alexander-Universität Erlangen-Nürnberg. His background is in Cogni-tive Science, Serious Games, ICT and Education. He is involved in a number of European projects with focus on education, e-learning and Serious Games. He has published numerous peer-reviewed conference and journal papers.

Wen Qi researcher at CELSTEC Open Universiteit. PhD in Men Machine Interac-tion. Research interests are in Virtual Environments, Serious Games (for learning) and Human Computer Interaction. He has worked in different research projects in both academia and industry. Those research projects were sponsored by US, European and national funding agencies. He is now active in gaming based learn-ing.

Rosa Reis teaches at IPP-ISEP, Computer Engineering Department. MSc on Infor-mation Systems in Education and PhD student on Informatics at University UTAD-Tras-os-Montes and Alto Douro, Vila Real. Researcher at GILT-Graphic Interac-tion & Learning Technologies. Researches application of techniques of software engineering in design of educational collaborative virtual environments. Involved in several National and European research projects, presently regular reviewer of several conferences and scientific journals.

Christian Reuter studied Computer Science at TU Darmstadt and finished his Mas-ter Thesis about the “Development and Realization of Methods and Concepts for Multiplayer Adventures” in 2011 before he then joined the Multimedia Communi-cation Lab. His research focus includes the Authoring-Platform “StoryTec”, espe-cially its extension for multiplayer serious games.

Tiago Ribeiro is an eclectic researcher seeking harmony between arts and tech-nology. He has been collaborating internationally on research projects like LIREC and EMOTE, and also with CMU, focusing especially on non-verbal expression in robots both through animation and sound. He is currently in an early stage of ob-taining his PhD, in which he pursues artist-oriented intelligent robot animation.

Gabriela Rodríguez has a B.A. degree in Spanish Literature and a M.A. in Educa-tion. She is currently a PhD student at Turku University’s Faculty of Education, where she is part of a research group designing a mathematical Serious Game as a tool to develop flexible and adaptive use of arithmetic strategies amongst upper elementary children.

Martin Ruskov is currently a PhD student at the UCL Deptartment of Computer Science. He has previously worked in the areas of interactive storytelling and au-

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thoring tools for multimedia publishing. For his PhD Martin explores how to de-velop effective serious games and measure the learning happening with their use.

Eric Sanchez is associate professor at the Ecole Normale Supérieure de Lyon, head of EducTice, a research team of the French Institute for Education and adjunct professor at the University of Sherbrooke, QC (Canada). His research work con-cerns the uses of digital technologies for educational purposes (e-learning, simu-lation, serious games).

Luciano Santos has a graduate degree in informatics engineering from the Engi-neering School of the Porto Polytechnic (ISEP) in 2011, and is currently undertak-ing a Master’s degree in graphics and multimedia systems at ISEP.

Ángel Serrano-Laguna, MSc, works for the Complutense University of Madrid as a researcher in the e-UCM e-learning group as well as being a PhD student. His cur-rent research interests are educational video games, learning analytics and the eAdventure project. He has published 8 academic papers related to these topics.

Helga Sigurdardottir is a PhD candidate at the Nord-Trøndelag University College. She is attending the PhD program in Interdisciplinary Culture Studies at The Nor-wegian University of Science and Technology, Trondheim, Norway. Helga has a bachelor degree in Social Anthropology, a Master in Education (Program Evalua-tion) and a Teacher Certificate from The University of Iceland.

Petr Smutný is assistant professor at the Department of Corporate Economy of Faculty of Economics and Administration, Masaryk University, Brno, Czech Rep. His current research focuses on managerial simulation games effectiveness and leadership effectiveness. He teaches several courses using game based approach. Currently he is vice-dean for external affairs of the faculty.

Heinrich Söbke researcher in “Intelligent Learning” programme (www.intelligentes-lernen.de) at Bauhaus-Universität Weimar. Focuses on game based learning, where his background in computer science enables him to trans-fer software design principles into technical design of video games. Ws visiting scholar in Department of Curriculum & Instruction at University of Wisconsin, Madison, when worked on development of educational games at Morgridge In-stitute for Research.

Mario Soflano is a researcher at University of the West of Scotland. His back-ground education is in computer science. His main interests are computer games

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technology, games design, educational technology, web development, adaptive system and mobile games / software development.

Pooya Soltani has a M.Sc. degree in Exercise Physiology from Shiraz University, Iran. He is now a PhD candidate of Sport Science at University of Porto. He’s in-terested in characterizing Exergames and their effects in three domains of physi-ology, biomechanics and psychology. He’s working at Porto Biomechanics Labora-tory under supervision of Professor João Paulo Vilas-Boas.

Narumon Sriratanaviriyakul (Cherry) is Senior Lecturer in Centre of Commerce and Management at RMIT University Vietnam and has 8 years of teaching experi-ence in higher education in international universities. Her research interests in-clude game-based learning, online social network, case study methods, and tech-nology in education.

Martin Steinicke earned his BSc. and MSc. in Business Informatics at University of Applied Science HTW-Berlin. He works in the research project „Innovationsdrama-turgie nach dem Heldenprinzip“ headed by Professor Carsten Busch and teaches DGBL. His work centers on game based learning in the business context and in-formation & knowledge diffusion in social networks.

Gunilla Svingby is a Professor of Education, at Malmö University, Sweden. I was professor at Lund University, Gothenburg, Oslo University, and Tromso University. Some research projects: A computer game on ethics as a learning environment, Continuous assessment and dynamic examination, Professional competence with simulations in teacher education, Learning by mobile games, Mathematics for the digital generation.

Emilia Todorova has recently graduated in BSc Information Systems Development from Glasgow Caledonian University. She has worked on projects involving the Bologna Process, Quality Assurance and Education Policy. Her research interests are on improving learning and teaching, using technology within higher education and quality assurance in the EHEA.

Ofut, Ogar Tumenayu: obtained his bachelor degree in Computer science from Cross River University of Technology, Calabar, Nigeria. He is currently studying for his master degree in Volgograd State Technical University Volgograd, Russian Federation. His scientific research is in field of Design and implementation of adaptive Educational Games.

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Herre van Oostendorp is Associate Professor Human-Media Interaction at the Institute of Information and Computing Sciences, Utrecht University. His research activities are on the domain of Human-Computer Interaction. He is a specialist on the areas of web navigation, hypertext comprehension, usability engineering and cognitive principles in serious game design

Didin Wahyudin is a lecturer in Indonesia University of Education, Bandung. He received Master degree in Game Technology from Bandung Institute of Technol-ogy, Indonesia. He has experienced as a first responder in many disasters. Cur-rently, He is a PhD student at School of Information Science JAIST Japan focusing on research of Mobile Game Based Learning.

Ayelet Weizman Director of science education at Snunit center for the advance-ment of web-based learning, located at the Hebrew University of Jerusalem. De-signing educational games and interactive learning and teaching materials in sci-ence on several websites. PhD in Planetary Sciences from Tel Aviv University and post doctorate studies in science education at Michigan State University.

Viktor Wendel received his degree in Computer Science from the Julius-Maximilians-University of Würzburg in 2009. Since November 2009, he is working as a research assistant at the Multimedia-Communications-Lab at the Technical University of Darmstadt. Research topics are Game Mastering in Multiplayer Seri-ous Games, and Collaborative Learning. Further, he is an editor for ACM SIGMM Records.

Dr Nicola Whitton is a Research Fellow at Manchester Metropolitan University, specializing in the innovative use of learning technologies in Higher Education. Her particular interest is in the design and use of computer games with adult learners and she is the authors of Digital Games for Learning, a practical guide to educa-tional game development.

Amanda Wilson is a research student at the University of the West of Scotland. Her research focuses on how games based construction learning can be imple-mented into the curriculum within primary education in Scotland using Scratch.

Andrew Sean Wilson worked in biomedical research for last twenty years. Inter-ested in use of technology in medical research particularly in the management of musculoskeletal diseases. Designed and developed educational computer pro-grams to help patients and practising doctors gain better understanding of how to manage these diseases. Sees game based learning as another way of assisting in this.

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Amel Yessad is PhD in computer science. Currently, she is an associate professor in the team MOCAH–LIP6 of the University Pierre et Marie Curie. Her research focuses on knowledge engineering, technology enhanced learning, and serious games. Dr Yessad is involved in several serious game projects.

Ebru Yeniman Yildirim is a senior lecturer and Head of Computer Technology & Programming at Uludag University, Bursa, Turkey. She has written books on com-puter programming and managed many large-scale EU projects on Vocational Training. She is interested in e-learning, how new technologies impact on the teacher’s role in the classroom and game based learning.

Matej Zapušek is employed as teaching assistant for computer science courses at University of Ljubljana, Faculty of Education. He is also a PhD student at University of Ljubljana, Faculty of computer and information science. His main field of inter-est is researching the possibilities for teaching introductory programming with intelligent tutoring systems.

Symeon Zourelidis is a postgraduate student of the M.Sc. program "ICT in Educa-tion", in the National Kapodistrian University of Athens. He works as a director in primary school. He participates in teacher training course for the use and the ap-plication of ICT in the classroom. Research interest focuses on new technologies in education.

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Teachers’ Beliefs About Game Based Learning: A Comparative Study of Pedagogy, Curriculum and Practice in Italy, Turkey and the UK Yasemin Allsop1, Ebru Yeniman Yildirim2 and Marina Screpanti 3 1Wilbury Primary School, London, UK 2Uludag University, Bursa, Turkey 3Istituto comprensivo n.3 Chieti, Italy

Abstract: Digital games are more popular than ever among children and young adults (Prensky 2001; Gee 2003; Fromme 2003; Oblinger 2004). Recent reviews show that children spend hours playing video games either on their console or digitally online. Educators started to see the power of this new medium and ex-plore ways to use digital games to support learning within schools. Incorporating digital games into classrooms, however, has been a challenging task for many reasons; According to Jessel (2012) “Innovation arising from new technologies makes a variety of demands upon the role of the teacher”. The question is; are the teachers ready for these demands, as the new technologies transform their role continually? This study aims to give a comparative account of teachers’ views of their role when teaching using digital games in primary classrooms. Additional-ly it investigated the interrelation between game based learning, curriculum, ped-agogy and practice. This study presents the views of teachers from Turkey, Italy and the UK. In-depth interviews and an online survey were used to find out the teachers perceptions of game based learning and how this impacts on their roles as a teacher. The research also analyzed the interview findings to understand the dynamics between curriculum design, learning culture and practice when imple-menting game based learning. The research found that there is a strong link be-tween how learning is designed to incorporate digital games, the theories and strategies that have been used to deliver the curriculum and how this manifests itself in practice within the classroom. The research also showed that teachers are aware that their roles when using new technologies in education has changed, however, because of the lack of necessary training they are not clear on how to adopt these changes. In some countries the curriculum was flexible enough to accommodate game based learning, however, in some without a radical reform this would not be possible. The mass difference between country specific curricu-lum, pedagogy and practice highlights the need for a flexible model or approach of embedding digital games into primary classrooms.

Keywords: game based learning, digital game design, teachers’ perceptions, cur-riculum, pedagogy, teacher’s role in GBL.

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Using Gamification to Animate a Virtual Community António Andrade and Carlos Vaz de Carvalho GILT - Graphics, Interaction and Learning Technologies, ISEP, Porto, Portugal

Abstract: A Community of Practice (CoP) is a group of individuals who willingly come together because they have common interests in a specific area and want to develop their skills and competences by collaborating with other members and sharing their experience. CoPs have been applied to diverse environments, includ-ing organizations, education, associations and the social sector, as well as the governmental institutions and international development. A community of prac-tice may emerge from both bottom-up or top-down initiatives and it will exist as long as the members believe they have something to contribute to it, or gain from it. The widespread access to personal computers and to the internet made the virtual environment very interesting for communities of practice, providing col-laboration tools and both synchronous and asynchronous forms of communica-tion. However, some differences and drawbacks in the interaction between indi-viduals are also registered in the translation to the virtual environment. Keeping these communities alive depends a lot on the motivation of members, on their commitment and will to participate. Those are not easy to attain and maintain, especially on the online environment. Different approaches have been imple-mented to animate a community (be it real or virtual) and ensure a high level of communication and experience sharing. Of course, providing a rich and valuable knowledge repository is crucial, but the question is, how to turn passive commu-nity members into active participants? In this paper we present three communi-ties of practice with completely different domains and communities (footwear industry professionals, trainers and trainees; innovation and marketing students, teachers and experts; and serious games practitioners and researchers). We com-pare the approaches that were used to animate the individuals to participate and to be involved in those communities. In particular, we present the results of using gamification as a form of motivating participants.

Keywords: communities of practice, gamification, serious games, collaboration, participation, motivation

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SIMaging the CITY: The Educational use of Simulation Video Games for Disadvantaged Youth Massimiliano Andreoletti1 and Gianna Cappello2 1Department of Pedagogy, Catholic University Sacro Cuore, Milano, Italy 2Department of Culture and Society, Palermo University, Italy

Abstract. In this paper we argue that the intermediaries supporting individual and community social empowerment (families, schools, youth and health services, both public and private, cultural and social entrepreneurs) could use video games so as improve the effectiveness of their interventions. We report the initial find-ings of an ongoing action-research project which aims at experimenting the edu-cational use of a simulation video game (SimCity) in a youth club (Centro Tau) lo-cated in a highly disadvantaged and mafia-bound area of Palermo (Italy). From these findings, it appears that, by SIMaging their ideal CITY, the Centro Tau youth have started to think about “civic” issues on a very concrete and practical level. Despite the strong affective ties they show towards their daily living context, they have lucidly identified its negative aspects and confronted themselves on the choices and solutions necessary for reinventing it as a better urban setting in-spired by a vision for sustainable development. It also appears that gaming may represent for them an important and powerful opportunity, in a way a kind of “training ground”, for experiencing collective action, peer-based learning and self-esteem.

Keywords: simulation video game, civic empowerment, disadvantaged youth

“The Chest That Longs to be Moved”: A Serious Game for the Greek Muslim Minority Children Alexandra Androussou, Evangelia Kourti and Nelly Askouni National and Kapodistrian University of Athens, Athens, Greece

Abstract: This paper refers to the creation and the use of a serious game pro-duced within a large-scale educational project, aiming at the social inclusion of Muslim minority students in Western Thrace in Greece. The game represents an educational challenge both at political and social level as it has to meet the par-ticular characteristics of the target population it is addressing. Muslim minority's children face massive under achievement at the primary school and high drop-out rates from compulsory education. The game was designed as a basic learning tool in educational activities outside the school in order to enhance the use of the Greek language, taking into consideration the needs of this specific population. It is intended for students between the ages of 8 and 12. It is played in group with

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the help of specially trained teacher-animators in the 14 “Support Centers” (2 central, 8 peripheral and 4 itinerant) created for the needs of the educational pro-ject attended by 2.800 students. The socio-cultural context in which this game was created and the underlying pedagogical theories in which is grounded, con-cerning the content and the technical specifications of the game are presented. A specific example concerning the use of this game, in a small isolated mountain village, is analyzed in order to illustrate how the very form of the game together with its contents mobilized children’s interest and led them to produce different types of texts (written and audiovisual) and by this to improve their communica-tion skills in Greek language. It is argued that through the game’s educational ac-tivities children became more open to the outside world but also developed a stronger identity as new ways of thinking emerged as to their identity and their position in society. It is emphasized that the political dimension of the pedagogical choices in the design of a serious game aimed at vulnerable social groups is critical for the success of the game’s goals.

Keywords: serious game, language learning, empowerment, identity, Muslim mi-nority, intercultural education

Transformational Play; Using 3D Game-Based Narratives to Immerse Students in Literacy Learning Anna Arici and Sasha Barab Center for Games & Impact, Mary Lou Fulton Teacher College, Arizona State University (ASU), USA

Abstract: The philosopher and educator John Dewey (1938) supported a transactive view of schooling, where learners are active change agents rather than passive observers, and through their actions and consequences, they trans-form the problem into a known. Modern technologies now make his vision a reali-ty, putting learners as active protagonists in their own learning, taking on authen-tic roles via avatars, and seeing the consequences of their actions played out in a 3D immersive world. The strength of this kind of game-based learning is what we call Transformational Play; a 3-fold theory that positions the person with inten-tionality, the content with legitimacy, and the context with consequentiality. Grounding this theory in context, we designed an educational 3D role playing game (RPG), school curriculum, and large-scale comparison study in 18 seventh-grade classrooms (N=450). This study demonstrates the positive impact of game-based learning in a compelling population of disadvantaged students (Latino, Na-tive American, poverty), who have new access to rich technology, as part of a 1:1 laptop initiative. These students, many of whom are second-language learners, showed significant gains in literacy, persuasive writing and engagement in 2.5

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weeks of gameplay in a 3D immersive narrative based on Mary Shelley’s Franken-stein. In this 3D curriculum, “The Doctor’s Cure”, students take on the role of an investigative reporter via their avatar, and complete a series of missions to un-cover a moral dilemma involving Dr. Frankenstein’s work. As reporters, students actively collect evidence through interviews, build logical arguments to support their theses, submit these to an in-game logic machine for evaluation, and get feedback about the alignment between their evidence and reasoning. Additional game tools and scaffolds allow students to act ‘a head above’ their current litera-cy capabilities (Vygotsky, 1978), while teachers play and provide feedback in their game-character role as the ‘Editor’. With the goal of having equally engaging and novel experiences for both conditions, the control condition used the graphic novel curriculum ‘Frankenstein’. Measures of engagement (based on Csikszentmihalyi’s Flow, 1996) showed both conditions rated the experiences equally engaging. Further, we designed teacher-led activities for the graphic novel to closely parallel the scaffolds in the game curriculum, and both conditions wrote and revised persuasive pieces. Despite these similarities, interesting and signifi-cant differences emerged. Students in both conditions showed significant learning gains on lower-level items identifying basic components of persuasive writing. However, the game-based students scored significantly greater on the higher-level task, requiring students to craft and compose their own persuasive essay from the ground up. Further differences emerged in the engagement measures and observational field notes. Qualitative analyses were used to unpack the quan-titative findings, which illuminated the strength of in-game tools for creating a fluency in these literary practices. The findings support the theory of Transforma-tional Play and its potential for the classroom; that students can be scaffolded via games to engage personally and meaningfully in complex learning, that is experi-entially consequential and personally transformative.

Keywords: 3D RPG, schools, literacy, engagement, empirical study, transforma-tional play

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Approaches to Collaborative Game-Making for Fostering 21st Century Skills Susan Bermingham1, Nathalie Charlier2, Francesca Dagnino3, James Duggan1, Jeffrey Earp3, Kristian Kiili4, Evelien Luts2, Lien van der Stock2 and Nicola Whitton1 1Manchester Metropolitan University, Manchester, UK 2KU Leuven, Belgium 3Istituto per le Tecnologie, CNR, Italy 4Tampere University of Technology, Pori, Finland

Abstract: Many examples exist of the effective use of digital games for learning, both in the classroom and informally, for developing subject knowledge, skills (cognitive, (psycho)motor and psychodynamic), attitudes and behaviours. Howev-er, educational games are often limited in scope to the topic of the game itself and position learners as ‘players’ in the game space, rather than giving them con-trol over the gaming environment. In fact, the increasing body of research litera-ture suggests that making games could better address the needs of learners than just playing existing learning games. Collaborative game-making provides a model in which learners can work together to create something that is meaningful for them, giving them input into both the process and product, and facilitating the development of a range of 21CS (21CS), such as digital literacy. Intuitive digital game-making tools have become increasingly available in recent years, allowing students to directly access game-making environments and support the growth in use of collaborative game-making learning activities in schools. Making Games in Collaboration for Learning (MAGICAL) is an EU-funded project that aims to ex-plore the use of collaborative game-making as a pedagogic model. It seeks to es-tablish whether, and in what ways, the approach can support collaboration, prob-lem-solving, creativity and digital literacy skills. This paper starts by considering the literature on digital game-making, particularly highlighting the benefits, draw-backs and research gaps. It then goes on to describe the MAGICAL project in more detail, particularly focusing on the way in which the 21CS can be defined, com-municated to learners, and assessed. Next, the different approaches to collabora-tive game-making in the classroom are discussed. The paper concludes by high-lighting lessons learned from the project so far, and presenting recommendations for collaborative game-making in the classroom.

Keywords: collaborative learning, 21CS, collaborative game-making, digital games

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Best Practices for Deploying Digital Games for Personal Empowerment and Social Inclusion Lizzy Bleumers1, Ilse Mariën1, Jan Van Looy2, James Stewart3, Dana Schurmans1 and Anissa All2 1 iMinds-SMIT-VUB, Brussels, Belgium 2 iMinds-MICT-UGent, Ghent, Belgium 3 JRC-IPTS, Seville, Spain

Abstract: Digital games are being increasingly used in initiatives to promote per-sonal empowerment and social inclusion (PESI) of disadvantaged groups through learning and participation. There is a lack of knowledge regarding best practices, however. The literature on game-based learning insufficiently addresses the pro-cess and context of game-based practice and the diversity of contexts and inter-mediaries involved in PESI work. This paper takes an important step in addressing this knowledge gap using literature review, case studies, and expert consultation. Based on our findings, we formulate a set of best practices for different stake-holders who wish to set up a project using digital games for PESI. The seven cases in point are projects that represent various application domains of empowerment and inclusion. Case studies were conducted using documentation and interviews, covering background and business case, game format/technology, user groups, usage context, and impact assessment. They provide insight into each case’s strengths and weaknesses, allowing a meta-analysis of the important features and challenges of using digital games for PESI. This analysis was extended and validat-ed through discussion at two expert workshops. Our study shows that a substan-tial challenge lies in selecting or designing a digital game that strikes a balance between enjoyment, learning and usability for the given use context. The particu-lar needs of the target group and those that help implement the digital game re-quire a highly specific approach. Projects benefit from letting both intermediaries and target groups contribute to the game design and use context. Furthermore, there is a need for multi-dimensional support to facilitate the use and develop-ment of game-based practice. Integrating game use in the operation of formal and informal intermediary support organisations increases the chances at reach-ing, teaching and empowering those at risk of exclusion. The teachers, caregivers and counsellors involved in the implementation of a game-based approach, in turn can be helped through documentation and training, in combination with structural support.

Keywords: game-based learning, empowerment, inclusion, digital games, best practices

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Investigating the Relationship Between School Performance and the Abilities to Play Mind Games Rosa Maria Bottino, Michela Ott and Mauro Tavella ITD-CNR, Genova, Italy

Abstract: Is there any relationship between school performance and the ability to play digital mind games? This paper tries to answer this key question and in doing so, it draws on a long-term research experiment conducted in primary schools and dealing with the use of mainstream mind games (namely those games that deeply require the enactment of thinking and reasoning skills and are almost in-dependent from knowledge/competence in specific school subjects). It reports on an experiment involving 60 Italian primary school children, which was based on the use of the LOGIVALI Test, a game-based standardized test assessing primary school pupils reasoning abilities. The games adopted in the experiment were five digital mind games (mostly public domain products) falling into the category of “mini-games”; some of them were the computerized versions of well-known board games (e.g. battleship, master mind, domino). The main characteristic common to all the adopted games was that they do not require specific prerequi-sites in curricular school subjects, beyond very basic literacy and, most important-ly, do not imply the possession of specific mathematical skills. During the experi-ment, the possible relationships between gaming and learning performance of primary school students were investigated; a strong correlation between the stu-dents’ possession of the reasoning skills necessary to successfully play with mind games and their school performance was found. These considerations corrobo-rate the hypothesis that games exercise a set of specific reasoning abilities that are “transversal” to most curricular activities. The targeted experiment also showed that the great majority of students (including low achievers), inde-pendently from the level of their school performance, are very attentive and en-gaged in game-based learning tasks. These findings, together with the results of other experiments carried out by the authors in different frameworks (but with the same target population and with the same games), concretely support the idea that early interventions to support the development of reasoning abilities carried out by means of engaging and motivating game-based activities can posi-tively impact on students school performance. In a proactive perspective, the ob-tained results corroborate the idea that a carefully designed, teacher-driven and well-focused use of specific mind games can contribute to sustain and foster stu-dents’ reasoning and problem solving skills and that these skills may have, in the long run, a positive impact on the students’ global school achievement.

Keywords: mind games, transversal skills, game-enhanced learning, technology enhanced learning, primary education

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Experience With Digital Game-Based Embodied Learning: The Road to Create a Framework for Physically Interactive Digital Games Carsten Busch, Florian Conrad, Robert Meyer and Martin Steinicke Creative Media Research Group, University of Applied Sciences HTW-Berlin, Germany

Abstract: Over the past years, we have been researching various approaches to digital game-based learning in the field of change and innovation management. Broadening the range of possible applications while consolidating methodical un-derpinnings, we have subsequently narrowed down our findings into the descrip-tion of three specific treatments. This paper focusses on one of the applied treatments, namely to make participants go through a game sequence or interact with a digitally enhanced setup (e.g. play-acting with motion capturing and real-time rendering of a virtual character) to engage learners in embodied and experi-ence driven learning. We present our experience starting with commercial of the shelf physically interactive digital games, followed by two examples of self-made stand-alone Kinect games that have been developed for use in team and leader-ship trainings. The latter will be introduced describing their goals, the resulting game design as well as lessons learned. Starting from the experience with such settings in project “HELD” as well as applications of embodied digital learning and physically interactive game-based learning by others led us to the belief that there is a need for a framework that enables educational game and interaction design-ers to develop digital embodied settings without the need of (re)coding the Kinect management code as well as a number of other features relevant for education and training settings (e.g. control app, QR player identification and performance tracking). To further foster the easy development of physically interactive digital games and simulations, or digital aesthetic performances the framework inte-grates with the Unity game engine, thus enabling both rapid prototyping and quality games. First tests seem very promising with playable game prototypes developed in less than three days. To gather more feedback on real-life applica-tions using digital embodied learning we plan to offer the introduced framework free of charge for non-profit applications.

Keywords: physically interactive digital play, embodied learning, team and leader-ship training, systems and core-mechanics based learning

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Toward Improvement of Serious Game Reliability Thibault Carron, Fabrice Kordon, Jean-Marc Labat, Isabelle Mounier and Amel Yessad LIP6, CNRS UMR 1606, Université Pierre & Marie Curie, Paris, France

Abstract: Serious games are complex software applications resulting from a costly and complex engineering process, involving multiple stakeholders (domain ex-perts, teachers, game designers, designers, programmers, testers, etc.). In addi-tion, the serious games implying multiple learners-players are dynamic systems that evolve over time and implement complex interactions between objects and players. Traditionally, once a serious game is developed, testing activities are conducted by humans who explore the possible executions of the game’s scenario to detect bugs. The non-deterministic and dynamic nature of multi-player serious games enforces the complexity of testing activities. Indeed, exploring all possible execution paths manually is impracticable humanly due to their large number. Moreover, the test can detect some bugs, but cannot verify some properties of serious games such as the scenario allows a learner to acquire all the knowledge, that the winner is necessarily one who has achieved all the learning objectives or the scenario does not lead to deadlock situations between learners. This type of properties has to be verified at the design stage of serious games' development. We propose a framework enabling a formal modelling and an automatic verifica-tion of serious game's scenario at the design stage of development process. We use Symmetric Petri nets as a modelling language and choose to verify properties by means of model checking. Petri nets are a mathematical notation suitable for the modelling of concurrent and dynamic systems. Due to the dynamic nature of serious game’s scenario, we selected a particular Petri net model: Symmetric Petri net. Model checking is a powerful way to verify systems; it provides automatically a complete proof of correctness, or explains, via a counter-example, why a sys-tem’s property is not correct. This paper discusses how this framework is used to verify the serious game properties before the programming stage begins. In order to concretise our discourse, we apply our approach on a scenario of a serious game and present how design's properties are expressed and verified thanks to the formal framework.

Keywords: Serious Game, software engineering, Serious Game verification, model checking, petri nets

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The Effects of Gamification on Student Attendance and Team Performance in a Third-Year Undergraduate Game Production Module Hope Caton and Darrel Greenhill School of Computing and Information Systems, Faculty of Science, Engineering and Computing, Kingston University, London, UK

Abstract: This paper investigates the effects of a gamified awards and penalties framework on a third-year undergraduate game production module which has a predominantly male demographic. Students work in teams of three game pro-grammers and two artists to develop a computer game prototype, applying their game-programming knowledge and game theory to complete the project. ‘Gamification’ harnesses the reward and penalty game mechanics and apply it to real-world problems, such as, the motivational challenges that can be a stumbling block to many student team projects. Achieving an award is a framework for in-corporating competition-based learning into the classroom, while the issuing of penalties is a system for encouraging attendance. Penalty cards issued for ab-sence (and other infractions) affected grades. However, the receiving of an award was not connected to the assessment. The benefits and drawbacks of students collaborating on team projects have been well studied. From the student's point of view, the main drawback of team-based learning is most commonly unequal contribution. Using game theory as a basis for establishing a system of awards and penalties, this paper offers a gamified framework to keep students equally contributing to team efforts. This paper asks three questions: 1) Does the awards/penalties framework improve attendance? 2) If yes, does improved at-tendance result in improved assessments? 3) Does the framework improve cohe-sion and performance in student teams? This paper presents quantitative evi-dence to answer the first two and offers speculative comments on the third. Ini-tial results suggest that the awards and penalties framework improves attendance and increases student performance and overall grade. Speculatively, the frame-work appears to be effective in increasing motivation. Informal student commen-tary indicates that while motivation is not improved across the cohort, those that are motivated contribute significantly more time and effort to the project. Awards proved successful in improving completion of previously resisted tasks and, if timed correctly, can attract students to attend a class they would otherwise choose to miss.

Keywords: gamification, class awards, attendance, free riders, team-based pro-jects

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Game-Based Learning in Health Sciences Education Nathalie Charlier, Evelien Luts and Lien Van Der Stock

Teacher training in health sciences education, KU Leuven, Leuven, Belgium

Abstract: The paper discusses the use of games specifically in the domain of health sciences, both in secondary and higher education. From a preliminary re-view we will present both traditional and digital games used to improve and/or assess young people’s knowledge in relation to health sciences. In addition, we will discuss three studies we have set up to investigate the effectiveness of a de-signed board game to teach and assess first aid competencies of secondary school and university students.

Keywords: game-based learning, game-based assessment, health sciences

Specification and Design of a Generalized Assessment Engine for GBL Applications Yaëlle Chaudy, Thomas Connolly and Thomas Hainey University of the West of Scotland, Paisley, Renfrewshire, UK

Abstract: The interest towards the introduction of Games-Based Learning (GBL) in education is increasing. Using computer games to assist the learning process of-fers a wide range of possibilities inconceivable in a traditional classroom. Assess-ment of the learner during game-play represents a key challenge for GBL. This task is time consuming and requires both technical and educational knowledge. However, careful consideration of the integration of assessment in GBL is crucial as assessment has a very important role in teaching and learning; it is essential for teachers to assess how much their students have achieved the learning goals of a lesson and learners rely on assessment to receive feedback on their work. This paper discusses the specification of a generalized assessment engine that could be integrated into any GBL application. This paper first reviews the literature on traditional assessment and approaches to assessment in GBL. Next, the paper analyses the characteristics of a range of existing GBL applications. Using these characteristics, the literature on assessment and the outline GBL assessment model proposed by Hainey et al. (2012), a refined assessment model is presented. Finally, based on the refined assessment model this paper proposes a specifica-tion for a generalised assessment engine, provides an outline design and discuss-es the implementation of this design.

Keywords: games-based learning, assessment, assessment integration, assess-ment engine, assessment model

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Safer Internet: Enhancing Good Practices on the Internet Through Games Based Learning for Greek Elementary School Students Vasiliki Choleva1, Loukas Koutsikos1 Simeon Zourelidis1, Vlassios Filis2, Dimitris Metafas3 and Charalampos Patrikakis3

1ICT in Education, National and Kapodistrian University of Athens, Athens, Greece 2Department of Informatics & Telecommunications, National and Kapodistrian University of Athens, Athens, Greece 3Department of Electronics, Technological Education Institute of Piraeus, Pirae-us, Greece

Abstract: The Internet today has become an integral part of children’s and young people’s lives. They are the biggest user groups of online and mobile technologies all over the world. Children of Elementary School are often, because of their age, unprotected against traps on the Internet, such as cyber bullying, cyber stalking or sharing their personal information online. Today's Education and especially the Elementary School system should be considered as an ally as far as safer Internet issues are concerned. This paper, presents the implementation, by elementary school students, of a game about the ways of the Internet. The specific game was developed by the students themselves through Kodu, which is a visual program-ming tool especially designed for introducing children to programming principles. The aforementioned were held as part of their participation in an official innovat-ing Educational Program entitled: “Safer Internet: Connect with Respect”. Seven-teen students (eleven boys and six girls), guided by their teacher, produced a game scenario about the dangers of the Internet and ways to avoid them. This educational framework introduces children to the safety of the Internet through the excitement of creating technology.

Keywords: online interaction, cyber bulling, safer Internet, visual programming

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Using Game Mechanics to Measure What Students Learn Jill Denner1, Linda Werner2, Shannon Campe1 and Eloy Ortiz1 1Research Department, ETR (Education, Training, Research), Scotts Valley, Cali-fornia, USA 2Computer Science Department, University of California, Santa Cruz, California, USA

Abstract: Despite the growing popularity of teaching children to program games, little is known about the benefits for learning. Making a game involves formulat-ing complex problems, designing systems, and understanding human behavior, but these constructs have proven difficult to measure. In addition, studies of what children learn often ignore the social context in which game programming occurs. In this article, we propose that game mechanics can be used as a window into how the children are thinking and we describe a strategy for using them to ana-lyze students’ games. We describe how the game mechanics categories were identified, and the results of the game analysis, including variation in the mechan-ics used by students working alone or with a partner. The study involved sixty 10-14 year old students in the US who spent 10 hours learning to use the Alice pro-gramming environment, and 10 hours designing and creating their games, alone or with a partner. Forty games were coded for five game mechanics that require the programmers to think in ways that are dynamic, time dependent, or complex. The results suggest that students were most likely to include mechanics that en-gage the player and programmer in thinking about dynamic systems, and least likely to include reasoning that resulted in a conditional change in game state based on time. Working with a partner resulted in a broader range of mechanics, which suggests a deeper understanding of how to formulate problems, design systems to represent them, and consider the interaction of the player with that system. The findings contribute to efforts to assess what novice programmers learn by creating games, and suggest that the analysis of game mechanics is a useful strategy for assessing the range of complex problem solving during game design and programming. The findings can also contribute to efforts to create developmentally appropriate instructional approaches that engage students in complex problem solving.

Keywords: creating games, children, assessment, complex problem solving, game mechanics

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Combining Game Based Learning With Content and Language Integrated Learning Approaches: A Case Study Utilizing QR Codes and Google Earth in a Geography-Based Game Kyriaki Dourda, Tharrenos Bratitsis, Eleni Griva and Penelope Papadopoulou Early Childhood Education Department, University of Western Macedonia, Flo-rina, Greece

Abstract: In this paper the GBL educational approach is combined with that of Content and Language Integrated Learning (CLIL) within the context of an educa-tional geography computer game, utilizing QR Codes and Google Earth for teach-ing English Language to Greek Primary School students. This integration provides a motivational and cognitive basis for language learning, since it represents a meaningful, contextualized activity and on the other hand, gives students the chance to expand their cognitive skills and use more sophisticated language. The proposed game was utilized in the context of a pilot case study which immersed 11 to 12-year-old students in problem solving challenges regarding the use of ge-ography in realistic contexts. Its purpose is not only to develop content knowledge but also to observe and enhance the learning strategies that students use while learning a foreign language. In attempting to solve these problems, stu-dents were engaged in eight-week collaborative work, involving six levels of gameplay by following hints, provided by QR codes images. The findings of this case study suggest how foreign language learning can successfully take place within a geography game-based learning environment, and they underscore the efficacy of approaching GBL in terms of performance. Students’ performance was evaluated through knowledge tests and various complex tasks throughout the game play, involving writing, reading and oral skills. In general, students showed positive attitudes towards the game and the post-test results have significant dif-ferences compared to those of the pre-test, in terms of vocabulary acquisition in the foreign language and geography knowledge. The results also showed that the collaboration required by this game, allowed the students to interact in a con-trolled environment, where they undertook roles and responsibilities. To this end, the findings will make an important contribution to the empirical evidence of GBL particularly with regards to its application in primary education.

Keywords: QR codes, Google Earth, CLIL, language learning, GBL

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The Design and Evaluation of a Multiplayer Serious Game for Pharmacy Students Maciej Dudzinski 2, Darrel Greenhill 2, Reem Kayyali 1, Shereen Nabhani 1, Nada Philip 2, Hope Caton 2, Sonya Ishtiaq 1 and Francis Gatsinzi 1 1School of Pharmacy and Chemistry, Faculty of Science, London, UK 2School of Computing and Information Systems, Faculty of Science, London, UK

Abstract: Educational computer games are increasingly being used in higher edu-cation and offer the potential of greater engagement, improved results and sim-pler, centralised updating of teaching material. However the evidence for the use-fulness of such technologies is not yet conclusive. Consequently there is a need for improved design and evaluation of educational games. The aim of this study is to identify a successful game design for a multiplayer serious game to be used in learning. The design is being developed and evaluated through the creation of a game called ‘Pharmacy Challenge’ to allow small groups of pharmacy students at Kingston University (KU) to simultaneously revise certain aspects of the pharmacy curriculum in timed quiz-based challenges. The game is a web application with both single and multiplayer modes that can be run from a web browser on phones, tablet devices and PCs. All activities performed by players including time of access, time to answer and questions answered can be stored in data logs for future analysis. A pre-intervention survey conducted on students’ perceptions on educational gaming informed the design of the game, which indicated that most students tend to play games on mobile devices. The game was then trialled on a group of around 60 mostly female students on a module running on years 3 and 4 of the pharmacy course over a week long period which could be played at any time of the day. Following the trial a post-intervention survey was used to assess the students’ perception of the game. Students found the game interesting, stim-ulating and helpful and they identified its potential to motivate them and to facili-tate their learning Positive responses indicate that games can be a valuable addi-tion to pharmacy curriculum. The successful introduction of the game into the pharmacy curriculum demonstrates the value of education games in learning and student engagement.

Keywords: serious games, mobile learning, pharmacy students, educational games, multiplayer game, web game

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Cheating and Creativity in Pervasive Games in Learning Contexts Stine Ejsing-Duun, Thorkild Hanghøj and Helle Skovbjerg Karoff Research Lab: IT, Learning & Design (ILD), Institute for Communication, Aalborg University, Copenhagen, Denmark

Abstract: The frames that set the boundaries of play in pervasive games are am-biguous, thus players must negotiate what is part of the play when playing these games. This negotiation demands and develops creativity among players. The main contribution of this paper is to show how pervasive game designers and facilitators (e.g. game masters and/or teachers) of pervasive games can use the ambiguity and potential cheating in emergent play situations as a driver for pro-moting creative learning processes. More precisely, game facilitators need to re-spond to the on-going negotiations of different situational frames so that players are productive in relation to the goals of the game and the learning objectives. The paper outlines what pervasive games are and presents a case involving a per-vasive game on global coffee trade. Next, we develop a theoretical framework that allows us to analyse how both players and facilitators need to be creative during a game session in order to play and to facilitate the game and especially how to manage ambiguity. Finally, we discuss the results of our analysis and sug-gest perspectives for further studies.

Keywords: creativity and learning, pervasive games, rules, framing, cheating, de-sign and facilitation

Supporting Teachers in the Process of Adoption of Game Based Learning Pedagogy Valérie Emin-Martinez1 and Muriel Ney2 1S2HEP, Institut Français de l’Education - ENS Lyon, Lyon, France 2Laboratoire d’Informatique de Grenoble, CNRS, Grenoble, France

Abstract: In an attempt to address the difficulty to integrate Game-Based Learn-ing (GBL) in the teaching practices, this paper proposes a model for the process of teachers’ adoption of games, based on a first research work which led to a struc-tured question matrix designed to foster teacher reflection on key issues that arise during this process. We focus on formal education and consider not only digital (educational) games but also other game-like activities such as role-plays and simulations. In tackling the matter of adoption, this paper addresses a key issue: How does the adoption process unfold when teachers introduce games in their classes for the first time? To answer this question, Roger’s “Diffusion of In-

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novations” theory was used as the conceptual framework for analysing a case study. The case study took place in France with a group of six high school teachers who introduced three different games, in teams of two. We also provide different tools to support the adoption process: resources, activities, questionnaires, peda-gogical scenario, patterns of activities and scenarios. Our efforts to support teachers’ adoption and use of GBL are not designed to offer a one-size-fits-all so-lution. Rather, they are aimed at providing tools to foster reflection and facilitate the adoption process. It is hoped that this work will help overcome some teach-ers’ resistance to GBL, and this will be the subject of further verification.

Keywords: game based learning in teaching practices, teacher adoption, serious games, technology enhanced learning, pedagogical scenarios

Cognitive Walkthrough for Learning Through Game Mechanics David Farrell and David Moffat Glasgow Caledonian University, Glasgow, UK

Abstract: Whilst widely advocated, Games Based Learning (GBL) is still an unprov-en discipline. Results vary and there is no consensus for how best to teach a set of learning objectives using games. Designers may base their approach on reasona-ble pedagogical principles but the process of design is still driven largely by intui-tion and greater resembles craft than science. Humans are notoriously poor at unsupported methodical thinking and relying so much on intuition carries great risk in GBL design. Cognitive Walkthrough (CW) is a technique that improves our ability to predict how a user will understand an interaction. Whilst CW is long es-tablished in user-interface design, it should be considered a general purpose technique for crafting experiences where a designer must predict the general thinking process of a user. Extending CW to GBL can help designers expose and question their implicit assumptions and can be used during design to lower risk or during evaluation to understand results. Extensions of CW should map to the GBL pedagogical approach chosen to provide the most cognitive support. We present an extension of Cognitive Walkthrough for Learning Through Game Mechanics and apply it to the previously evaluated e-Bug Platform game to understand why one section achieved significant knowledge change and another did not. We found each section to assume several steps of logical understanding by users but those in the unsuccessful section were unreasonable assumptions. The new tech-nique described in this paper explains hitherto puzzling results and identifies the strengths and weaknesses of game mechanics’ contributions to learning.

Keywords: games based learning, cognitive walkthrough, game design, construc-tive alignment, game mechanics, Serious Games

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Global Math: Development of Online Platform for Mathematical Thinking Games Toru Fujimoto1, Keiichi Nishimura2, Kaoru Takahashi3, Masahiro Yachi4, Kiyoshi Takahashi4 and Yuhei Yamauchi3 1 Center for Research and Development of Higher Education, The University of Tokyo, Tokyo, Japan 2 Tokyo Gakugei University, Tokyo, Japan 3 Interfaculty Initiative in Information Studies, The University of Tokyo, Tokyo, Japan 4 Benesse Corporation, Tokyo, Japan

Abstract: While some gaming portals provide learning-based games, most of them either merely showcase games without offering any function for user feed-back for the developers or do not provide open access to individual developers, even if a website has functions for data collection. Therefore, it is difficult for indi-vidual developers and small independent teams to obtain user feedback for mak-ing enhancements in their games in the prototyping phase. The purpose of this research is to develop and evaluate an open online platform system to host mathematical thinking games. Through a joint research project in collaboration with the University of Tokyo and Benesse Corporation, we have developed the ‘Global Math’ platform, which is an open online platform to host mathematical thinking games for Indie game developers and students interested in developing learning games. The platform features the ‘Global Math API’, which enables game developers to obtain play log data by simply registering and embedding certain JavaScript codes. The API offers an interface that stores play log data in the Global Math platform database. The platform offers data-analytic functions to monitor how the games are played and received by audiences. As a formative assessment of the platform in terms of usability and effectiveness, four teams of undergradu-ate students who study game design participated in a game design project using the platform. The teams worked on the project for two months and uploaded four game prototypes successfully. The survey findings indicate that the students found that this project offered them an opportunity to think about different as-pects of game design that they had not considered previously, and they found it appealing to develop mathematical learning games. It showed that developing mathematical games can be engaging for students as long as they are provided with the necessary resources. The survey also indicates that more instructional and technical support for developers is necessary to use the functions of the plat-form.

Keywords: mathematical games, game-based learning, game platform, embedded assessment, social media

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What Can Play Theory Tell us About Computer Games for Young Children? Georgy Gerkushenko1 and Svetlana Sokolova2

1CAD, Volgograd State Technical University, Volgograd, Russian Federation 2Preschool and primary education, Volgograd State Socio-Pedagogical Universi-ty, Volgograd, Russian Federation.

Abstract: Play-based learning is defined as a context for learning through which children organize and make sense of their social worlds, as they interact actively with people, objects and representations. Young children’s play allows them to explore, identify, negotiate, take risks and create meaningful ideas. Children who are constantly engaged in play experiences have much more developed memory skills, language development and self-regulation than children who lack the play activity. The purpose of the paper is to find out what the most important factors are for teachers’ selection computer programs for kindergarten classroom activi-ties. Whether the factors concern the theory of children’s play development? Do kindergarten teachers need the scaffolding program for their choice of computer games for using in the classroom? What should be the essence of the program? Preliminary study made by authors in Russian Federation shows the lack of teach-er’s computer literacy. This situation leads the absence of computer games or incompetent using them in pedagogical work with children. By studying general characteristics of play we identify the main criteria which can be used for choos-ing appropriate game for classroom activities. For instance, choosing a game teacher should answer the question, if this computer game allows children to cre-ate their own scenarios, rules and characters of the play or if it enables children acting in an imaginary situation? The paper gives an overview of the computer games for preschool children used in Russian kindergartens; it also contains the scaffolding features on using computer games for children’s development. It summarized the problems and recommendations to scaffolding process for teachers who are interested in using computer games for effective children’s development.

Keywordss: early childhood education, play-based learning, kindergarten teach-ers’ training, computer games, scaffolding

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Role Game Playing as a Platform for Creative and Collaborative Learning Lisa Gjedde Dept. for Learning and Philosophy, Faculty of Humanities, Aalborg University Copenhagen Denmark

Abstract: Game-based learning may present a way of creating immersion and engagement for the learner through simulated experiences in a narrative envi-ronment, and may support the development of 21st. century skills of communica-tion, collaboration, creativity and critical thinking. Role playing games have had a long history of usage in language learning and as a multidisciplinary activity in schools during theme weeks. Through the concept of serious digital games, which offers learning through digital simulations and immersion in virtual worlds, game-based learning has been deployed increasingly in education where games have been used for specific subjects. The use of live role-game playing in schools offers novel and innovative ways to work with the game genre, with the teachers con-tributing as game authors and game masters. A current project on live action role-game playing looks at how role-game playing can be used to present an entire curriculum within a narrative framework in order to enhance the learners’ moti-vation and zest for learning while developing 21st century learning skills. The ex-ploration of how live action role-game playing can function as an overarching framework for learning may offer fresh insights into game-based learning in terms of multimodality, flexibility in the design of games and the role and interactivity of the learner and teacher. A unique residential school dedicated to teaching all sub-jects in grades 9-10 through live role-game play was studied for a year. The study employed qualitative and processual methodologies in order to capture the inter-actions between students' learning experiences and the role-game based learning designs as well as the way they constitute a creative and collaborative learning environment. This paper presents the preliminary results of the project and dis-cusses its implications for design and redesign of learning environments in the schools along with the roles of learners and teachers in the development of game-based learning as a framework for creative, inclusive and collaborative learning.

Keywords: role game play, game-based learning ,creative learning through role game play, situated and contextual learning using role game play, role game play as a framework for the curriculum

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Development and Evaluation of a Generic E-CLIL Web2.0 Games Engine Thomas Hainey and Thomas Connolly University of the West of Scotland, UK Abstract: Games-based learning is perceived by educationalists as a potentially highly motivational approach for learning and teaching at a supplementary level and is starting to be used more frequently at Primary Education (PE) and Second-ary Education (SE) level. Content and Language Integrated Learning (CLIL) has also increased in popularity. CLIL is a bilingual educational approach where an additional language is used for the learning and teaching of both the language and the content and each are interwoven. This paper will discuss the development of a generic electronic Content and Language Integrated Learning (e-CLIL) Web2.0 games engine developed as part of the EU Comenius e-CLIL project by the Univer-sity of the West of Scotland (UWS). The Web2.0 games engine directly answers the need for expanding, very quickly, the amount of content available (in any lan-guage) for teachers of CLIL. This paper will present an empirical evaluation of the piloting of the Web2.0 games engine. This paper will present both a student quantitative pilot evaluation consisting of 82 participants and a teacher quantita-tive pilot evaluation consisting of 18 participants of the e-CLIL Web2.0 games en-gine. Keywords: empirical evidence, Web2.0 games engine, CLIL, e-CLIL, electronic-content language integrated learning, evaluation, student, teacher, quantitative, pilot

Designing Games to Disseminate Research Findings Claire Hamshire, Rachel Forsyth and Nicola Whitton Manchester Metropolitan University, Manchester, UK

Abstract: Sharing the findings of research projects to improve future practice is often an important objective of educational research. However disseminating the results to groups that will directly benefit can sometimes be problematic and there may also be complexities around presenting research in a context that gives real-world relevance. The informal environment of game play is one method that can be utilised to promote targeted discussion and present research in a format that is both fun and engaging. This paper explores how two board games that had their beginnings in research projects were developed. One of these projects ex-plored students’ perceptions of their higher education experiences (Staying the Course), and the other investigating staff experiences of course development (Supporting Responsive Curricula). Neither project was initially tasked with devel-oping a game, but both project teams believed that games would help with shar-

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ing the findings of the projects widely. The underlying philosophy of both authors was to design an active learning environment in which players could learn via dis-cussion activities and testing their understanding. By using the medium of a board game we aimed to provide an opportunity to examine problematic issues within the ‘magic circle’ of game play. This would provide an environment in which players could contribute to linked discussion and start thinking about different perspectives and how they could make improvements to existing situations. This paper describes the approaches used to design each game in relation to the dif-fering contexts for game play: one of the games is intended for use by students and those advising them, whilst the other is for course development teams which may be composed of students, administrative, technical and administrative staff in universities. The identification of design elements to make the games effective is also discussed.

Keywords: game design, higher education, dissemination, research

Facilitating Teacher Students’ Innovation Competence through Problem-Based Game Design Processes Thorkild Hanghøj1 and Sia Hovmand Sørensen2 1ResearchLab: IT, Learning and Design (ILD), Aalborg University, Denmark 2National Centre of Competence Development, Aarhus University, Denmark

Abstract: The aim of this paper is to describe how new teacher students develop innovation competence through problem-based game design processes by partic-ipating in an intro camp. The intro camp was held for 350 new teacher students at a Danish university college in 2011, which were asked to solve the real-life prob-lems of local schools by designing game solutions to be presented for and as-sessed by participating school directors and pupils. Based upon a pragmatist theo-retical framework, we conceptualize the students’ development of innovation competence in relation to creative problem-solving, game frames and the inter-play of different knowledge domains “inside” and “outside” of teacher education. By taking a mixed methods approach, we combine qualitative and quantitative methodologies for studying our case. This involved observations and interviews with selected groups as well as a post-camp survey with all the students. In the analysis, we focus on two analytical themes that relate to the teacher students’ problem-based game design processes and their experience of becoming future innovative practitioners. The paper concludes by discussing future perspectives on the use of problem-based game design for developing innovation competence – both within and beyond the context of teacher education.

Keywords: problem-based game design, teacher education, innovation compe-tence, game frames

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Deploying Serious Games for Management in Higher Education: Lessons Learned and Good Practices Jannicke Baalsrud Hauge1, Francesco Bellotti2, Rob Nadolski3, Michael Kick-meier-Rust4, Riccardo Berta2 and Maira Carvalho2

1Bremer Institut für Produktion und Logistik at the University of Bre-men,Bremen, Germany 2Dept of Electronic and Telecommunication Engineering, University of Genoa,Genoa, Italy 3Centre for Learning Sciences and Technologies, Open University Netherlands, The Netherlands 4Knowledge Management Institute, Graz University of Technology,Graz, Austria

Abstract: The deployment rate of serious games (SGs) in higher education (HE) and their proper insertion in meaningful curricula isstill quite low. There is a lack of papers in literature describing deployment of SGs for HE in detail, critically showing educational benefits, and providing guidelines and best practices on their use. With the present work, we intend to make a first step in this direction, by reporting our experience in using state of the art managerial SGs in MSc Engineer-ing/business courses in four different European universities. In order to describe and analyse the educational characteristics and effectiveness of each game, we propose to use two models that we have straightforwardly extracted from two major pedagogical paradigms: the Bloom’s revised cognitive learning goals taxon-omy and the Kolb’s experiential learning cycle. Based on our experience in devel-oping the SG-based courses, we also propose a set of lessons and practices that we believe could be of interest to incentivize and better support deployment of SGs in HE courses.

Keywords: case studies, assessment, selection methods for serious games

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Neuroeducational Research in the Design and use of Games-Based Teaching Wayne Holmes1, 2, Paul Howard-Jones3, Erico Tanimoto3, Carol Jones4, Skevi De-metriou3, Owen Morgan4, Philip Perkins5 and Neil Davies5 1Department of Education, University of Oxford, UK 2zondle, UK 3Graduate School of Education, University of Bristol, UK 4Chepstow School, Monmouthshire, UK 5Duffryn Comprehensive School, Newport, UK

Abstract: Research has shown that a games-based approach to learning can have many positive effects in the classroom, although less attention has been paid to the potential of applying a games-based approach to teaching. Meanwhile, recent research into the brain’s reward system has provided fresh understanding about the educational potential of games and associated underlying cognitive and neu-ral processes. However, the harnessing of neuroscientific understanding for edu-cational benefit presents many challenges, not least because it potentially im-pacts on pedagogical theory as well as technological design, with outcomes in the classroom likely to depend on a successful interaction of both. The effective de-sign and implementation of games-based teaching might thus require a judicious interrelation of insights from diverse theoretical perspectives, such as neuroscientific, pedagogical and classroom praxis. Here we report on the design-based research of a web app, known as zondle Team Play (zTP), that allows teach-ers to use a games-based approach to teaching whole-classes and which draws on learning theory, the practicalities of classrooms, and concepts from neuroscience. zTP was developed iteratively with teachers, in five cycles of design, intervention, analysis and reflection. Rather than just exploring ‘what works’ in terms of the technology, iterative prototyping helped us explore aspects of classroom praxis and affordances of the technological design that were contingent upon each oth-er. Reflection revealed many potential benefits of a neuroeducational approach to the design of a teaching game, including the development of related pedagogy, identification of immediate and future neuroeducational research questions and the development of language and terms suitable for communicating across inter-disciplinary boundaries.

Keywords: teaching; games; neuroscience; motivation; rewards; pedagogy

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Playing and Learning: An iPad Game Development Case Study Jennifer Jenson and Rachel Muehrer York University, Canada

Abstract: While there seems to be a great deal of enthusiasm for the use of games in formal educational contexts, there is a notable and problematic lack of studies that make use of replicable study designs to empirically link games to learning (Young, et al., 2012). Where such studies exist, the multimodal literacies that games might cultivate are often misrepresented and/or obscured through conventional, text-focused modes of evaluation. This study considers Compareware, an educational game (available in Flash and on the iPad) designed to build vocabulary and analytical skills in young learners. This paper documents the design, iterative development, user testing, and pilot study that included 146 grade 1 and 2 students playing the game. It also outlines our preliminary findings, which include high levels of student engagement, incidental learning, and im-proved demonstration of analytical skills in terms of identifying and understand-ing similarities and differences between two objects.

Keywords: educational game design, play, learning

An Overview of Game Console Motion Sensor Technologies Exploited for Education Marina Kandroudi and Tharrenos Bratitsis Early Childhood Education Department, University of Western Macedonia, Flo-rina, Greece

Abstract: This paper attempts to raise a discussion regarding video game consoles which integrate motion sensor technologies, by examining their exploitation with-in educational context. There are several motion sensing technologies, but only three of them stand out, based on their market share. These are: a) Nintendo Wii, b) Microsoft Kinect, and c) Sony PlayStation Move. The Nintendo Wii was created and developed by Nintendo Company. The main controller is the Wii remote, a handheld device which can be utilized as a gesture recognition and pointing tool. Kinect is a motion sensing input device, implemented by Microsoft for the Xbox 360 game console. The device provides a natural user interface that allows users to interact without any intermediary device. PlayStation Move is a motion-sensing game controller platform by Sony Computer Entertainment, first released for the Play Station 3 game console. Based on a handheld motion controller wand, PlayStation Move uses a PlayStation Eye camera to track the wand's position, and inertial sensors in the wand to detect its motion. This paper will present an over-view of the existing literature, while attempting to categorize the educational

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approaches which involve motion sensor technologies. This categorization will consist of two parts. The first one will concern the education of people with spe-cial needs, under which many research approaches can be found. The utilization of motion sensor technologies, incorporated by the three most common game consoles, in the education of people with special needs will be examined. The second one will refer to various educational approaches in regular education, un-der which not so many research approaches, but many teaching ideas can be found. The aim of the paper is to serve as a reference point for every individu-al/group, willing to explore the sensor-based Games Based Learning (SBGBL) re-search area, by providing a complete and structured literature review.

Keywords: Kinect, Wii, Playstation, games based learning, special needs educa-tion, categorization

Playing and Gaming – Studied in an Informal Learning Setting Helle Skovbjerg Karoff, Stine Ejsing-Duun and Thorkild Hanghøj Aalborg University, The Department of Communication, Copenhagen, Denmark

Abstract: The paper develops an approach of playing and gaming activities through the perspective of both activities as mood activities (Karoff 2013). The point of departure is that a game – whether it is ludic or paideiac - is a tool with which we, through our practices, achieve different moods. This based on an em-pirical study of children´s everyday lives, where the differences emerge through actual practices (Schmidt 2011, Heidegger 1996), i.e. through the creation of meaning in the specific situations. The overall argument is that it is not that im-portant whether it is a playing or a gaming activity – it is however crucial to be aware of how moods occur and what their optimal conditions are. Following Lave and Wenger (1991), participation in particular is essential. Learning this, the community of practice becomes crucial for learning the meanings of different moods as they emerge through because it is through the shared practices it be-comes possible. This perspective has two dimensions: practices and moods. Prac-tice is the concept of all the doing in the activities. Moods are the particular con-cept of sense and feeling of being, which is what we are drawn to when we are playing or gaming.

Keywords: playing, gaming, practices, moods, children

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Picking the Right Interface for Engaging Physical Activity Into Game Based Learning Helle Skovbjerg Karoff1, Gunver Majgaard2, Lars Elbæk3 and Mona Have Søren-sen3

1Aalborg University, Department of Communication, Copenhagen, Denmark 2University of Southern Denmark, The Maersk Mc-Kinney Moller Institute, Odense, Denmark 3University of Southern Denmark, Institute of Sports Science and Clinical Biome-chanics, Odense, Denmark

Abstract: Following Qvortrup and Bateson, this paper aims to discuss and explore how technology, learning, and movement in synergy make several levels of learn-ing possible. We will do that by introducing an application for painting developed by engineer students, as an illustrative example. In today's technology-driven world, it is easy to forget that we are born movers. To a great extent we have en-gineered movement out of our lives. Both bodily and mental acuity increases with activity and declines with inactivity, and so the sedentary character of life in Western societies does not only affect our bodies. It affects our brains as well. However, the most recent results indicate a significant and positive effect of phys-ical activity on children's learning potential. Most of these studies lack a connec-tion to the learning processes in an educational setting because they are of an isolated, experimental nature set in a laboratory. An interesting challenge for fu-ture research, then, is investigating mind and body as a synergetic catalyst for learning through physical activity in a classroom setting. Results from this kind of research could have a great impact on the way we think of and organise our edu-cational system. When using digital learning resources, children should be physi-cally active as part of their learning process. With the paint application, we ex-plore that field. Through bodily activity, children gain new perspectives on and insights into the learning materials. Supported theoretically by Bateson and Qvortrup children learn when they are experimenting, constructing, interacting, and physically active.

Keywords: physical activity, learning, games, technology

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Game Based Learning in Mathematics: Teachers' Support by a Flexible Tool Aikaterini Katmada, Apostolos Mavridis and Thrasyvoulos Tsiatsos Aristotle University of Thessaloniki, Department of Informatics, Thessaloniki, Greece

Abstract: The inherent difficulty of the core subject of Mathematics makes it hard for students of all ages to fully and sufficiently grasp its concepts and engage with it. With such an important matter still being unresolved, in this context, we pro-pose a Game-Based Learning approach in order to assist the educational process. The main purpose of this paper is the presentation of the design and develop-ment of the configurable online two-dimensional (2D) game “Volcanic Riddles”. This particular game was designed in cooperation with educators, in order to sup-port the teaching of Mathematics in primary school and the first grades of sec-ondary school. The game is configurable in the sense that the (non-programmer) educator can easily alter several of its parameters, such as the content and total number of the game’s questions or images, via an administration website. Fur-thermore, the educator can choose which of the game's specific challenges wants to adapt according to the students' needs and level, and thus reuse the game in various educational contexts throughout the school year. Special attention was given so that the administration website is user-friendly and does not require any programming or scripting knowledge from the user. Regarding the game, basic features of educational games were incorporated in order to enhance its educa-tional value and effectiveness. More specifically, this paper presents the steps followed for the implementation of the game, its technical aspects, as well as the first impressions and evaluation results after it was piloted in the field using real pupils and teachers. The assessment was focused on its usability, effectiveness and motivational appeal. In the pilot study, pupils of various nationalities aged 10-12 (6th Grade), participated. The results are encouraging and suggest that the game can be used as an effective and motivational learning tool. Finally, some corresponding conclusions and suggestions for further improvement and research are being discussed concisely.

Keywords: 2D game based learning, primary education, mathematics

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Learning Analytics with Games Based Learning Harri Ketamo1, 2

1Satakunta University of Applied Sciences, Finland 2Eedu Ltd, Finland

Abstract: This paper focuses on learning analytics framework behind Math Ele-ments mathematics game. The game, was introduced at ECGBL 2012. The novelty value of this design study is in development process of visualizing and data mining technologies behind the learning analytics. The analytic tools provide 1) easy ac-cess to follow progress and 2) real time analysis on the learning process. The ana-lytics gives fast and easy to understand view into learning process, still supporting the story, the game play and motivation towards game play. In this paper we show the user centered development process, the improvements done according to user feedback and open the future research focuses.

Keywords: educational data mining, learning analytics, games based learning, artificial intelligence

Gamification and Intelligent Feedback Mechanisms for a Division Learning Tool Michael Kickmeier-Rust and Dietrich Albert Knowledge Management Institute, Graz University of Technology, Austria

Abstract: Educational computer games are a highly popular but also a highly chal-lenging field when it comes to an effective and efficient adoption in the class-rooms. This holds true from the perspective of the necessary technical infrastruc-ture, from the pedagogical embedment as well as the perspective of a meaningful and formative use of individual gaming results. Not least, there are increasingly critical questions about the effectiveness of using high quality computer games for (usually limited) subject matter. In the context of a European project we de-veloped a rather light weight tool for learning and practicing divisions. The target age group of the tool is 6 to 8. To benefit from the motivational potential of games we used a “gamification” approach. Accordingly, we designed and devel-oped a game-like, attractive user interface and integrated elements of competi-tion. The system is capable of providing students formative, competence-based feedback in real-time. Tailored to the age group this feedback is displayed in form of a smiley and a text block, the latest beta version also provides a text-to-speech output of the feedback. The theoretical foundation for the real-time analysis is Competence-based Knowledge Space Theory on which basis competence states can be identified. Concretely, for the tool this means that the feedback says not only that an action was correct or incorrect but the feedback refers to the under-

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lying skills. The tool thereby can distinguish which skills are available and which are lacking by associating the actions with a competency structure of the domain. We applied and evaluated the tool in Austrian classrooms and found some evi-dence for the motivational aspect of the gamification elements, in particular the scoring. We also found positive effects of an individualized and meaningful feed-back about errors. Finally, there occurred certain gender difference, for example, girls were much less attracted by competition elements (e.g., by comparing high scores) then boys, however, more attentive towards feedback coming from the tool.

Keywords: gamification, adaptivity, formative feedback, competence-based knowledge space theory, evaluation

Developing Games for Health Impact: Case Brains vs Zombies Kristian Kiili1, Manuel Ninaus2, Mikko Koskela1, M Tuomi1 and Antero Lindstedt3 1Tampere University of Technology, Pori, Finland 2University of Graz, Graz, Austria, 3Flow Factory Ltd., Pori, Finland

Abstract: The potential use of games for serious purposes is huge because a large and growing population is already engaged with playing entertainment games. However, only a tiny fraction of the overall playing time is devoted to games that are designed for learning or health impact. The challenge is to develop such games that have broad enough impact that transfers to a variety of tasks. Work-ing memory is of central importance for acquiring knowledge and involved in a variety of complex cognitive tasks and thus the use of working memory training games can lead to a wide range of significant impacts in peoples’ life. The aim of this paper is to shed light on game design decisions that are founded on cognitive and neuropsychological theories, focusing especially on working memory training. We scrutinize the development of working memory game titled Brains vs Zombies that is designed to have transferrable impact on brain health and promote physi-cal health in some level. The results of two small-scale pilot studies in which the implementation of Brains vs Zombies tablet game were studied are reported. The paper focus especially on user interface solutions of the game comparing button and motion based solutions. The results indicated that the opinions about the user interface solutions varied, but children appreciated the motion based user interface more than older university students. Furthermore, the findings showed that meaningful game elements can be added to usually monotone brain training programs to engage users.

Keywords: working memory, serious game, exergame, user experience, user in-terface, pilot study

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Meleon - a Casual Mobile Game Supporting Immersion and Reflection in Learning Luise Klein Hochschule Bremerhaven, Bremerhaven, Germany

Abstract: Mobile applications are predestined for situational informal learning. However, for young learners, it is difficult to control, engage in and make sense of their learning experiences in unstructured environments. Whereas complex mo-bile games have been successfully implemented for situational learning in struc-tured environments, casual mobile games have mostly been viewed as time wast-ing without opportunities for thorough learning. Can game design elements with-in a casual mobile application produce informal learning for teenagers in their everyday environment? How can a casual mobile game support immersing and reflective learning? The casual mobile game Meleon was developed and evaluat-ed to approach these questions. The application’s concept is based on the pro-posed model of immersion and reflection in casual mobile game-based learning. With ‘Meleon’, players practice computational thinking, by being inspired by their environment. The heart of the game are different mapping algorithms that use the device’s camera as input, and the colouring and movement of the game’s character Meleon as digital output. Two game modes show how the theoretic model can be translated into detailed design decisions so that immersion and reflection are supported on a micro, macro, and expanded game cycle. First the players become immersed when the game matches their interests. The appropri-ate level of direct feedback and visual appeal create sensory immersion and re-flection on the interface elements. The hierarchical goal structure, balanced chal-lenge and elaborate level feedback encourage challenge-based immersion and in-game reflection that lead to declarative and strategic thinking skills. The integra-tion of the game in a larger play environment, stimulates reflection after the game is completed even where there is no organised external debriefing. The first evaluation of Meleon affirms the high potential for casual mobile games to pro-mote continuous engagement and learning on several levels and styles. The dif-ferent modes offer initial game immersion for diverse people. A range of entry points, appealing aesthetics and themes, using the device as a tool to integrate the context, and short, rewarding yet challenging play sessions are key factors for thorough learning processes in casual mobile games.

Keywords: experiential learning, immersion and reflection, mobile game-based learning, casual games, informal learning

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The Literature Race - NFC Based Mixed Reality Game Antti Koivisto, Harri Ketamo, Eero Hammais and Juho Salli Satakunta University of Applied Sciences, Pori, Finland

Abstract: In many countries people think TV and games takes hours away from reading and decreases the reading skills. We can not close our eyes and request games to be forbidden: games are part of our culture, the new form of storytell-ing and social interaction for younger generations. We should use that fact to build motivation around literacy and reading. This paper describes a Near Field Communication (NFC) based multiplayer mixed reality game “The Literature Race” that motivates the children to find information about books, apply that infor-mation in teams to solve the challenges in the game and finally get familiar with libraries.

Keywords: NFC, games based learning, reading, library, children

Bringing Game Achievements and Community Achievements Together Johannes Konert, Nico Gerwien, Stefan Göbel and Ralf Steinmetz Technische Universität Darmstadt, Darmstadt, Germany

Abstract: When social media is used for game-based learning one major issue is the rewarding of players for their efforts to provide user-generated content to others (peer tutoring). This can be done by rewards and achievements gathered within the game or when content is created within a game-related community platform. For serious games that foster the knowledge exchange among peer learners (players) the rewarding and tracking of both - in-game and in-community assistance for help among learners - is desired. Thus we propose an architecture and solution for an integrated achievements-system which allows the combina-tion and rewarding of player activities in games and related communities at the same time. The Achieve2Conquer platform provides game developers with a mid-dleware architecture where achievements are created, visualized to users within a web-frontend and updated by progress information from game instances and community platforms simultaneously. The architectural model of Achieve2Conquer allows a weight balancing of achievements from game and community, to prevent an overrating of one of them. In unbalanced achievement systems this may otherwise lead to an extensive use of community-based achievements by eager players due to the fact that these achievements are usual-ly available unlimited (e.g. like achievements for being the first person comment-ing a new post). Additionally we propose new achievement types for hybrid achievements and user-generated or user-awarded achievements to combine

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existing reward models of both worlds (games and social media applications). These allow the guidance of players, e.g. by first requesting achievements parts to be achieved within the game environment, then by conducting actions in the community and finally requesting a collaborative aspect. Additionally our new achievement type of reversible achievements allows to discourage undesired player behavior and still does not violate the expected characteristics of achieve-ments. After a brief description of current models for reward systems, reputations systems and achievements for games and achievements in social media communi-ties, the requirements for an achievement system supporting the combination of both, game and community, are defined. Afterwards we provide the Achieve2Conquer model with its achievement categorization, the necessary achievement components and the new achievement types as the core contribu-tions of this publication. A prototypical implementation will then be presented with a middleware architecture connecting the existing serious game Woodment and a phpBB community bulletin board.

Keywords: peer learning, achievement system, community achievements, serious games technology, social serious games

Modeling the Player, Learner and Personality: Independency of the Models of Bartle, Kolb and NEO-FFI (Big5) and the Implications for Game Based Learning Johannes Konert, Stefan Göbel and Ralf Steinmetz Technische Universität Darmstadt, Darmstadt, Germany Abstract: For adaptation and personalization of game play sophisticated player models and learner models are used in game-based learning environments. Thus, the game flow can be optimized to increase efficiency and effectiveness of gaming and learning in parallel. In the field of gaming still the Bartle model is commonly used due to its simplicity and good mapping to game scenarios, for learning the Learning Style Inventory from Kolb or Index of Learning Styles by Felder and Sil-verman are well known. For personality traits the NEO-FFI (Big5) model is widely accepted. When designing games it is always a challenge to assess one player’s profile characteristics properly in all three models (player/learner/personality). Still, it is valuable to collect information to refine the models continuously to adapt the game experience precisely to a player’s models. To reduce the effort and amount of dimensions and questionnaires a player might have to fill out, we proved the hypothesis that both, Learning Style Inventory and Bartle Player Types could be predicted by knowing the personality traits based on NEO-FFI. Thus we investigated the statistical correlations among the models by collecting answers to the questionnaires of Bartle Test, Kolb LSI 3.1 and BFI-K (short version of NEO-

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FFI). The study was conducted in spring 2012 with six school classes of grade 9 (12-14year old students) in two different secondary schools in Germany. 72 stu-dents participated in the study which was offered optionally after the use of a game-based learning tool for peer learning. We present the results, statistics and correlations among the models as well as the interdependencies with the stu-dent’s level of proficiency and their social connectedness. In conclusion, the eval-uation proved the independency of the models and the validity of the dimensions. Still, especially for all of the playing style preferences of Bartle’s model significant correlations with some of the analyzed other questionnaire items could be found. As no predictions of learning style preferences is possible on the basis of this stud-ies data, the final recommendation for the development of game-based learning application concludes that separate modeling for the adaptation game flow (play-ing) and learn flow (learning) is still necessary. Keywords: player modeling, bartle test, learning style, personality, Big5

Raising Awareness on Archaeology: A Multiplayer Game-Based Approach With Mixed Reality Mathieu Loiseau1, 2, Élise Lavoué1, 3, Jean-Charles Marty1, 4 and Sébastien George1, 2

1 Université de Lyon, CNRS, France, 2INSA-Lyon, LIRIS, UMR5205, F-69621, France

3Université Jean Moulin Lyon 3, MAGELLAN, LIRIS, UMR5205, France

4 Université de Savoie, LIRIS, UMR5205, F-69621, France Abstract: Our research deals with the development of a new type of game-based learning environment: (M)MORPG based on mixed reality, applied in the archaeo-logical domain. In this paper, we propose a learning scenario that enhances play-ers’ motivation thanks to individual, collaborative and social activities and that offers a continuous experience between the virtual environment and real places (archaeological sites, museum). After describing the challenge to a rich multidisci-plinary approach involving both computer scientists and archaeologists, we pre-sent two types of game: multiplayer online role-playing games and mixed reality games. We build on the specificities of these games to make the design choices described in the paper. The proposed approach aims at raising awareness among people on the scientific approach in Archaeology, by providing them information in the virtual environment and encouraging them to go on real sites. We finally discuss the issues raised by this work, such as the tensions between the perceived individual, team and community utilities, as well as the choice of the entering point in the learning scenario (real or virtual) for the players’ involvement in the game. Keywords: game-based learning, multiplayer game, mixed reality, learning scenar-io, archaeology

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Scientific Discovery Games for Authentic Science Education Rikke Magnussen1, Sidse Damgaard Hansen2, Tilo Planke2 and Jacob Friis Sher-son3 1ResearchLab: ICT and Design for Learning, Department of Communication, Aal-borg University, Denmark 2Department of Physics and Astronomy, Aarhus University, Denmark 3AU Ideas Center for Community Driven Research, CODER, Aarhus University, Denmark

Abstract: This paper presents results from the design and testing of The Quan-tum Computer Game, a game that allows players to help solve actual scientific challenges in the effort to develop a quantum computer, which is a computer where individual bits can be both 0 and 1 simultaneously – potentially offering more computational power than all conventional computers combined. The main objective of scientific discovery games is to facilitate collaboration be-tween researchers and gamers, but the focus of The Quantum Computer Game, in contrast, is multifaceted. The motivation for developing this type of game con-cept for science education stems from a critique that the way standardised skills are taught in today’s school system leads to students becoming experts at con-suming rather than producing knowledge. The primary aim of developing a game-based platform for student research collaboration is to investigate if and how this type of game concept can strengthen authentic experimental practice and the creation of new knowledge in science education as well as what elements play a central role in this. Researchers and game developers from the Department of Physics and Astronomy at Aarhus University and ResearchLab: ICT and Design for Learning at Aalborg University tested the game in three separate high school classes (Class 1, 2, and 3) and used video observations to record the students, aged 17-20, playing the game. Qualitative interviews were conducted with the classes and their teachers after the game sessions and all students filled out surveys with qualitative and quantitative questions. The focus of the various tests was to understand the motivational aspects of students playing this type of game and how students felt about participating in authentic experiments as well as to detect whether the game could offer new types of educational ap-proaches to highly complex subject areas such as quantum physics. The tests in the first two high schools showed that collaboration with researchers and con-tributing to research in quantum computing were highly motivating factors. In a survey with multiple possible answers conducted after the game session stu-dents were asked to state what the most interesting aspect of playing the game was. To this question 69% answered “To participate in real scientific research”, 69% answered “To solve physics problems” and 31% “To play games”. This is an interesting result as games in education often are viewed as a tool to motivate

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students to participate in educational activities. Here games become a tool to frame or facilitate processes where the motivation lies in the subject the game covers or in the research context outside the school context. Designing a game that facilitated professional research collaboration while simultaneously serving to introduce high school students to quantum physics at their level proved, however, to be a challenge. When asked whether they had learned about phys-ics from playing the game using a five-point scale ranging from 1 for “not at all” to 5 for “a lot”, 8% of the students in Class 2 answered 1; 46% answered 2; 23% answered 3; 23% wrote 4 and no one checked 5. The third round of testing in Class 3 incorporated a didactic design developed to integrate the game into a laboratory classroom setting that involved simulations, theoretical work and physical experiments to strengthen student expertise in these areas. When asked whether they had learned about physics, 14% answered 1 (“not at all”) and 7% answered 2, while 36%, 14% and 29% answered 3, 4 and 5 (“a lot”), re-spectively. The results presented in this paper show that scientific discovery games and the fact that they make participating in authentic scientific experi-ments possible is highly motivating for students. The findings also show, how-ever, that the learning design in the class setting must be considered in order to improve the students’ experience of learning and that various design challenges remain to be developed even further.

Keywords: scientific discovery games, science education, quantum computing

Creating Games in the Classroom – From Native Gamers to Reflective Designers Gunver Majgaard The Maersk Mc-Kinney Moller Institute, University of Southern Denmark, Odense, Denmark

Abstract: A group of first-semester engineering students participated in a game design course. The overall goal was to learn about game design and programming while they were creating their own games. Additionally we wanted the students to transform some of their game experiences into active knowledge on designing games. It was the intension to give the students a more critical reflective view on video games and game design. The students in this study had all played various video games since they were 5-6 years old, and were therefore regarded as native consumers in the game world. They grew up playing video and computer games as a natural part of their everyday lives. Some of them had played intensely, while others had played more sporadically. In order to make the transformation they developed their own digital prototypes. And they participated in reflective discussions on what games are: what makes them interesting and how they are

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constructed. The students used the tool GameMaker, which can be used without having any prior knowledge of programming. The tool gave an easy access to de-velop running game prototypes in 2D. The didactic approach was based on constructionistic and reflective learning philosophies. The constructionistic learn-ing promotes a creative and innovative learning. But it doesn’t promote articulat-ing and analysing competences. Besides the constructionistic learning process we wanted to promote our students analytic competences. We wanted the students to reflect on games in order to promote explicit knowledge. We believe the dialog based on the academic theory and their programming experiences reinforced the learning process. The constructionistic approach supported exploring and optimis-ing ways of learning. The students used experimentation and exploration as part of the design process. As part of the exploration process they also optimised and balanced e.g. the gameplay. The constructionistic approach also supported crea-tivity and innovative designs. The students turned their own ideas into interactive games. They used innovative design methods and used their creativity. They also developed an understanding of innovative design methods. Additionally this ap-proach stimulated the double perspective - playing and learning at the same time. The students played games while they were developing games. The reflection on games supported insights into others' gaming experiences. In the user test the students got other e.g. children’s perspective on the games they developed. The reflective approach also created thoughts on tomorrow’s teaching methods. The students evolved their own thoughts on how to use games in teaching and learn-ing processes. In summary, we discussed the students' first voyages from natives in the game world to reflective designers. During the journey, they developed a reflective practice and an understanding of the profession they were entering. The article also shows a very dynamic and fruitful relationship between playing games and designing games.

Keywords: learning, game-based learning, game design, serious games, university pedagogy

A Holistic Framework for the Development of an Educational Game Aiming to Teach Computer Programming Christos Malliarakis, Maya Satratzemi and Stelios Xinogalos University of Macedonia, Thessaloniki, Greece

Abstract: Computer science is gradually changing, evolving and adapting according to the needs of each time period by incorporating the technological developments available. However, despite the occurring changes and the current progress in the domain, computer programming is still a vital chapter within computer science, and its teaching remains a difficult endeavour. On the other hand, students have

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changed the way with which they learn, interact with and search for knowledge. They spend significant amounts of their everyday lives from a very young age in-teracting with the computers by playing games. Thus, they are used to environ-ments with impressive special effects and graphical interfaces where they have full control of the situation and interact with the environment’s elements. Therefore, today’s teachers are trying to connect computer programming learning with stu-dents’ everyday usage of the computer, which does not include simple textual edi-tors for programming lines of code with no other interaction functionalities. Hence, teachers face the challenge of incorporating environments that are similar to students’ existing mentality and of creating tasks and assignments that can be executed within these environments and can provide students with the necessary programming knowledge and skills. A number of software solutions were devel-oped towards facing the aforementioned difficulties. They can be classified into three main categories, namely educational programming environments, microworlds and educational games. Educational games used in computer pro-gramming courses are considered to present added value, due to their ability to motivate students towards actively participating in the learning process and to support high levels of interaction, group work and critical thinking. Thus, we have developed an educational game that aims to further enhance computer program-ming education by addressing occurring problems. This paper aims to introduce and elaborate on a holistic framework that has been constructed as a guide to-wards the development of this game. To this end, we collect documented difficul-ties identified in computer programming learning and teaching and study existing frameworks that have been proposed for the development of software solutions for computer programming courses and for the development of successful serious games that do not however focus on computer programming education. This in-formation is thoroughly studied and refined and results in the proposed framework that could also be employed for the design and development of other future edu-cational games focusing on computer programming education.

Keywords: computer programming; educational programming environments; edu-cational games; holistic framework; learning process

Examining Early Childhood Education Students’ Attitudes Toward Educational Computer Games in Kindergarten Dionissios Manessis National and Kapodistrian University of Athens, Athens, Greece

Abstract: Pre-service early childhood educators are in a position where they will be expected to help and support infant pupils to use computer and computer games. Unless teachers believe that the role of computer games with educational

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features is essential neither to their own nor to their students’ needs, they will be unable to introduce Games Based Learning (GBL) methods into their teaching. Therefore, it is important to gather information about which factors may influ-ence Early Childhood Education (ECE) students’ attitudes toward using digital games in nursery school. The purpose of this study was to investigate ECE stu-dents’ attitudes toward educational computer games in Kindergarten. The data were collected from 200 freshmen and senior students attending a Bachelor in Education degree at the department of ECE, University of Athens, Greece. Ques-tionnaires were given to the participants at the end of a 13-week Information and Communication Technologies (ICT) course. The results of the study revealed that the majority of the ECE students had very positive attitudes toward using educa-tional digital games in their future teaching and expressed great willingness to use GBL to benefit children in learning environments. They also appeared to have high levels of self-efficacy in the ability of using computer games, which is linked to their behavioral intensions about integrating such innovative instructional meth-ods into a kindergarten classroom. There are considerable parameters which af-fect pre-service Early Childhood teachers’ attitudes towards digital games: year of study, frequency of computer usage per day, previous experience in playing com-puter games, experience in a pre-school classroom, previous computer use in any environment and previous courses about the use/integration of ICT in early child-hood classroom. The findings of the research suggested that attitudes were signif-icantly affected by all the above variables. Given that computer games, when ap-propriately designed, can enhance young children’s learning and cognitive devel-opment and at the same time ECE teachers’ role is crucial, more research should be conducted in order to predict ECE students’ preparedness to successfully im-plement games based learning methods in their classroom, as future teachers.

Keywords: early childhood education students, attitudes toward educational computer games, games based learning, kindergarten classroom, self-efficacy in the ability of using computer games.

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Integrating Non-Virtual Electronic Activities in Game-Based Learning Environments Jean-Charles Marty1, 3, Thibault Carron2, 3, Stéphane Talbot3, Gregory Houzet4 and Philippe Pernelle5 1LIRIS, UMR5205, F-69621, France 2LIP6 Lab, UMR CNRS 7606, Université Pierre & Marie Curie, France 3 Université de Savoie, France 4Imep-Lahc Lab., Université de Savoie, Campus scientifique 73376 Le Bourget Du Lac, France 5DISP Lab, Université de Lyon, France

Abstract: Our past experiments with Game-Based Learning multi-players envi-ronments, have shown some weaknesses in specific learning activities. Learners seem to acquire a skill in the game, but they are not able to apply it easily in the real world. This is particularly the case for learning skills that require concrete manipulation with real objects. In fact, Game Based Learning Environments (GBLE) lack of means to learn know-how aspects. Some learning processes involv-ing real world objects are very difficult to reproduce in the GBLE and there is an essential technological issue in mixing virtual and real aspects in GBLE. In this arti-cle, we describe these problems through an example in the electronic domain. We explain how to consider activities taking place outside the numeric environ-ment. We have set up an experiment, where students needed to design “elec-tronic circuits” with concrete electronic elements before being allowed to contin-ue a quest in a virtual world. A complete scenario aiming at learning this kind of knowledge thus swaps from activities in the virtual world to activities in the real world. New issues linked to this transition are explained.

Keywords: know-how activity evaluation; game-based learning environment; online multiplayer game; user model, mixing numeric and face-to-face learning tasks

From « Haute-Couture » to « Ready-to-Wear »: Typology of Serious Games Implementation Strategies in Higher Education Hélène Michel Grenoble Ecole De Management, France

Abstract: This article is an exploratory approach of the different strategies used in higher education institutions for implementing serious games. In the complex and often slow-moving education sector, serious games are challenging not only the learners and teachers’ practices but also the organizations’ strategies. What

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performance criteria can be used in this specific context to evaluate the training? What types of strategies emerge? During the past decade, different types of seri-ous games implementation have been experimented in higher education. Through a longitudinal analysis of five case studies, this article builds a typology of five strategies to implement serious games in higher education: Haute couture, Recy-cling, Ready-to wear, Home-made and Co-branding. This study therefore helps managers deciding their own strategy according to their situation.

Keywords: serious games, higher education, training performance criteria, im-plementation strategies, case studies, longitudinal approach

Motivation and Manipulation: A Gamification Approach to Influencing Undergraduate Attitudes in Computing Nicholas Mitchell, Nicky Danino and Lesley May University of Central Lancashire, Preston, UK

Abstract: This paper describes how the introduction of competitive elements to an introductory undergraduate module in Computing at the University of Central Lancashire (UCLan) enabled the teaching team to motivate, engage, and influence the behaviour and expectations of new students. The Four Week Challenge (4WC) forms the first module that all students encounter on a number of different Com-puting courses. It is run in full-time “burst mode” during the students’ first month at UCLan, with the start of regular teaching delayed until after this module has finished. It is designed to lead students through a challenging (yet highly scaffold-ed) project to show them where their course could take them. The students work in teams of six on a series of incremental challenges. The ultimate goal for teams on the module is to build a sophisticated mobile phone game, market it on-line, and present it in an academic context. Moreover, the module itself is run as a game, with teams competing against each other not only to build the best game, but also to be the most effective team. Important in getting the students to em-brace the idea of the module as a game was instilling a belief that the teams were fairly matched, and that each had an equal chance of success. To this end we de-vised a method of sorting students into balanced teams based on: a) their chosen course within Computing; b) their preferred team role; and c) their existing com-petence at computer programming. The challenges in each week follow themes within computing, giving the opportunity for different individuals in each team to come to the fore throughout the module according to their interest. Points were awarded to each team on a daily basis for various activities, and a running total displayed as a Leader Board in the foyer of the Computing building. This public and regularly updated display fuelled a strong sense of competition between the teams, motivating them to work harder and achieve better results. Since the 4WC

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is an assessed module (10 ECTS credits) both output and teamwork are graded each week. As well as contributing to the teams’ final grade for the module, these marks are also translated into points for the Leader Board. Besides academic learning outcomes, the 4WC has been designed to address issues of retention and engagement in Computing at UCLan. One aim is to foster a culture of peer-support, where no student would feel isolated on the course. Specific activities where points are awarded only if all members of the team make a defined contri-bution encourage the stronger team-members to support the less experienced. Again with the promise of points, students are encouraged to share knowledge and techniques. In presentations, students are supportive of other teams, asking questions and offering advice. By the end of the month are publishing their own tutorials and running their own help classes. An awards ceremony is held at the end of the module, with prizes for the overall winning team, and also in several other categories.

Keywords: gamification, motivation, engagement, computing

Sit Down to Table and Confess who you are! Design of an Epistemic Game for Nutritional Education at Secondary School Réjane Monod-Ansaldi1, Eric Sanchez1, Daniel Devallois1,2, Thomas Abad1,2, Pierre Bénech1, Anne Brondex1,2, Isabelle Mazzella1,2, Sandrine Miranda1,2, Clau-die Richet1,2 and Céline Recurt1 1French Institute of Education, Lyon, France 2Lycée Madame de Staël, Saint Julien en Genevois, France

Abstract: Nutrition is a complex behaviour. The choices made depend on multiple dimensions as taste, physiological consequences, cultural aspects, or environmen-tal and economic impacts. Rather than transmitting standards to follow, nutrition education might help people to take into account the complexity of the problem, to reflect on all the dimensions involved in nutrition and to make informed choic-es. The French-Canadian research project Jouer pour apprendre en ligne aims at designing and studying digital epistemic games (Shaffer, 2007) that address such complex problems. Epistemic games are playful, complex, realistic, authentic and non-deterministic learning situations that deal with ill-structured problems (King & Kitchener, 1994). Rather than having a unique solution they have solutions that depend on the available information, knowledge and values. Within this context, we used the 3E model (Sanchez & al., 2012)- a tridimensional model for game design - to design “Mets-toi à table !” (“Sit down to table and confess who you are!”), a digital epistemic game about nutritional education. Our research meth-odology consists in a Design-Based Research approach which allows identifying the key factors that have to be taken into account to enroll, entertain and edu-

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cate the player/learner. Therefore, our work is based on a collaborative research which enables teachers and researchers to iteratively combine design and analysis within an ecological context. The results of this research are both pragmatic (the design of the game) and heuristic (understanding the impact of the game design on the learning process). The data collected encompasses the recording of the students during the game session and focus groups carried out with teachers and students. The analysis of the impact of the choices made for the game design permits to reconsider the design of the game. Indeed, the findings of the first it-eration, which bring little play and little learning to the students, lead to modify the gameplay. In this paper we present the game, the methodology of the re-search and we discuss the key factors that should be taken into account to design a digital epistemic game.

Keywords: digital epistemic game, ill-structured problem, nutrition education, design-based research

Learning in Context Through Games: Towards a new Typology Alex Moseley University of Leicester, Leicester, UK

Abstract: The use of real contexts in learning has been of central interest to edu-cational developments such as experiential learning, case studies, work place-ments and simulations. They centre around the benefits of putting students in realistic situations, using real tools to solve real (or realistic) problems: immersing them in realistic activity rather than theoretical concepts. A growing number of learning games are making use of context in this way: initially focussed around serious games (many close in character to simulations) and most recently distilled into immersive and pervasive games, which mix real and imagined contexts for apparently deep learning experiences. This paper reviews the existing literature around the use of context in learning, considers the applicability to learning games, and proposes new theoretical developments through the consideration of four models for the integration of context into learning experiences (based on a typology of existing contextual learning experiences and games). To illustrate the models and begin to strengthen the typology, a number of existing case studies are referenced, and further research needs highlighted.

Keywords: context, authentic, learning, games, models

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Let the Students Contruct Their own fun And Knowledge - Learning to Program by Building Computer Games Peter Mozelius1, Olga Shabalina2, Christos Malliarakis3, Florica Tomos4, Chris Miller4 and David Turner4 1Stockholm University, Sweden 2Volgograd State Technical University, Russia 3University of Macedonia, Greece 4Glamorgan University, Wales

Abstract: Computer programming is a core subject in most Computer science programmes at university level but many students have difficulties with both the understanding of theoretical concepts and with the learning of practical pro-gramming skills. Several studies have pointed out that there exist pedagogical and motivational problems resulting in high drop-out rates and low learning out-comes. On the other hand today’s students have grown up in a digital and inter-net connected world where playing computer games is a common and appreci-ated spare time activity. It has been discussed during many years amongst teach-ers and researchers which important features a programming language should have to support learning and which the appropriate programming paradigms are for introductory programming courses. Less has been discussed and written about modifying the actual course content and use the recognised attraction and cata-lytic effect of computer games. The aim of this case study is to describe, analyze and discuss the concept of learning to program by game construction. In this case study two course analyses have been combined with a literature review on peda-gogy for Game Based Learning (GBL Findings from the literature review show that the idea of students constructing knowledge in their interactions with their envi-ronment is not a new one and that games have been used in educational contexts long before the introduction of computers. The idea of Game based learning has support in the constructivist learning theory concept that was introduced theoret-ically at university level in the 1970s by Jean Piaget and Lev Vygotsky. Results from the study also indicate that the practical application of the game construc-tion concept has been successful in the two investigated programming courses both when it comes to student motivation and learning outcomes. Furthermore, this game based pedagogy can motivate students not only to develop themselves as future programmers but also to become more innovative and entrepreneurial by improving the quality and performance of the games in order to deploy, pro-mote and sell them.

Keywords: game-based learning, GBL, computer games, programming education, constructivism

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Towards Understanding the Instructional Value of Real-Time Continuous Feedback From the use of Simulation Games Mathews Nkhoma, Jaime Calbeto, Narumon Sriratanaviriyakul, Thu Yein Win, Quyen Ha Tran and Thanh Kim Cao RMIT University Vietnam, Ho Chi Minh City, Vietnam

Abstract: Simulation games have long been used as a teaching tool in the class-room environment mainly due to the high level of participation and engagement that students are able to generate from these, making the learning process more enjoyable and capable to replicate real-life scenarios. When all is said and done, students are rewarded with a more authentic and complete learning experience. Feedback given during the simulation helps to motivate students to find better solutions to the problems being presented throughout the games and thus en-hance their hands-on knowledge on particular subjects. The purpose of this re-search is to provide empirical evidence of interrelations and impacts that exist between real-time continuous feedback and simulation game performance as well as the interrelations and impacts that exist between real-time continuous feedback and both students’ attitude and engagement towards learning. The re-search comprised 60 undergraduate students enrolled at the Centre of Commerce who had undergone at least three semesters of studying at various programmes at RMIT University Vietnam. For test purposes, the research employed a 3D IBM Business Process Management (BPM) simulation game, INNOV8 (more informa-tion is available at

http://www-01.ibm.com/software/solutions/soa/innov8/index.html) developed by IBM Academic Initiative. Students in the sample were asked to play this simula-tion game. A web-based survey followed at the conclusion of the simulation game for the collection of data. The findings of the research concluded that students showed a favourable attitude towards learning through the simulation game. In addition, the real-time continuous feedback given during the simulation game had a positive impact on the students’ cognitive learning outcomes. The originality of this research stems from the nature of the feedback being given to students in a real-time continuous basis during the gameplay of a computer-based simulation game to examine how this impacts students’ learning outcomes.

Keywords: real-time continuous feedback, simulation games, game-based learn-ing, serious games

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Learning Math as you Play: Comparing Arithmetic Performance Enhancement Induced by Game Play and Paper Exercises Elena Patricia Nuñez Castellar, Anissa All and Jan Van Looy Department of Communication Sciences, iMinds-MICT-Ghent University, Bel-gium

Abstract: One of the promises of video game training is that, compared to tradi-tional training, it can be more engaging and entertaining (Boot et.al., 2008). How-ever, besides entertainment, games have shown to have the potential to impact a larger variety of cognitive abilities. Previous research has consistently shown that several aspects in cognition such as visual short-memory, multitasking and spatial cognition can be enhanced by game play. In a previous study, we found that play-ing Monkey Tales, a commercial game aimed at training arithmetic skills in chil-dren, helped second grade pupils to increase their accuracy in mental calculation as compared to paper exercises or no exercises. The present study aimed to ex-plore how arithmetic performance enhancement induced by game play and paper exercises differs. In order to do this, we compared the performance gains that second graders achieved in a computer test made for assessing their math skills. We performed a combined analysis of the changes in two behavioral measure-ments: accuracy and reaction times. Children were tested at two points in time: before and after the three week period. We compared the reaction times and the accuracy improvements between these two moments and compared different items types (e.g. understanding tenths, understanding hundreds, even or odd up to 100 among other types). We found indirect evidence suggesting that arithmetic performance enhancement induced by game play and paper exercises might rely on slightly different cognitive mechanisms.

Keywords: arithmetic training, mental calculation, educational game, traditional training, reaction times, accuracy

Serious Game Adaptive Learning Systems Chinedu Obikwelu and Janet Read University of Central Lancashire, UK

Abstract: Serious games have evolved from the traditional one-size-fits-all mode to a Dynamic Difficulty Adjustment (DDA) mode. DDA is an individualized ap-proach that is based on the principle of adaptivity. For serious games, there is an emphasis on adapting hints and feedbacks according to the changing learner’s competence by using set rules. Adaptive Learning Systems (ALS) are sometimes referred to as Personalised Learning Systems (PLS).According to Karagiannidis and Sampson every PLS should answer the following questions - What is the learning

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content being adapted? Which aspects of the learning experience ‘drive’ adapta-tions? What is the basis for adaptation? These questions make up the adaptation logic which differs from game to game and from model to model. This paper re-views the current literature by investigating different adaptation logics embodied in existing serious game Adaptive Learning Systems. These different Adaptive Learning Systems have been adopted by and proposed for serious games. The Adaptive Learning Systems investigated in this paper include the ‘NUCLEO’ framework which emphasizes collaboration in a Multi-User Virtual Environment (MUVE) with role assignment and team formation adapted to learners; S.M.I.L.E which is more of an accessibility model accommodating player-learner’s with handicaps by adapting quests with the uniqueness of allowing teachers to define educational games with stored educational materials; ‘Framework for Adaptive Game Presenters with Emotions and Social Comments’ which adapts emotions and social feedback; the Fine-Tuning System (FTS) which is based on adaptive fad-ing - adapting scaffolds including feedbacks and hints based on the fading princi-ple; and ALIGN which separates the game logic from the adaptation logic by creat-ing reusable adaptation abstractions. The trend in assessment generation which is drifting from the traditional After Action Review (AAR) to assessment generation for adaptive interventions is also highlighted in this paper.

Keywords: serious game; learning; adaptivity; personalised learning; feedback; adaptive learning system; adaptation logic

Combatting Social Isolation and Cognitive Decline: Play a Physical or Digital Game? Daire Ó Broin and Ross Palmer Institute of Technology Carlow, Ireland

Abstract: Two significant problems among the elderly community are those of social isolation and the cognitive decline that occurs as we age. These problems can be readily compounded (for example, reduced levels of attention are associ-ated with an increased risk of falling). Keeping active is commonly advised to re-duce these problems - many senior groups exist that meet regularly and engage in activities that encourage social interaction. However, mobility and other problems mean that elderly people may not be able to attend such groups very often, if at all. To address this problem, we set out to create an experience that confers the same benefits (increasing social connectedness and inhibiting cognitive decline) without users having to leave their homes. Our user group selected one of the games they play together, Memory, a game that requires players to closely attend to their experience. We designed and developed a digital multiplayer version of Memory for browser and tablet targeted at elderly users. The game is integrated

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into a custom social network, and enables users to talk and play without having to be in the same physical space. It also incorporates user-generated content from the social network. A pilot study has been carried out with two user groups across two European countries. It investigates whether the experience of playing a phys-ical game between players in present the same physical space differs significantly from playing in different locations using the digital version of the game. In order to uncover differences, the study compared how intrinsically motivating each ex-perience is. In the study, which uses within-subjects design, the users played Memory with real cards together in the physical space and afterwards completed the Intrinsic Motivation Inventory (IMI). The users also played the digital version of the game via the social network, this time where users are in different loca-tions using a PC, Smart TV, or Tablet, and communicate using VOIP, and after-wards completed the IMI. The data collected was analysed and used to inform semi-structured interviews. This paper presents findings from the pilot study, and from these findings outlines the main study and future work in investigating and improving the game’s benefits.

Keywords: games for seniors, social connectedness, cognitive decline, intrinsic motivation

Sports Games’ Role for Learning Health Knowledge Kelly O’Hara1,2, Dulce Esteves1,2, Rui Brás1,2, Ricardo Rodrigues3, Paulo Pinheiro3

and Marco Rodrigues1 1Sport Science Department, University of Beira Interior, Covilhã, Portugal 2Research Centre in Sport Science, Health Science and Human Development, Vila Real, Portugal 3Business and Economic Department, University of Beira Interior, Covilhã, Por-tugal NECE Research Centre

Abstract: Design learning environments in order to develop 21st century skills is crucial to create in learners “adaptive expertise” or “adaptive competence”. Edu-cational/serious games, accomplished with appropriate learning environments, facilitate teaching through experience by offering immediate feedback and engag-ing the learner’s attention. The aim of this paper is to develop and applied serious games in health education, using physical exercise and sports as a learning envi-ronment. Methods: 201 high school students (15-22 years, 17.56±1.37) were ex-posed, during eleven weeks, six hours/week to a learning sport-game environ-ment in other to promote physical activity and increase the awareness of its bene-fits. To evaluate the process effectiveness, two groups were formed, the control group (CG) and practical group (PG) that was exposed to serious games. To evalu-

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ate the learning process, a survey was developed and tested, resulting in 23 items distributed across the contents under investigation: Caloric Balance (CB); Posture (P), Heart Rate (HR). Student’s knowledge perception about each concept and their need for acquiring more knowledge related to health behaviors were also observed. A Pre and Post- intervention test was made. Results: Significant differ-ences were observed between CG and PG in post-intervention assessment (CB= p<0.000; HR p<0.000; P<0.000) where PG achieved better performance. Assessing the students’ knowledge perception about the contents (KP) and students search-ing for more knowledge information (SKI), for KP there is no significant difference between pre and post-test (pre: p<.321 and post: p<.051). However for SKI after intervention results show that students of PG present significant difference (pre: p<0.172 and post: p<0.005) for searching knowledge information. Conclusions: Results show that a learning environment based on serious games can be very useful to motivate and promote students success, therefore should be integrated in school curriculum as a strategy of increasing school health and students’ well-being and quality of live.

Keywords: learning environment; sport; serious games, health promotion, school-based approach

A Multi-Agent Architecture for Collaborative Serious Game Applied to Crisis Management Training: Improving Adaptability of non Played Characters M’hammed Ali Oulhaci1, 2, Erwan Tranvouez1, Sébastien Fournier1 and Bernard Espinasse1 1Aix-Marseille Université (AMU), LSIS UMR CNRS 7296, Marseille, France 2Groupe SII, Société d’Ingénieur et de Conseil en Technologies, Aix-en-Provence, France

Abstract: Serious Games (SG) are more and more used for training in various do-mains, and notably in the crisis management domain. Crisis management can gather several hundred stakeholders, which can present various difficulties when organizing field exercises. Serious Game constitutes a more practical alternative with specific benefits concerning detailed players’ actions tracking during a simu-lated exercise. Moreover, Non Played Characters (NPC) can be used to adapt the crisis management exercise perimeter to the available stakeholders as well as specific training objectives. In this paper we present a general Multi-Agent System (MAS) architecture providing support to the behavioral simulation as well as the monitoring and assessment of human players. To each NPC is associated a so called Game Agent designed to reproduce the behavior of the actor simulated. The Game Agents are based on a deliberative model (Belief Desire Intention) with

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added editing features to facilitate the scenario design phase. Thus an Agent edi-tor allows a designer to configure agents’ behaviors illustrated in this paper with the case of crisis management scenario. The behavior simulation was implement-ed within the preexisting SIMFOR project, a serious game for training in crisis management.

Keywords: serious game, multi-agents system, multi-agent simulation, crisis man-agement

Nuclear Mayhem – a Pervasive Game Designed to Support Learning Trygve Pløhn Nord-Trøndelag University College, Steinkjer, Norway

Abstract: Pervasive gaming is a new and emerging gaming genre where the games are not confined to the virtual domain of the computer, but integrates the physi-cal and social aspects of the real world into the game and blends into the player’s everyday life. Games have in general proven to be useful in different types of learning situations. Given the nature of pervasive games, it may be possible to use that type of game as a tool to support learning in a university course by providing a gameplay where the students, by playing the game, expands the area of learn-ing beyond the lecture hall and lectures and into the students everyday life. If this is possible, the area for learning will also become pervasive and be everywhere and anywhere at any time. To address this research area, a prototype of a playa-ble pervasive game to support learning in university studies has been designed. The name of this game is Nuclear Mayhem and it is designed to support university studies in the development of Flash based Web-games at the Nord-Trøndelag University College, Norway. The game Nuclear Mayhem ran parallel with the course and started same day as the course began and ended when the students had completed the exam nine weeks later. The only mandatory activity the stu-dents had to do during the course was to participate in the game and to be al-lowed to attend the exam they had to complete the game within a given time limit. This paper presents the experimental pervasive game Nuclear Mayhem and how the game was designed to be pervasive and support the curriculum of the course. Analysis of log files showed that 87% of the logins in the game client was done outside of the time period that was allocated to lectures and lab exercises. Although most of the logins occurred during daytime, logins where registered in all the 24 hours of a day. These numbers indicate that the game became pervasive and a part of the students/players everyday life. The log files however also sug-gest that there is a need for a stronger link between the progress of the game and the course to get a better learning outcome. Interviews with the players indicate

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that they found the game exciting and fun to play, but that the academic tasks and riddles that they had to solve during the game was too easy to solve. The pa-per concludes that games such as Nuclear Mayhem are promising tools to support learning and transform the area for learning to become pervasive according to the players everyday life and suggest improvements in the game for the next ver-sions.

Keywords: pervasive games, education, serious gaming

StartUp_EU: Using Game-Based Learning and Web 2.0 Technologies to Teach Entrepreneurship to Secondary Education Students Aristidis Protopsaltis1, Thomas Hainey2, Spiros Borosis3, Thomas Connolly2, Jesus Copado1 and Sonia Hezner1 1Institut für Lern-Innovation, Friedrich-Alexander-Universität, Erlangen-Nürnberg, Germany 2University of the West of Scotland, Paisley, Scotland, UK 3Menon Network EEIG, Brussels, Belgium

Abstract: The present paper reports on the pre-piloting of the StartUp_EU Life-long Learning European Project. StartUp_EU is a project for secondary schools that simulating the excitement and creative innovation of starting up a new com-pany. The project developed a series of mini-games, an encompassing Web2.0 platform and a collaborative competition for secondary school students, between 14 and 18 years of age, to inspire high tech entrepreneurship. The platform was based on the open source ILIAS Learning Content Management (LCM) platform and the mini-games were developed in 3D Flash. Each mini-game focused on a specific challenge/task associated with business start-up. Students participated in a competition completing a series of 8 tasks simulating the process of arriving at an idea for a business to a real product and creating an elevator pitch. Students had to fill in a pre-competition questionnaire at the beginning and a post-competition questionnaire at the end of the competition. The questionnaires were completed online and the pre-piloting lasted eight weeks, from the middle of January 2013 until the middle of March 2013. Forty seven (47) students took part in the pre-piloting with the vast majority of them never taken part in a com-petition about entrepreneurship and had limited or no experience with game-based learning. This paper presents the results of the pre and post questionnaires.

Keywords: game-based learning, serious games, entrepreneurship, Web 2.0 tech-nologies, education

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Measuring Effects of Reflection on Learning: A Physiological Study Wen Qi, Dominique Verpoorten and Wim Westera CELSTEC, Open University in the Netherlands, The Netherlands

Abstract: As an economical and feasible intervention, reflection demands learners using critical thinking to examine presented information, questioning its validity, and drawing conclusions based on the resulting ideas during a learning process. The aim of this study is to gain insight into the effects of practicing short, frequent and structured reflective breaks that are interspersed with the reading process of a learning material. It tries to reveal whether physiological signals can be used as appropriate indicators to reveal the actual changes of cognitive states while in-troducing different reflective breaks during learning. The recorded physiological signals include skin temperature, blood volume pulse, pulse volume amplitude, and pulse rate. The results show that while these embedded “reflection rituals” did not affect learners’ performance they had significantly impact on time on task, perceived learning and those learners' physiological (cognitive) states. Physiologi-cal data returned significant differences between the reading and reflection activ-ity. Measurements of temperature and pulse rate are lower when covering the course equipped with additional reflection affordances while blood volume pulse and pulse volume amplitude are higher. In addition, applying statistics analysis to the physiological data exhumes significant differences between different types of reflection activities for those measurements including skin temperature, pulse volume amplitude and pulse.

Keywords: reflective break, physiological signals, learning, reflection

Evaluation of Adaptive Serious Games using Playtraces and Aggregated Play Data Christian Reuter, Florian Mehm, Stefan Göbel and Ralf Steinmetz TU Darmstadt, Darmstadt, Germany

Abstract: Adaptive Serious Games often feature complex algorithms and models, which influence the player’s progression through the game. These models include properties like pre-existing knowledge or preferred playstyle and are matched with a pool of appropriately annotated parts of the game, such as assignments or scenes, during runtime. While being transparent for players, these models must be visualized for testing and evaluation purposes. In order to allow authors the retrospective interpretation of playtraces generated by a gaming session, we de-veloped a replay component for adaptive serious games created with the author-

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ing tool “StoryTec”. This method removes the need for continuous observation of individual players while retaining the same level of detail and being much more understandable compared to log files, especially for the non-programming audi-ence addressed by StoryTec. In addition to showing the player’s view, the state of the internal models and the progression through the story structure are also visu-alized. Sharing the same models and data structures as the authoring tool and making their runtime behaviour visible to the author, the replay component is therefore able to offer additional benefits compared to more generic methods like screen capturing or key recording tools. A complementary tool which is able to aggregate a large number of playtraces into one comprehensive spreadsheet for statistical analysis was also implemented. This allows authors to gain an over-view over a great number of players in a shorter time compared to investigating them individually. In order to reduce the complexity of the result, the table con-tains aggregated information like the total time the players spent in each scene or the final value of variables at the end of their sessions. If authors detect an anom-aly, they can then access more detailed information by loading the original traces into the replay component, which uses the same data format. Together these two components support the evaluation of adaptive serious games by means of user studies with the intended target audience, for example pupils. By combining them with our testbed for rapid prototyping named “StoryPlay”, we were able to pro-vide a set of tools covering a broad range of evaluation tasks based on the same underlying models and data formats. Using these tools, it is possible to gain in-sights on how the adaption algorithms behave over a large number of players, e.g. which paths were taken by how many players or whether the time to solve a task as estimated by the author was matched.

Keywords: Serious Games, evaluation, adaptation, playtrace, testbed

Learning Effectiveness of Management Simulation Game Manahra Petr Smutný1, Jakub Procházka1, 2 and Martin Vaculík2

1 Faculty of Economics and Administration, Masaryk University, Brno, Czech Re-public 2Faculty of Social Studies, Masaryk University, Brno, Czech Republic

Abstract: The subject of the study was to examine the learning effectiveness of a management simulation game called Manahra. The observed management game was a long-term competition among several 20-member teams. The team mem-bers acted in the roles of fictitious business managers and performed complex management tasks associated with the production and sales of passenger cars. The economic competition among the individual businesses took place in a simu-

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lated commercial market and the individual players were remunerated for their work with fictitious money. The amount of accumulated money was the criterion of their evaluation at the end of the game. The study consists of two relatively autonomous parts that worked together to answer the key question: does com-pletion of management game lead to the development of managerial skills? The first part of the study presents the results of an original, yet unpublished research work. The research was conducted through a questionnaire survey. In the ques-tionnaire, participants had to assess the level of their managerial skills. Individual managerial skills were included into the questionnaire based on an a priori creat-ed model of managerial competence. Self-assessment was done using rating scales for each managerial competence separately. Players filled out question-naires at the beginning and at the end of the game. The questionnaire distributed at the end of the game was extended by including a second scale in which players rated the magnitude of the change regarding their managerial competencies. The second part of the study presents the follow-up research focused on obtaining qualitative responses from the players. They were again asked to fill out a ques-tionnaire designed to obtain spontaneous reports about the development of their managerial competencies due to their participation in the game. This assessment was then compared with the initially established competency model and to the results of the original research.

Keywords: gaming simulation, managerial skills, training, management, game, educational effectiveness

Using the Master Copy - Adding Educational Content to Commercial Video Games Heinrich Söbke1, Thomas Bröker1 and Oliver Kornadt2 1 Bauhaus-Universität Weimar, Faculty of Civil Engineering, InnoProfile: Intelligentes Lernen (Intelligent Learning), Weimar, Germany 2 Technische Universität Kaiserslautern, Faculty of Civil Engineering, Kaiserslau-tern, Germany

Abstract: Successful development of educational video games has to overcome plenty of challenges. In addition to the requirements of a successful software de-velopment project, an attractive game experience has to be designed and imple-mented. However a failure in one of the most ambitious tasks of developing an educational game is known as "chocolate-dipped broccoli". This term was used by Bruckman (1999) to describe the unsuccessful integration of game mechanics and learning content. An alternative approach to avoid these problems is not new but still seems to be underrepresented in the field of Digital Game Based Learning: the use of existing, popular video games. Recent research has acknowledged sev-

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eral video games as educational media for the training of professional skills. Be-sides that video games can be used to spread domain knowledge. Such video games either already contain specific domain knowledge or they can be extended easily to embed domain knowledge. This paper presents case studies of four commercial video games, which are potentially eligible for educational extension. Each game represents a distinct category: Fliplife stands for simple, community enhancing Social Network Game (SNG) Triviador as a SNG is the synthesis of two well known board games (Risk and Trivial Pursuit). JuraShooter StGB - already de-signed as an educational game - exemplifies mobile device games. Lastly SimCity 5 is a representative of a classic strategy and simulation game with focus on sys-tems. Each game is shortly introduced, our relevant gameplay experiences and the potential learning content is described. Finally we identify potential exten-sions regarding additional learning content for each game. Having these examples in mind we suggest a more systematic approach to use commercial video games as learning tools: if a game has been proven as a viable source for transfer of do-main knowledge, we suggest categorizing it due to two characteristics: complexity of learning content and mainly attracted player types. Based on such a categoriza-tion a directory of games can be compiled. This directory then can be used in a concrete educational scenario to identify appropriate games. As a categorization for learning content we suggest Bloom’s revised taxonomy. A well known catego-rization for player types was proposed by Bartle. Although by far not every com-mercial video game can be enriched with educational content, the effort to cus-tomize existing games seems to be much smaller than the effort to create educa-tional games from scratch. This paper argues for a systematic approach to facili-tate commercial video games in educational settings as an additional option apart from individual implementations of educational games.

Keywords: digital game based learning; COTS; commercial video games; SimCity, JuraShooter StGB, Fliplife, Triviador

An Application of Adaptive Games-Based Learning Based on Learning Style to Teach SQL Mario Soflano, Thomas Connolly and Thomas Hainey University of the West of Scotland, UK

Abstract: The fact that each student has a different way of learning and pro-cessing information has long been recognised by educationalists. In the class-room, the benefits derived from delivering learning content in ways that match the student’s learning style have also been identified. As new modes of delivery of learning content such as computer-assisted learning systems (e.g. eLearning) have become increasingly popular, research into these has also identified the benefits

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of tailoring learning content to learning styles. However, in games-based learning (GBL), the adaptation based on learning style to enhance the educational experi-ence has not been well researched. For the purpose of this research, a game with three game modes has been developed. 1) non-adaptivity mode; 2) a mode that customises the game according to the student’s learning style identified by using a learning style questionnaire; and 3) a mode that has an in-game adaptive sys-tem that dynamically and continuously adapts its content according to the stu-dent’s interactions in the game. This paper discusses the term adaptivity in a GBL context and presents the results of an empirical experimental study investigating the differences in learning effectiveness of different learning groups. The study was performed between three different game groups and a paper-based learning group with 120 students in Higher Education learning SQL (Structured Query Lan-guage). The results show that the game developed, regardless of mode, produced better learning outcomes than those who learned from a textbook. Particularly for adaptive GBL, the learning effectiveness was identified to be higher with lower completion time compared to the other modes of the game.

Keywords: adaptive GBL, adaptivity, learning style, SQL, NeverWinter Nights, RPG

Can Moral Sensitivity be Enhanced by Game Play? Gunilla Svingby Malmö University, Malmö, Sweden

Abstract: The question of the title may seem senseless. Computer games presum-ably do not foster moral sensitivity. On the contrary, the player often takes the role of soldier, thief, monster etc. with the aim of winning at any cost. And yet, digital games carry great potentials for learning. The possibility to act and engage in virtual situations may be used in many other contexts with the aim of handling difficult moral dilemmas, in which the “practicing of goodness” may lead to un-derstanding and empathy. The study seeks an answer to the question of the title by means of the game, Men and animals. Moral development of the young gen-eration is recognized as a growing problem by western countries. As the lives of young people are characterized by moral ambivalence, and competing moral dis-courses, values seem to be increasingly uncertain and fragmented. Researchers describe such morality as “situational” in contrast to rule based moral values. To develop a more coherent and reflected morality, people have to meet, discuss, and act in a variety of complex situation, leading to deepened “moral sensitivity”. The digital game Men and animals was developed to meet such demands. Em-bedded in a narrative, the game presents the students to authentic dilemmas that can be “solved” in more than one way. The solutions represent different moral values. The game is played in pairs allowing for discussion. To solve the dilemmas

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a range of opinions and information is presented. The game can be played several times allowing students to test the consequences of polar value positions. Playing takes 45 minutes. Effects and experiences of playing the game was studied involv-ing 100 students aged 16-19. By interviews and a questionnaire students’ moral reasoning was tested in various situations before and after playing the game. Observation of players’ discussions and arguments while playing was included. The choices made by each pair were registered and positioned on a scale from “Absolute animal rights” to “Animals have no rights at all”. At the end of the play students saw all their choices, and were invited to reflect on them in relation to the value scale. This gave room for reflection on the situational character of the choices, which for most pairs mirrored an ambivalent moral position. A majority of the students experienced the continuous demand for decision-making as highly engaging – and difficult. The game made the students question their initial gen-eral idea of the relations between men and animals. Before playing, a majority ascribed the same value to animals as to men. Having played, students’ decisions became more relational and situational, mirroring a more reflected position. Stu-dents themselves commented on the problem of understanding the moral com-ponents of a dilemma, as well as their own position. They articulated a feeling of not having thought of such things in depth, and interest in playing more games that challenged their presumptions.

Keywords: game, learning, moral sensitivity

Digital Educational Games: Adopting Pedagogical Agent to Infer Leaner‘s Motivation and Emotional State Ogar Ofut Tumenayu and Olga Shabalina Volgograd State Technical University, Volgograd, Russia

Abstract: Digital educational games (DEGs) possess the ability of providing an at-tractively and essentially motivating learning context. However, an adaptive learn-ing game would increase the probability of a DEG being actually motivating and emotionally appealing. A pedagogical agent-based environment suggests a new opportunity for computer mediated learning emphasizing virtual social relations between learners and computers. The overall goal of this work is to provide peda-gogical agents with social intelligence, so that they can decide when is an appro-priate time to interact with the learner, be sensitive to the motivational and emo-tional state of the learner, and try to develop a positive social relationship with the learner. The study examine the effects of the competency (low vs. high) and interaction type (proactive vs. responsive) of pedagogical agents as learning com-panions (PALs) on learning, self-efficacy, and attitudes. Interactions are been ana-lyzed as a series of interaction tactics, where the speaker seeks to address one or

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more informational, motivational, or social goals, and monitors the listener’s re-sponse to ensure that these goals are achieved. This is followed by brief look at Affective Human Agent Interaction to have Existing agent systems typically infer human affect by sensing and reasoning about the state of a game or an outcome related to an action taken by the user within the learning environment.

Keywords: pedagogical agent, pedagogical agents as learning companions, inter-action type, motivational and emotional state

Adapting the Complexity Level of a Serious Game to the Proficiency of Players Herre van Oostendorp1, Erik van der Spek2 and Jeroen Linssen3

1Department of Information and Computing Sciences, Utrecht University, Utrecht, The Netherlands 2Department of Industrial Design, Eindhoven University of Technology, Eindho-ven, The Netherlands 3Department of Human Media Interaction, University of Twente, Enschede, The Netherlands

Abstract: As games are continuously assessing the player, this assessment can be used to adapt the complexity of a game to the proficiency of the player in real time. We performed an experiment to examine the role of dynamic adaptation. In one condition, participants played a version of our serious game for triage training that automatically adapted the complexity level of the presented cases to how well the participant scored previously. Participants in the control condition played a version of the game with no adaptation. The adapted version was significantly more efficient and resulted in higher learning gains per instructional case, but did not lead to a difference in engagement. Adapting games to the proficiency of the player could make serious games more efficient learning tools.

Keywords: serious game, proficiency, dynamic adaptation, learning efficiency, engagement

Designing Casual Serious Games in Science Ayelet Weizman Snunit center for the advancement of web-based learning, The Hebrew Univer-sity, Jerusalem, Israel

Abstract: One of the problems in science education is students’ low motivation and difficulty to see the connection between science learning and their daily life. In addition, many science concepts are not intuitive, and involve complicated rela-

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tions between parameters. We previously presented (Weizman & Broza, 2012) evaluation of a model integrating digital educational games with interactive learn-ing units, where we found that students reported experiencing both learning and enjoyment. The current study focused on games in science, and examined the relation between the game design parameters and the learning experience based on the Flow model. We define these games as casual-serious, since they require short playing time and relatively low budget to develop, while based on educa-tional purposes. The goal of educational games is to give players the right balance between skill and challenge that will not be too difficult or too easy, enabling a flow experience. The research goal was to investigate the relation between the game design parameters and the learning experience. We assumed that by chang-ing the game parameters the relation between challenge and skill will be influ-enced, as expressed by the flow experience, which is related to the learning expe-rience. We studied the design process of two games in science, aiming to teach complicated concepts, like the idea that good health is based on balanced nutri-tion combined with physical activity. The influence of game parameters on stu-dents’ learning experience was investigated through a pilot process in which each game was piloted in a primary school class, calibrated and piloted again. Flow was evaluated using online questionnaires. We found a significant change in the chal-lenge to boredom rate between the three phases of the pilot. Students’ responds indicate assimilation of social practices and understanding of the relation be-tween parameters. Findings show that careful design of game parameters influ-ences the flow experience as well as the learning experience and understanding of content goals and social values. We conclude that casual-serious games de-signed according to the described design principles may be useful in science teaching, since they provide an enjoyable way to deal with complicated concepts involving relations between parameters. By balancing game parameters it is pos-sible to create a flow experience and lead to meaningful learning of science con-tent and skills.

Keywords: serious-games, educational-games, flow, science-learning, game-based learning, casual-games

Designing a Collaborative Serious Game for Team Building Using Minecraft Viktor Wendel, Michael Gutjahr, Philipp Battenberg, Roman Ness, Sebastian Fahnenschreiber, Stefan Göbel and Ralf Steinmetz Technische Universität Darmstadt, Darmstadt, Germany

Abstract: For collaborative learning scenarios to be successful many factors are necessary, like group formation, the setup of the group task, and the team mem-

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bers' ability and willingness to work or collaborate in a team. With easily moddable popular sandbox games like Minecraft being available today, new op-portunities for Serious Games arise, especially in the field of multiplayer games. In this paper, we propose an approach for a game-based solution of collaborative learning. This approach focuses on soft skills, especially communication as well as on improving both the motivation and the ability to collaborate and work in a team. We created a Minecraft mod for a collaborative gaming experience focus-ing on solidarity and teamwork. We designed a special obstacle course for a set of four players using especially designed game mechanics to improve collaboration skills. Communication skills are required as well as the ability to work in a team in order to win the game. Our hypothesis is that the mod can be used as a team forming and motivational tool in the context of collaborative learning by increas-ing the willingness to collaborate with other people by playing the game. We per-formed an evaluation in which seven groups of four random players (total 28 par-ticipants) played our game. Before and after the gaming session, the players played a version of the prisoner’s dilemma game in order to test their willingness to cooperate before and after playing the game. In a control group, participants worked together at solving a jigsaw puzzle instead. Results show that our Minecraft mod provides a better game experience and group experience than a non-digital game with cooperative aspects. It also shows the impact of the partic-ipants’ working and social background in terms of an initial willingness to cooper-ate.

Keywords: serious games, collaborative learning, Minecraft

Application of the Principles of Gamification to Facilitate Acquisition of Self-Management Skills in Young People With Long-Term Medical Conditions Andrew Wilson 1 and Janet McDonagh 2 1School of Computing, Telecommunications and Networks, Faculty of Technol-ogy, Engineering and the Environment, Birmingham City University, Millennium Point, Birmingham, UK 2 University of Birmingham & Birmingham Children's Hospital NHS Foundation Trust, Birmingham, UK

Abstract: With improvements in health care children diagnosed with long term medical conditions are now more likely to live longer with the possibility that their condition will follow them into adulthood. As the young person grows older they will eventually have to transfer their care to the adult setting. Failure to plan and coordinate this has been associated with poorer health outcomes and disruption to their care. Transition planning encourages both health literacy and health pro-

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moting behaviours in an age and developmentally appropriate way. In order to gauge the attainment of these skills assessment tools have been developed. They all have items of commonality (understanding the condition, self-management, adherence to treatment and communication) but many are disease specific and address items that are specific to their country of origin (i.e. medical insurance). A series of transitional readiness checklists have been developed at Birmingham Children’s Hospital which are more focussed to young people in the UK. The do-mains they measure include knowledge, self-advocacy, transferring to adult care, health and lifestyle, activities of daily living, school and vocation, leisure and man-aging emotions. Engaging and encouraging young people to work towards attain-ing the required skills and the assessment of their competency in them beyond the health care setting remains a challenge in every day clinical practice. The pro-cesses would therefore benefit from a more objective assessment for the doctor and structured in way to be more fun for the young person. Gamification is the term used to describe the use of game mechanics in non-game contexts with the aim of trying to improving engagement and motivation. In this paper we will dis-cuss how the dynamics of gamification (progress, feedback and behaviour) and game mechanics can be mapped to the self-care and self-management skills asso-ciated with Birmingham Children’s Hospital transitional care checklists. This will include how badges can be used to indicate a young person’s progression towards attaining increasing levels of knowledge for example about their condition, the effects of their condition on their body as well as improving understanding of their treatments and any side effects associated with it. Other examples will in-clude how trophies can be used to indicate successful understanding of a series of concepts at a particular developmental stage in a young person. This paper focus-es on discussing the application of gamification to the Birmingham Children’s Hospital transitional care checklists. However this initial framework will give both clinicians and health care workers an insight into the use of gamification in a health care setting and provide a basis for application to other areas of knowledge and skills acquisition where engagement in the processes can be chal-lenging.

Keywords: gamification, adolescent, chronic conditions, transition, self-care

Development of an Implementation Framework for Games-Based Construction Learning Using Scratch in Primary Education Amanda Wilson, Thomas Hainey and Thomas Connolly University of the West of Scotland, UK

Abstract: Games-based Construction Learning (GBCL) and games-based learning (GBL) are being promoted within the curriculum for excellence (CfE). Children in

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the Upper Primary (Primary 4 onwards) are now being encouraged to construct their own games. These changes have been made from the previous curriculum and are causing frustration with some teachers who believe that they have been left without adequate resources and professional development to introduce such approaches into their lessons. Surveys have shown that while teachers are making some use of GBL in their class very little is being done with GBCL. With environ-ments such as Scratch, Kodu and Gamemaker, game construction is becoming more accessible to children at a younger age. This paper will present an imple-mentation framework for the introduction of GBCL into PE by utilising Scratch. It will discuss the literature surrounding GBCL in PE before presenting a generalised framework for the introduction of GBCL into PE. The framework is based on em-pirical work carried out in 3 primary schools within Glasgow in 2011/2012 and aims to give teachers a starting point for using GBCL in the classroom.

Keywords: primary education, curriculum for excellence, games-based construc-tion, scratch, review, pedagogy

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PHD Papers

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Game Literacy Revisited: Developing Critical Play in Schools Rafael Marques de Albuquerque1 and Shaaron Ainsworth2 1 PhD student funded by CNPq – Brazil 1, 2 Learning Sciences Research Institute, School of Education, University of Not-tingham, Nottingham, UK

Abstract: Digital games, as other technologies, are evaluated as monsters or he-roes from different researchers. Such effects are not caused by digital games per se, but by the interaction between player and digital game. The objective of me-dia education is to improve this interaction, what is also described as developing media literacy, and in the specific case of digital games, game literacy. This paper proposes a new concept of game literacy in order to inspire an alternative game education practice within media education programmes. Using the media educa-tion and game literacy literature as a basis, we integrated the work of the critical pedagogue Paulo Freire (1970/2012) and game studies that claim both positive (e.g. system thinking, problem solving) and negative (e.g. addictive behaviour, violent affection) effects of gaming. Seven characteristics shape the proposal: (i) The work of Paulo Freire emphasises criticality, rather than previous studies that proposed an emphasis on creative, cultural or protective approaches to media. (ii) The inclusion of the potential negative effects of digital games that are pointed by researchers in classroom discussions, considering that criticality towards the neg-ative effects may minimize them. (iii) The inclusion of positive usage of digital games claimed by researchers, considering that developing agency and criticality towards the positive potential may support learners to reach them. (iv) Regarding positive and negative effects, the proposal considers the agency of learners to understand, judge and act on their own game habits, rather than imposing gam-ing rules or values. (v) The curriculum is created in a dialogic process; meaning that both educationists and students collaborate on defining the relevant themes. (vi) The educational practice involves learners’ experiences with digital games, in order to enable them to transfer their criticality to their actual practice. (vii) Methodologically, the teaching method is based on coded learning objects that are decoded by learners in a process of problematization, that leads to experi-mentation in gaming habits and, possibly, change.

Keywords: game literacy, game education, media education, digital games, critical play

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A Systematic Literature Review of Methodology Used to Measure Effectiveness in Digital Game-Based Learning Anissa All, Elena Patricia Nuñez Castellar and Jan Van Looy iMinds, MICT, Ghent University, Ghent, Belgium

Abstract: In recent years, a growing number of studies is being conducted into the effectiveness of digital game-based learning (DGBL). Despite this growing interest, however, it remains difficult to draw general conclusions due to the disparities in methods and reporting. Guidelines or a standardized procedure for conducting DGBL effectiveness research would allow to compare results across studies and provide well-founded and more generalizable evidence for the impact of DGBL. This study presents a first step in this process by mapping current practices through a systematic literature review. The review included peer-reviewed jour-nal and conference publications between 2000 and 2012. Other inclusion criteria were that (1) the study’s primary aim was effectiveness measurement of cognitive learning outcomes, (2) the focus was on digital games and (3) a pre-post design with a control group was used. Twenty-five publications were found eligible for this study. Important differences were found in the number of control groups used and the type of intervention implemented in the control group (e.g. tradi-tional classroom teaching, use of multimedia, computer-based learning, paper exercises, other games, or no intervention). Regarding the implementation meth-od of the DGBL intervention in the experimental group, two approaches can be distinguished: stand-alone intervention or as part of a larger program. Moreover, a wide variety of effectiveness measures was used: measures for learning out-comes were complemented with time measurements and/or with self-reported measurements for self-efficacy and motivation. Learning effect calculation also varied, introducing pre-test scores in the analysis, conducting a separate analysis on pre- and post-test scores or conducting an analysis on difference scores. Our study thus indicates that a variety of methods is being used in DGBL effectiveness research opening a discussion regarding the potential and requirements for future procedural guidelines.

Keywords: effectiveness, digital game-based learning, cognitive learning out-comes

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Investigating Collaborative Games to Teach Mathematics-Based Problem Solving in the Classroom Reem Al-Washmi, Gail Hopkins and Peter Blanchfield School of Computer Science, University of Nottingham, Nottingham, UK

Abstract: Learning mathematics, and mathematical problem solving in particular, is considered a challenge for some pupils at primary schools. When solving math-ematical problems several skills are needed and commonly some children face difficulties in areas like memory, language and spatial aspects. This PhD research aims to investigate whether collaborative computer games can support and moti-vate UK Key Stage 2 pupils in fostering better understanding of mathematical problem solving. As part of achieving this overall aim, two initial studies are re-ported in this paper. The research described here has taken a user-centred design approach and has been two-fold. Firstly, an initial study was conducted to gain an understanding of the existing teaching environment, methods used and problem solving experiences of both children and teachers in a Key Stage 2 teaching envi-ronment. The investigation involved observations of problem solving classes and questionnaires which sought to explore mathematics problem solving difficulties and the role of collaborative games in the actual learning environment. The find-ings from this initial study indicate that games and collaborative working in math-ematics classes could be significant in supporting and enhancing Key Stage 2 pu-pils in their learning of mathematical problem solving. Therefore it is suggested that collaborative mathematical games could be effective instructional tools for enhancing learning and understanding of mathematics concepts, arithmetic and problem solving. The use of collaboration within such a tool may promote the sharing and discussion of problems and so may be helpful for students who have difficulty in mathematics. The second study aimed to investigate whether and how Key Stage 2 children engaged in a commercially available collaborative prob-lem solving computer game, LegoTM Harry Potter and to examine their levels of collaboration and motivation within the game. The purpose of this study was to gather requirements for a future collaborative computer game designed to teach mathematics problem solving. A mixed-methods approach of observation and questionnaires has been used. Key Stage 2 pupils were observed during collabora-tive computer game play and an analysis of their behaviour and interaction was conducted in order to identify the ways in which they collaborated and the ele-ments of the game which promoted motivation and collaboration. Questionnaires were used to investigate elements of the game play which encouraged engage-ment and collaboration. The findings from the first study show that some, but not all, children found mathematical problem solving challenging but that collabora-tion and game playing is used and enjoyed during their classroom-based learning of this. The second study showed that the collaborative computer game did en-

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gage the players. Elements of role play, suspense and mystery encouraged moti-vation and collaboration but there were issues at times with some players not knowing what to do in the game and at other times with providing enough chal-lenge for two collaborating players. Resulting requirements gathered from this include the necessity for clear rules and goals, a playful environment with chal-lenge, mystery and fantasy and a story line that flows through the game.

Keywords: games-based learning, collaborative learning, mathematics, problem solving

Training Flexible and Adaptive Arithmetic Problem Solving Skills Through Exploration With Numbers: The Development of NumberNavigation Game Boglárka Brezovszky, Erno Lehtinen, Jake McMullen, Gabriela Rodriguez and Koen Veermans Centre for Learning Research, University of Turku, Finland

Abstract: Traditional teaching methods often fail to develop the desired type of arithmetic problem solving expertise that is, flexibility and adaptivity in problem solving. Working with numbers, and exploring different number patterns and so-lution methods could represent a good basis for developing a more flexible and complex understanding of numbers and operations, which could result in the de-velopment of flexible and adaptive problem solving skills. Our aim when develop-ing NumberNavigation (NNG) educational digital game was to provide an engag-ing and adaptive context for exploration with numbers. In the game, players pro-gress by strategically selecting different sequences of number-operation combina-tions, using the four basic arithmetic operations within the domain of natural numbers (1-100). Players need to collect raw materials for building settlements, by navigating their ship through different maps placed over the 100 square. The game challenges players to strategically select the most optimal path and contin-uously adapt their choices. In this explorative case study, the goal was to test core game features and their relationship with in-game arithmetic flexibility. A trial game version was tested in two consecutive sessions with three elementary school children. Methods of data collection included video recorded observation, open-ended interview questions, and the screen capture of gameplay. Aiming to trigger more variation in players’ use of number-operation combinations, we have tested three different game modes. In exploration mode players had to choose their moves so they bypass islands placed over the maps as obstacles. In the min-imum moves mode, players had to make their journey using the least amount of moves, and in the minimum energy mode players had to reduce the magnitude of numbers used for navigating their ship. Results show that players used various

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number-operation combinations and they were able to adapt their in-game prob-lem solving strategies according to the changing rules of the game. The position of harbours-islands-targets proved to be a strong predictor of the amount of varia-tion in number-operation combinations and of players’ explorative tendencies. Overall, results suggest that basic game features are promising in triggering explo-ration with numbers and engaged practice over an extended period. Results of the study will be used to inform the future development of NNG.

Keywords: adaptive expertise, arithmetic problem solving flexibility, game design, strategy

Trials to Assess Team-Based Mixed-reality (TBMR) Games in HE John Denholm and Sara de Freitas Serious Game Institute, Coventry, West Midlands, UK

Abstract: This article relates to a series of trials to assess the value of games of the Team-based Mixed-reality (TBMR) type, a term used to denote games involv-ing participants working in small teams to make periodic decisions in relation to a real life scenario. A game was specifically developed to represent the TBMR genre and assessed using students taking a module in the Management of Innovation. Some two hundred pre- and post-tests were conducted, to capture both qualita-tive and quantitative data. In the former, the students’ perception of the value of the game was assessed and in the latter case, the actual learning which took place. The results were analysed both by the improvement in the scores achieved and by the percentage of students giving the correct answer. The findings showed that the perceived educational value of the game was very positive; also in terms of motivation towards the subject and in comparison to a traditional lesson. The results relating to actual educational improvement showed a slight increase in both knowledge and decision-making ability overall, but there was a significant difference when split between Chinese students and others. The rationale for the game design and development process is also detailed, with reference to the find-ings of others researching game design and considerations given to scope, level of challenge, alignment to the module, the contribution of teamwork and feedback. An analysis of each of the specific test questions revealed a wide variation in re-sults and lessons were learned as to which particular topics enhance learning the most, thus pointing to improvements in reshaping the game for future use.

Keywords: game, learning, assessment, formative, teamwork, decisions

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Understanding ‘Game-Ness’ Within the SCRABBLE® Family of English Word Games Paridhi Gupta School of Design, Hong Kong Polytechnic, Hong Kong

Abstract: The Scrabble® family of games primarily focus on the nurturing and de-velopment of language (E.g. English) vocabulary skills. They are usually designed for 2 or more players and by virtue are competitive and challenging. These word games are different, yet one can recognize them as the member of the same family. No single “essence” can be found among them. Juul (2003, p.35) proposed a classic model for defining the ‘game-ness’ of a game as, “A rule-based formal system with a variable and quantifiable outcome, where different outcomes are assigned different values, the player exerts effort in order to influence the out-come, the player feels attached to the outcome, and the consequences of the activity are optional and negotiable.” Games are transmedial, i.e., they are not limited to any single, specific medium or props and can be channelized onto a number of game medias, each having its own strengths and limitations (Juul, 2003). The objective of my paper is to identify and propose a model for the “game-ness” quality recurrent to the selected 8 variations of Scrabble® word games. I use the word “game-ness” to symbolize the core features that are neces-sary and sufficient for a game to be a part of the Scrabble® family of word games. My paper investigates eight Scrabble® (board and or card) games from Juul’s (2003) three core aspects: the game; the game and the player; the game and the world. For the purpose of study, I have selected the following 8 variations of Scrabble® word games: Scrabble® Alphabet Scoop; Scrabble® Flash; Junior Scrab-ble®; Scrabble® Upwards; Scrabble® Slam; Scrabble® Dash; Scrabble® Original; and Scrabble® Trickster. This paper forms an integral part of my research study that primarily focuses on learning/teaching of English Language Subject (ELS) through board games within local Primary 4 and Primary 5 classrooms in Hong Kong.

Keywords: Scrabble® word games, English vocabulary, word building, anagrams

Interactive Story as a Motivator Element in an Educational Video Game José Rafael López-Arcos, Francisco Luis Gutiérrez Vela, Natalia Padilla-Zea and Patricia Paderewski University of Granada, Granada, Spain

Abstract: In our previous works, we made progresses towards defining a method to develop and evaluate educational video games (EVG) paying separate attention

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to Educational and Recreational Levels. In this paper, we analyse storytelling as a motivational context to enrich the effectiveness of the Educational Level of the video game. Due to the importance we give to storytelling, this paper is intended to move towards the development of a method to evaluate the story during the video game development process. For this purpose, we define a series of tasks that are based on the classification and structuration of the story of a video game.

Keywords: educational video games, storytelling, game based learning

A Domain Ontology of Game Theory Applied to Game Based Learning Yemna Mejbri, Maha Khemaja and Rafik Braham PRINCE Research Group, ISITC, University of Sousse, Hammam Sousse, Tunisia

Abstract: Game theory is the formal study of interactions. All the fields involving strategic interactions may benefit from it. In this context, game theory provides a frame for Game Based Learning (GBL). Its concepts (e.g. algorithms, statements, etc.) provide for Game Based Learning designers a mathematic language to formu-late, structure, analyze and understand strategic scenarios. This mathematical foundation of game theory makes it unambiguous but only humans can interpret its content. Therefore, game theory is difficult to be processed automatically when users don’t have expert skills. Several knowledge representation techniques exist in literature like taxonomies, thesauruses and ontologies. To establish a choice, we looked for a formal as well as a semantic formalism. So, we propose in this paper a domain ontology of game theory which will be applied to Game Based Learning with the purpose to help designers when they use game theory to validate Games Based Learning strategic scenarios and interactions.

Keywords: game theory, game based learning scenarios, domain ontology, game theory ontology, WSML

Puzzle-Based Games as a Metaphor for Designing in Situ Learning Activities Javier Melero1, Patricia Santos2, Davinia Hernández-Leo1 and Josep Blat1 1Universitat Pompeu Fabra, Barcelona, Spain 2University of the West of England, Bristol, UK

Abstract: In situ learning activities are recently becoming of higher interest in ed-ucation because they facilitate contextualized learning experiences. A particular case is the creation of learning routes containing geo-located questions. In this

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line, teachers are increasingly more interested in getting involved in the design of such learning experiences according to their specific needs. QuesTInSitu is a mo-bile application that supports the creation of questions that have to be answered in the real location. Previous research experiments reported educational benefits of carrying out this type of activities and highlighted the requirement of incorpo-rating mechanisms that promote problem solving and students’ motivation. Games and educational puzzles are considered interesting and feasible approach-es to address these goals. On the one hand, puzzle-based games are especially suitable to feasibly involve teachers as designers of the games. On the other hand, this type of games can promote engagement in the subject topics, while fostering students’ problem solving, analytical and memory skills. Therefore, this paper proposes a puzzle-based game metaphor as an innovative way to design gamified in situ learning activities. A game design task, completed by secondary education teachers, has been carried out to evaluate the proposed puzzle-based game met-aphor. In order to computationally represent and enact the designed gamified in situ learning activity following the proposed metaphor, a new version of the QuesTInSitu has been developed. Evaluation results show that teachers are able of using the metaphor to design potentially fruitful gamified in situ learning activi-ties according to their educational objectives.

Keywords: game-based learning, puzzles, m-learning, in situ learning activities, game design task, gamification

Supporting and Facilitating Collaborative Learning in Serious Games Kimmo Oksanen and Raija Hämäläinen Finnish Institute for Educational Research, University of Jyväskylä, Finland

Abstract: Serious games have proven to have the potential to support collabora-tive learning. However, the interrelationship between decisions related to the design and use of collaborative serious games and the learners’ experiences and collaborative knowledge construction has rarely been studied. An insight into learners’ experiences is essential because emotional experiences ultimately work as a motivator for cognitive decisions during a game. Similarly, the instructional design perspective is important, because new types of learning environments pose new challenges for teachers in their pursuit to support learning. This study attempts to narrow the knowledge gap in the understanding of the influence of game design and instructional design on game experiences and collaborative learning in serious games. The aim of the study is twofold. The first aim is to de-sign a game environment for practicing interprofessional knowledge construction. The second aim is to empirically investigate learners’ subjective experiences gen-

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erated by the games and to determine teachers’ roles from the perspective of collaborative knowledge construction processes in game settings. The findings showed that in general, game experiences evoked during gameplay were positive and players felt an average degree of engagement. Moreover, playing the game generated a high degree of social presence amongst players, and the game’s so-ciability stimulated the creation of a supportive and trustful atmosphere for social interaction and collaboration. Furthermore, a sense of social presence and the sociability of the game were found to be strongly associated with the core game experiences. Thus, apparently, game engagement in these settings may be aug-mented through the social dimension of gaming. However, the results also re-vealed that high-level collaborative learning during game play does not necessari-ly emerge without teachers’ real-time orchestration. In conclusion, the results of the study indicate that collaborative serious games represent a specific type of sociable computer-supported collaborative learning (CSCL) environments, which can act as engaging and pleasant spaces for social interaction and collaborative learning.

Keywords: computer-supported collaborative learning, collaborative serious game, game design

Playing for the Future - Examining Gameplay, Narrative and fun in Games-Based Training Mark O’Rourke Victoria University, Melbourne, Australia

Abstract: This research demonstrates how computer games can provide effective skill acquisition and knowledge transfer in the vocational education and training (VET) context and, in particular, increase learner engagement in theoretical sub-jects. The study tested the rationale behind making a pedagogical shift from con-tent delivery to designing experience. It further investigated whether games-based learning adds meaning and relevance to VET outcomes through considering the impact of game components of narrative, fun and gameplay in a games-based learning activity system by utilising a Design Based Research methodology, within an Activity Theoretical framework. By identifying and measuring the game com-ponents that impact most on educational outcomes, the research informs the development of alternative delivery strategies and training tools, and advances the knowledge base of utilising games-based learning. This study importantly addresses a distinct gap in the VET market for effective and engaging immersive training that taps into learners’ individual needs. It finds that games-based learn-ing, which is agent-driven, experiential and process-based, is particularly suited to VET learners as critical information is delivered in real time through in-game ac-

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tions and interactions, rather than through alienating paragraphs of written text. Data was collected from the design, development and trialling of three 3D first-person shooter learning games, which were offered as alternatives to existing VET curriculum and delivery. Game trials were undertaken and learners reported a preference for games-based learning over traditional delivery methods. They also expressed greater understanding of both the learning content and the connection to vocational outcomes. The learning context was transformed from one of con-ventional pedagogy to a "context with consequentiality" (Barab et al. 2010) where game parameters provided the impetus to increase student agency (Calleja 2009) in achieving learning outcomes. Data included communication documentation, observations, pre- and post-tests, surveys, interviews, and in-game data collection measuring students’ game playing performances. This research offers a novel ap-proach by aligning data collection from the use and development of game prod-ucts and research outcomes in order to meet current industry training needs. Cus-tomisation of the game environment allowed learners to take on workplace iden-tities. By engaging with virtual work-based situations, learning was contextualized and expertise developed through cycles of learning and practice (Yelland 2007). Games-based learning was found to cater for the learning styles of VET students who tend to be: more visual than verbal (they like to watch and see rather than read and listen); hands-on learners (prefer to learn by doing and practicing); char-acterised by socially contextualised learning preferences (learning in groups with others); and are not self-directed learners, but like to have instructor guidance and a clear understanding of requirements, which was addressed through the scaffolded nature of learning through gameplay (Smith & Dalton 2005). In addi-tion, it was noted that the game also fostered teacher development in utilising interactive delivery tools. Adoption of innovative learning technologies is chal-lenging in VET, however the design and implementation of the games-based tools effectively facilitated teacher usage by focusing on the work-based game scenari-os rather than the technological functionality.

Keywords: immersive; engagement; vocational; agency; games-based

Towards Game Based Learning Design Process Based on Semantic Service Oriented Architecture (SSOA) Kaouther Raies, Maha Khemaja and Rafik Braham Prince Research Group, Isitc, University Of Sousse, Hammam Sousse, Tunisia

Abstract: Game Based Learning (GBL) provides increasingly motivating learning environments. Design creation and adaptation of this kind of environments still face many pending problems. In this paper, we propose a novel approach based on Semantic Service Oriented Architecture (SSOA) that aims (i) overcoming GBL

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design process challenges caused by interdisciplinary actors participating in that process and heterogeneity of exchanged data produced by several and different used applications (ii) integrating an intelligent support in that process in order to help novice actors while carrying their tasks and (iii) producing efficient Game Based Learning Systems where educational gain an fun qualities are certified.

Keywords: GBL, GBL design process, SOA, SSOA, BPMO, domain ontology

Using Games for Learning, From the Students’ Perspectives Aishah Abdul Razak and Thomas Connolly School of Computing, University of the West of Scotland, Paisley, UK

Abstract: The hours of exposure to the digital world is claimed to be profoundly affecting and changing this generation’s learning styles and abilities. To make learning more appealing to the students, teachers have started to use digital games within classroom learning. This paper presents the findings from struc-tured interviews conducted with two classes of primary school students from two different schools in Scotland. The interviews were intended to obtain the stu-dents’ background on game playing and their views on learning particularly in using games for learning. The participants were exposed to digital games-based learning (DGBL) and non-DGBL learning approaches at school prior to the inter-views. The findings revealed that most students spent on average less than 1 hour per day playing digital games and the most popular game platform was the con-sole platform. The overall mean for the attitudes towards learning by playing games, learning by making game, towards DGBL and non-DGBL approaches and towards school is above 2.00 (Mean: 2.50, SD: 0.10), indicating positive attitudes in all observed areas. No gender difference was observed in all of the attitudes. However, some significant differences were found across some items for different age groups. The findings from this study will contribute to the generation of em-pirical evidence in the field of digital games-based learning particularly with re-gards to its application in primary school education.

Keywords: student view, digital games-based learning, Curriculum for Excellence CfE, empirical evidence, primary school

Incidental Learning in a World of Warcraft Guild, a Case Study Gabriela Rodríguez University of Turku, Turku, Finland

Abstract: Digital Games inherently include scaffolding, problem-based learning, and communities of practice, and they are of relevance because they are interac-

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tive, have situated meanings, and offer simulations in which to try new ideas in a risk-free environment. Many endeavors have been made to describe and discover different ways that Digital Games and education work or could someday work together. The three approaches usually explored are within the context of Serious Games, Game-based Learning and Incidental Learning. The following investigation undertakes the Incidental Learning approach to find out whether the cognitive learning outcomes mentioned in the literature do indeed result from playing in a World of Warcraft type of player community called a guild, and if so, to describe the ways these outcomes are yielded. It will also address the question of how players perceive themselves as learners within the game. A guild was chosen as a case study and observed for a three month period. Interactions were recorded in the format of chat logs and transcriptions of audio recordings, summing up to 170 hours of material. Fifty-one members of the guild (M=44, F=7) then answered an online questionnaire. Literature on the topic was reviewed and a list was com-piled in regards to what are some of the cognitive outcomes that may result from playing Digital Games. These previous claims on learning outcomes were classified into four main categories: Resource Management, Interpersonal Skills, Infor-mation Handling and Technology, and Systemic Thinking. These learning out-comes were seen to occur throughout the observation, though the degree in which they were exemplified varied depending on whether players had a position of leadership or not, and other factors such as occupation or whether the player engaged in raids or not. Results indicate that players with positions of leadership are more prone to believe they are learning than regular players are, as are older players when compared to younger players.

Keywords: digital games, incidental learning, guild, World of Warcraft, cognitive learning outcomes

In Search for the Right Measure: Assessing Types of Developed Knowledge While Using a Gamified Web Toolkit Martin Ruskov1, Paul Ekblom2 and Angela Sasse1

1Information Security Research Group, University College London, London, UK

2Design against Crime, Central Saint Martins College of Arts and Design, London, UK

Abstract: Game-based learning has been used to teach topics in diverse domains, but it is still hard to determine when such approaches are an efficient learning technique. In this paper we focus on one open challenge – the limited under-standing in the community of the types of knowledge these games help to devel-op. Using a taxonomy that distinguishes between declarative, procedural and conditional knowledge, we evaluate a game-based toolkit to analyse and solve an

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information security problem within a holistic crime prevention framework. Twenty-eight participants used the toolkit. We designed a portfolio of learning assessment measures to capture learning of different types of knowledge. The measures included two theoretical open-answer questions to explore partici-pants' understanding, three problem-specific open-answer questions to test their ability to apply the framework, and 9 multiple-choice questions to test their abil-ity to transfer what was learned to other contexts. The assessment measures were administered before and after use of the tookit. The application questions were analysed by classifying suggested ideas. The theoretical questions were qualitatively analysed using a set of analytical techniques. The transferability questions were statistically analysed using t-tests. Our results show that partici-pants' answers to the application questions improved in quality after the use of the toolkit. In their answers to the theoretical questions most participants could explain the key features of the toolkit. Statistical analysis of the multiple-choice questions testing transferability however failed to demonstrate significant im-provement. Whilist our participants understood the CCO framework and learned how to use the toolkit, participants didn't demonstrate transfer of knowledge to other situations in information security. We discuss our results, limitations of the study design and possible lessons to be learned from these.

Keywords: learning assessment, open questioning, information security, types of knowledge, SOLO taxonomy

The Influence of Digital Games on Learning Reading: A Closer Look Mas Idayu Md Sabri1, Peter Blanchfield2 and Gail Hopkins2 1University of Malaya, Kuala Lumpur, Malaysia 2University of Nottingham, Nottingham, United Kingdom

Abstract: It has been identified that not all students learn effectively during class lessons. Different learning styles call for different approaches but limitations in a classroom setting restricts efficient in-class teaching and learning. It has also been observed that individual attention given to struggling students does influence and increase learning activities and interest in a subject, hence the existence of teach-ing assistants (TAs). The question addressed in this paper is ‘would a computer-based intervention give the same effect as an individual tuition but without the need for human resource?’ An example of such software is Nessy™, a learning system that has won awards for its digital teaching approach. However, some groups benefit more from kinaesthetic teaching so this aspect should be taken into consideration when choosing a teaching strategy. This paper will investigate the effects of using Nessy™ on its own, Nessy™ with individual support, and indi-

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vidual tuition without the use of Nessy™. It also discusses the design and devel-opment of a digital kinaesthetic game to support struggling readers and study the effects of its use with and without individual support. So far, the study carried out has used Nessy™ with individual support as the intervention for 30 minutes a week over a 10 week period. For the initial study the researcher guided the partic-ipants when using the digital game. The data obtained from the pre and post tests showed greater improvement in reading for every participant when compared to students of the same class who were not given the intervention. The second study was a cross-intervention between Nessy™ without individual support and the use of individual tuition without Nessy™. Two groups of participants went through each intervention for 6 weeks each for 30 minutes per week. The pre and post tests showed that both groups, after going through the personal tutoring, had a higher improvement in reading than when they had gone through the digi-tal game intervention alone. To conclude, the computer-based intervention under proper supervision does help struggling readers and has been shown to give bet-ter results compared to classroom lessons, individual tuition and unguided com-puter-based intervention. The results of this study will become the design basis of the kinaesthetic game to be developed for the next study. If computer-based in-tervention is proven to be beneficial, it is expected that a digital kinaesthetic game would improve learning even more in kinaesthetic learners.

Keywords: digital games, game-based learning, kinaesthetic learning, literacy, reading

The Mediatization of Digital Games for Learning – a Dual Rub-Off Effect Helga Sigurdardottir and Robin Munkvold Department of Media Technology, Nord-Trøndelag University College, Steinkjer, Norway Department of Interdisciplinary Studies of Culture, Norwegian University of Sci-ence and Technology, Trondheim, Norway

Abstract: This paper analyses the contrasting ideas expressed in the Norwegian popular media discourse in 2012, regarding digital games and how the indirect mediatization of digital games can play a vital role in the success of the relatively new field of digital game based learning. The paper reveals how the connection to educational context seems to be a defining factor regarding whether or not, or to which degree, the coverage in each case is positive or critical towards digital games. Three categories of positive arguments for digital games in a learning con-text, as expressed through the media discourse over the past 3 years are brought to light, as well as two categories of critical arguments. Analysis of the arguments

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discloses a certain concordance between the seemingly contradicting arguments, that make the purpose of playing, as either educational or entertainment, a key factor. As a fairly new approach to education digital game-based learning has yet to fully earn the publics’ trust and this paper analyses how the Norwegian printed media conveys the image of this fresh new field to its readers. The paper reveals a “dual rub-off effect” between the indirect mediatization of digital games for en-tertainment on one hand and learning on the other. Digital games for learning are generally portrayed in positive ways, based on the learning potentials they have to offer. However, the critical views towards digital games for entertainment seems to “rub off” onto games for learning, as can be seen by mentions of the possible damaging effects, even in articles that are otherwise very positive to-wards games for learning. At the same time games for entertainment are general-ly met with scepticism, but the positive view towards digital games in a learning context also seems to influence peoples’ notions of the learning potentials of digi-tal entertainment games.

Keywords: digital game-based learning, mediatization, games as a learning tool, contrasting views on digital games

Efficacy of Reward Allotment on Children’s Motivation and Learning Zhenhua Xu1, Earl Woodruff1 and Bodong Chen2

1The Department of Applied Psychology and Human Development, OISE, Uni-versity of Toronto, Canada 2 The Department of Curriculum, Teaching and Learning, OISE, University of To-ronto, Canada

Abstract: With the recent commercial success and increased use of digital games, the study of motivation has gained new impetus in the field of gaming. Indeed, studies of video games have provided a different route to understanding motiva-tional processes. Recent books by game theorists and researchers have pointed out that the world of gaming has produced a large amount of data illuminating how games enhance self-directed learning, deepen engagement, and foster im-portant 21st century learning skills (Koster 2005; Annetta 2008; Chatfield 2010; Rupp, et al 2010; Shih et al 2010; Thomas & Ge 2011; Shute & Ke 2012). The pre-sent study has a narrow focus on game reward structures and motivation in game-play. It explores how a reinforcement schedule sustains children’s motiva-tion in a game context. Specifically, it assesses the effects of reward allotment for an interactive game through the examination of students’ variations in response to different reinforcement schedules. Fifty-four Chinese children from preschool to grade three were recruited to play a number-matching game on Sifteo cubes.

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Two types of reward allotment—25% only, and an escalating 25-75% reward rein-forcement—were examined in this number-matching game. Overall, this experi-mental study revealed that both the 25%-chance-of-winning reinforcement schedule and the escalating 25-75% reinforcement schedule both effectively sus-tained children’s motivation in the game-play on Sifteo cubes. Most importantly, however, children showed a higher level of engagement when the reward fre-quency changed from 25% to 75%. Given that motivation plays a central role in determining how we select and persist in processing information, the present study speculates on how the use of extrinsic motivation engages students in 21st century knowledge building. Bereiter and Scardamalia (1993) indicate that knowledge building involves the mastery of expert problem solving skills, and that begins with participation in the collaborative process of sharing and distributing expertise. To us, pursuing new ideas in order to push boundaries or to increase one’s expertise may itself be a motivational process. Thus, we need to look for the critical extrinsic factors built into the knowledge-building environment and to explore how to appropriately use extrinsic motivation in the development of 21st century skills.

Keywords: motivation, reinforcement schedules, game engagement, Sifteo inter-active game, feedback, 21st century skills

Applying Ideas From Intelligent Tutoring Systems for Teaching Programming in Game Based Learning Matej Zapušek and Jože Rugelj University of Ljubljana, Faculty of Education, Ljubljana, Slovenia

Abstract: Students in introductory programming courses often have problems understanding cognitively complex concepts. In our research work we are trying to find innovative methods for teaching programming to support deeper learning and to foster better learning outcomes. Game based learning is recognized as motivating for students; facilitates active learning and presentation of learning in a context that is fun and engaging. There has been a lot of work done in the field of intelligent tutoring systems, proving that learning with software that can adapt to students' specific needs and performance have a positive effect on learning outcomes. Games that are developed for education often follow computer assist-ed instruction concept, which is rigid, predefined and doesn’t have the ability to adapt to each student. The goal of this paper is to introduce some ideas from in-telligent tutoring systems and to suggest how to use them in educational game for teaching introductory programming. Paper begins with the explanation why programming domain is so hard to teach/learn and follows by arguing why intelli-gent tutoring systems are so successful compared to other teaching methods. We

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explain differences between CAI and ITS and describe typical components of ITS. Paper concludes with the propositions for our educational game for teaching pro-gramming, based on design principles of ITS.

Keywords: game base learning, introductory programming, intelligent tutoring systems

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Masters Papers

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Cultivating Preschoolers Creativity Using Guided Interaction With Problem Solving Computer Games Georgios Fessakis and Dimitrios Lappas Learning Technology and Educational Engineering Lab., University of the Ae-gean, Rhodes, Greece

Abstract: Creative thinking is considered important factor for personal and social success in general. In addition, creativity as prerequisite to innovation is im-portant for social and economic progress. The use of computer games for the de-velopment of creativity constitutes a modern challenge for the learning sciences. In this paper a case study is presented concerning the impact of a specific prob-lem solving computer game («Crayon Physics Deluxe» of Kloonigames) to the cre-ativity of preschoolers under the guidance of a teacher/guardian. Research analy-sis considers the MSFM creativity test results, and Self-Efficacy measurement. Research results give evidence that the use of the game under the appropriate guidance of the teacher has positive impact to the fluency dimension of children’s creative thinking as well as their self-efficacy. Teacher guidance appears to be an important scaffolding mechanism if it encourages children to find several solu-tions and/or to reflect on their experiences. The presented research is interesting to creativity researchers, game developers who want to adopt research informed design principles, teachers who want to develop students’ creativity and parents who want to select beneficial games for their children.

Keywords: creativity, young children, computer games, problem solving, crayon physics

Haptic Physics Simulation Luciano Santos and Carlos Vaz de Carvalho Instituto Superior de Engenharia do Porto, Porto, Portugal

Abstract: Advances in informatics enabled the inclusion of more senses in the interaction between user and machine. One of those senses is touch, made possi-ble through the use of haptic devices/interfaces. Simulators with a haptic com-mand/interface (such as the Novint Falcon, used in the scope of this study) pro-vide realistic feedback in terms of both graphics visualization and force feedback, enabling the user to feel and instinctively understand several aspects of the simu-lation. The usage of this technology in specific contexts such as physics learning can be quite meaningful because user actions will result in force reactions. This practical approach is contrary to conventional physics teaching where concepts are taught using mostly theoretical approaches rather than experimental ones. This study aims to demonstrate that virtual reality simulations with haptic capabil-

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ities are viable learning tools for physics education. The simulator presented in this article is divided in several modules, each addressing a specific area of phys-ics. Developed modules so far relate to aerodynamics, friction and gravitation. The aerodynamics module allows the user to sense the forces applied to an air-plane. The module portrays a 3D model of a Lockheed SR-71b “Blackbird” and the user senses the thrust, drag, lift and weight as he moves the airplane inside the skybox representing the atmosphere. The gravitation module was developed as a game whose concept is to use a 3D model representing the Earth to divert aster-oids into a collision course with the Sun. Gravitational forces are applied to the earth and to the asteroid, depending on the proximity between them. The aster-oid’s trajectory will change and the user will feel the corresponding force. The friction module enables the user to drag a virtual cube over a flat surface and feel the corresponding friction force. The user is able to alter the material of both the cube and the floor which changes the static and dynamic friction coefficients. The use of these simulations in learning contexts is now being assessed. The first col-lected data is quite promising and it is expected to have a full set of results and conclusions in the next few months.

Keywords: Haptics, simulation, physics, forces, learning

Evaluating the Embedding of Games Based Learning in a Computing Subject at University Emilia Todorova and David Moffat Glasgow Caledonian University, Glasgow, UK

Abstract: Games Based Learning (GBL) has been an interest area for research in the education sector for the past few years. Current research has been seen to affect secondary and primary education systems, but GBL has rarely been seen on a Higher Education (HE) level. Furthermore, although the case for using games has been built through research in Serious Games, the actual integration of GBL in curricula is under researched at the moment. As part of a research project in Glasgow Caledonian University, a module within the Games Development and Design Suite was introduced to a game in order to measure the improvement of their skills and subject knowledge. As part of the research, the integration of the GBL method was also analysed in terms of its success and ease of embedding to the other teaching and learning techniques used. In terms of the modules used for the study, it can also be determined what can make the integration work bet-ter and what should be avoided if GBL is used in the Higher Education classroom

Keywords: GBL, teaching, higher education, curriculum

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Work In Progress Papers

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A Design Approach for Implementing 3D Educational Collaborative Virtual Environments on Virtual World Platforms Rosa Reis1, Benjamin Fonseca2and Paula Escudeiro1

1ISEP, Porto, Portugal 2UTAD, Vila Real, Portugal

Abstract: The collaborative virtual worlds can be used to achieve different pur-poses according to the intended use. The design of 3D collaborative virtual envi-ronments for learning has been an important research field for several years. However, the research in this specific field has shown that in most of the cases, the environments do not have appropriate technical characteristics. The design of the educational collaborative virtual environments goal is to produce environ-ments that encourage users to achieve effective learning. In this sense, the cur-rent study presents a design model for development of 3D Educational Collabora-tive Virtual Environments. This model is based on the engineering software tech-niques and methods. It is supported by a spiral cycle that allows us to develop applications. The process is divided into a set of activities that are being carried out throughout each cycle, producing several work products, with the aim to pro-vide each team member a set of guidelines and tools necessary for to make intel-ligent decisions about what they do. The model is composed by five steps, name-ly: Conception, Analysis, Design, Implementation and Evaluation. Each step con-tains a set of diagrams to support the developer team in their tasks. With this model, the applications are developed in a series of incremental releases, that is, the final system is constructed, based on the refined prototype. These steps in-clude activities that enable to quantify the quality of Educational Collaborative Virtual Environments (ECVE). It is based on the Quantitative Evaluation Frame-work developed by Escudeiro (Escudeiro, 2007) and allow us to have a degree of freedom in the selection of quality criteria. Thus, we can obtain a single quantita-tive value of quality for any domain in analysis, i.e., we can adapt it in any domain and valence.

Keywords: engineering software, assessment, lifecycle, collaborative virtual envi-ronments

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EMOTE: Embodied-Perceptive Tutors for Empathy-Based Learning in a Game Environment Sofia Serholt1, Wolmet Barendregt1, Tiago Ribeiro2, Ginevra Castellano3, Ana Paiva2, Arvid Kappas4, Ruth Aylett5 and Fernando Nabais6 1Department of Applied IT, IT faculty at the University of Gothenburg, Gothen-burg, Sweden 2GAIPS, INESC-ID and Instituto Superior Tecnico, Lisboa, Portugal 3Centre for Human-Computer Interaction, University of Birmingham, Birming-ham, UK 4School of Humanities and Social Sciences, Jacobs University, Bremen GMBH, Germany 5School of Mathematical and Computer Science, Heriot-Watt University, Edin-burgh, UK

6YDreams Robotics S.A, Portugal

Abstract: Significant work has been devoted to the design of artificial tutors with human capabilities with the aim of helping increase the efficiency achieved with a human instructor. Yet, these systems still lack the personal, empathic and human elements that characterise a traditional teacher and fail to engage and motivate students in the same way a human teacher does. The EU-funded project EMOTE (EMbOdied-perceptive Tutors for Empathy-based learning) has recently started, and will continue until the end of 2015. The project aims to design, develop and evaluate a new generation of virtual and robotic embodied tutors that have per-ceptive capabilities to engage in empathic interactions with learners in a shared physical space. In this paper we wish to discuss the approach we are taking in the project as well as how the project may contribute to knowledge relevant for the Games-Based Learning community.

Keywords: geography, embodied tutors, empathy-based learning, embodied ped-agogical agents, games-based learning, sustainable development

Exploring Learning Effects During Virtual Sports Through Biomechanical Analysis (a Work in Progress) Pooya Soltani and João Paulo Vilas-Boas Porto Biomechanics Laboratory (LABIOMEP), Faculty of Sport, University of Porto, Porto – Portugal

Abstract: In this work-in-progress, we are comparing the kinematics of movement during playing virtual swimming exergame between novice and experienced play-ers in order to detect possible learning effects. Ten participants performed a 100-

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meters front crawl virtual swimming using Xbox and Kinect. A 12 camera Qualisys motion capture system, operating at 200 Hz, tracked the position of 22 reflective markers. Preliminary results indicate that novice players showed a pattern more similar to the real swimming spending more time on accuracy of movement while the expert player used an adaptive circular pattern in order to win the game.

Keywords: Exergame; virtual sport; learning; biomechanics

siLang: Culturally Oriented Language Skill Development in Line With Workplace Needs Hariklia Tsalapatas1, Olivier Heidmann2, Rene Alimisi2 and Elias Houstis2

1Univeristy of Thessaly, Greece 2CERTH/IRETETH, Greece

Abstract: This paper introduces siLang, a serious gaming approach for situated learning of vehicular languages. Otherwise referred to as lingua franca, these lan-guages are commonly understood and used across communities. They facilitate effective communication by individuals not sharing a mother tongue. In the con-text of ever increasing international collaboration, this work takes a new ap-proach in language learning building on the added-value introduced by vehicular languages as cross-cultural communication tools. siLang takes into account cul-tural aspects by exposing learners to the use of vehicular languages by native as well as non-native speakers. The project integrates into a serious game culturally-influenced communication norms and language transfer effects including diverse pronunciations, expressions, and idioms through scenarios that draw inspiration from real-life. The learning game is supported by good practice recommendations targeting language instructors facilitating the effective integration of proposed situated, game-based learning into language education with applications in wider learning settings. The development of the serious game is work in progress. Vali-dation activities will take place in Greece, Norway, Italy, Portugal, and Estonia involving undergraduate students, professionals, and vocational workers.

Keywords: serious games, foreign language learning, situated learning, encultura-tion, ‘foldback’ game structure, narrative immersion

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Developing Ethical Decision Making Skill of Novice Volunteers in Natural Disaster Response Didin Wahyudin1, 3, Shinobu Hasegawa2,1 and Tina Dahlan3 1 School of Information Science JAIST, Nomi-Ishikawa, Japan 2Center for Graduate Education Initiative JAIST, Nomi-Ishikawa, Japan 3Department of Psychology, Indonesia University of Education, Bandung, Indo-nesia

Abstract: In recent years, many natural disasters caused heavy damage. In such situations, natural disaster response did not perform properly to an appropriate standard. This often occurred when first responders were involved, especially novice volunteers who did not have the accurate decision making skill. One of the main issues is the lack of regular training to develop such skill. It has been pointed out that exercise of the non-technical abilities, such as decision making and situa-tion awareness has an enormous impact on effective and successful disaster re-sponse. Furthermore, full ethical situations frequently appear in response action. However, such live practice is difficult to arrange. It has been claimed that the novice volunteers will not improve their skill from live training as much as an ex-pert. This may be due to the feedback limitation to recognize the situation from typical events, as well as the fact they are untrained. The purpose of this research is to promote a mobile game based learning for developing ethical decision mak-ing skill. The system proposed can be used to cultivate volunteers’ skill at all times during official disaster management training inside and outside of class. First of all, we conducted a preliminary survey to measure the awareness of the ethical decision making skill of the novice volunteers from high school and university or-ganizations in Indonesia. We asked them to answer three categories of questions. Each category encompassed six components of moral intensity in ethical decision-making: (1) Magnitude of Consequence, (2) Social Consensus, (3) Probability of Effect, (4) Temporal Immediacy, (5) Proximity, and (6) Concentration of Effect. Based on these preliminary surveys, we have designed a training system called Magnitude which enables the novice volunteer to develop their ethical decision making skill at all times during official disaster management training inside and outside of class, and expect them to improve their performance in disaster re-sponse activities.

Keywords: mobile game based learning, ethical decision making skill, novice vol-unteer, disaster response

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To Become a Digital Citizen; a Role-Play Game on Digital Literacy Wilfried Admiraal Leiden University Graduate School of Teaching, The Netherlands

Abstract: Youngsters take part in the digitalized society and extensively communi-cate through the Internet, using Hyves, Facebook, MSN and YouTube, presenting themselves on personal web pages, publishing pictures, clips, and music, and sharing these with others. However, many youngsters still have great difficulties with a critical, reflective and responsible use of the Internet (Walraven, Brand-Gruwel, & Boshuizen, 2009). A digital role-play game (SplitsZ!) was setup to de-velop this aspect of digital literacy with an online workspace similar to Habbo Ho-tel® (http://www.habbo.com/). The mission of the game was to promote a fic-tional celebrity by creating media campaigns, generating hypes and writing critical reviews. The six game levels cumulated in complexity and scope and in each of them, the students played different roles (e.g., celebrity, manager, marketing manager and journalist). The intervention included a series 18 lessons in which the 6 game levels were played. The assignments in each level were prepared by the teacher and completed by the student in class and at home (e.g., with their parents). Each level was played within one lesson. In the other two lessons for each level, students reflected on the assignments and the teacher organized a class debate. The game assignments, both in class and at home, reflections and class debate aimed to trigger the students’ awareness of how to present them-selves and others online, how to assess online sources critically, and what the influence of the Internet can be on their behavior and on society. Using a one-group pre-test-post-test design data was collected of 4 classes (with 70 Grade 7 students (59% female) from 4 Dutch secondary schools). Students’ learning out-comes in terms of their digital literacy were measured with a 15-items question-naire based on the survey on digital literacy of Hargittai (2009) and completed with items that were relevant for this particular context. We also measured stu-dents’ daily use of technology, such as social software, communication software, games and virtual worlds, as well as their gender and age. Repeated measures analyses showed that students significantly increased their awareness with re-spect to both critically download information from and critically upload infor-mation on the Internet. Additionally, we found that this effect was less strong for girls and for younger students. From the six play activity modes Kinzie and Joseph (2008) distinguish (explorative activity mode, active play mode, strategic play mode, creative play mode, problem-solving play mode and social play mode ), the strategic play mode seemed to be addressed most, which is found to be more preferred by boys than girls (Kinzie & Joseph, 2008). Hargittai, E. (2009). An up-date on survey measures of Web-oriented digital literacy. Social Science Comput-

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http://www.habbo.com/

er Review, 27(1), 130-137. Kinzie, M. B., & Joseph, D.R.D. (2008). Gender differ-ences in game activity preferences of middle school children: implications for ed-ucational game design. Educational Technology Research and Development, 56, 643-663. Walraven, A., Brand-Gruwel, S., & Boshuizen, H. P. A. (2009). How stu-dents evaluate sources and information when searching the World Wide Web for information. Computers & Education, 52, 234-246.

Keywords: role-play game; digital literacy; digital citizen; secondary education

GBL in Practice; Supporting an Effective Integration of Serious Games in Educational Contexts Jannicke: Baalsrud Hauge1, Francesco Bellotti2, Michael Kickmeier-Rust3 and Rob Nadolski4 1Bremer Institut für Produktion und Logistik, Bremen 2University of Genoa, Italy 3TU Graz, Austria 4Open University Netherlands, The Netherlands

Abstract: Game based learning has proved to be an important tool in supporting education in schools and universities as well as vocational training in the industry. Most games used in educational or vocational settings are designed for a very narrow purpose, mostly for mediating a small range of skills to a specific target group. Most games are based on the principle of experiential learning. This means that the students need to be accompanied by the teacher to make a meaningful experience throughout the gameplay. Also, the teacher is responsible for integrat-ing the game experience inside a really effective educational path, thus comple-menting and enhancing the current didactic practices. The learning outcome and the effectiveness of using games depend on the teacher’s ability, also considering the possibly various and specific needs of the target player student group. The more heterogeneous the group, the more effort is demanded from the facilitator. This setting leads to specific challenges, especially in Higher education environ-ments. Traditionally, most topics are thought of as lectures that can be delivered to large classes of more than 100 students. By using games, this is mostly not suitable. The students need smaller groups in order to be able to take an active role, and it is also limited how many people one person can facilitate. In schools, barriers for introducing games are often due to the lack of a proper ICT-infrastructure and of technical know-how by teachers. On the other hand, it is important that teachers are well informed about the opportunities given by per-forming learning activities with and within games as well as that the games can deliver enough indicators providing formative feedback and supporting student assessment. In the end it is often a matter of being able to verify that the higher

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costs connected to the use of games can be accepted due to an overall improve-ment in effectiveness, so that the ROI can be clearly defined. Even though specific case studies prove high a learning outcome compared with traditional teaching methods in specific settings, the evaluation results, often based on the use of questionnaire and pre and post-test, analysis of videos etc., show large variation in effectiveness if serious games are applied in a dynamic environment. Thus, there are still discussions about if the gaming research can bring evidence show-ing the effectiveness in general. Generally speaking, introducing games in higher education does have a large impact on the organization of the academic teaching, under various aspects. This round table will discuss how different institutions have introduced games into their curriculum, the experiences they have collected so far, as well as how they have overcome the different barriers for game based learning implementation and deployment mentioned above and where and why they have sometimes failed. It will also address the advantages and disadvantages of different student/player assessment methods as well as give concrete exam-ples on how istealth (embedded) assessment techniques and learning analytics can support the evaluation process Key words: integration of serious games in formal education settings, Organisational issues, game based learning, GBL, effec-tiveness, assessment methods, evaluation metrics, learning analytics, perfor-mance evaluation

Keywords: integration of serious games in formal education settings, organisa-tional issues, game based learning, implementation, GBL effectiveness, evaluation metrics, learning analytics

Personalized Messages in Simulations and Games; are They Really Beneficial? Cyril Brom, Edita Bromova and Michalea Buchtova Charles University in Prague, Faculty of Mathematics and Physics, Prague, Czech Republic

Abstract: A value-added approach to investigating the instructional effectiveness of digital games and simulations (Mayer, 2011) is to manipulate the presence of a game/simulation element and compare how the application promotes learning; both with and without the element. This research method is useful in pinpointing application features with the largest positive impact on learning. Personalization principle states that "people learn better from multimedia presentations when instructions are in conversational style rather than formal style" (Mayer, 2001, p. 242) and it suits well for being investigated by means of the value-added ap-proach. In theory, this principle should apply also in educational simulations and games. However, while it is relatively robust in short treatments lasting up to

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about half an hour, mostly short instructional animations or mini-games, the only study (Doolittle, 2010) researching it in the context of a longer treatment lasting two and half hours failed to demonstrate it. To elucidate better the personaliza-tion principle in longer treatments, we developed a simulation game on the topic of brewing beer. In the simulation, the learner’s educational objective is to under-stand the process of beer brewing by going through four main phases of the pro-cess - mashing, boiling, fermenting, and conditioning - reading on-screen instruc-tions, interacting with the simulation in a self-paced manner and inspecting con-sequences of his/her actions. The learner also has to solve several tasks in the simulated brewery. It takes around two hours to finish the whole lesson with the simulation. In a laboratory study with between-subject design with 75 partici-pants, college students with various background, including computer science, physics, librarianship, art, psychology and language studies, we compared two versions of the same simulation: one using personalized instructions and one us-ing non-personalized instructions (in the Czech language). The other content (graphics, the simulation) was exactly the same. Contrary to intuition, preliminary analysis indicates that the groups do not differ on test scores but the personalized version takes the participants about 15% longer to complete. This suggests that personification can in some situations actually have detrimental effect on learn-ing, which has potential implications for developers of longer-lasting educational simulations and games. In future, it is important to determine boundary condi-tions for the personalization principle: to pin down for what kind of applications and learners it works and when it does not work.

Keywords: personification principle, educational computer games, educational simulations, brewing, cognitive-affective theory of learning with media

Back to the Future; Building Resilience in Young People Through Board Games Robyn Hromek The University of Sydney, Australia

Abstract: Overview: This workshop examines a positive approach to character and moral development through a boardgame called ‘Dragons and Paragons and Shadows’ for 10 to 16 year olds. Games as teaching tools will be explored and the role of the facilitator will be emphasised as a means of gaining the best outcomes from this strategy. CBT and prosocial behavoiurs are embedded in the game. Characters develop in a social milieu of families, schools and wider cultures. Three-year-old children can discern differences between moral issues and social conventions and are keenly interested in what is right and wrong (Nucci 2001). Justice, fairness and compassion are often at the heart of moral dilemmas and are

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common challenges for young people. Schools are well placed to enhance charac-ter development. However, exhortation and recitation of virtues is limited in ef-fectiveness at best, with the potential for thoughtless conformity and at worst, can rob young people of the opportunity to cultivate autonomy and self-determination. Increasingly educators are looking for meaningful and fun ways to engage young people (Rubens 1999). Experience is, of course, the best teacher and research into moral education programmes suggests that successful courses run small groups sessions lasting from 3 to 12 weeks, include moral dilemma dis-cussion and psychological development under the guidance of a supportive adult (Schlaefli et al, 1985). ‘Experience-based learning’ strategies like games and roleplays can be used to engage children in learning about social and emotional development, resilience and character development. Under the guidance of a skilled facilitator, these semi-naturalistic environments can be shaped to foster discussion of important issues, contemplation of response-styles and the devel-opment of resilience (Hromek 2004). ‘Dragons and Paragons and Shadows’ is a boardgame that explores character development through moral dilemmas. The 6 virtues and 24 character strengths postulated by Peterson & Seligman (2006) are the elements used by players to create a Paragon/Avatar during the game that meets the Dragon’s challenges and the taunts (negative thoughts) of the shadows. ‘Karma Coins’ are gained by cooperating with others. Learning outcomes: Games-based learning strategies, facilitation of games, building character strengths and virtues through moral dilemmas, CBT, fun, prosocial behaviours.

Keywords: social learning, character development, psychology

Sociology Does the Apprentice; Livening up Research Methods Teaching Through Using Games Daren Nixon and Natalia Gerodetti Leeds Metropolitan University, UK

Abstract: Developed by 2nd and 3rd year sociology students in collaboration with tutors, this poster presents the outcomes of a Higher Education Academy funded pilot project on developing game technology and simulation within the sociology undergraduate curriculum. The concept of games was applied twofold within this project: we organised our initial workshop session on the format of the BBC s Apprentice television program in order to generate a competitive but fun environment in which to generate ideas for the games, before moving to a more collaborative model for the further development and polishing of the final game resources. The project aimed to engage students more deeply in the design of teaching and learning tools through prioritising their experiences of research methods and ethics teaching and using these as the basis for the design and de-

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velopment of the games. Students have developed 2 games resources through the project - Curveball and Roll With It which are designed to be used in the class-room during research methods teaching. The games assist students to develop good research questions for undergraduate dissertations by encouraging them to become more reflexive during the research design process through helping them to identify, explore and overcome typical ethical and methodological dilemmas that emerge during the research process. Game-based learning may be particular-ly useful in this context as it has the potential to liven up research methods and ethics teaching which can sometimes be seen by students as boring or dry . The use of the Apprentice style format proved very popular and helped foster very strong student engagement with the project brief, whilst putting students at the heart of the project also facilitated strong student ownership of the project and the games. The project has highlighted the potential benefits of games-based learning in this area, the value of deeper tutor/student collaboration on curricu-lum design and the benefits that accrue from student peer collaboration across years. However, it has also produced unexpected benefits. Some students in-volved in the project were so struck by the value of peer-to-peer teaching in re-search methods that they have independently begun to explore ways by which they can further embed this at Leeds Metropolitan by developing student-led peer-teaching/mentoring groups or by leading discussion and game playing ses-sions next year! I suppose we ll have to Roll With It!

Keywords: research methods, ethics, problem-solving, reflexivity, students-as-collaborators

A Serious Game for Romanic Bathhouse; the Combination of Learning and fun for Cultural Heritage Wen Qi Open University Nederland, Heerlen, The Netherlands

Abstract: Current cultural heritages often make use of images, sounds and video together, aiming to complement existing presentations and to create a memora-ble exhibition. In addition to this, modern culture heritages’ identities have shift-ed from simple holders of cultural objects to an educational institution. The ad-vance of computer games has shown their potentials for the development of edu-tainment content and services for their visitors. A visit to heritage is structured around motion and can be supported and mediated by a computer game that can activate the visitors’ motivation by stimulating their imagination and engagement. Computer games can support visitors during and just after or before the visit. It can also provide opportunities to reorganize and conceptualize historical, cultural and technological facts about the exhibits in a constructive and meaningful way.

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To demonstrate the advantages of computer games in terms of facilitating the learning activities of culture heritages, we design a serious game with UNITY3D game engine. The game allows players to navigate the virtual Romanic Bathhouse based on the remains from Heerlen. Players can observe the architectural details inside as well. Another important characteristic is that artifacts in the virtual Ro-manic bathhouse become tangible: distant heritage exhibits can be virtually touched, manipulated. The third feature is that a specific educational scenario is embedded into the game where the players are challenged to act a role and com-plete carefully designed pedagogical tasks. We have invited several players to experience this game. An enriched interaction with the heritage exhibits was ob-served: players interacted with the exhibits, used their information in order to play the games and searched for relevant exhibits. It enhances the learning pro-cess by supplying multimedia and context-related content. Finally, the education-al game has been designed so as to offer a context where the exhibit information became meaningful and useful, i.e: players used this information in order to play the games and achieve their goals. The experience of designing the presented games helped us draw some general remarks with respect to using games for cul-tural heritage. The study has indicated that gaming technology provides the key to the user to get familiar with a cultural heritage, explore it and construct an ex-perience out of it. Secondly, the design process of a serious game should take into account the specific context of use, social and constructivist aspects of learn-ing and pedagogical approaches. Hands-on virtual cultural heritage in form of a serious game allow their visitors acting as players, to interact with artifacts and to learn while they play with them. Future work aims to add a social dimension in the virtual bathhouse because it supported and invoked interaction and collabo-ration between the visitors of the museum.

Keywords: cultural heritage, Romanic Bathhouse, artifacts, pedagogy, Serious Game

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Game Competition

Finalists Game Descriptions

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Couch Potatoes Defense Weizman Ayelet, Moshe Servatka, Ivan Chernykh and Rotem Aharon Snunit center for the advancement of web-based learning, Israel

Keywords: Casual games, Serious games, Educational games

Overview of the game The game 60 minutes, also known as Couch Potatoes Defense, was developed as part of a website for children (aged 8-14), dealing with health and nutrition. This website is funded by the Israeli ministry of health together with Snunit center for web-based learning. The website combines learning with enjoyment based on the model (Weizman & Broza 2012) integrating games with learning units. Some of the games and activities deal with nutrition, some deal with physical activity and some with their combination for a healthy lifestyle.

The game 60 minutes deals with the significance of physical activity during daily life, as part of a healthy lifestyle. The message of the game is that you have to be active at least 60 minutes a day in order to be healthy and happy. The game aims to clearly convey that these 60 minutes can be easy and fun, and there is a large variety of activities you can do without changing your everyday routine.

The game is based on the genre of defense games, and specifically inspired by the long established Tower Defense game. The "enemies" are lazy characters advanc-ing on a conveyor belt, whose aim is to go to sleep as soon as possible, while avoiding physical activities. The player's goal is preventing them from being lazy by placing various activities in specific positions along the conveyor belt. Whenev-er a lazy character reaches an activity, it engages it (i.e. the character displays animations of various activities like running, climbing, playing soccer, driving bicy-cle, etc). Each activity has 3 attributes:

Price the cost of positioning the activity in in-game currency.

Amount of minutes given to a certain character, adding to the required sum of activity time (out of 60 minutes)

Number of characters the activity can handle simultaneously (may involve 1-4 lazy characters simultaneously).

By choosing and positioning activities the player must accumulate 60 minutes for each of the lazies before they reach the bed at the end of the path. The game has 5 levels with increasing difficulty, achieved by increasing the number of characters

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and their speed, and by decreasing the time between "waves" of incoming char-acters.

The design and development process The design team at Snunit includes: a project manager (pedagogical content per-son), a web developer, a graphic designer, a game designer and an animator. The team worked on the game together during the development process. When the game was ready there was an initial QA process, and then it was piloted in several classes at an elementary school. Following the pilot the game was recalibrated, and then piloted again. After additional iteration it was published on our website. We elaborate on the design process in our oral presentation. For the game in its Hebrew version and the game play video see the links at the end of the document (we will prepare an English version for the conference in case the proposal is ac-cepted). Positioning of the game in terms of related work We define the games we develop as casual-serious, since they require short play-ing time and relatively low budget to develop, while based on educational agen-das.

In serious games, playing is a natural way to learn concepts, social practices, skills and values, like health, sustainability and citizenship. Learning will happen as long as the player manipulates the characters or tools of the game, gets feedback and observes the implications of his actions while solving problems (Squire, 2008; Klopfer, Osterweil, Salen, 2000; Shaffer, 2007).

The goal of educational games is to give players the right balance between skill and challenge that will not be too difficult or too easy, enabling a flow experience (Csikszentmihaly, M., 1977, 1991).

Our design principles relate to previous work regarding games, flow and learning (Gee 2003, 2005, Ritterfeld, 2009, Squire, 2008, Kiili, 2005, Zheng, 2012 ) The fol-lowing are the main design principles we use:

• Aligning game goals with educational goals (related to Gamefulness) • Making the game relevant to the target audience • Basing success in the game on knowledge or skills • Providing meaningful feedback • Game principles are clear and easily understood (related to Playability)

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In our oral presentation we will describe how we evaluated and revised the game according to data we collected from children. We plan to continue and collect data regarding players' flow experience and learning of social practices and norms.

We believe that the game "60 minutes" can contribute to Health and Science ed-ucation by providing an enjoyable way to learn, and through aligning the game goals with educational goals of being active and living a healthy lifestyle.

Game-play video link: https://www.youtube.com/watch?v=IvXhHgGZ7vA Game (Hebrew version) link: http://kids.gov.il/health/lazies/ Mystery of Taiga River: Scientific Investigation Game Sasha Barab and Anna Arici Arizona State University, USA

Keywords: videogames play science learning

Abstract: The Mystery of Taiga River is a game-based science curriculum (water quality and scientific inquiry) designed with the goal of positioning classroom stu-dents, ages 10-14, as investigative reporters who must investigate, learn and ap-ply scientific concepts (scientific investigation, water quality indicators, eutrophi-cation, etc.) to solve applied problems in a virtual park, and restore the health of the fish without alienating various stakeholders in the area (i.e., loggers, fishers farmers)(Video:http://GamesandImpact.Org/Taiga_River

Game: http://atlantisremixed.org/mystery-of-taiga-river/). A core challenge in this work was balancing deep engagement in a game-based immersive world with the impact goal of supporting the learning of scientific content. Below we report on the underlying educational theory, the game itself, and, to justify its impact, brief-ly share data from an implementation with over 400 7th grade Hispanic students from a low socio-economic school district.

II. Theory of Impact Much has been written about the educational potential of games (Gee, 2003; Shaffer, 2007; Squire, 2006; Steinkeuhler, 2006), and we are seeing numerous efforts to design serious games that teach academic content—many of which are in use in classrooms (see, for example, Dede & Barab, 2009; Rosenbaum, Klopfer, & Perry, 2007; Squire & Jan, 2007; for a review, see Clark, Nelson, Sengupta, & D’Angelo, 2009). While many educators, researchers, designers, and even indus-

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https://www.youtube.com/watch?v=IvXhHgGZ7vA

http://kids.gov.il/health/lazies/

http://gamesandimpact.org/Taiga_River

try partners are working to develop new forms of game-based curriculum, not all games are created equal, and not all are successful in deeply engaging student learning. Successful games offer a delicate balance of learning challenges and re-wards that can drive deep levels of engagement and time-on-task, enabling play-ers to advance at their own pace, fail in a safe and supportive environment, ac-quire critical knowledge just-in-time (vs. just-in-case), iterate based on feedback and use this knowledge to develop mastery. Further, well-designed games enable players to step into different roles (e.g. scientist, explorer, inventor, political lead-er), confront a problem, make meaningful choices, explore the consequences, and reflect on the significance of these outcomes. Toward this end, we have devel-oped and researched a theory around how to leverage videogames to support deep and meaningful learning known as Transformational Play (Barab, Gresalfi, & Ingram-Goble, 2010).

Emerging from a decade of research with Quest Atlantis and Atlantis Remixed projects (Barab, Dodge, Thomas, Jackson, & Tuzun, 2007; Barab, Gresalfi, & Arici, 2009; Barab, Pettyjohn, Gresalfi, Volk, & Solomou, 2012; Barab, Thomas, Dodge, & Carteaux, 2004; Gresalfi & Barab, 2012), Transformational Play is a theory meant to communicate the power of games for education, highlighting their po-tential to situationally embody the person with intentionality, the content with legitimacy, and the context with consequentiality, attending in particular to the relations among the three. At its core, Transformational Play involves an experi-ential state in which the player is positioned as a story protagonist who must em-ploy particular understandings to transform a problem-based fictional context and ultimately themselves (Barab, Dodge, Ingram-Goble, Peppler, Pettyjohn, Volk, & Solomou, 2010). In this manner, the goal is to help people experience why con-ceptual understandings matter, to see themselves as people who have changed something meaningfully, and to empower them to see the world as having situa-tions upon which they can act. Individuals who play transformationally become protagonists who use the knowledge, skills, and concepts of the educational con-tent to first make sense of a situation and then make choices that actually trans-form the play space and the player—they are able to see how that space changed because of their own efforts. The Taiga Mystery River game was created with transformational play as the guiding theory in its design, which we will illustrate in the detailed gameplay summary below.

III. Our Game: Mystery of Taiga River A game-based science unit focused on water quality, Mystery of Taiga River en-gages students in determining the elements of a healthy river system through an interactive narrative within an aquatic habitat, where a serious ecological prob-lem has resulted in many fish dying. Players are positioned as agents of change, as

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water quality scientists, whose purpose is to help the Taiga National Park in un-covering the cause of the fish decline, a problem threatening the park’s very ex-istence (see Lesson Plan | Full Unit Guide | Student Notebook | Learning Trajecto-ry). Players soon learn that an application of science inquiry and systems thinking, coupled with understanding of water quality indicators, are all necessary to re-solve the game’s narrative conflict. As the game progresses, players experience how their choices and use of science processes and inquiry dramatically change Taiga National Park, stakeholders in its welfare, and even the students them-selves.

Here, we will provide a brief walkthrough of the experience from the perspective of the player. Upon entering the park, the player is welcomed as an expert, and begins to talk with Non-Player Characters (NPCs), all who seem to have an opinion on whom is to blame for the fish decline. Players immediately hear stories about acid rain from employees of the park, so they begin to gather data, and test a wa-ter sample from Taiga River for pH levels, to see whether there is sufficient evi-dence to support that hypothesis. In a very scaffolded first investigation, players soon learn that the evidence does not support the acid rain hypothesis, and the mystery has not yet been solved. This scaffolded practice introduces the player to specific tools, both in-game and hard-copy, which guide them along the way. For example, they can run quick experiments using a simulation tool that allows play-ers to interrogate and “play” with the interacting water quality indicators to bet-ter understand how, for example, increased turbidity can raise temperature and kill fish.

Another powerful tool players are introduced to is the chain of reasoning (CoR) tool in which they can drag important socio-scientific data such as the simulation results, water quality measurements, pictures of land use, and even collected scientific reports to build an argument around the core game problem of deter-mining why fish are dying in the river. The CoR is an interactive object that allows students to organize all of the claims into a chain, and then determine if each of those claims holds true for Taiga. As elaboration on the chain of reasoning tool, they drag collected claims and evidence into the tool to build a chain of reasoning that supports, partially supports, or rejects a particular hypothesis. Then, using an algorithm that scores each piece of evidence in terms of the hypothesis being tested, the tool provides feedback on students' chain of logic, affording the free-dom to change and rearrange the evidence into the strongest argument in their effort to prove or disprove the current hypothesis. One of the first hypothesis to be tested using the CoR is the acid rain, which is rejected due to the fact that the player found a sample of water with a normal pH value.

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Once they rule out acid rain from nearby factories, they have three other hypoth-eses to investigate: overfishing by the K-Fly Fishing Company, which holds a fish-ing tournament during spawning season; turbidity from the Build Rite Lumber Company, whose logging practices may be a bit too close to the river; and eu-trophication from Green Leaf Farms, where fertilizer and cattle waste might be a run-off problem. They hear a lot of gossip and incriminations from each of these stakeholders, but ultimately, it is the player’s use of science processes and inquiry skills that will solve this mystery. The evidence that players collect doesn’t have any meaning in isolation, but must be carefully matched with claims in the CoR tool, pre-coded for each piece of evidence to evaluate their arguments and pro-vide embedded assessment. In addition to gathering data from stakeholders and documentary evidence, players also collect water samples to test at the Taiga Science Center and use a virtual fish tank simulator tool that allows players to forecast into the future what would happen to the fish population with particular water quality values (temperature, turbidity, etc).

Elaborating on the CoR as a form of embedded assessment, their chains are scored according to a pre-determined coding system, and they eventually learn whether: 1) they crafted the best chain of reasoning possible from the evidence at hand, and 2) whether the argument either proves or disproves the hypothesis. Students use the constructed argument to write a variety of scientific reports, all of which are reviewed by the teacher along with player choices and evidence col-lected that is referenced in the player reports. In the end, student choices deter-mine the outcome of the river, with different students advancing different argu-ments and resulting in different endings. This consequentiality occurs painlessly, through a device called a "Simulator" that was found in a hidden cavern. Using this device, players set regulations on each of the stakeholders and then visit a virtual future Taiga, talking to simulated copies of those stakeholders to see how the players' regulations affected the park. They may repeat this activity as many times as they like, until they have found the correct balance of regulations that not only benefit the fish population and the park, but causes as little harm as pos-sible to the stakeholder groups as well.

IV. Implementation Study While this game was based on previous research (Arici, 2009; Barab, Gresalfi, et al., 2010; Barab, Sadler et al., 2007; Barab, Scott, et al., 2010; Barab, Zuiker et al., 2007; Hickey, Ingram-Goble, & Jameson, 2009), in this version we dramatically improved the quality of the game and the conceptual tools and recently complet-ed the first comparison study. This design was implemented in an experimental design research study with 7 classes assigned the control and 7 assigned the ex-perimental conditions—about 400 total kids were in the initial sample and 351

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completed both the pretest and the posttest. Similar, to the Doctors Cure study reported above, these were 7th grade youth at the Sunnyside School District in southern Arizona, 90% having free-and-reduced lunch and a similar percentage being Hispanic—many of whom were English as second language speakers.

Quantitative results show that the both the treatment and the control conditions had statistically significant learning gains, and that when comparing the seven control with the seven experimental classes they were significantly greater for the experimental conditions with a large effect size difference.

A repeated measures ANOVA on the pre/post learning gains revealed a significant main effect for testing time, F(1,349)=272.95, p=.000, and a significant interac-tion, F(1,349)=28.07, p=.00, with a non-significant main-effect for condition, F(1,349)=.93, p=.34. Follow-up analyses indicate that both the control, t(165)=7.95, p=.000, and the treatment conditions, t(184)=15.49, p=.000, im-proved significantly from pre-post, with significant differences between groups with respect to the amount improved, t(349)=5.30, p=.000.

In summary, both the control (PreM = 6.92, PreSD = 3.95; PostM = 9.20, PostSD = 4.45) and treatment groups (PreM = 6.23, PreSD = 3.08; PostM = 10.65, PostSD = 4.87) demonstrated statistically significant learning gains on pre-post tests with a large effect size for the experimental (ES=1.13) and medium for the control (ES=.53). As stated above, there were statistically significant differences on gain scores, with the treatment condition improving significantly more (M = 4.43, SD = 3.89) than the control (M = 2.28, SD = 3.70) (+.57 SD). The test included released items culled from standardized tests, and the two raters trained to rate three open-ended questions had .87 interrater reliability when scoring independently.

V. Collaborators and Larger Infrastructure The Taiga Mystery River is unique in that it is a collaboration of an academic cen-ter (The Center for Games & Impact) and a commercial game design studio (E-Line Media, Phoenix). Supported by funding from the Gates Foundation, Arizona State University, and a number of private investments, we have built out (1) a gaming engine for the design of 3D immersive games using an enhanced version of Uni-ty3D, (2) an html-accessible teacher dashboard to help teachers in registering, monitoring, and reviewing student work, and (3) a number of html-based smart tools that allow players to continue to iterate on game play challenges even when not logged into Unity. We have also built out an impact-based research method-ology for building successful games as collaboration among the academic center, the commercial studio, and with the relevant stakeholders associated with a par-ticular project. We view this entire socio-technical infrastructure as key for build-

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ing out successful and sustainable impact. While this discussion is about an isolat-ed game, it is important to mention that it is part of a larger suite of games and a meta-game infrastructure designed to engage middle school students and their teachers in transformational learning experiences.

A team game for innovation and business strategy John Denholm Serious Games Institute, UK

Keywords: game learning assessment formative teamwork

Abstract: Following some preliminary research (Denholm et al, 2012) a study was conducted to assess the value of Team-Based Mixed-Reality (TBMR) games, a term used to denote games involving participants working in small teams to make periodic decisions in relation to a real life scenario.

For this purpose a game, provisionally called the Serious Games Institute Business Simulation (SGIBS) was specifically designed and developed during 2012 for a module called Management of Engineering and Technology Innovation (METI) currently delivered to undergraduate engineering and ICT students. It has since been assessed, using over two hundred pre- and post-tests to capture both quali-tative and quantitative data. In the former, the students perception of the value of the game was assessed; in the latter case, the actual degree of learning which took place.

The rationale for the game design and the development methodology is detailed below. Consideration was given to scope, challenge, module alignment, contribu-tion of teamwork and feedback.

Aims, objectives and rationale It has been suggested that games can effect a direct transfer of knowledge (Thomas & Brown, 2007) and skills such as numeracy and literacy (de Freitas, 2004). In this case, the purpose was to show that the same may be true for games of the TBMR genre generally, with the secondary aim of providing a game for stu-dents in Higher Education (HE) taking a module in Management. This would pro-vide an alternative form of delivery based on the concepts of Problem Based Learning (PBL).

The objectives of the design and development process were, more specifically to:

• Set out criteria for the game, appropriate to the module in question.

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• Decide on a vehicle for game development within the given cost and time constraints

• Set out a viable methodology for the design and development • Construct the game, test it on volunteers and make any necessary adapta-

tions • Assess the game in a live situation using the METI module for which it was

designed.

In education, there are two types of assessment, formative (for learning) and summative (for measuring achievement). Summative assessment is typically con-ducted towards the end of a course of instruction, to test a person s understand-ing, retention or mastery of the subject. Formative assessment is designed to measure the learning that is taking place while the course of instruction is ongo-ing. The SGIBS game was primarily intended for formative assessment only.

Several venues, courses and cohorts were considered, on which to design and assess the game. Reasons for selecting the METI module were:

• The method of delivery already established: innovative ideas developed via teamwork.

• The content of the module: business management, a typical subject for games of this type.

• Available sample: a large sample of participants on which to assess the de-veloped game.

The use of a Massively Multiplayer Online Role-playing Game (MMORPG) game was considered but rejected on the grounds of time and cost to develop and the limited teaching resources available. Further, it was considered that the game characteristics and their alignment to the pedagogical requirements were more important than the technology used. (Gee, 2003) has argued that the secret of a good game is not its 3-D graphics and other bells and whistles, but its underlying architecture.

Game design and development methodology The game was constructed using Excel 2010 software. While not the preferred software choice for most advanced technology games, it provided built-in fea-tures such as mathematical functions and graphics, ideal for displaying results.

The scenario and design features. The scenario was based on reviving an ailing company which designed and sold coffee machines. The game attempted covered many aspects of the METI module

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content, in particular two groupings, firstly those requiring major strategic deci-sions (product pricing, funding, investment, capacity planning) and secondly those requiring tactical or opportunistic decisions:(engaging of key staff and consult-ants, selecting suppliers, product promotion, quality control, IT and automation, outsourcing etc).

The design allowed for a maximum of four teams playing simultaneously, identi-fied by four colours e.g. when presenting results.

The teams compete as four similar companies in the same price-sensitive market, implementing strategies and taking the best tactical opportunities, when present-ed with them. The periodic nature of the game allows a cycle of debate, reflec-tion, decision (i.e. trial strategy) and reaction to the results (i.e. immediate feed-back). This cycle reflects Kolb s theories of learning (Kolb, 1984) and is repeated for each period, with the possibility of correcting previous decisions . For exam-ple, if a team decides to invest in more manufacturing capacity but fails to raise the necessary funding, a large overdraft will result, shown graphically against, say, other teams cash surpluses, but this can be corrected later.

Scope and choices The scope and content were limited by the lesson time of one and a half hours. An eight period version was used for this time frame, but twelve periods could be run, for a three-hour lesson.

Each team specifies its choices on a control sheet , strategic choices in some pe-riods and tactical opportunities in others. The tutor then feeds the decision data into the computer which displays results by team, mainly in the form of graphics, but also financial statements and ratios etc.

Participants were given an initial brief and, at intervals, further information on the permissible choices e.g. the likely costs, benefits and other consequences of each option, thus avoiding the need for students to do calculations, but rather focus on making judgements, in the short time allowed.

Content, alignment with learning outcomes and level of difficulty

It is essential that we understand not just how games work, but how they are aligned with taxonomies of learning (Van Eck, 2006). He also says that games that are too easily solved will not be engaging; games which are successful as teaching tools are those that create a continuous cycle of cognitive disequilibrium and res-olution while also allowing the player to be successful. In order to design an edu-

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cational game, we need to pay special attention to the functionality, game play and social and pedagogical issues (Liarokapis, 2006), especially when we target learners' motivation and complex problem-solving skills, making choices through the game play. Designing game-based learning is very different from designing entertainment games as it must take into account learning objectives, instruc-tional activities etc. Assessments need to be aligned with the learning objectives; indeed, instructional designers are usually advised to develop test items before designing instruction (Smith & Ragan, 1999). The art of game design is creating situations, challenges and rules that keep players at the leading edge of what they can do. Research suggests that when students are more motivated, assessment results are a better reflection of their ability (Schmit & Ryan, Sundre & Wise, 2003).

The SGIBS game took account of those findings, simpler decisions being intro-duced first, followed by increasingly complex ones. For example, in period one, the only decision is required is on product price. Thereafter they become gradual-ly more challenging, involving funding, expansion, quality etc.

Teamwork, goal setting and competition In order to have meaningful social interactivity among the players, a game should incorporate meaningful collaborative tasks, which allow them to interact naturally (Eseryel et al, 2012).

Chen et al (2006) says that, Social interactivity during game play, such as compe-tition and collaboration with others who are also playing the game, plays an im-portant role contributing to learners' motivation . Sweetster and Weth (2005) found that social interactions allowed players to compete, collaborate and con-nect, leading to game flow experiences.

The above points support the value of teamwork, when combined with competi-tion and a clear goal. There needs to a clearly defined end-point in the game and hence the criteria for winning. Otherwise there is no straightforward way to as-sess the learning that has taken place. (de Freitas & Neumann, 2009). Goal-based scenarios have long been viewed as an active primer for situated learning (Bransford et al, 2000). In a good game a player is involved in an iterative cycle of goal-based interactive problem-solving. Setting a goal or target as a measure of team success would seem to enhance the competitive aspect of the game.

Dempsey et al (2002) found that incorporating challenges, clear goals and suffi-cient feedback into narratives are important for players' gaming experiences. Ide-ally, the narrative can bring a player into the state of flow in which players com-

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pletely focus on the task at hand and forget about self, about others, about the world around themselves. Players also lose track of time, feel happy and in con-trol, and become creative and productive (Csikszentmihalyi, 1991). A good game reinforces a sense of control (Zimmerman & Schunk, 2001). Prensky (2001) devel-oped a classification of games that identifies the content for development, the activity taking place, and the games that can support the identified activity. Some of his examples are Facts, Skills, Judgements and Behaviours. For example, with Judgements he suggests that activities are: reviewing cases, asking questions, making choices and feedback in strategy games (among others).

In the SGIBS game profit , stakeholders equity and reputation were all used as goals, allowing any team a fair chance of success on one count or another. There were no random game elements

Feedback Feedback is the single most powerful influence in learning improvement (Black & William, 1998 & 2009). Well-designed games . . . employ ongoing feedback as a major mechanism of play/learning support. Feedback in formative assessment allows reflection and chance to improve. Feedback which is used by the learner is considered the most important, distinctive attribute of formative assessment (Taras, 2005). Feedback has more educational value if it is immediate, rather than summative feedback at the end of a module, by which time it is too late. The charts above are examples of easily assimilated immediate feedback. Terminal feedback was also given at the end of game sessions.

Results and Conclusions on the SGIBS game The assessment trial results, the subject of separate article in progress, showed that students considered that the game improved both their knowledge (61% using a Likert 0-6 scale) and decision-making skills (67%) and motivated them to-wards the topic (69%). The quantitative results also showed a marginal improve-ment in knowledge and decision-making skills. Chinese students however gained less from it and rated the game up to 20% less highly than other students, on all counts.

References Bransford, J. D., Brown, A. L., & Cocking, R. R. (2000). How people learn: Brain, mind, ex-

perience and School. Washington D.C.: National Academy Press Chen, Y., Xu, H., Cara-manis, C.,& Sanghavi, S. (2011). Robust matrix completion with corrupted columns. arXiv http://arxiv.org/abs/1102.2254.

Csikszentmihalyi, M. (1991). Flow: the psychology of optimal experience. New York, NY: Harper Perennial.

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de Freitas, S. (2004). Learning through play. Internal report. London:Learning and Skills Research Centre de Freitas, S. & Neumann, T. (2009). The use of exploratory learning for supportive immersive learning in virtual environments. Computers in Education, 52, 343-352.

Denholm, J.A., Protopsaltis, A. and de Freitas, S. (2012). The Value of Team-Based Mixed-Reality (TMBR) Games in Higher Education. International Journal of Game-Based Learn-ing, 3(1), 18-33, January-March 2013.

Dempsey, J. V., Haynes, L. L., Lucassen, B. A., & Casey, M. S. (2002). Forty simple computer games and what they could mean to educators, Simulation & Gaming, 33(2), 157-168.

Eseryel, D, Guo, Y. & Law, V. (2012). Assessment in Game Based Learning, Foundations, Innovations, and Perspectives, Springer P257.

Gee, J.P. (2003). What video games can teach us about literacy and learning. New York: Palgrave-McMillan.

Kolb, D.A. (1984). Experiential Learning: Experience as the source of learning and develop-ment, Englewood Cliffs, NJ:Prentice-Hall, Inc..

Liarokapis, F. (2006). An exploration from virtual to augmented reality gaming. Simulation & Gaming, 37(4), 507 533. Mahwah, NJ: Lawrence Erlbaum.

). Digital Game-based Learning. New York:McGraw-Hill. Schmit, M. J., & Ryan, A. (1992). Test-taking dispositions: A missing link? Journal of Applied

Psychology, 77, 629-637. Smith, P., & Ragan, T. (1999). Instructional design. Hoboken, NJ:Wiley. Sundre, D. L., & Wise, S. L. (2003). Motivation filtering : An exploration of the impact of

low examinee motivation on the psychometric quality of tests. Paper presented at the annual meeting of the National Council on Measurement in Education, Chicago.

Sweetser, P., & Wyeth, P. (2005). Gameflow: A model for evaluating player enjoyment in games. ACM Computers in entertainment, 3(3), 1 24.

Taras, M. (2005). Assessment summative and formative some theoretical reflec-tions.British Journal of Educational studies, 53(4), 466 478.

Van Eck, R. (2006). Digital game-based learning, it s not just the digital natives who are restless. Educause Review, 41(2), 16-30.

Zimmerman, B. J., & Schunk, D. H. (2001). Self-regulated learning and academic achieve-ment: Theoretical perspectives, Mahwah, NJ: Lawrence Erbaum.

The e-Bug Platform Game David Farrell1, Patty Kostkova2, Cliodna McNulty3 and Donna Lecky3 1Glasgow Caledonian, Scotland 2University College London, UK 3Public Health England, UK

Keywords: Games Based Learning, Pedagogy, Constructivism, Health, Game Me-chanics

Abstract: As a complement to a teaching pack on hygiene, microbes and antibiot-ics, two games were developed to provide content that aimed to entertain as well

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as to educate. The games were designed to be suitable for junior school curricula across the 18 European partner countries participating in the e-Bug project. A set of agreed learning outcomes (LOs) were provided by the scientific partners. Working alongside these scientific partners as well as teachers and pupils, the game designer used a constructivist pedagogical design approach based on the work of Squire (2004), Shaffer and Svarovsky (2006), Gee (2003) amongst others.

A design approach was used where learning in the game would happen through player interaction with gameplay mechanics that were created bespoke to each desired LO.

The e-Bug Platform game sees the player shrunken to the scale of a bacteria and placed in an environment where she can interact with microbes. Each set of lev-els aims to teach one or more specific LOs through custom game mechanics. For example, the We use microbes to make things like bread and yogurt section sees the player pushing lactobacillus bacteria into milk and the soap can be used to wash away harmful microbes section sees the player throwing soap blobs at bac-teria that are then enclosed in bubbles and fade out of the game.

Before and after each gameplay section, a TV style game show themed quiz was used to measure players knowledge of the particular LOs targeted in that section.

Between May and August 2009, the finalized platform game underwent an evalu-ation in three UK schools (in Glasgow, Gloucester and London), involving 62 chil-dren in the schools and around 1700 players accessing the game online (Farrell et al, 2001).

Despite attempting to follow best practice in design, only 3 of the 21 LOs achieved successful knowledge change. It is possible that the design team simply made a bad game, but it is our opinion that designing effective games based learning is actually much more difficult than most realise and that current pedagogical frameworks are too abstract to be reliable when used in a real-world game design setting.

A paper at this year s ECGBL conference will discuss a novel analysis technique based on Cognitive Walkthrough that may explain the relative poor performance of the game and suggest how we may improve the ability of game designers and academics to achieve successful knowledge change when targeting specific learn-ing outcomes.

The game can be played at the following url: http://bit.ly/ebug_pg

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Farrell D, Kostkova P, Lazareck L et al. Developing web games to teach microbiology. J An-timicrob Chemother 2011; 66 Suppl 5: v33 8.

Gee JP. What videogames have to teach us about learning and literacy. Computer Enter-tainment 2003; 1: 20.

Svarovsky, G., & Shaffer, D. (2006). Sodaconstructing an Understanding of Physics: Tech-nology-Based Engineering Activities for Middle School Students. Proceedings. Frontiers in Education. 36th Annual Conference, 17 23

Squire, K. (2004). Replaying history: Learning world history through playing Civilization III. Indiana University, Indianapolis

Hong Kong on Wheels: An educational game for meaningful learning/teaching of vocabulary and specific language focus through collaborative-parallel play within Hong Kong Primary5 English Classrooms Paridhi Gupta School of Design, The Hong Kong Polytechnic University

Keywords: collaborative-parallel play, classroom educational board games, Eng-lish language learning/teaching

Group activities forms as essential aspect of Hong Kong classroom settings. In contrast, routine lesson observations highlight thatmost group activities do not facilitate active participation of every student within each group. Students with higher abilities tend to create a leader-effect. Hence, most group activities do not ensure effective collaborative learning for each student. “Hong Kong on wheels” is an educational game specifically designed for use within “group-work” spatial layout of English Language Subject (ELS) classroom environments. It is based on Chapter 4 (two practices) from the Longman Elect Primary 5 (B)English curriculum textbook. The game primarily focuses on the teaching/learning of vocabulary words with specific language use within the context of everyday Hong Kong. Dur-ing the game-play, every student within each group contributes his/her share as “individual player” thus ensuring active participation and collaborative-parallel play.Parten (1932) defines “During collaborative play, players join together (to form groups) in order to achieve a common goal and often adopt roles to coordi-nate activities”. The game amalgamates ‘communicative’ aspect of English lan-guage use with other core subjects of Hong Kong Primary curriculum, i.e., mathematics (number operation) and General Studies. The game-play also pro-vides frequent opportunities for Zone of Proximal Development (ZPD) with inter-actions with more capable peers.Students within each group collaborate with one another as a team in order to compete with the other groups within their class-rooms.

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The Hong Kong Education System The Hong Kong Education System, an amalgamation of British and Chinese influ-ences, is quite sophisticated, competitive, intense and rigorous. Bond (1991) de-scribes that most Chinese parents and teachers are quite critical towards their child’s capabilities and academic performance. Pong and Chow (2002) have ob-served that most students in Hong Kong give more attention and effort in obtain-ing good academic scores to fulfill family expectations, rather than to gain interest in learning.Schools, students and parents take each assessment (formative and summative) quite seriously. Students are tagged as ‘smart’ or ‘weak’ on the basis of their academic performances. From Primary 4 onwards, students are allotted classes (A, B, C, D) based on their academic merit. The students with high aca-demic performances are allotted sections A and B. High assessment scores often leads to a high, positive self-esteem due to the pleasure of recognition and achievement (Black 1998). Students with comparatively lower academic abili-ties/capabilities are allotted sections C and D. Often, section D consists of stu-dents with lowest academic performance and students with special educational needs (SEN). Students with lower academic scores tend to associate assessments with fear of punishments, embarrassment and failure (Pollard &Triggs, 2000). They lack motivation and engagement towards learning and hence tend to have low self-esteem (Harlen, Deakin-Crick 2003; Harlen 2006). The learner-centred rationale in education is a developing trend in Hong Kong. Both, the Hong Kong Primary School and the Secondary School Syllabus for English Language state, “teaching efficiency is improved when the learners and their learning are the fo-cus of attention instead of the teacher and his/her teaching” (CDC, 1997, p. 13; 1999a, p. 4). The Hong Kong education system focuses on ‘task-based learning (TBL)’ in context to language teaching (Littlewood, 2004). Students perform tasks wherein theoretical knowledge is applied in practical, meaningful and ‘real-life’ like experiences. Willis (1996, p. 23) defines, “Tasks are activities wherein the learner uses the target language for a communicative purpose (goal) in order to achieve an outcome.” This ‘communicative’ definition of task forms a shared per-spective in public discussions about task-based learning in Hong Kong (Littlewood, 2004). The Hong Kong Curriculum Development Council (CDC, 1999a, p. 44) de-fines “Exercises, unlike tasks, are learning activities wherein students focus upon and practise specific elements of knowledge, skills and strategies needed for the task without a communicative purpose”.

A case study of Hong Kong Primary 5 English classrooms Sham Tseng Catholic Primary School is a local, whole-day, Direct Subsidy Scheme (DSS), Co-Ed, and Primary (P1-P.6), symmetric school locatedin Hong Kong. The

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medium of Instruction (MOI) is Chinese. English language communication in local Primary classrooms is mainly confined to the classroom environments. The three major subjects that dominate the primary school curriculum are Chinese, Mathe-matics and English (Carless, Lam; 2012).Teaching within P.5 classrooms primarily involves formal, drilling methodologies. IT is used as a tool for e-textbooks, de-signing lessons plans based on slideshows so as to facilitate question-answer ses-sions. Routine activities in English classrooms involve oral evaluations, dictations, tests, group tasks, read out loud sessions, classwork, homework corrections, etc. Using textual and visual flash cards is a common alternative pedagogical approach to regular classroom teaching.

During group activities, students are grouped spatially, based on proximity. Hence, students mostly interact only with specific peers throughout the academic year. Students are rarely shuffled to form new groups. When interviewed, most teachers’ agreed that having standard group formations help them to conven-iently execute the daily lessons, saves time and effort, and facilitates easy evalua-tion during assessments. While conducting lesson observations, some prominent issues prevalent in every classroom include: group activities do not ensure active participation of every student within each group. Students with higher abilities tend to create a leader effect. Students with lower abilities or capabilities are shadowed under the presence on a dominant student. Students compete with one another to earn more points (marks) for their groups. The extrinsic motiva-tion of being rewarded overpowers the experience of meaningful learning. Stu-dents are more comfortable in sessions involving silent reading and writing of English Language. Most students lack confidence and fluency in oral English lan-guage communication. The school timetable is designed to provide teachers with opportunities to plan double lessons as when required. The average lesson time for each period (lesson) ranges from 35-40 minutes. Due to the limitations of les-son time, tight curriculum schedule and set learning targets, most teachers tend to follow the English textbooks pattern strictly and solely. The classroom students’ strength ranges from 24 to 36 students. The Figure 1 (below) provides the struc-tural layout of the classroom space:

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Figure 1: Structural layout of English Classrooms (P4-P6) at STCPS

Hong Kong on wheels”: A collaborative-play-basedboard game for P.5 English classrooms The case study was conducted within three P.5 (A, C, D) English Language Subject (ELS) classrooms, among a total strength of 83 students at Sham Tseng Catholic Primary School (STCPS). The educational board game “Hong Kong on wheels” is based on Chapter 4 (two practices) from the Longman Elect Primary 5 (B) English curriculum textbook. The game primarily focuses on the teaching/learning of vo-cabulary words (modes of transport in Hong Kong) with specific language use (How long (time)…? and How far (distance)…) within the context of everyday Hong Kong (famous landmarks in Hong Kong).The School Principal, English Lan-guage Subject Head monitored the double lesson in the presence of the Local English Teacher (NET) and English Language Teaching Assistant (ELTA). The “Hong Kong on wheels” was conducted during double lessons across two consecutive weeks (as practice 1 and practice 2) in three P.5 classes. The activity consists of three parts: the introductory PowerPoint presentation (30 minutes), the game-play (20 minutes) and the worksheet (20 minutes). During the initial week, Prac-tice 1 was the area of focus.

Game Instructions “How long…?” Chapter 4 (Practice 1): Students form groups of 3 or 4. Each group receives a game board ‘Hong Kong map’, 12 answer cards (4 green, 4 pink, 4 yellow), 12 question cards and 12 markers. Each student ran-domly selects 3 answer cards. Each group places the bundle of 12 question cards (Q cards) in the center. Students take turns to pick up a Q card. Student (1) picks up a Q card and asks the question to his/her peers using the language focus -

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“How long does it take to travel from __ to __ by __ (chooses a mode of trans-port)?” After listening to the question, the students look for the appropriate card. Student (3) has the corresponding answer card. Student (3) tells the answer using language focus – “It takes ____ minutes / __ hour(s) and ____minutes.” If the an-swer is correct, the student (3) puts a “marker” on that location on the map. Now student (3) picks up the next Q card and asks another question. After listening to the question, the students look for the appropriate card. Student (2) has the cor-responding answer card. Student (2) tells the answer using the language focus – “It takes __ minutes /__ hour(s) and ___minutes.” If the answer is incorrect, the student (2) puts the question card back into the bottom of the pile. Student (2) cannot put a “marker” on the map. Student (3) picks up a new question card. The 1st team to finish all the places on the map (or puts 12 markers on the map) wins! Duration of game is about 15-20 minutes. After the game, students complete the worksheet (10 minutes).The Figure 2 below provides the snapshots of game and gameplay within P.5 classrooms.

Figure 2: L.E. P.5 (B) Chapter 4, Practice 1 game-play within English Classrooms at STCPS

During the consecutive week, Practice 2 was the area of focus. Game Instructions “How far…?” Chapter 4 (Practice 2): Students form groups of 4. Give each group the Hong Kong map.Each group gets 2 dices (of same color): Group 1 has 2 green dices. Group 2 has 2 pink dices. Group 3 has 2 yellow dices. Students take turns to roll these 2 dices. Student A rolls the dices. Based the 2

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places shown on the 2 dices, student asks the question using the language focus -“How far is it from _____ to _____?” to his/her group-mates. After listening to the question, the students look for answer (calculate the distance) on the Hong Kong map. Student B tells the answer using the language focus – “It’s not far. / It’s a long way. It’s ______kilometers.” If the answer is correct, the student puts a “marker” on that place on the map. Now Student B rolls both dices together and asks another question. Student C answers the question. If the answer is incorrect, Student C cannot place the marker on the map. Student C rolls the two dices. When a Student rolls both the dices, and the places shown on the dices already have a marker on the map, he/she misses a turn. The 1st team to finish all the 6 places on the map (or puts markers on all 6 places on the map) WINS! Duration of game: 10-15 minutes. After the game, students complete the worksheet (20 min-utes). Students can increase the complexity of the activity by using dices of differ-ent colors and or by using more dices.The Figure 3 below provides the snapshots of the game and the gameplay during classrooms lessons.

Figure 3: L.E. P.5 (B) Chapter 4, Practice 2 game-play within English Classrooms at STCPS

Observations and Findings The introductory PowerPoint Presentation helps students to get familiar with and understand certain vocabulary words (types of transport and famous landmark places in Hong Kong) and language pattern. Most students were aware of the Cantonese names but were unaware of the English names for the famous Land-

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marks in Hong Kong.The game generated curiosity and enthusiasm among stu-dents. After explaining the task, the students were immersed in the task. ‘Leader effect’ replaced by active individual participation and created opportunities for Zone of Proximal development (ZPD).Students use English to communicate with one another. For difficulties, they ask for help from their peers and or English teachers. Most groups finished the game within 10-15 minutes.Based on the questionnaires and group interview feedbacks, 89% of the students enjoyed the English lesson and wanted to integrate more such board games into classroom lessons. The more capable students voluntarily increased the complexity of the game by choosing dices of two different colors. The worksheets reflected some interesting aspects. Although about 92% of the P.5 students performed well (writ-ten and oral English communication), certain nuances in language focus such as spelling and punctuation was a prevalent issue.Integrating individual worksheets at the end of the activity is useful for getting an instant feedback of the students’ learning performance. However, it would be more challenging and interesting to explore ways in which exercises form an integrated part of the game itself.The entire lesson called “Hong Kong on wheels” can be studied into two aspects. The collaborative-parallel game-play in itself can be considered as a ‘task’, whereas the activity sheet is the ‘exercise’ for English language teaching/learning.During interviews, all P.5 English teachers voluntarily agreed that adopting simple games such as “Hong Kong on wheels” as “enjoyable tasks” would enhance motivation and engagement during the classroom lessons, especially for children with low academic abilities and SEN students. Such games encourage students to come out of their shell and try using English for oral communication. Teachers strongly felt that question-answer sessions and regular group work mainly involves active par-ticipation of the brighter students. They are keen to adopt and integrate games in order to break the mundaneness of regularteaching /learning scenarios within classrooms.

While designing English Language Games for classroom teaching, some crucial factors include:

• Game-play duration has to be short (10-20 minutes), in order to provide ade-quate time for worksheets, briefing, and opportunities for voluntary game-play repetition (and mastery!)

• Rules of the game should be simple yet effective • Collaborative cum parallel play within classrooms can nurtureflow and

healthy competition • Games must fit in or shuffle the class structure of group-work • Games should cater to the diverse abilities and capabilities of learners by

providing opportunities for students to voluntarily increase the complexity

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• The learning outcomes should be quantifiable and measurable • Should facilitate reading, listening, speaking, writing of English language • Games can be based on individual chapters or modules in order to facilitate

regular classroom teaching. Else, theycan be used in consolidation at the end of an academic term by focusing on the curriculum as a whole.

Conclusions: The game shown above is the prototype version of the original “Hong on wheels”. The final educational game kit is under progress. The game kit will consist of 10 sets of the game, game instruction sheet, introductory Power-Point presentation CD and corresponding work sheets. Primary education forms a significant part of a child’s life, as it is the foundation of educational life journey. Children need to experience it with enthusiasm. Educators must ensure that a child’s curiosity is kept alive and fostered with adequate new, challenging learning stimuli. Children deserve to enjoy the process of gaining and processing new knowledge and skills. My empirical research would provide valuable insights to-wards simple yet effective PBL/GBL pedagogies that can be adopted within pri-mary schools so that children develop a positive-motivational attitude towards learning and education. Tangible board games can help revive and exploit the true potential of face-to-face interaction with peers within classrooms. The tangibility and gameness qualities of the ‘task-based learning’ interacts with the students’ multiple senses, thus bringing them immense joy and encourages active involve-ment. Educators must adopt innovative strategies wherein children can retain and re-apply the acquired knowledge in new and diverse situations for lifelong mean-ingful learning experiences.

References Basic Education Curriculum Guide (2002) Curriculum development Council (CDC), Hong

Kong. Retrieved from http://www.edb.gov.hk/index.aspx?langno=1&nodeID=2878 Carless, D. & Lam, R. (2012): The examined life: perspectives of lower primary school students in Hong Kong,

Educa-tion 3-13: International Journal of Primary, Elementary and Early Years Education, DOI: 10.1080/03004279.2012.689988.

English Language Education Curriculum Guide (2002) Curriculum development Council (CDC), Hong Kong. Retrieved from http://www.edb.gov.hk/index.aspx?langno=1&nodeID=2770

Gray, C., Jones, R., Wilson, A., Thomas, G. (2009). Primary Longman Elect (5B). HK: Pearson. Littlewood, W. (2004). Task Based Approach: Some Questions and Suggestions. In ELT Jour-

nal Vol. 58(4): 319-326.Oxford University Press. Retrieved from http://203.72.145.166/ELT/files/58-4-1.pdf

Murad, C.L. (n.d.). Hong Kong education system: Challenge for the future. Retrieved from http://martindale.cc.lehigh.edu/sites/martindale.cc.lehigh.edu/files/Murad.pdf

Parten, M. (1933). Social play among preschool children. Journal of Abnormal and So-

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cial Psychology, 28, 136-147. Primary Education (2002) Education Bureau of Hong Kong. Retrieved from

http://www.edb.gov.hk/index.aspx?nodeID=152&langno=1 Policy Highlights (2007) Education Bureau of Hong Kong. Retrieved from

http://www.edb.gov.hk/index.aspx?nodeID=139&langno=1 Quong, T. (2011). An Analysis of Educational Reform at the School Level in Hong Kong. Re-

trieved from http://www.ied.edu.hk/apclc/roundtable2011/paper/Quong.pdf STCPS (2012) Committee on Home-school Cooperation (CHSC), Hong Kong. Retrieved from

http://www.chsc.hk/psp2012/sch_detail1.php?lang_id=1&sch_id=391 Willis, J. (1996). A framework for task-based learning. Harlow: Longman.

Staying the Course – A Game to Facilitate Students’ Transitions to Higher Education Claire Hamshire Manchester Metropolitan University, UK

Keywords: student transitions, healthcare, student experience, attrition, game design

Abstract: The initial transition to higher education can be difficult for some stu-dents as they adapt to the institutional habitus (Thomas 2002) and for many stu-dents this can be one of the most significant and difficult learning transitions they will make (Yorke & Longden 2007). To help facilitate this complex transition the authors used the data from a regional student attrition study to inform the design of a board game and companion website. The purpose of the game was threefold: first, to set reasonable student expectations of institutional systems; second, to raise awareness of support services; and third to promote social integration. This paper outlines the literature that informed the game design and describes how the study data were incorporated into the design of the game board. The game was subsequently linked with discussion activities to prompt players to consider different perspectives and personal dilemmas as they played and this dual-media approach is discussed. The iterative process of how the game evolved during test-ing and initial evaluation is also described.

Introduction The ‘Staying the Course’ board game is based on the findings of a mixed-methods, regional study undertaken at nine higher education institutions in the North-West of England. The purpose of the project was to investigate healthcare students’ perceptions of their learning experiences and identify factors that contributed to attrition. The study incorporated multiple strands within two phases. The first, qualitative, phase explored the experiences of current and discontinued students

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through narrative interviews. The second phase used an online survey, developed from a thematic analysis of the interview data, to further investigate the key is-sues identified and aid transferability of findings. The aim was to gain an in-depth understanding of the factors that influenced students’ perceptions and contrib-uted to attrition.

The student sample for the study was drawn from a range of healthcare pro-grammes across the North West of England, which were primarily nursing but also included a range of allied health professions. The data analysis identified that some students needed greater support during their initial transitions to univer-sity, as they described their initial experiences as ‘information overload’ and ‘be-wildering’. In partnership with student representatives the authors therefore cre-ated the concept of the ‘Staying the Course’ board game and website. The under-pinning philosophy of the game was to:

• Facilitate social integration in the first term through game play and discus-sion.

• Promote personal integration by informing students of the institutional sys-tems for pastoral care and learning support.

• Avoid ‘information overload’ in the first weeks of term by providing ongoing online access to resources and activities.

• Set reasonable student expectations by raising their awareness of academic systems and commonly reported concerns and problems within the first year.

Background Student attrition from Higher Education is an increasingly important focus for institutions, funding bodies and students as the cost of post-compulsory educa-tion continues to increase in the UK. The issue is particularly important within health and social care where attrition can impact upon financial and workforce development targets (Mulholland et al, 2008). There is a substantial research base, built over the last forty years on student retention and success; and it is noted that there is no simple formula to increase retention across a diverse stu-dent population, where attrition is a multi-causal problem that requires a combi-nation of solutions (Yorke & Longden, 2008;Tinto, 1993).

The literature on student attrition suggests that the initial transition to higher education can be difficult for some students, as they struggle with both social and academic integration (Harvey & Drew, 2006). Although attrition can occur at any time, the first year is critical (Yorke,1999) and whilst there is no simple formula for easing the transition and therefore retention of a diverse student body, first im-pressions can directly influence students (Andrew et al, 2008;Edward, 2003). The

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process of induction and building a relationship with students is therefore impor-tant (Harvey & Drew, 2006); and programmes that aim to gradually build both academic and social relationships will typically better support students during their time in higher education. By maximizing positive experiences and managing student transition sympathetically institutions can build positive relationships with new students which Yorke and Longden (2008) consider ‘bends the odds’ in favour of student success.

A first year programme that is built around information transfer rather than rela-tionship building can confuse and dishearten students newly arrived on campus and exacerbate predispositions to withdraw (Edward, 2003). Therefore the two main aims of an induction designer should be to avoid information overload (Har-vey & Drew, 2006; Hamshire & Cullen, 2011) and facilitate the development of academic and peer relationships; so that students feel part of the university community and can become accustomed to the university culture (Edward, 2003). As reported by Yorke and Longden (2008), simply making friends seems to be a crucial part of a positive transition to higher education. Students on Health Pro-fessional programmes have the added complexity of making the transition to be-coming a health care professional whilst completing clinical placements through-out their programmes.

The aim of the game was to facilitate students’ transitions to higher education by providing an opportunity for both social and academic integration. A game format was used to provide a safe space in which students can interact and make mis-takes, removing the pressure and adding a layer of fun to the learning experience. The board game was designed to include commonly occurring concerns and prob-lems and is to be played in the first weeks of term to encourage collaborative learning and peer support. While the game is designed to be an interesting and engaging way of introducing students to many issues they might later encounter at university, it is the discussion around the game that is really important to learn-ing. Players are embedded in problem solving situations and learn about univer-sity systems and services in an engaging informal environment. Opportunities to discuss common issues, dilemmas and concerns are also included. After playing the game, students can access the companion website that includes FAQs, quiz-zes, videos and student case studies. This provides an ongoing source of support and information.

Design process The game design was informed by the data analysis of the regional study. The thematic analysis of the students’ narratives and comments on the survey about

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their experiences was used as a starting point and three broad themes used to scaffold the game design:

• Academic issues and uncertainties; • Personal difficulties; • Placement problems and issues.

The most frequently occurring problems and concerns from these three themes were developed into quiz questions and dilemmas that became three sets of cards for use within the game, using verbatim quotes from students wherever possible. A fourth set of cards – “Take a Chance” – was subsequently developed to incorporate unusual and unplanned circumstances that students had experi-enced and to add a random element of luck to the game play. A fifth set of cards giving information on Student Services was later developed to raise students’ awareness of the campus-based advice and support services.

Following the design and student testing of the cards a board was developed. The board follows the course of an academic year and the object of the game is to be the first player to successful complete a circuit of the board. Players have to move around the board itself by making decisions and answering the questions that are presented on the cards.

The design process was iterative with each new board and set of cards tested by students and the Students’ Union staff to test usability, playability and appropri-ateness of game questions. A total of six hour-long testing sessions were under-taken with twenty-three, first and second-year students and ten members of aca-demic staff. During this process the game was refined to include greater informa-tion on university support services and collaborative cards that encouraged peer support.

Initial evaluation Initial evaluations of the game have been conducted by recording staff and stu-dent comments and suggestion during testing sessions. Initial verbal feedback from students has been positive and the overall theme was that they particularly enjoyed the debate and discussion prompted by the dilemma questions:

‘This is great, I am a second year and I didn’t know half this stuff!’

(Psychology student)

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Academic and support staff have also commented on how the game turns a proc-ess of information giving into a fun interaction.

‘I’ve really enjoyed playing this game; it raises awareness of all the main issues affecting students and is a fun way to inform students about support services.’

(Students’ Union Advice Centre Manager)

Discussion The ‘Staying the Course’ game is currently a work in progress and confidence to generalise from the study is therefore limited. However, despite this limitation, initial evaluations have been positive and to date both staff and student players have commented positively on their playing experiences. The majority of student comments have focused on their enjoyment of game-play and on their percep-tions of having gained greater knowledge and understanding of student support services after play. Observations from academic and support staff included posi-tive feedback on both the game design and content and several constructive comments on how the game could be further developed.

Student attrition from higher education is an international concern and there is evidence that students leave for a range of personal, social and academic issues (Tinto 1993). While there is no simple formula to ease students’ transitions into higher education and the retention of a diverse student body, all interactions that promote social and academic integration should be encouraged. The findings from the initial evaluations indicate that ‘Staying the Course’ can be used to pro-mote social, academic and personal integrations and this suggests that it could be used to support student transitions to higher education.

Conclusions Both the social aspect of playing the game and the informal method of raising students’ awareness of support services were well received during testing. Fur-ther evaluation is planned for the 2012/13 academic session with the aim of addi-tional development of both the board-game and website to meet changing stu-dent needs

Acknowledgements The initial Staying the Course research project was funded by NHS North West in the United Kingdom. Some aspects of the game were developed from the project findings.

References

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Andrew, A. McGuiness, C. Reid, G and Corcoran, T. (2008) Greater than the sum of its parts; Transition into the first year of undergraduate nursing. Nurse Education in Practice Vol9 , pp13-21.

Edward, N. S. (2003) First impressions last; an innovative approach to induction. Active Learning in Higher Education, Vol 4, Issue 3, pp226-242.

Hamshire, C. and Cullen, W.R. (2011) ‘Developing a spiralling induction programme: a blended approach’ In Anagnostopoulou, K. and Parma, D. (ed.) ELFYSE practical guide ‘Supporting the first year student experience through the use of learning technologies’.

Harvey, L., Drew, S. with Smith, M. (2006). The first year experience: a literature review for the Higher Education Academy. York. HE Academy.

Mulholland, J., Anionwu, E.N., Atkins, R., Tappern, M., Franks, P.J., 2008. Diversity, attrition and transition into nursing. Journal of Advanced Nursing 64 (1), 49-59 Thomas, L. (2002) Student retention in higher education; the role of institutional habitus, Journal of Education Policy, Vol.17, No. 4, pp423-442.

Tinto, V., 1993. Leaving college: Rethinking the causes and cures of student attrition, 2nd Ed. University of Chicago press, Chicago

Yorke, M. and Longden, B. (2007) The first year experience in higher education in the UK: report on phase 1 of a project funded by the Higher Education Academy. [online] [Ac-cessed 20 March 2012] http://www.heacademy.ac.uk/resources/detail/ourwork/evidencenet/Summaries/the_first_year_experience_of_higher_education_in_the_united_kingdom

Zondle Team Play: Grounded in neuroeducational research, facilitating whole-class game-based teaching. Wayne Holmes1,2, Paul Howard-Jones3 1Department of Education, University of Oxford, UK 2Zondle, UK 3Graduate School of Education, University of Bristol, UK

Keywords: neuroeducational research, facilitating whole-class game-based teaching

Abstract : Given that digital games-based learning has been shown to have posi-tive educational effects (Connolly et al. 2012), an important question is why it is still not being used extensively in most classrooms (Kenny & McDaniel 2011). The slow uptake might be because suitable games-based learning is not often availa-ble. Alternatively, it might be because of the attitudes of teachers towards the use of games to support learning (Bourgonjon et al. 2013). It might also be because of the relative lack of individual access to appropriate technologies in many class-rooms. The wide availability of interactive whiteboards (Hennessy 2011), on the other hand, raises the possibility that a digital game-based approach to whole-class teaching, which offers teachers more direct control, might be more

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http://www.heacademy.ac.uk/resources/detail/ourwork/evidencenet/Summaries/the_first_year_experience_of_higher_education_in_the_united_kingdom

http://www.heacademy.ac.uk/resources/detail/ourwork/evidencenet/Summaries/the_first_year_experience_of_higher_education_in_the_united_kingdom

widely taken up and might prove useful in schools (Grady et al. 2013; Jackson 2009).

zondle Team Play (zTP) was developed to investigate this possibility. It is a unique web app, designed for use on interactive whiteboards, that enables teachers to use a games-based approach to teaching whole classes. zTP draws on learning theory, the practicalities of classrooms and concepts from neuroscience, and was developed iteratively by a team comprising neuroscience researchers, education researchers, practising teachers, and GBL developers. The full design and devel-opment process is discussed in the paper, accepted for ECGBL 2013, entitled ‘Neuroeducational Research in the Design and Use of Games-based Teaching’ (Holmes et al. 2013).

zTP is freely available on zondle, a web platform that enables teachers and stu-dents to create, play and share games to enhance teaching, learning and assess-ment. On zondle, teachers choose or create questions, in a variety of formats (any subject, any language, any level). Students play and practise those questions in any of zondle’s games (to consolidate classroom learning, for formative or sum-mative assessment, or to prepare for high-stakes tests and examinations).

zTP uses the standard zondle tool set but, instead of being designed for students, it is designed for teachers to use as a unique teaching tool. Teachers choose or create topics (sets of questions) that use a multiple-choice format and include teaching slides (often exported from a PowerPoint presentation).

A zTP session alternates between the teacher using the teaching slides to intro-duce some new concepts (for any subject that they choose), and the students playing gaming rounds that test and enhance their understanding of those con-cepts. The students work in teams, collaborating to agree their answer, for con-ventional multiple-choice questions. But, unique to zTP, the teams also choose collectively whether or not to ‘game their score’.

zTP draws on the neuroscientific theory of uncertain rewards (Howard-Jones & Demetriou 2009). Our motivation to win points in a game generates signals in the brain’s reward system that are similar to those produced by our attraction to many other pleasures such as food (Koepp et al. 1998). A brief dopamine ‘spike’ will be generated simply by the awareness that a reward will certainly be provid-ed or when a totally unexpected one is received. However, with the awareness that an uncertain reward may be provided (i.e. when uncertainty exists about whether a reward will be received or not), there is a brief spike plus an additional ramping up of dopamine until the outcome is known (Fiorillo et al. 2003). Overall,

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uncertain rewards result in more dopamine being released, peaking when the likelihood of receiving a reward is 50%, providing an explanation for our attraction to games involving chance (Shizgal & Arvanitogiannis 2003).

zTP implements uncertain rewards by including a wheel of chance. Once they’ve given their answer, the teams decide whether or not to ‘game their score’. If they choose not to game their score and answer the question correctly, they will win the points available. If they choose to game their score and answer the question correctly, they will have a 50:50 chance of doubling or zeroing their score. This approach provides the teacher with multiple ‘teachable moments’, times in which the student is highly engaged and their brain is ‘primed for learning’, for encoding the information currently in working memory into long-term memory.

The app has also been designed to be as simple to use as possible for teachers. Accordingly, it provides a way to allocate answers to teams, and automatically allocates and records points. The wheel of chance can be started by a child swip-ing the interactive whiteboard. Finally, students can interact directly with the app by using a mobile device or computer with Internet access, enabling students in different locations to compete in a single zTP session. Schools in Croatia and the US, for example, have used this facility to compete in a joint session of zTP.

In summary, the key zTP features are (i) a games-based teaching tool, (ii) an easy-to-use interface to ensure that the game does not add unduly to the teach-er’s workload, (iii) the integration of teaching slides and multiple-choice ques-tions, (iv) students working in teams to discuss and agree their answers, (v) multi-ple opportunities for teachable moments, when the students are primed for learning, (vi) a wheel of chance to leverage the power of uncertain rewards. To date, more than 20,000 zTP sessions have been played by around 4,000 schools.

Demonstration As zTP is designed for playing with whole classes, seeing properly how it works is not really possible without using it with a whole class. However, a demo zTP ses-sion may be accessed at: http://www.zondle.com/publicPages/zondleTeamPlay_sample.aspx.

There is a variety of functionality that could be selected. However, for this demo, click the arrow. The opening animation will play, and will finish with the first slide.

• Step through the slides to ‘Henry Tudor’, using the right-pointing arrow. The teacher would teach to these slides as if they were using a PowerPoint pres-entation.

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• Once you are familiar with the ‘Henry Tudor’ slide content, click the X button to swap to the game interface.

• Teams a, b, c, and d would discuss between themselves and choose their an-swer. The teacher clicks an answer, then clicks the team name to allocate them that answer. For this demo, allocate ‘William I’ to teams a and b, and al-locate ‘Richard III’ to teams c and d. To view the allocations, click the ‘eye’ button at the bottom of the interface.

• Click the orange light (bottom right) to move to the next stage of the game. • The teams now decide whether or not to ‘game their score’. If they choose

not to game their score and answer the question correctly, they will win the 3 points available. If they choose to game their score and answer the question correctly, they will have a 50:50 chance of doubling the score to 6 or reducing it to zero. For this demo, click teams a and c.

• Click the orange light to move to the next stage of the game. • The teacher now reveals the correct answer. This is a ‘teachable moment’:

the students are engaged and primed for deep learning. Accordingly, instead of just clicking the correct answer, the teacher would first work through (click) the incorrect answers, explaining or asking the students to explain why those answers were incorrect.

• 8. When the correct answer is revealed, teams a and b (who chose an in-correct answer) are allocated zero points. Team d, who chose the correct an-swer but chose not to game their score, are allocated the 3 available points.

• Click the orange light to move to the next stage of the game. • The student’s engagement is now at its height. This is therefore another criti-

cal teachable moment that the teacher can use to reinforce key concepts. Click the wheel of chance. If the wheel lands on blue, Team d will be allocated the 6 points now available. If the wheel lands on blue, the team will be allo-cated zero points.

• Click the orange light to move to the next stage of the game; then click the slide button (at the bottom of the interface), to return to the slides. Continue as before.

Guidance for playing zTP and information about its other features are given on the developer’s website (http://www.zondle.com/publicPages/zondleTeamPlay_guideStart.aspx). This page includes ‘using zondle Team Play’, ‘teaching with zondle Team Play’, and ‘the science behind zondle Team Play’ as PDFs. It also includes five videos giving fur-ther guidance.

References

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Bourgonjon, J., Grove, F.D., Smet, C.D., Van Looy, J., Soetaert, R. & Valcke, M., 2013. Accep-tance of Game-Based Learning by Secondary School Teachers. Computers & Education, 67, pp.21–35.

Connolly, T.M., Boyle, E.A., MacArthur, E., Hainey, T. & Boyle, J., 2012. A systematic litera-ture review of empirical evidence on computer games and serious games. Computers & Education, 59, pp.661–686.

Fiorillo, C.D., Tobler, P.N. & Schultz, W., 2003. Discrete Coding of Reward Probability and Uncertainty by Dopamine Neurons. Science, 299(5614), pp.1898–1902.

Grady, S.E., Vest, K.M. & Todd, T.J., 2013. Student attitudes toward the use of games to promote learning in the large classroom setting. Currents in Pharmacy Teaching and Learning. Available at: http://linkinghub.elsevier.com/retrieve/pii/S1877129713000154 [Accessed April 13, 2013].

Hennessy, S., 2011. The role of digital artefacts on the interactive whiteboard in supporting classroom dialogue. Journal of Computer Assisted Learning, 27(6), pp.463–489.

Holmes, W., Howard-Jones, P., Tanimoto, E., Jones, C., Demetriou, S., Morgan, O., Perkins, P. & Davies, N., 2013. Neuroeducational Research in the Design and Use of Games-based Teaching. In The 7th European Conference on Games Based Learning. Porto, Portugal.

Howard-Jones, P. & Demetriou, S., 2009. Uncertainty and engagement with learning games. Instructional Science, 37(6), pp.519–536.

Jackson, J., 2009. Game-based teaching: what educators can learn from videogames. Teaching Education, 20(3), p.291.

Kenny, R.F. & McDaniel, R., 2011. The role teachers’ expectations and value assessments of video games play in their adopting and integrating them into their classrooms. British Journal of Educational Technology, 42(2), pp.197–213.

Koepp, M.J., Gunn, R.N., Lawrence, A.D., Cunningham, V.J., Dagher, A., Jones, T., Brooks, D.J., Bench, C.J. & Grasby, P.M., 1998. Evidence for striatal dopamine release during a video game. Nature, 393(6682), pp.266–268.

Shizgal, P. & Arvanitogiannis, A., 2003. Gambling on Dopamine. Science, 299(5614), pp.1856–1858.

ChemNerd - a gamified learning process in chemistry Jakob Thomas Holm Sterskov Efterskole, Denmark

Keywords: gamification, chemistry, card game, sterskov Efterskole

Link to game play footage: http://youtu.be/XD6BPrJyxlc

ChemNerd is a gamified learning process that target 9th and 10th graders (15-16 years old). It utilizes competition and face-to-face interaction between students, to learn them complicated chemical theory. Central to the game are special card-board gaming cards that represent different periodic elements. They also function as puzzle pieces that can be physically linked to form different chemical com-

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pounds with different chemical bonds. The game consists of additionally two types of cards called symbol cards and quest cards. Lastly there is a rulebook which also functions as text book.

Many games already exists on the subject, but from a perspective of designer and teacher both, it is my observation that game based learning in chemistry is only rarely used in Danish schools. One good reason is that few games exist in Danish, but the best reason I think, is that the idea for many teachers, doesn t correspond to the reality of the class room and the job and I agree.

ChemNerd differs from other games by being designed from a teacher s perspec-tive to solve teachers needs and providing a really good alternative to text book teaching by presenting complicated matter in a more understandable way. The goal of the game is getting the students to simulate chemical reactions in a com-petitive setting, before finally carrying out self developed experiments in a chem-istry lab to see how theory corresponds to reality.

The reality of the class room The teacher is responsible for the students education which has to be carried out within a framework of rules, some specific and some implied. Ultimately it is the teacher that chooses whether to use a learning game or not, so any designer should start by asking what is the reality of the teachers situation and which con-sideration do they have when they choose? . Although a game might be interest-ing, motivating and learning, this doesn t necessarily qualify it for use, if it doesn t address the immediate needs imposed on the teacher from the education system.

When a teacher considers using a learning game, the questions are:

Does the game facilitate a good learning process? The classic text book-based class room teaching process is build around three steps: presentation, use and reflection. First the students are taught the topic by the teacher; maybe they have read the chapter themselves at home before hand. Then they have to put it to work in some kind of exercises, either a theoretical or practical one. In the end the teacher might talk with the students about what they observed and answer questions or they have to do a written rapport to generate reflection.

A learning game should contain these three steps in the gaming process.

Does the topic fit the curriculum and does the learning output meet the require-ment? A teacher has to teach some specific topics from the curriculum within a certain number of lessons. In Denmark the specificity of the topics in chemistry is

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defined in broad strokes by guidelines issued from Ministry of Education, and in finer strokes by the content of a few text books on chemistry. This result in strong norms among science teachers on what a student is expected to have been taught on each topic. A learning game that does not satisfy these norms regarding con-tent, might call for supplement teaching, which will use up lessons and therefore make the game less attractive to use.

Will all the students be introduced to the same topics of the curriculum? Games gives the students a degree of freedom of choice within the reality of the game, but if that freedom makes it possible for the student to focus on specific areas and neglect others, then the teacher no longer has any guarantee, that all stu-dents have been introduced to the same topics. Many games often contain scat-tered pieces of the curriculum as a result of meeting narrative or gameplay needs. A well esteemed text book gives no freedom of choice to the students and there-fore provides a responsible and a safe choice for the teacher. A learning game should present all students to the same parts of the curriculum.

Is the topic useful for examination? A teacher has to examine and grade the stu-dents at the end of the year with the assistance of another science teacher from a neighboring school. The ministry s rules dictate how many different topics should be available to choose from at the exam. The rules also dictate that there should be at least one practical experiment for the student to perform within each topic. The teacher prepares a list of reference to pages in text books or other written material, which form the basis for the topics and practical experiments, which the students are examined in. The texts on the list also provide the students with a possibility to prepare for the exam and to know what is expected from them. If the lesson doesn t provide the teacher the possibility to check off a topic, having some text book pages to list on that topic and at least one practical experiment to go with it, then it is not usable at the exams, which makes use of the game less attractive. A learning game should produce material useful for examination if it targets graduate students.

A learning game should address and accommodate these basic needs before ever becoming a viable alternative to the text book. On top of that, it has to be a better tool for education and generate better results. If it is not, why would the teacher need to use it?

Designing ChemNerd ChemNerd has been developed over the span of 5 years under constant class-room testing on a Danish boarding school called sterskov Efterskole. In the pro-cess it has received feedback from Center for Science Education at Aarhus Univer-

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sity and has been the object of a workshop at a conference for innovative science education. sterskov Efterskole teaches solely through game based learning and ChemNerd was initially born out of need for an educational material for chemistry that would meet the school s concept as well as the demands of the Danish edu-cational system.

The purpose of ChemNerd is to facilitate a gamified learning process, which takes the student from the most basic to the most advanced logic behind chemical re-actions in chemistry. The game is designed to meet the following requirements:

• To make the students learn more about chemistry, than classical text book teaching ever will, while not using more lessons.

• To meet the requirements of the class room reality and the Danish ministry of education.

• To animate the classroom by making the students move around physically. • include all students in the full process regardless of their level. • To challenge all the students regardless of their level. • To make complicated theory accessible. • To link theory to practice. • To be useable without producing extra time on preparation for the teacher. • To be playable more than once and still educative.

The game play The immediate game goal for the students is to acquire elements needed to build a specific chemical compound and thereby fulfill the quest defined by a quest card drawn at the start of the game. The educational goal is to make them interact with each other in the process, building a deeper understanding of the system behind chemical reactions and compositions.

ChemNerd achieve this by dividing the process into 6 game phases constituted by different interaction designs. Each phase brings new ways to interact with the chemicals and new ways to win cards from each other, while gradually introduc-ing the students to more advanced aspects of the topic. The rules becomes more advanced and culminates in phase 5, where it becomes possible to win elements from each other, by simulating chemical reactions between each other s chemical compounds. In phase 6 the students finally tests the simulated reactions by carry-ing them out in reality in the science lab, thus linking theory to practice.

Pre-phase: First the students each draw a quest card. This card decides which chemical to build and lists the periodic elements needed to do so. It also hints on which bonds should be used to link the elements together. Finally it tells a little

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information on a common usage in society for that chemical. The chemicals are mostly different types of salts. The quest cards are divided into three levels of difficulty, which are either given by the teacher or left up to the student s own choice. The level of difficulty is a reflection of the complexity of the chemical s binding and the number of elements it is made up of. Also, quest cards on the same level, will share many of the same elements. This will generate a more fre-quent interaction between students who perceive themselves on the same level, than with students on other levels. This mechanism tries to prevent the feeling of frustration that comes by being beaten by much better opponents all the time, without removing the vital mechanism of weak students interacting and learning from the strong. However, even when the students are unevenly matched, the varying difficulty of the cards makes it possible for the underdog to win.

After having drawn a quest card, the students position themselves in groups of 4-6 around tables. Each group spread out 20-40 different puzzle cards face down on one half of the table and 20-40 matching symbol cards face down on the other half. The game can begin.

Phase 1, Memory: It is related to the classical Memory game where you have to take tricks by matching pairs or similar pictures. The students now take turn flip-ping first a symbol card and then a puzzle card, trying to match the revealed ele-ment on the symbol card with the one among the puzzle cards. To help them on their quest there is a system of information embedded in the graphics on the fronts of the cards. The background colors on both types of cards reveals whether the element is a metal, half-metal or none-metal. The icons reveal if it is in a solid, liquid or gaseous state at room temperature. To take a trick, the students quickly realize that they can enhance the chance greatly, by just flipping cards with matching backgrounds and icons. They can enhance their chance even further, because on the puzzle cards backs are also a small periodic table with a red dot on the place of the element concealed on the face of the card. A lead phrase on the symbol card, fx it is situated in the 4th period , makes it possible to narrow down the range of possible cards, if the student is capable of decoding the lead on basis of his knowledge of the periodic system of elements and connect it to the right red dot.

The interaction in this phase is designed to engage the students in a code-breaking activity, where they will learn the basic organizational principles of the periodic elements in the process. Even if they understand nothing of chemistry, they will still be able to participate, by guessing to the best of their ability. As the game progress, the students address each other and the teacher with questions

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on how to decode the system. When no cards remain on the table in any of the groups, the phase ends and all symbol cards are removed from the game.

Phase 2, quiz duel : The students can now challenge each other to win cards. They may move freely around and challenge anybody in the room regardless of previ-ous groupings. The most proactive students will at the very outset be on the hunt for specific cards needed to fulfill their quest. In effect this means that everybody will be drawn into a duel most of the time. The duel plays out by each player choosing one card from the others hand on basis of the back of the card only. Then they ask each other the 8 questions printed on the face of the puzzle cards. The student who answers most correct questions wins the others card. The back of the card must at all time be made visible for the opponent, since the decoding of the graphic information provides the answers to the questions.

In this phase the interaction is designed to make the students challenge each oth-er more widely in the ability to decode the periodic system, and also to vitalize the class room by getting the student out of their chairs. The phase ends when the teacher wants it to end, but 30-45 minutes is usually good.

Phase 3, bonding the chemicals. The students now build their chemicals by follow-ing the rules in the rule book. Students who have not yet fulfilled their quest can now team up in twos or threes to fulfill one of their quests. The phase ends, when everybody are attached to a correctly bonded chemical.

In this phase the students use the information acquired in the first two phases, to work out how their chemical is bonded together.

Phase 4, preparation for chemical mixing . Guided by the teacher step-by-step, or the rule book, the students calculate whether their chemical is dissolvable in wa-ter or not. The rules are a simplified version of the chemical rules governing en-thalpy and entropy, which is used to predict in theory whether a chemical reac-tion is possible between different chemicals. The rules build on the previous ac-quired knowledge of bindings and provide the players with the information need-ed for the next phase.

Phase 5, chemical mixing. The students who have fulfilled their guest singlehand-edly now each take position at a table which symbolizes a beaker of water. Those that have joined to fulfill a quest can know move to any beaker and drop their chemical into it. The students calculate the outcome of the reaction in theory, noting it on a paper form given by the teacher. If the reaction results in new chemicals are being formed and if those chemicals now fulfill another students

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quest, that student stays at the beaker and the others move off to drop their new chemicals into other beakers. The phase ends when the students have calculated two or three reactions.

Phase 6, the experiment. The students that fulfilled their quests by reaction now carry out that reaction together with their counterparts to see if the theory match reality. Most of the chemical compounds on the quest cards can be mixed safely, but still there will be information in the rulebook on all possible reactions gener-ated by the game and instruction regarding safety and equipment.

The evaluation There is no quantifiable data available to assess the learning effects of the game in contrasts to text book teaching of the same topic. I base my evaluation solely on own observations, which tell me that my own students have a far better un-derstanding of the topic that students from other schools, who have been taught the topic in classic text book fashion.

蛇年(Shénián) : Game from Monkey Grange Academy for learn-ing Chinese Characters and words.

Claudia Igbrude and Paul Doyle (xLnglabs/University of Nottingham)

Introduction For many young language learners, games can provide a wealth of support mech-anisms and structures for supporting learning and language acquisition.

Monkey Grange Academy is a hosting virtual environment for games and interac-tions that support language learning skills starting with Chinese. As the Monkey Grange platform is still under-development, a blog is used to give a background to Monkey Grange Academy, and explain the context of the released online game (Shénián) for the player. Shénián is the school mascot for Monkey Grange acad-emy and lives in the dungeons. (http://xlnglabs.com/monkeygrangediary).

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http://xlnglabs.com/monkeygrangediary

(Shénián) gives a glimpse of the type of games and interactions in Monkey Grange Academy. It is a learning object that has been developed as a casual game to be used both within Monkey Grange Academy as part of a suite of games and it is also as a standalone game currently available at www.monkeygrange.com.

(Shénián) Game Play (Shénián) is a casual game inspired by the Snake of the 1970S. rtThe aim of the game is to earn as many points as possible by making Shénián grow longer by eat-ing the right crates of food and advance to the next level/room. In response to onscreen prompts, the player controls the snake and moves it around the space to the right crates. As the snake gets longer, the player must ensure it does not run into it’s own tail. Theoretically, a player can “break” Shénián out by getting too big for the space. Players start the game with 3 lives and each life has 3 health bars indicated at the top right hand corner of the game.

Players lose health every time they crash, this is indicated by a bar loss and once they lose all health (3), they lose a life. Eating the wrong crate results in an imme-diate loss of a life. Once a player loses all their lives the game is over.

While getting to the crate, player must avoid obstacles in it’s way which could range from an overturned table, smouldering fires, abandoned drums, walls, structures and the wrong crates, depending on level. After playing for a while, poisonous crates start to appear and the player needs to avoid these as well. These crates are so poisonous that they result in an immediate loss of a life.

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The player controls the snake by using the arrow keys on keyboard. Pressing “ctrl” will increase Shénián’s speed for a burst which can be useful for getting to flash-ing crates on time. Flashing crates give bonus points. However, this acceleration only last for a few seconds. Pressing the spacebar allows the player to go back in time to a few seconds before crashing into a wall or wrong crate which can be useful for unintended moves. Both of these extras-speed and time travel have to be earned. A player’s gauge has to fill up by playing long enough without getting any wrong crate to be able to use the extras.

Depending on level, the game gets progressively harder with more complex char-acters, different space layouts, and more complex challenges.

Bonus: The player gets bonus points by:

• Getting to flashing crates in time, the quicker you get it, the more points you get.

• Catching the mouse give a player an extra life. The mouse is hidden in some of the side rooms and only comes out if it gets a fright.

Educational Contribution Learning Chinese Mandarin involves first learning Pinyin. Pinyin is the official sys-tem for transcribing Chinese characters (Hanzi) into Latin script. It is also used as an input method to enter Chinese characters on a computer or cell phone. Once relatively familiar with Pinyin, then learners begin to learn the Hanzi. It should be noted that while the format -English-> Pinyin -> Hanzi is most common, there is a new movement in parts of the United States of America that are not using Pinyin. They are learning the Hanzi directly from English.

According to the US state department, Chinese is one of the most difficult lan-guages for an English learner to master, and for children it can become boring to have to learn the words and characters to communicate in the language. For most Chinese learners, the Hanzi can be challenging to master and once mas-tered, maintaining those learned is just as challenging. Furthermore, for many young learners (9-12years) who learn Chinese in a classroom setting or with a teacher, there are generally not many opportunities to practice or use Hanzi in an engaging and rewarding manner.

Shénián is suitable for learners at any level or ability, it has option to accommo-date

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• Sounds to characters, • English to Pinyin, • Pinyin to character and • English to Character

Shénián uses the characteristics of games to facilitate the learning of the Hanzi(Characters) (Gee, 2003) and provide a contextual way for learners to learn and test themselves.

As a standalone component or learning object, the game uses a spaced repetition algorithm that determines which character is to be found to embody behaviourist principles (Kebritchi and Hirumi 2008) and use the drill and practice model, where the repetition of stimulus-response patterns strengthens observable habits and behaviours (Ormrod 1999) of character identification and recognition. At the end of each game, the learner is also presented with a summary of their performance.

The more the game is played, the more confident a player becomes in recognising the characters correctly. At the end of each game play, the player can see their position on the leaderboard which provides motivation.

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They are also presented with a scorecard of the characters they encountered dur-ing gameplay and how they performed with each character

While at this point, the game is available for only Mandarin Chinese, it has been developed to be easily customisable for other languages and these will follow soon. The levels of the words in the game are organised with reference to the Hanyu Shuiping Kaoshi (HSK) and Common European Framework of Reference for Languages (CEFR).

The accompanying diary (http://xlnglabs.com/monkeygrangediary/) also provides exposure to the words being learned via storytelling narrative presented in both text and audio.To learn the numbers as used in the game online, here is a refer-ence: http://xlnglabs.com/monkeygrangediary/files/2013/04/counting.jpg

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http://xlnglabs.com/monkeygrangediary/files/2013/04/counting.jpg

Siren: A Social Learning Game for Conflict Resolution Kostas Karpouzis National Technical University of Athens, Greece

Keywords: serious games, conflict resolution, user modelling, affective interac-tion, adaptation Abstract: Modern school environments are usually populated with children from diverse ethnic, cultural and social backgrounds, bringing in different social norms and skills, diverse behaviours and often contradicting cooperation strategies. As a result, conflicts are inevitable and should be resolved as quickly and painlessly as possible, making sure that school life and the learning process continue as in-tended. The Siren serious game aims to educate 10-14 year old students on con-flict management and resolution, presenting them with user- and culture-adaptive mini game scenarios, based on popular game genres and taking into ac-count their affective expressivity and in-game behaviour to adjust the intensity of the conflict to better suit their needs and competencies.

Introduction Confronting conflicts and coping with them is part of social life, especially in to-day’s complex and diverse school environments. Psychologists and sociologists agree that the current frequency and lack of meaningful, cooperative resolution to conflicts is incurring substantial cost to society at large (Ting-Toomey and Oet-zel 2001, Weaver 2000), while interventions that may provide students with con-flict resolution skills will be of clear benefit to society. Patterns of conflict, conflict avoidance, and conflict resolution are formed during early ages, and continue to affect the way we think, to guide our behavioural responses, and to moderate our personal development throughout our lives (Ting-Toomey and Oetzel 2001). It is therefore advantageous to acquire effective conflict resolution skills before being faced with such problems. Early and primary education is the optimal time for teaching conflict resolution mechanisms. Yet, the latest “best practices” for con-flict resolution adopted by the vast majority of European schools are failing to achieve many of their objectives. Schoolteachers clearly need improved strategies and tools to identify potential conflicts and to educate students on how to resolve them.

Serious games are a popular choice to this end; their use is commonly motivated by a need to educate, train or inform regarding a given topic (Michael and Chen 2005). Their acceptance as a learning tool lies in balancing the entertainment, interactivity and re-playability of typical games with the learning goals of a given educational objective and in providing players with a safe ‘sandbox’ within which to test problem solving approaches without risking much in real life. Serious

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games and simulations have been proven effective for promoting intercultural communication (Raybourn 1997), increasing understanding of ethnic, religious and historical funded conflicts and representing different perspectives on issues such as global politics and foreign policy (Frasca 2003).

The popularity of computer games, in general, is widespread, being a media form embraced by the young generation. Furthermore, computer games can work as collaborative spaces. Almost invariably, computer games contain elements of con-flict, often between the in-game character controlled by the player and either one or several non-player characters (NPCs), or between characters controlled by a group of human players. In many, though not all, contemporary computer games, violence is the most common method for resolving conflict, while winning the game entails that other players or characters lose. In contrast to these competi-tive and retributive models of computer games, engaging and entertaining games whose objective is to overcome obstacles in collaboration with other players in a non-violent way are gaining status (Rogers 2006). Instead of rewarding and rein-forcing competitive behaviour, this genre of games reward winning by means of collaborative, non-violent problem solving. Computer games also directly support a mechanism key in learning: they stimulate students’ motivation (Ryan and Deci 2000). Classroom lessons are tailored to increase students’ intrinsic motivations (e.g. interest, enjoyment and inherent satisfaction) and extrinsic motivations (e.g. internalising and integrating the lessons learnt). To that end, games enhance im-mersion, facilitate critical thinking and allow the exploration of different perspec-tives (Egenfeldt-Nielsen 2007).

The main objective of the game developed in the framework of the Siren project (Karpouzis et al. 2012) is to teach players peaceful and constructive ways for re-solving conflicts, knowledge that can then be transferred to other domains. The players face a conflict situation together, with the conflict domain being relevant to the interests, maturity, and level of general knowledge of the participants. In order to increase the players’ level of familiarity with the aesthetics and mechan-ics of the game and, thus, maximise their level of interest, we chose two gaming genres popular among the selected age group (10-14-year old students): a multi-player version of a farm game, resembling FarmVille-like social games played in Facebook and Google+ and a role-playing game, where the player becomes the director of a theatre club (Figure 1), assigning roles to actors played by NPCs and attempting to work out the conflicts arising between unappreciative characters or as a result of events external to the theatre company (Figure 2). Students play these two games in successive stages, tackling an increasingly difficult and com-plex scenario each time; each scenario contains one or more goals, which players need to achieve, a number of obstacles, and means to overcome the obstacles. In terms of game mechanics, these scenarios are formalised as collaborative puzzle

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solving with constraints, where each participant has incomplete information about the overall state of the game. All of these elements support the learning objectives of the game by immersing players in the conflict, facilitating a critical approach to their assumptions about the conflict and allowing them to explore new perspectives other than their own.

Figure 1: The role-playing scenario

Figure 2: Conflict among the NPCs as a result of an external event

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Figure 3: Resource trading in the farm scenario

Game scenarios and adaptive, affective features The different game scenarios that players need to solve correspond to dealing with situations that produce conflict among the particular age group. The reasons were identified after thorough user studies in the U.K., Portugal and Greece (Va-salou et al. 2012; Khaled et al. 2012); these studies included extensive question-naires and interviews with students and teachers, hands-on exercises and cultural probes (Iversen and Nielsen 2003). Researchers sampled conflict situations, inten-sities and intervention approaches across schools from different cultural back-grounds in each country, so as to capture cultural differences not necessarily re-lated to ethnicity.

In the following, findings from user studies were transformed to scenarios in the context of the two game genres. Property and resource management, relations with other peers, cultural differences and reputation/rumours were among the most popular reasons for conflict. In order to make the game relevant, game me-chanics (Figure 3) and objectives were included in the game narrative, corre-sponding to those factors. In addition, conflict intensity is measured via in-game sampling (Figure 4) and non-verbal estimation of the players’ affective and cogni-tive state (Shaker et al. 2013). The idea here is that the game needs to be in-formed about the relevance of each particular scenario instance for each player, whether its conflict intensity is exceptionally high and may result in excessive stress for the player or whether the player is actually engaged in the game. This is achieved with robust results by combining the player’s game behaviour and choices, with facial expression and attention features captured with a plain web camera mounted on top of the player’s computer (Figure 5). These features are

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then used to procedurally produce the quantitative properties for the next mini game, maximising the player’s satisfaction and engagement and, along with that, the potential to achieve its learning objectives.

Figure 4: Asking the players about their emotion is fed back to the game adapta-tion mechanism

The game has been evaluated in terms of user experience in all three aforemen-tioned countries, followed by a data collection process mapping the properties of each mini game to conflict intensities as perceived by the student. These were then converted to user and adaptation models, based also on the properties iden-tified during the user studies; the user models were finally integrated in the game, catering for cultural and adaptation and personalisation. Besides cultural adapta-tion, the game’s interface has been localised to all three participating countries, catering for easier adoption from schools.

Figure 5: Frustration (left) and engagement during gameplay (usability testing sessions)

Acknowledgment This work has been partially funded by the Siren Project: Social games for conflIct REsolution based on natural iNteraction (FP7 ICT-2009.4.2 - 258453). Videos from

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the game have been uploaded to http://www.youtube.com/watch?v=h-NrmNqEI3Q and http://www.youtube.com/watch?v=zulJHRdtw-c

References Michael, D. R. and Chen, S. L. (2005) Serious Games: Games That Educate. Train, and In-

form. Muska & Lipman Premier-Trade. Ting-Toomey, S. and Oetzel, J. (2001). Managing Intercultural Conflict Effectively. Thousand

Oaks: CA. Weaver, G., ed. (2000). Culture, Communication and Conflict: Readings in Intercultural Re-

lations. Pearson Publishing: Boston. Raybourn, E. (1997). Computer game design: New directions for intercultural simulation

game designers. In Developments in Business Simulation and Experiential Exercises, 24. Frasca, G. (2003). Ideological Videogames: Press left button to dissent; International Games

Developers Association: Ivory Tower; November. Rogers, Y. (2006) Moving on from Weiser’s Vision of Calm Computing: Engaging UbiComp

Experience. P. Dourish and A. Friday (Eds.): Ubicomp 2006, LNCS 4206, pp. 404 – 421. Ryan, R. and Deci, E. (2000) Intrinsic and Extrinsic Motivations: Classic Definitions and New

Directions, Contemporary Educational Psychology 25, 54– 67. Egenfeldt-Nielsen, S. (2007): Educational Potential of Computer Games. Continuum Studies

in Education, Continuum Publishers. Karpouzis, K., Yannakakis, G. N., Paiva, A., Nielsen, J. (2012) Asimina Vasalou, Arnav Jhala:

User Modelling and Adaptive, Natural Interaction for Conflict Resolution. ICALT 2012: 692-693.

Vasalou, A., Ingram, G., Khaled, R. (2012) User-centered research in the early stages of a learning game. Conference on Designing Interactive Systems 2012: 116-125.

Khaled, R. and Ingram, G. (2012) Tales from the front lines of a large-scale serious game project. CHI 2012: 69-78.

Iversen, O.S. and Nielsen, C. (2003) Using digital cultural probes in design with children, Interaction Design And Children: Proceedings of the 2003 conference on Interaction de-sign and children. Vol. 1. No. 03.

Shaker, N., Asteriadis, S., Yannakakis, G., Karpouzis, K. (2013) Fusing Visual and Behavioral Cues for Modeling User Experience in Games, IEEE Trans. Systems Man and Cybernet-ics, Special Issue on Modern Control for Comp. Games.

Windows 32 bit: https://dl.dropboxusercontent.com/u/3736299/SIREN/1.84/Siren%20win32%20-%20v1.84_plusHelper.zip Windows 64 bit: https://dl.dropboxusercontent.com/u/3736299/SIREN/1.84/Siren%20win64%20-%20v1.84_plusHelper.zip Mac OS X: https://dl.dropboxusercontent.com/u/3736299/SIREN/1.84/siren%20mac%201.84.zip --- Instructions --- There are no special instructions for My Dream Theater, but for Village Voices you need to do a few things to get a multiplayer session running.

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http://www.youtube.com/watch?v=h-NrmNqEI3Q

http://www.youtube.com/watch?v=zulJHRdtw-c

https://dl.dropboxusercontent.com/u/3736299/SIREN/1.84/Siren%20win32%20-%20v1.84_plusHelper.zip




https://dl.dropboxusercontent.com/u/3736299/SIREN/1.84/siren%20mac%201.84.zip

General, text-based protocol for Village Voices, Mac and Windows (for version 1.83 but will work for 1.84 too - will be updated): https://docs.google.com/document/d/1Ys4KyArZWadOlOJfwOmB47YpFV3bVzAFOYcu9RwTAGM/edit?usp=sharing Video explaining how to run Windows version of Village Voices: https://dl.dropboxusercontent.com/u/3736299/SIREN/1.84/villagevoices.mp4

Basketball Trouble: A Game-Based Assessment of Science Inquiry and Content Knowledge Diane Jass Ketelhut1 and Brian Nelson2 1University of Maryland, USA 2Arizona State University, USA

Keywords: science, assessment, game

Abstract: Introduction: SAVE science, Situated Assessment using Virtual Environ-ments for science content and inquiry, is a five year project to investigate the use of game-based immersive virtual environments for assessing science learning au-thentically with a more accurate reflection of scientific complexity than current tests allow. Our team has developed 4 game-based assessment quests to elicit what middle school students have learned in their classroom and that target spe-cific standards that are currently poorly assessed on district or state assessments, as indicated by published success rates. These four modules assess student un-derstanding of: structure-function relationships ( Sheep Trouble ), weather fronts ( Weather Trouble ), gas laws ( Basketball ), and force and motion ( Two Rivers ). Students have an overall goal of uncovering the likely contributors to a problem facing a small virtual town or community (sick farm animals, weather-related crop failure, differently bouncing basketballs, and an injured researcher needing to reach a medic, respectively). Participants complete the modules by interacting with characters and objects in the IVE, collecting and analyzing clues, and using their existing understanding of both content and scientific inquiry to draw infer-ences. Students can solve the problems in multiple ways. We hypothesize that this type of situated assessment will yield new insights into student understand-ing.

Throughout the assessments, student activity is automatically recorded in the database with a location and time-stamp, allowing us to analyze both explicit an-swers to questions posed by characters as well as students processes in coming to those answers. We are addressing several areas related to games for assessment, including design heuristics and validation of in-world actions as indications of un-derstanding. In addition, we are investigating the use of the data from these as-

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https://docs.google.com/document/d/1Ys4KyArZWadOlOJfwOmB47YpFV3bVzAFOYcu9RwTAGM/edit?usp=sharing

https://dl.dropboxusercontent.com/u/3736299/SIREN/1.84/villagevoices.mp4

sessments for scaffolding student demonstration of what they have learned and for scaffolding changes in teacher practice.

Nearly 2000 middle school children (ages 11-14 years) with their 17 teachers have participated in SAVE Science from 2009 to date across the United States.

Basketball Trouble For the ECGBL 2013 Call for Games competition, we are submitting our Basketball Trouble module. A short video of this module can be accessed at:

http://www.youtube.com/watch?v=hrZVa2i-e5I&feature=player_embedded. The module itself can be downloaded at: http://connect.savescience.us/modules/latest/Basketball_2012-11-09_pc.zip (windows) or http://connect.savescience.us/modules/latest/Basketball_2012-11-09_mac.zip (mac) (please sign in with guestWorkshop1 through guestWorkshop20, password: guest).

The main purpose of Basketball Trouble is to assess students knowledge of gas laws and related properties as well as aspects of scientific inquiry. Basketball Trouble s curriculum was designed and developed through an iterative process bringing together middle school science teachers, science education researchers, instructional designers, and assessment experts. The content for the game was selected because: (1) teachers identified the content area as one that was not assessed reliably or validly via traditional means, (2) the content area is frequently included in government standards, and (3) the content area meshed well with the functionalities of virtual-world based games.

In Basketball Trouble, students enter a cartoon-themed, single-player virtual world. The game is set in a modern-day city in the middle of a snowy winter. Stu-dents are asked to help the manager of a local basketball tournament find out why tournament basketballs are not bouncing well at an outdoor court, while identically-inflated balls bounce well at the indoor court in the local gymnasium. To investigate this problem, students can interact with NPC characters from the outdoor and indoor courts to obtain information about conditions at each envi-ronment. Also, students can gather information about objects found at each court (basketballs and balloons) using a number of tools such as pressure gauges, scales, and tape measures. To support scientific investigations within the games, students can pick up and carry basketballs and balloons in a personal backpack between the outdoor and indoor basketball courts to observe and test any changes in the measurements when the objects are exposed to different envi-

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ronmental conditions, such as dropping basketballs on multiple surfaces to de-termine bounce height.

Context for Basketball Trouble and Related SAVE Science Games:

Currently, the policy climate in the United States puts the burden of assessment on standardized tests. However, these tests do not typically reflect what should be taught in the classroom or give a full picture of what a student knows or un-derstands about the complexity of science (Songer, 2003). Research indicates that students tend to pass science tests, but often are not able to understand larger concepts, which typically are not assessed on multiple-choice tests (Michael, 2007). In addition, the format of these tests makes it difficult to assess scientific inquiry since inquiry involves higher order skills not easily measured by multiple-choice tests (Southerland, Smith, Sowell & Kittleson, 2007; Resnick & Resnick, 1992). Consequently, students are often assessed on whether they understand terms such as hypothesis or control, while in-depth assessment of their abilities to formulate questions and hypotheses, and design and analyze experiments is neglected (NRC, 2005). In these cases, teaching to the test undermines the rec-ommendations and directives of various state and federal policy doctrines. Con-curring, the Carnegie report (2009) suggests that the current testing system in the United States focuses heavily on assessing knowledge and interpretation to the detriment of scientific inquiry topics.

Some state and federal assessments have tried to address this problem by includ-ing detailed open-ended questions. However, in order to set the question s con-text, lengthy text-based scenarios are often included. These questions then rely on students reading abilities as much as on their science knowledge. For example, one released 2009 NAEP scientific inquiry-based open-ended question asks the following (picture and chart not shown):

Janet has four identical containers. In each container there are 200 grams of a different colored sand, as shown below. All the sand is at the same temperature and has the same grain size. Janet leaves the containers out in the full sun for three hours. Then she measures the temperature of the sand in each container. Her results are shown below. Explain why the temperature of the sand in each container is different. (U.S. Department of Education, 2011) The readability scores for this introduction based on the SMOG test indicates that it is appropriate for someone approximately 16 years old, and yet this question is on the test for 10 year olds! Clearly this question is testing reading ability as much as it is science, which disadvantages English language learners and poor readers. As an example, in Pennsylvania, a state where the population of English language learners has

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more than doubled in the last 10 years (in the city of Philadelphia alone it tops 15% of the student body) and 33% of all students fail to reach reading proficiency (in Philadelphia 60% fail to reach reading proficiency), reliance on English reading skills calls into question how to use scores on science tests like these.

This issue is not restricted to U.S. tests alone. One study of the large-scale "Trends in International Mathematics and Science Study" (TIMSS) science assessment showed that students could correctly answer science questions in an interview that they had answered incorrectly on a TIMSS implementation because of poor reading and English language skills (Harlow & Jones, 2004).

In an attempt to move beyond these assessment issues, a growing number of researchers are turning to games. Games enable the situating of science inquiry practices and content in realistic contexts that have been shown to be engaging for students and beneficial for learning---particularly for students who do not do well with more traditional science instruction (e.g. Barab, Arici, & Jackson, 2005; Nelson & Ketelhut, 2007; Nelson, 2007).

Educational games are often created as contextualized simulations of realistic situations and places. Players navigate the environment, represented by an ava-tar, exploring landscapes, entering buildings, driving vehicles or riding animals, and exploring. Game-based science curriculum has the advantage of placing prob-lems in an authentic context for students to solve while providing meaningful in-formation on patterns of learning over time to both students and teachers. Steele (2005) reports that if students can learn to connect any concept they are learning to real-world situations, not only will it make the concept more meaningful but also help make it easier to understand and remember. Part of the promise of games is their capability to create immersive experiences with problems in con-texts similar to the real world. In particular, research indicates that using games for learning and assessment offers additional details about student understand-ing, giving information about students problem-solving strategies in addition to their solutions (Ketelhut, 2007).

Research is emerging on the question of how well games can be used to situate assessments. Games typically utilize a back-end database that records all student interactions in the environment, thus producing a steady stream of data to stu-dents and teachers from the assessments, giving both groups new insights into student understanding and application of inquiry and content over time (Shute, Hansen, & Almond, 2007; Nelson & Erlandson, 2008). For example, Shute et al. (2009) explore the idea of conjoining immersive games with embedded assess-ments to create what they label stealth formative assessments. Shute and her

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colleagues argue that player interactions in a game can be assessed in real-time using probability analysis techniques. Game players can be continuously and invis-ibly assessed as they work through series of challenging tasks situated seamlessly into game play and narrative (Clark et al., 2009). The sum of these interactions over the course of a game adds up to meaningful evidentiary records of under-standing of the content and processes taught in the game. By following a system-atic, theory-based approach to designing curricula and the activities of learning within those curricula, games can produce data from students that more fully and validly demonstrate their evolving levels of competency around science inquiry and concepts (Nelson, Erlandson, & Denham, 2011).

Analysis and Findings As an example of our analyses and findings, we are using data mining techniques to automatically grade student actions in the SAVE Science games. To do this, we turn the grading task into a classical machine learning problem, in which the sys-tem must learn from a set of training data (student-actions and their grades) how to predict a grade for new students included in separate test data. We focus on two main types of models (Sil et al., 2012): ones that can grade by predicting how many content-based multiple-choice questions a student will answer correctly, and ones that can predict the manual grade assigned to a textual response. The features used for our automated graders are, 1) Features from the student-actions in the module: Frequency and types of actions in which students engaged e.g. the number of object interactions, the total number of measurements made, the number of graphs made etc; 2) Features from the students textual responses: Natural language processing (NLP) features using Hidden Markov Models, Seman-tic Role Labeling and other pipeline tools like Latent Semantic Analysis. We choose (Support Vector Machines or SVMs) with Radial Basis Function (RBF) ker-nels with default parameters for learning non-linear regression models of grading.

To date, our automated grading models can accurately predict the number of questions a student will answer correctly based on their actions in the modules (Pearson's ρ = 0.34, with only module actions as features, or ρ = 0.43 if NLP features were also included in the model). On predicting the performance on both essays and multiple-choice (a composite gold-standard), the model achieves a correlation of ρ = 0.5 with human graders. This model significant-ly outperforms two state-of-the-art automatic grading systems (Wang, Chang, & Li, 2008; and Nehm, Ha and Mayfield, 2012).

We further discover that the models for grading student performance contain four important module behavior features deemed important and non-redundant by our data mining algorithm (SVM) for the Basketball Trouble module: the num-

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ber of distinct collisions with objects in the module, the number of computer-based characters collided with, the number of distinct objects (basketballs or bal-loons) whose pressure was measured, and the number of distinct temperature measurements that were recorded into clipboards. The essential task in the Bas-ketball module is to discover that a decrease in the temperature of several gas systems (basketballs and balloons ﬁlled with air) is causing their pressure to decrease. Thus, this model includes variables that are highly relevant to a stu-dent s understanding of the core problem in the module (why basketballs in an outdoor park are not bouncing as high as balls in the city gymnasium).

Contributions One seventh grader summarized how a test like SAVE Science helped her: This seemed like a real-life question which she said helped her attend to answering it when discussing the SAVE Science assessment module but brushed off the text-based test, referring to it as made up (fictional). If students only receive feed-back from text-based tests, then they are forming their science identity based on incomplete and in some cases invalid information. SAVE Science offers an alterna-tive that helps teachers understand what students know and how to evaluate their own practice.

This material is based upon work supported by the National Science Foundation under Grant No. 0822308.

References Barab, S., Arici, A., & Jackson, C. (2005). Eat your vegetables and do your homework: a

design based investigation of enjoyment and meaning in learning. Educational Tech-nology, 45(1), 15-20.

Carnegie Corporation (2009). The Opportunity Equation: Transforming Mathematics and Science Education for Citizenship and the Global Economy. New York: Carnegie Corpo-ration of New York.

Clark, D., Nelson, B., Sengupta, P., & D Angelo, C. (2009). Rethinking science learning through digital games and simulations: genres, examples, and evidence. An NAS com-missioned paper. http://www7.nationalacademies.org/bose/Clark_Gaming_CommissionedPaper.pdf

Harlow, A., & Jones, A. (2004). Why students answer TIMSS science test items the way they do. Research in Science Education, 34, 221-238.

Ketelhut, D. J. (2007). The Impact of Student Self-Efficacy on Scientific Inquiry Skills: An Exploratory Investigation in River City, a Multi-User Virtual Environment. Journal of Sci-ence Education and Technology, 16(1), 99-111.

Michael, J. (2007). Conceptual assessment in the biological sciences: A National Science Foundation sponsored workshop. Advances in Physiological Education, 31, 389-391.

National Research Council. (2005). America's Lab Report: Investigations in High School Sci-ence. Washington, D.C.: National Academies Press.

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Nehm, R.H., Ha, M., Mayfield, E. (2012). Transforming Biology Assessment with Machine Learning: Automated Scoring of Written Evolutionary Explanations. Journal of Science Education and Technology. 21(1):183-196 Nelson, B. (2007). Exploring the use of indi-vidualized, reflective guidance in an educational multi-user virtual environment. The Journal of Science Education and Technology 16(1): 83-97.

Nelson, B., Erlandson, B., & Denham, A. (2011). Global channels for learning and assess-ment in complex game environments. British Journal of Educational Technology 42(1): 88-100.

Nelson, B., & Ketelhut, D. J. (2007). Designing for Real-World Inquiry in Virtual Environ-ments. Educational Psychology Review 19(3), p. 265-283.

Resnick, L.B. & Resnick, D.P. (1992). Assessing the thinking curriculum: New tools for edu-cational reform. In B. Gifford & M. O'Connor (Eds.), Changing Assessments: Alternative Views of Aptitude, Achievement, and Instruction. Norwell, MA: Kluwer Academic Pub-lishers, 37-75.

Shute, V. J., Hansen, E. G., & Almond, R. G. (2007). An assessment for learning system called ACED: Designing for learning effectiveness and accessibility. (RR-07-26). Prince-ton, NJ: Educational Testing Service.

Shute, V.J., Levy, R., Baker, R., Zapata, D., & Beck, J. (2009). Assessment and learning in intelligent educational systems: A peek into the future. In S. D. Craig & D. Dicheva (Eds.), Proceedings of the Artificial Intelligence and Education (AIED 09) Workshop on Intelligent Educational Games (pp. 99 109), Brighton, UK.

Sil, A., Shelton, A., Ketelhut, D. J., & Yates, A. (2012). Automatic Grading of Scientific In-quiry. Proceedings of the NAACL HLT 2012 Seventh Workshop on Innovative Use of NLP for Building Educational Applications, Montreal, CA Songer, N. B., Lee, H.S. and McDon-ald, S. (2003), Research towards an expanded understanding of inquiry science beyond one idealized standard. Science Education, 87, 490 516.

Southerland, S. A., Smith, L. K., Sowell, S. P., & Kittleson, J. M. (2007). Resisting unlearning: understanding science education's response to the United States' national accountabil-ity movement. Review of Research in Education, 31, 45-77.

Steele, M. (2005). Teaching science to middle school students with learning problems. Sci-ence Scope 29 (2), 50-51.

U.S. Department of Education (2011). NAEP Question tool. Institute of Education Sciences, National Center for Educ Statistic. Accessed 12-10-11 http://nces.ed.gov/nationsreportcard/itmrlsx/search.aspx?subject=science.

Wang, H.C., Chang, C.Y., and Li, T.Y. (2008). Assessing Creative Problem-Solving with Auto-mated Text Grading, Computers and Education, 51, 1450-1466.

Interactive Games Environment of the Multimedia Learning Package "A Letter - A Story"

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Sophia Madouvalou1 and Aristarchos Papadaniel2 1Educational RadioTelevision, Greek Ministry of Education, Greece 2Syllipsis Ltd, Greece

Keywords: alphabet literacy animation multi-platform children

Abstract: The interactive web-based games learning environment "A Letter - A Story" is part of an innovative multimedia learning package aimed at teaching the Greek alphabet through entertainment. The package is created by the author-educational technologist Sophia Madouvalou and the director-animator Aristarchos Papadaniel and produced by the Department of Educational RadioTelevision of the Greek Ministry of Education, Lifelong Learning and Reli-gious Affairs. www.i-create.gr The interactive games are based on the multi-awarded(*) educational television series "A Letter - A Story" comprising of 24 five-minute animated surrealistic stories. Each story corresponds to one of the 24 let-ters of the Greek alphabet.

In designing the interactive games, the contemporary trends in emergent literacy and the development of educational objectives outlined by Benjamin Bloom were taken into account.

Although the interactive games are targeted at children 5 to 7 years of age; they can also be used by younger children, and can be effectively used in a school class (smart board), a computer lab, and at home (PC, laptop, etc.). The interactive learning environment "A Letter - A Story" is designed to stimulate most of the senses, it supports students active participation and decision-making, gives con-trol to the players, provides opportunities for exploration, reinforces the skills of attention, concentration, seeing, listening, and of course, memory.

Through play and active participation, the interactive games aim to reinforce pre-school learning skills that lead to progressive written literacy in the first grade, thus meeting educational objectives such as emergent literacy; phonological awareness of the letters; recognition of the written phonetic symbols of the lan-guage and their position in words; exposure to the written language; understand-ing the function of letters in words; listening; and proper production of sounds.

The pilot application of the interactive games on letter Alpha is already online for free play at the following site: http://www.i-create.gr/projects/interactive-games

The pilot of the interactive learning environment "A Letter - A Story" was present-ed in the exhibition "Serious Games Showcase & Best Practices" during the 5th European Conference on Games-Based Learning held in Athens in October 2011.

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• (*)finalist [motion graphics], european design awards 2012 • best children film, 2nd corinthian international film festival 2011 (ciff) • best animation, 6th cyprus international film festival 2011 (cyiff) • distinction (for the episode "the frog violinist"), film festival in drama, 5th digi

2011 • 2nd award [educational film], 5th athens animfest 2010

The White Card Game playing your way to competency Mark O'Rourke Victoria University, Australia

Keywords: immersive; engagement; vocational; agency; games-based

Abstract: The White Card Game offers an engaging and entertaining way to deliv-er safety training for the construction industry. Through a first person perspective the goal of the game is to identify, control and report workplace hazards on a construction site without getting injured or causing the death of workmates. By creating a virtual experience of being on a building site, the game offers real life challenges, problems and risks yet provides a safe place in which to learn and ex-plore. Game implementation has shown enhanced learning and teaching out-comes by aligning gameplay and performance criteria with VET (vocational educa-tion and training) learning styles. Students learn through imagining themselves in the roles they are training for, and within the gameplay they practice contextual-ised tasks that importantly involve learning by making mistakes. This games-based learning approach has high efficiency of knowledge transfer because engaging with the content and being assessed occurs concurrently. Importantly there is no lag time between delivery, assessment and feedback. The game was funded by the Australian National VET E-Learning Strategy and was researched and devel-oped by Victoria University, Melbourne, Australia, Oztron Media and the Serious Games Group (www.seriousgamesgroup.com).

The focus for the development of the product was to provide an engaging learn-ing content delivery system for a student cohort that had low levels of English literacy, and came from low SES (socio-economic status) and CALD (culturally and linguistically diverse) backgrounds. The White Card certification is mandatory for all workers on construction sites in Australia and much of the student cohort for this qualification have little or no secondary school experience. The benefits of using a games-based learning approach is that most of the text in the simulated construction environment is text that you would be expected to come across in the real world context (and therefore need to understand what it means), and all

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learning content is conveyed via visuals and sound in an immersive interactive environment.

Games-based training has the potential to improve engagement and skill devel-opment in Vocational Education and Training. In this research the 3D immersive game environment was developed by aligning performance criteria from the unit CPCCOHS1001A : Work safely in the construction industry with gameplay scenari-os. Trials of the White Card Game were undertaken with Certificate 3 in Construc-tion (Carpentry) students who reported a preference for games-based learning compared to traditional delivery methods. Participants also expressed greater understanding for both the learning content and the relevance to vocational out-comes, even by those who had previously undertaken more conventional OHS training.

A design based research methodology was utilised, with the aim of the research being an exploration of alternative pedagogical approaches to improve engage-ment and knowledge transfer. The customisation of the game environment al-lowed learners to take on workplace identities, and through virtual work-based situations learning was contextualised and expertise developed through cycles of learning and practice (Yelland 2007). Well designed games can cultivate problem solving skills and understanding through the inherent characteristics of gameplay, which include being pleasantly frustrating, offering safe havens to explore and learn, offering contextualised skill development and supplying information on-demand (Gee, 2007).

The White Card Game serves as a mechanism for addressing learning outcomes through a competency based assessment framework, emphasising knowledge and skill acquisition in practical situations. The game offers an agent-driven, experien-tial, process-based learning method, a style of delivery that is particularly suited to VET learners who are:

• more visual than verbal, in that they like to watch and see rather than read and listen;

• hands-on learners who prefer to learn by doing and by practicing; • characterised by socially contextualised learning where they like to learn in

groups with other learners; • not self-directed learners, but like to have instructor guidance and a clear

understanding of what is required of them.

(Smith & Dalton, 2005)

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When learners are required to remember static knowledge that does not support meaningful understanding and where there is no accountability and authority attached to the knowledge acquisition and use, the learning process is under-mined (Gresalfi, Martin, Hand, & Greeno, 2008). These characteristics are com-mon features of many VET programs and can impact significantly on retention (Harris, Simons, Symons, & Clayton, 2001). In contrast, the White Card Game is action and goal oriented, and rewards player s agency and problem solving skills.

The gameplay in the White Card Game is experiential with players being situated in a space where they have a defined role and their actions affect a specific con-text. Unlike many pedagogical situations where the trainer is responsible for out-lining a context and delivering content that may be relevant at some future time, the White Card Game supplies an actionable context which resonates with and is responsive to the players requirements and goals (Barab, Gresalfi, & Ingram-Goble, 2010). This context with consequentiality is an experiential consequentiali-ty in pedagogy that is quite different to the arbitrary consequentiality of tradi-tional assessment practices of submitting assignments in exchange for grades. The White Card Game also supplies consequential feedback, which empowers players by allowing them to experience the impact of their in-game decisions, learning through both their successful actions in the game and from making mistakes and failing tasks.

The design of the White Card Game game environment includes a focus on how the curriculum can be integrated most effectively so that learning becomes im-plicit whilst the user plays the game, rather than explicitly emphasising the educa-tional content through the use of text based material that is presented outside the gameplay scenario. The game form is first person shooter style modelled in a simulated work-based environment. The scenario takes place on a multi storey construction worksite where the user plays the role of a new employee. The game goal is to identify hazards and make decisions about who to report the hazard to and what needs to be done to control the hazard on the worksite. The user must report to the supervisor when entering the building site and then remains in con-tact with him throughout the game via (virtual) mobile phone. The supervisor gives direction and acts as a pedagogical agent guiding the user in their responses.

The design and development of the White Card Game was undertaken to offer an alternative pedagogical approach in order to address specific problems with en-gagement and retention of young student cohorts in the delivery of CPCCOHS1001A : Work safely in the construction industry. This research was un-dertaken to gauge whether the trials of the game were successful in achieving improved engagement, retention and success. Qualitative data was collected and

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analysed from students, teachers and developers using a Design Based Research approach in order to gain insight into how, why and whether the innovation was successful in achieving improved learning outcomes.

Interviews and observations of students indicated increased student engagement and understanding of the learning content when delivered in a games-based de-livery context. Teacher anecdotes of students leaving class during delivery of OHS through conventional modes contrasted significantly with the White Card Game where students stayed after class to continue engaging with the content and try-ing to improve their game score. Interviews with students also revealed a percep-tion that there were aspects of workplace learning that were more accessible through the virtual scenarios than in real world situations. This is particularly rele-vant to the content in the White Card Game where it is much better to learn through failure in the virtual world than in real world settings where there is no second chance when suffering injury. The iterative development through the De-sign Based Research approach resulted in enhancements for user experience thereby improving accessibility for a diverse cohort of learners. This included de-signing for low digital literacy by offering tutorials to teach the user how to play the game while playing the game. This is achieved by stepping the user through required tasks under the guidance of the supervisor before moving through into the virtual construction site on their own. This also aligns with the real world con-text, and is supported by WorkSafe Victoria campaigns (2008), by emphasising that workers should not be afraid to ask help from a supervisor if they are unsure of anything in the workplace. Designing for low digital literacy also ensured buy-in from the trades teachers. Observations revealed that the trade teachers were empowered by having a capacity to walk into a classroom of computers, be able to facilitate a computer based activity and still remain the expert.

The White Card Game was designed so that interaction was contextually linked with learning goals thereby involving metacognitive processes when engaging with the learning task and content rather than simply focusing on winning. There was evidence of this in interviews with students who commented on the rele-vance of the game to workplace safety and how they felt they learnt more through the activity focused simulation. In the trials the teacher walked around the class and discussed with the students the decisions they were making as they played the game. Observations showed that the discussion among students, and between students and the teacher while the game was played, were all focused on identifying hazards in the virtual construction site, who the hazards should be reported to and what action is required to control the hazard. This discussion was animated and engaged as the students navigated through the virtual environ-ment, aiming for a high score, earning the maximum possible wage and connect-

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ing these parameters with safe behaviour by avoiding negligence in the gameplay decisions.

The research provides evidence for new ways to facilitate delivery and assess-ment of VET through games-based learning. The results indicated enhanced en-gagement of participants by making them active agents in the design, develop-ment and delivery of the learning experience. This was most evident in the game trials where the student engagement with work safety issues was a particular highlight. Workplace safety is one of the most difficult subjects to deliver to stu-dents, one teacher reporting that it was not unusual to get students wandering out of the class, or not returning after morning tea break, when work safety was delivered in a more traditional powerpoint presentation style. When the game was delivered there was animated peer to peer interactions and lively discussion with the teacher, students even stayed after the class had finished to improve their game score.

The research indicates potential for games-based delivery in VET and through a Design Based Research method formulates an approach that is: attuned to stu-dent diversity; enables active and collaborative learning; provides a scaffolded sequence to enhance skill development; and aligns assessments and learning with learning outcomes. Games-based delivery enables learning to be contextualised and expertise to develop through cycles of learning and practice. This active learn-ing, especially effective for learners who are disadvantaged in conventional learn-ing environments (O'Rourke, 2013), improves retention and successful completion of training. This research has shown that games-based delivery can improve stu-dents competency through elevated engagement and retention, and thereby reduce occupational risks on building sites and mitigate actions that can place them and other workers at risk.

References Barab, S. A., Gresalfi, M., & Ingram-Goble, A. (2010). Transformational Play : Using Games

to Position Person, Content, and Context. Educational Researcher, 39(525). Gee, J. (2007). Good Video Games + Good Learning. New York: Peter Lang. Gresalfi, M., Martin, T., Hand, V., & Greeno, J. G. (2008). Constructing competence: An

analysis of students participation in the activity system of mathematics classrooms. Educational Studies in Mathematics, 70, 49-70.

Harris, R., Simons, M., Symons, H., & Clayton, B. (2001). Factors that contribute to reten-tion and completion in apprenticeships and traineeships. Australian Apprenticeships: Research Readings. NCVER, 221-237.

O'Rourke, M. (2013). Playing for the future: the role of gameplay, narrative and fun in computer games-based training. (PhD), Victoria University, Manuscript submitted for publication.

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Smith, P., & Dalton, J. (2005). Getting to grips with learning styles.: National Centre for Vocational Education Research.

WorkSafe Victoria. (2008). Young workers. It doesn't hurt to speak up. Retrieved Feb 12, 2013, from http://www.worksafe.vic.gov.au/about-worksafe-victoria/campaigns

Ato s Adventure Eeducational Video Game for Graphmotor Learning with a Narrative Content Jos Rafael L pez-Arcos, Ana Abad-Arranz, Francisco Luis Guti rrez and Natalia Padilla-Zea University of Granada, Spain

Keywords: storytelling narrative fun graphmotor Abstract: Overview. The educational video game Ato s Adventure (Abad-Arranz 2012) is an iPad application which is in its final stages of development. It is in-tended for children aged from 3 to 5 and includes graph-motor exercises within a fantastic story that encourages imagination and brings enjoyment to the player. A gameplay of the current version of the game can be seen in: http://www.youtube.com/watch?v=IcOaM7oSSrY (We cannot send an executable file due to the characteristics of the development process). In Ato s Adventure the player accompanies a group of characters through differ-ent planets. In this journey, players chase the Space Pirates, who have stolen their toys. The design of the characters featured in the game is geared towards provok-ing a range of emotions in the player. There are, therefore, good and bad charac-ters and they are intended to cause empathy in children. To accomplish this, each character has a favourite toy, which contributes to the player being able to identi-fy with them, if his favourite toy matches that represented, or simply because the player also has a favourite toy. Meanwhile, the evil characters are the Space Pi-rates who, although demonstrating inappropriate behaviour, have been given some comic components in order to avoid rejection (Padilla-Zea 2013). The graph-motor learning process is oriented to perform drawing strokes exercis-es (scribbles, lines, spots, squiggles wavy, undulating lines, open or closed fig-ures...). Each of these strokes is aimed at promoting different motor processes in children. With these activities, which usually result in a set of tabs that the child

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http://www.worksafe.vic.gov.au/about-worksafe-victoria/campaigns

http://www.youtube.com/watch?v=IcOaM7oSSrY

must make progressively, a not strict learning is looked for, because the child sets the pace in his own evolution. It is very important to highlight the fact that one of the processes that the child acquires at a young age is the ability and desire to play. Because of this, it is inter-esting to include learning activities in the process of playing so that there is a sig-nificant increase of motivation. Therefore, to the intent of developing an educa-tional video game based on the graphomotor, it joined the interest in creating an attractive game for its appearance and its literary and artistic content, wich not bored the child and awake his interest in playing it and completing it. The tablets are appropriate devices for the implementation of this game. On the one hand, to allow adaptation of graph-motor exercises and on the other, they are ideal for the game to be attractive to children, who can learn to use it intui-tively. This is because tablets allow us to interact with the application interfaces with the touch of our fingers on interactive elements on the screen. Design and development process The video game's design is based on the proposed model in (Padilla-Zea 2011) which consist of three conceptual models defined for the ludic, educative and narrative component, respectively. It has been used a development based on iterations with increased functionality. From the first version or initialization, we proceed on to analyse the structure, modularity, usability, reliability, efficiency and effectiveness of each iteration be-fore moving to the next. Because our design is focused on the player, each itera-tion will be tested with a set of users in each increment to fine tune the require-ments and ways to play. These tests with users have had their own process of definition through experiences like those described in (Padilla-Zea 2013). Due to those experiences, we obtained a method which allows us evaluate both the vid-eo game (running, behavior. working) as the gameplay and the emotions it gener-ates in the player. Trough all the video game development, the next requirement has been defined: • The system has to be configurable. All possible setting features can be

changed by a menu out the application. This way, children cannot access this area by mistake.

• This features are: player s name, movement restriction (4 levels of restric-tion), kind of line (self-adjusting, continuous, discontinuous, with dots or without line), allows backward movements and how many times the exercise

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can be repeated (always once, always twice, do not repeat or repeat whether the exercise is realized wrongly in a self-adjusting way).

• The video game must evaluate through a punctuation of the level of correc-tion during the realization of each exercise.

• The system is capable of present the option of difficulty self-adjusting accord-ing to de player requirements. If the stage or educative task is realized very well according to the evaluating system, the difficulty will increase, in the contrary case, it will decrease. All this in varying degrees

• The system has to offer to the children s parents or supervisor information about the child s learning process.

• The final game cannot be monotony or boring. For that reason, it has been included a storyline and a engaging characters.This goal has been taken into account in the evaluations with users measuring their capacity to understand and react to the emotions that the video game provoke.

• The graphic and the sound aspect must be attractive to help to raise the player motivation. Much of the effort of the game development has been re-alized to get this goal.

• Other learnings, not only graph motor, which appears in a natural way inside the game, integrated in the storyline. For example: Identification of attributes and properties in different objects which allows build relationships, symbolize and establish standards for classifying, object order and serialization.

• The development kit of Apple, Xcode, has been the tool used for the imple-mentation. The programming language, Objective-C, is framed within object-orientated laguages. It was created as a superset of C but it implements a ob-ject model similar to Smalltalk. Currently, it is used as the principal program-ming language of Mac Os X and GNUstep. Now we are working in a new ver-sion of the game implemented using CoronaSDK. For its implementation the lua language is used. This development kit offers the possibility of obtain supported applications by iOS and Android.

Strengths An important aspect of this project is the inclusion of a narrative structure that supports the video game and the educational exercises while it generates motiva-tion. As explained in the paper presented at this conference, the different educa-tional objectives of the game are organized in a hierarchical structure as well as recreational activities. With this design of the video game in three structures, it is easier to relate each specific educative task with one or several scenes of the sto-ry and with one or several ludic activities. In (Padilla-Zea 2013b) we shows an ex-ample of how this model allows an affordable way in organizing the large number of elements found in the three facets of an educational video game. The sample is

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a small portion of the storyboard that was included in the Game Design Docu-ment of "Ato's Adventure." In the table-formed storyboard, each scene of the game has educational content, ludic content and story content. We are including several cinematic scenes in order to strengthen the narrative content. Also, we are performing alternative and optional scenes that will make the story more interactive. Another highlight is the ability of the application to evaluate the player. Thanks to this, the game is able to adapt to the graph-motor capabilities of the player. Each exercise consists of one or several strokes that the player must trace with his finger moving a character or an object. Internally, each trace corresponds to an equation. It is possible, therefore, to calculate the distance from the function of the above equation to any point on the plane. By performing this calculation be-tween the function and each position that is taking the object (ie, the point where the finger of the player is touching) all along the path, it can be taken the average of these distances in order to deduce how well the exercise was performed. There are two aspects that make the game difficulty: The first is the freedom of movement that the player has and is composed of the maximum allowable distance to the line (configurable by the tutor between 'unrestricted', 'slightly restricted', 'moderately restricted 'or' very restricted ') and whether to allow backward movement (the game stops and produces an error sound if these conditions are violated). The second aspect is the type of line (also configurable, but with possibility of self-adaptation). The types of lines, in increas-ing order of difficulty, are: 1) Continuous line.2) Discontinuous line. 3) Dotted line. 4) No line.    Based on a previous configuration adapted by the supervisor to the child's needs, the system will do (if desired) a second adaptation, this time automatically, de-pending on the correctness with which you are performing the exercise at all times. In summary, the main contributions of the game are its structure, which integrate narrative, educational and fun components and their ability to evaluate and adapt to the player.

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References Abad-Arranz, A. L pez-Arcos, J. R.: Desarrollo de un videojuego educativo de apoyo al

aprendizaje de la grafomotricidad, "La Aventura de Ato, un viaje a trav s del espacio y el tiempo". Final grade project, University of Granada, January 2012.

Padilla Zea, N., L pez Arcos, J. R., Gonz lez S nchez, J. L., Guti rrez Vela, F. L. & Abad Arranz, A. (2013) Evaluating emotions in educational videogames. The particular case of chil-dren . Journal of Universal Computer Science (2013) (under review).

Padilla-Zea, N.: Metodolog a para el dise o de videojuegos educativos sobre una plataforma para el an lisis del aprendizaje colaborativo, PhD dissertation, University of Granada, 2011.

Padilla-Zea, N., Guti rrez Vela, F. L., L pez-Arcos, J. R., Abad-Arranz, A. & Paderewski, P. (2013b) Modelling Storytelling to be used in Educational Videogames . Computers in Human Behaviors. http://dx.doi.org/10.1016/j.chb.2013.04.020

A Game to Train Speech Recognition for Affective Computing Treatments of ADHD Martin Porcheron, Kyle Arch, Steven D. Luland, Peter Blanchfield, Michel F. Val-star and Andry Chowanda School of Computer Science, The University of Nottingham, Nottingham, United Kingdom

Keywords: Affective computing, ADHD, ADD, Game, Engagement

Abstract: Games-based approaches to the treatment of patients diagnosed with Attention Deficit Hyperactivity Disorder (ADHD) and Attention Deficit Disorder (ADD) are currently being explored, with some work utilising facial expression analysis to determine the emotional state of patients. The use of facial- and even voice-recognition components in games presents a problem, especially for the treatment of ADD and ADHD: the usual standard for training such components requires extended interaction with the system, for example reading large passag-es of text. These training methods are not generally feasible with patients diag-nosed with ADD and ADHD, by the very nature of their disorder.

As a prelude to systems that rely on voice- and facial-recognition, we present a game that aims to sustain engagement with the user while simultaneously collect-ing training data. This work has been conducted with focus on the assumption that proceeding systems perform functions such as emotional therapy and treat-ment of disorders like ADD and ADHD.

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http://dx.doi.org/10.1016/j.chb.2013.04.020

The game utilises a virtual human opponent to compete against the player in an adversarial manner inspired by the spoof game “Mornington Crescent” from the BBC Radio 4 programme “I’m Sorry I Haven’t a Clue”. The primary mechanic of our game is traversing a train station map, with the human player nominating target stations viaspeech. The train station map currently implemented is based on the actual London Underground map, providinginstant familiarity of the context and theme of the game to the user.

Constrained randomisation of the station names is used to provide a large domain of possible station names, while being aware of the underlying phonemes that are required to pronounce each name. The AI deliberates with this information and prioritises directing the player towards stations with unheard phonemes in most cases to maximise the breadth of the training information gathered. The AI is de-signed to be challenging enough to make successfully winning a round against the virtual human an accomplishable goal while also not being too easy (and there-fore at risk of losing the user’s engagement).

The game is implemented as a component of the SEMAINE system, a Sensitive Artificial Listener (SAL) that contains components for analysing the emotional weight of voice- and facial- recognition data. Our game utilises these components and combines it with analytics generated from the game state at each recognition to allow further analysis linking audio samples and likely emotional state of the user.

Introduction Both Attention Deficit Disorder (ADD) and Attention Deficit Hyperactivity Disorder (ADHD) are being looked at for treatment using a games-based approach (Carr & Blanchfield 2009, Lis et al. 2013). The former of these papers deliberately looks at the behaviour of players by attempting to analyse their expressions while playing the game. The purpose of this is that through facial expression it is potentially possible to identify the emotional state of the players. As stated by Carr & Blanchfield (2009), when dealing with adolescents and pre-adolescents with ADHD it is vital that the game engages them from the beginning. This can be through the use of an adventure-based story line for example and must use life-like graphics. Another way to engage players, and one which we adopt here, is to use interaction with lifelike virtual humans that employ speech recognition, social signal processing, and affective computing to interact with the player.

One problem that arises when trying to use such games is obtaining adequate recognition rates in, for example, speech and facial expression recognition that are high enough to facilitate smooth gameplay. To attain this, we use an initial

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training stage that will allow a game to adapt to the individuals involved. In order to train the speech recognition of a system it is necessary for the user to engage with the program and produce a large amount of spoken dialogue, embracing the vocabulary that the game is likely to need to use. Commercial speech recognisers such as Dragon Naturally Speaking™(2012) use the reading of large amounts of text in training. This can be tailored to suit the user but generally is artificial and will lead to a lack of emotion in the training voice used. As pointed out by Carr & Blanchfield (2009) the reading ability of younger people with ADHD is often low and so other means have to be explored to get them to talk.

The aim of the current game is to produce an attractive introduction to a larger affective game that will be used in the treatment of ADHD patients. The idea of the game was based on the concept behind the spoof game called “Mornington Crescent”, as played on the BBC Radio 4 programme “I’m Sorry I Haven’t a Clue”. The original game has no real rules but ostensibly involves travelling around the London Underground from station to station and attempting to either reach Mornington Crescent or get your opponent to be forced to go there first. The challenge for the user playing our game is to beat a computer opponent to a tar-get station. The approach taken by the non-player character (NPC) is to attempt to get the player to visit enough stations so that a large number of phonemes is spoken. At the same time as learning the phonemes the game is also providing challenge and amusement or frustration to the player via audio prompts. Thus it is expected that the phonemes will be spoken in a voice that involves the emotions that will be met in later parts of the game. The name given to the current game is “Swiss Cottage”, after theLondon Underground station, but the names of stations used throughout gameplay are artificially generated. The names are generated from the set of names available on the London Underground though these have initially been analysed for phoneme content so that the player can be made to say as many of the required phonemes as possible.

The game makes use of a number of components. The user sits in front of a moni-tor that displays the virtual human as the opponent and a game board is displayed on a tablet computer placed between the player and the computer monitor. The virtual human introduces the game and allowsthe user to sign on to a session. The game play proceeds as follows:

• The virtual human announces the game is ready to play • An underground map is displayed on the tablet computer • The player is instructed to go • The player asks to move to a chosen station • The game responds:

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• If the request has been understood and is a legal move the game “train” will move to the chosen station

• If the request has been understood but is illegal the NPC will refuse the re-quest and ask the player for a new choice

• If the request is not understood the NPC will request the user to re-enter their choice

The NPC’s turn has been programmed to make moves that will try to win but more importantly try and get the player to have to go somewhere that requires use of previously unused phonemes. The NPC’s response involves audio feedback that is meant to make the character seem like it is making choices in order to in-crease the reality of the process as an interaction with another human player.

IftheplayertakestoolongtomaketheirresponsetheNPCwillinteractinwaysthataredesigned to provoke an emotional response from the user.

The game records the user speech recognition data in combination with analytics generated from the game state that should allow the process of treatment and diagnosis to proceed. The speech can be analysed for emotional response as well as for speech recognition. Though not currently implemented in the game, the system could be extended relatively easily to collect visual data that records facial expressions of the player together with dynamic expression data that could be combined with the speech data to allow further understanding of the player’s emotion.

Central to the interpretation of the recorded data is the SEMAINE system (Schroder et al. 2012) which is an integrated,autonomous Sensitive Artificial Lis-tener (SAL) that features “multimodal analysis, interpretation and synthesis of emotion-related and nonverbal behaviour in a human-to-computer dialogue set-ting”. The developed game connects with and utilises many of the SEMAINE com-ponents to collect and interpret the player’s emotion and provide the virtual hu-man opponent.

Game Development The current version of the game uses a map based on the actual London Under-ground map to allow the user to immediately find the experience familiar and understandable. Initially it was decided to create the map using a randomly gen-erated game graph that would provide a unique experience each time the game was played. The graph, which would be generated in a mathematical approach, would then be given an attractive and appealing visual identity. This generation of graphs was implemented by making use of an external library (JGraphT 2012) alt-

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hough it required extensive configuration to be suitable for graphs in the pro-posed game.

There were a number of constraints on the generated graphs to allow the game to function as intended. The first, hard, constraint was that all vertices in the graph must be connected by two or more edges; a “dead end” would mean the player would be unable to make a move as the game rules prohibit players mov-ing back to the immediately previous station. A second, soft, constraint was that edges should not allow a game to finish too quickly and that starting/destination stations must be sufficiently far away from each other as a game must be long enough to gather useful voice data from the user. Both this soft constraint and the former, hard constraint were implemented to provide entirely randomly gen-erated graphs. The next stage was to be the “decoration” of the graph so that it realistically resembled a tube station map. A specific algorithm for this has not been designed and was expected to be completed with future development. An alternative design implemented in the game involves the allocation of selected station names to a fixed graph adopted directly from the layout of the London Underground but modified for game play requirements; game variation is then achieved by randomising the selection of start and end stations.

To generate station names a list of London Underground station names was used as a starting point such that the names would be familiar and thus believable. However, using the unaltered list of stations would limit the number of stations to the 270 that appear in the London Underground network meaning that if the user played two or more games there would be a high chance of them having the same station name more than once. To address this, analysis of the list of station names was performed by breaking down the complete list of station names into three separate lists:

• a list of words from existing Underground stations that can be used as the first word in a station name

• a list of words from existing Underground stations that can be used as the second word in a station name (such as “-on-the-Hill” and “Quay”)

• a list of Underground station names that can be used, verbatim, without a prefix or suffix (such as “Embankment”).

These three lists are then dynamically combined to produce a theoretical limit of nearly 20,000 station names. At the moment the selection of possible words is mostly random with restrictions in place such that there are no two stations with exactly the same name and, secondly, that no prefix is used more than once in a single game.

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The final challenge in creating the station name generator was to implement sup-port for the phonemes in the words. To solve this considerable time was devoted working through the three separate word lists and converting all phrases into lists of their constituent phonemes.

Speech recognition was initially implemented using an external library called Sphinx-4 (2011) rather than the system used in SEMAINE. The latter system has two modes (a high accuracy slow mode and a low accuracy quick mode), neither of which gave a good play experience. Sphinx-4 required some modification to be suitable for use in the game, however, as its standard dictionaries did not include all the words used in station names in the game. Sphinx-4 was configured such that it did not rely on a language model but instead was given a sequence of words, called a grammar, that the user was expected to say. These words corre-sponded to neighbouring stations and other phrases around station names (such as “move to”, “go to”, “please” and so on).

Integration of the game within the SEMAINE framework required a number of modifications. As already stated a different voice recognition library was used. Other components including rendering and controlling the virtual human as well as the text-to-speech conversion needed for the desired interaction used modifi-cations of the SEMAINE system. The resulting software integrated feedback from the game with the expression information retrieved via the SEMAINE messaging system to create an XML file. SEMAINE already used this approach for communi-cation: the results of user’s emotion analysis components are represented using Emotional MultiModal Annotation (EMMA) markup language (Baggia et al. 2009) and communication to the speech synthesis and virtual human co-ordination components is done using FML-APML (Mancini & Pelachaud 2008), both of which are XML-compliant. The information that the system needed to collect from the game was chosen to be:

The performance of the player’s last move, which may give an indication of the player’s overall mood

• The amount of time the AI takes to respond, because this may be a cause of frustration for the player

• The amount of time that the player takes to make a move, which could help infer the amount of time the player takes to think

The game as presented works well. Limitations occur with communication in noisy environments but this is not thought to be a problem as the expectation is that it will be used in clinical or otherwise controlled environments. Further work has

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now begun on continuing stages of the game that will begin to look at aspects of diagnosis and of treatment including potential refinement of the game.

Acknowledgements Both Martin Porcheron and Kyle Arch are supported by the Horizon Doctoral Training Centre at the University of Nottingham (RCUK Grant No. EP/G037574/1) and by the RCUK’s Horizon Digital Economy Research Institute (RCUK Grant No. EP/G065802/1).

References Baggia, P., Burnett, D. C., Carter, J., Dahl, D. A., McCobb, G. &Raggett, D. (2009), ‘Emotional

Multimodal Annotation markup language’, http://www.w3.org/TR/2009/ REC-emma-20090210/. Retrieved on 13th June 2013.

Carr, J. & Blanchfield, P. (2009), A game to aid behavioural education, in ‘Proceedings of the 3rd European Conference on Game Based Learning’, Academic Conferences Lim-ited, p. 78.

Dragon Naturally Speaking™ (2012), http://www.nuance.co.uk/dragon/index.htm. Re-trieved on 14th June 2012.

JGraphT (2012), http://jgrapht.org/. Retrieved on 13th June 2013. Lis, S., Baer, N., Franzen, N., Hagenhoff, M., Gerlach, M., Koppe, G., Samer, G., Gallhofer, B.

& Kirsch, P. (2013), ‘Social Interaction Behavior in ADHD in Adults in a Virtual Trust Game’, Journal of Attention Disorders .

Mancini, M. & Pelachaud, C. (2008), ‘The fml-apml language’, Why Conversational Agents do what they do. Functional Representations for Generating Conversational Agent Be-havior. AAMAS .

Schroder, M., Bevacqua, E., Cowie, R., Eyben, F., Gunes, H., Heylen, D., ter Maat, M., McKeown, G., Pammi, S., Pantic, M. et al. (2012), ‘Building Autonomous Sensitive Arti-ficial Listeners’, Affective Computing, IEEE Transactions on 3(2), 165–183.

Sphinx-4 (2011), http://cmusphinx.sourceforge.net/sphinx4/. Retrieved on 10th June 2013. The game requires a moderately complex setup and requires additional peripherals, a more comprehensive video of game play can be found at http://www.cs.nott.ac.uk/~pxb/SwissCottage720.mov

Dr. Zdravko Dren and his adventures Joe Rugelj, Sandra Vatovec, Pela Ravnik and Luka Jurkovi Institute: Faculty of education, University of Ljubljana, Slovenia

Keywords: viruses, worms, Trojan horses

Abstract: An overview of the game: Our educational game is based on actual chal-lenge which guides us (player/doctor) towards the final goals - finding out what is wrong with our patients and curing them, so we may get parts of the changed password back into our hands. Player is assumed to play the role of a Doctor . He

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is struggling to find out from patients answers what is wrong with them, and searching for the right medicine which will help them to recover. The main inter-action between the doctor and his patients is dialog. Player tries to narrow down the possibilities and find the solution by asking questions and analyzing patients answers.

There are three main locations where the player can move around and interact with other characters and items. Everything in the game is hand drawn: locations, characters and miscellaneous items. The draw design is playful, with a bit of fairytailish feel and humour.

Possible interactions on scenes are as follows:

scene: Doctor s quarters

Here we can pick up different medicines (colored and named bottles, injections) and interact with doctor's personal computer (password input). We can also move to waiting room/classroom.

scene: Library

This is the main place with all the "collected knowledge" in our game. There is a book on the table player can interact with and it holds key information. We can also move to waiting room/classroom.

scene: Waiting room/classroom

This is the main scene in the game where our patients are located. We can talk with each one of them and try to figure out what is wrong with them. There are different questions on each stage of the dialog and player gets back answers from our patients. She can also apply selected medicine on patients to see if she diag-nosed the illness properly. Player can move to doctors quarters and to the library.

Positioning of the game in terms of related work, including references and outlin-ing the game s unique educational contribution

Environment Game is intended for students from 7th to 9th grade of primary school (age 12 to 14), who want to learn which are the most common Internet threats and also how to protect against them. The application also serves as a support for teachers and it is accessible on the Internet.

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To play the game students need:

• personal computer, • internet connection, • web link to the game - hrast.pef.uni-lj.si/games.

Learning goals The main topic of the game are the Internet threats called viruses, worms and Trojan horses. We also deal with the differences between them and with the ways how to protect against them.

After playing the game a student knows how to:

• recognize and differentiate between the most common Internet threats, • recognize causes for viruses, worms, Trojan horses, • how to protect against them.

Player can find practical as well as theoretical aspects in the game which are based on ongoing examination (setting up and carrying out diagnoses of patients) and finally to achieve the main objective of the game i.e. finding the final pass-words.

Pedagogical approaches The game is used as a gadget between school lessons, therefore interaction among teacher and student is necessary. Teacher is a leader who encourages stu-dents in their work, helps to clarify some uncertainties, and gives further explana-tions. This game can be also used in other environments, mainly at home, but there won t be any collaboration between students and teachers.

Students can play the game in their own pace and choose questions according to their conquered knowledge. In the last lessons, before they can play the game, students learn about the concept of internet threats.

Motivational elements Each step of situation is step forward in solving the global problem. Design of the game is attractive to the age of students, as we created it in cartoonish-like style. The actual meaning of life is also presented in game, so the players get a sense of topical situations.

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Design and development process The game was developed in the framework of a project work in a course on use of ICT in education which is a part of a study programme for computer science teachers at the faculty of Education. First of all we joined together in a group and chose the main theme for the pro-ject. Each of us has proposed some ideas that, at the end, formed the whole game. After choosing the theme we started writing our specification. Here we defined and worked on the theme and game in whole. We ve set the learning objectives and content.

Next step to our goal was to get familiar with the development environment - E-adventure. More specifically, we explored what it allows us to do and which ideas we could use in it. We also found out what we needed to change a little bit our basic project idea . We started to constitute a scenario that is based on all findings that we get about the program.

When the scenario was written, we started designing all that we needed in our game. First, we drew the scenes. To draw all the scenes - ordination, waiting room and a library, we used the Illustrator program.

At that point only the main characters were missing in the game. First we draw our heroes by hand on a sheet of paper, then we re-draw them by using Illustra-tor.

This was done in such a way that we scanned the drawings first and then added them to Illustrator and through the use of multiple layers, we re-drew them. When we have finished re-drawing, we were prepared to create our game!

We started with intro animation, which helps to attract students to the game. In this case we used program Adobe Flash, which was presented by our mentor. After some hours of work we achieved goals we have set up and at the and ex-ported this file as .avi format.

So there remained only the final step in our project. We had to put everything we worked on together. Working with E-adventure took quite some time and we had to work out some problems as we progressed. We ve put all characters, items and scenes into E-adventure project. We had to write all of the dialogs between char-acters and connect them in the right way. Final step was to try out as many ac-tions as we could and set conditional flags to limit some actions and possibilities.

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After a few days we managed to finish everything and get our game up and run-ning.

References http://www.webopedia.com/DidYouKnow/Internet/2004/virus.asp (accessed 5.4.2012) http://support.microsoft.com/kb/129972/sl (accessed 5.4.2012) Slides from lectures and laboratory exercises http://e adventure.e ucm.es/tutorial/files_EN/eAdventure v1.3RC 2 User_s guide

en_EN.pdf (accessed 15.5.2012) Knowledge Porridge: A Commercial Game Framework to Accommodate Varied Curriculum Content Andy Sandham NHTV University of applied sciences, Netherlands

Keywords: Educational game mechanics, curriculum, scaffold Abstract: Should Edugames be bespoke, i.e. the game designed around the specif-ic educational goals, or is there an argument that a framework of recognised commercial game mechanics can act as a scaffold into which course content and learning objectives can be inserted? through the filter of commercial game and Gamification mechanisms isolated from the authors twenty years commercial game design development, an Edugame solution is sought that provides measur-able learning outcomes across a variety of curriculum topics, while being directly targeting multiplayer social game mechanisms that allow the edugame to be played both within the class under teacher supervision, but also promotes play beyond the classroom in the students own free time. Design: ‘Knowledge porridge’ Learning objectives The objective in this case is knowledge. The learning objectives will be modular – i.e. the game framework should support learning goals which can be ‘slotted in’ dependent on curriculum, whether this be external links to a digital multiple choice, or a simple text screen describing an in class activity. This is explained fur-ther in the proposed design. Game objectives and Primary featured Mechanisms A game outline is provided below, and a playable prototype available from links within Appendix A. The game design is provided as a shell example in which to house the discussed mechanics within the section nine evaluation, and provide a ‘solution’ as per the constructive methodology; any additional functionality has

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been added in an attempt to create the basics of a functioning digital classroom learning tool. Please note for clarity in this section, the mechanics isolated by the research have been highlighted in bold type. This game is proposed as a persis-tent, online multiplayer game – accessible by students at all times. This allows elements to be scheduled in class time by the supervisor, while other secondary goals promoted through the suggested mechanics aim to motivate students to pursue learning outside of the classroom. ‘One day all the letters fell off all the pages in all the world… you are a bookworm. Digest the knowledge porridge to absorb information and place it back on the bookshelves’ this simple storyline aims to provide a clear, single sentence goal - there to provide the storyline motivation suggested by research, while avoiding confusion between curriculum goals and the ‘plot’.

Figure 1: ‘Knowledge Porridge’- Library (left) and Bookcase/puzzle game area (right - in game and editor version) The game is structured in two ‘zones’: library and bookcase – the library contains the exploration aspect, and the bookcase the ‘challenge’ aspect. Both contain the ‘knowledge porridge’ or swamp of information that the players must absorb to learn the knowledge-- although this is only ‘playable’ in the form of a puzzle with-in the bookcase zone. Readability is not compromised within these sections, as they contain the same graphical elements – the bookcase zone is in effect a micro version of the macro Library zone. The bookcase zone puzzle has a set of simple rules; a team of four students is assigned, each with their own virtual bookworm (Fig 22) - blue, yellow,

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red and green, assigned one side of the bookcase each, and starting in each cor-ner.

Figure 2: Knowledge porridge – customisable bookworm

Each bookworm has a set of 3 moves within the grid , in which they are able to ‘eat’ their way toward the central bookcase to deposit this ‘knowledge’ back onto the shelves, before it is the turn of the next student. All four ‘worms’ must be in a square adjacent to the bookcase at the same time for the team to win. The challenge aspect in this case, is that the porridge is littered with solid, static ‘unporridgy’ books, in the same four colours as the bookworms, creating a maze that blocks the direct route to the bookcase. The trick? Only the bookworm of a particular colour is able to digest the book of that colour, i.e. only the blue worm is able to eat the blue book. This promotes teamwork, but more importantly, promotes learning: The core learning elements is, each time a bookworm chooses to ‘eat’ a book, the team must complete a learning activity, either digital or real-world, before that book is digested; If the team fails, they are allowed another attempt after a ‘cooldown’ period – although not exactly rapid respawn, this aims to remove the stigma of failure by allowing immediate access to, and encouraging them to at-tempt, another route. With the entire map visible at any one time (similar to Scriptman), the killer type player is able to formulate a direct route to the bookcase. The explorer player type, on the other hand, will have noticed the books with ‘stars’ hovering above them. These are side missions or multiple quests that reward extra points and promote collecting, but cost extra exploration time – although conflict can be avoided between Bartle types by allowing this ‘extra learning’ to be collected by leaving the map accessible after the main objective (reach the bookcase) has been completed.

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The library zone contains displays each team bookcase, with their team name (‘ownership’) displayed above it. The bookcase fill up as the books are collected and joint learning tasks solved within the bookcase zone – working as a form of visible progression and checkpointing, while promoting exploration within a safe environment, the students encouraged to explore their fellow teams bookcases for completion – encouraging healthy interteam competition, whilst still working toward the class goal of completing the library. The game is designed with a clear visual objective to be reached each week (with-in the bookcase section), until the next week when a new layer of ‘knowledge porridge’ is revealed. By the end of the course, the bottom of the ‘porridge’ would be reached, and the library fully restocked with knowledge – providing an achiev-able class goal, with content chosen by the supervisor. Lost in Space <XML>: A puzzle game to teach XML Angel Serrano-Laguna and Baltasar Fern ndez-Manj n Institute: Complutense University of Madrid, Spain

Keywords: XML, puzzle

About the game The game Lost in Space<XML> is a puzzle game, in which students must introduce instructional XML documents to guide a space ship to the end of the level. It was designed and implemented to teach XML markup language fundamentals to Computer Science students. It was developed with HTML5 and Javascript, and can be played in http://glas.e-ucm.es/xml/index.html.

Game design The engine architecture is built upon a game model that defines the main high level features for our the game:

• Students must create programs to advance in the game, following a learning-by-doing approach.

• The game relies in a turn-based strategy and do not require a fast reaction, allowing students to think out a good solution.

• The game is structured in levels, enabling incremental introduction of new concepts as the student becomes more skilled, facilitating a balanced level of challenge that keeps the student engaged and prevents frustration.

• A clear goal is set up for each level.

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Engine architecture Figure 1 shows the main components of the architecture:

• Game core: The game core provides basic functionality for the game. It in-cludes, among other components, a system of game rules, a physics engine and a rendering engine.

• Set of actions and structures: This component contains the set of finite ac-tions and control structures that players can use within the game.

• Interpreter: The interpreter translates the programming code introduced by the students into game actions and structures, making the programming lan-guage to interact with the game exchangeable. For every new language that needs to be introduced, it is required to create a new interpreter able to translate it. For this instance of the game, we choose XML.

• Levels: Every level is composed of logic blocks. Every block has its own logic and behavior within the game (defined in the game core). To make them ex-tensible, levels are defined apart, in a format understandable by the game engine. Levels can be created or adapted to meet any specific needs and to adjust the duration of the game.

Figure 1: Engine architecture outline. The set of actions and structures available is directly related to the power-ups unlocked in the game levels. An interpreter translates the programs to the set of actions and structures.

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The game The game screen is divided in two parts. The left side contains two elements: the code interpreter text area (bottom), where players must introduce their code snippets; and a help window (top) where syntax clues about the unlocked powers collected are shown.

Figure 2: Game screen capture

The right side shows the current level. The goal for each level is simple: drive the player’s spaceship to the current level exit (a wormhole), eluding any obstacles that may be laid out between them. These include spaceships that can be allied (the player can write instructions to control them) or enemies (their behavior cannot be controlled), obstacles (rocks and walls), safe zones (where the player cannot be hit by enemy fire) and triggers, which release actions in the game (e.g. movement of obstacles, shooting, etc.). If the player's spaceship is hit by a shot or collides with an obstacle or another ship, it is destroyed and the level starts again.

To complete the levels, the player counts with several atomic operations. These operations affect the main ship and the allied ships, and are unlocked in the course of the game. In the last level the player can use a total of 5 instructions: move, rotate, shoot, wait and disappear (to avoid collisions).

The game flow goes as follows: the player writes a program and submits it. The code is analyzed and interpreted by the game. If the syntax is correct, it generates a set of actions that are executed in the game. Otherwise it reports the error back to the player. As the player advances in the game, power-ups are unlocked, ap-

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pearing on the top left side of the screen. The game has thirteen levels, and its estimated completion time is 50-60 minutes.

Related work Game technology has been long used to support learning programming. One of the preferred approaches is to use activities related to game design and develop-ment. Students create simple program snippets that control characters and ob-jects in a game environment, usually through a visual or simplified programming language. The visual condition of the results obtained facilitates getting students rapidly engaged in programming. Multiple tools have been developed around this paradigm, like GameMaker (Robertson & Good, 2005), Alice (Rais, Sulaiman, & Syed-Mohamad, 2011), Microsoft’s Kodu (MacLaurin, 2011) or Scratch (Resnick et al., 2009). The literature is full of experiences where this paradigm has been suc-cessfully applied. For example, De Kereki (De Kereki, 2008) reports effective use of Scratch as a motivational tool in an introductory programming course. In other example, Chen and Cheng (Chen & Cheng, 2007) use videogame development as the core activity of their programming introduction course.

Other studies have explored the activity of playing digital games in programming courses. Our approach is similar to those. In many of these games students do not write programs, using the videogames as mere containers of theoretical contents about programming, and as a means to increase students’ motivation. However, the lack of active programming is a limitation of the approach, since it is an essen-tial activity to learn programming. For example, in (Chang, 2010) authors report the use of a role-playing game where quests are directly related to programming concepts. In a similar approach, the use of a game environment provided a signifi-cant increase of student motivation towards the subject (Sancho, Torrente, & Fernández-Manjón, 2009) and student performance. In (Mitamura, Suzuki, & Oo-hori, 2012) authors propose two mini-games: a typing game and a fill-in-the-blank game to practice Java syntax, aiming to improve players' basic Java skills. In (Ibra-him, Semarak, Lumpur, & Jaafar, 2010) a game is used to teach C with crosswords puzzles and duck shot games and in (Hamid & Fung, 2007) a game is used to teach C++ concepts.

There are also educational games where students need to write little programs to move on in the game or achieve a specific goal. In (Masso & Grace, 2011) authors present an augmented reality game that uses cards as instructions to create shapes. In this game, players must combine several cards that represent basic instructions to create a target shape using augmented reality. In (Paliokas, Arapi-dis, & Mpimpitsos, 2011) authors present a 3D game where players' avatars are controlled using a subset of the Logo instructional language. Similarly, one of the

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mini-games proposed in (Mitamura et al., 2012) invites players to introduce commands to guide the main character to a target point using a simple program-ming language. A hybrid approach is described in (Jiau, Chen, & Ssu, 2009), where students are asked to program an algorithm in order to beat a game-based chal-lenge. The game runs this algorithm and gives the student a final score, based on the algorithm effectiveness.

The main drawback of these approaches is that the games developed are hard to reuse and to scale. Most of them cover specific languages and specific program-ming concepts, and makes it difficult to adapt them to cover new concepts or new programming languages to fit other target audiences.

References Chang, M. (2010). Web-Based Multiplayer Online Role Playing Game (MORPG) for Assess-

ing Students’ Java Programming Knowledge and Skills. 2010 Third IEEE International Conference on Digital Game and Intelligent Toy Enhanced Learning (pp. 103–107). IEEE. doi:10.1109/DIGITEL.2010.20

Chen, W.-K., & Cheng, Y. C. (2007). Teaching Object-Oriented Programming Laboratory With Computer Game Programming. IEEE Transactions on Education, 50(3), 197–203. doi:10.1109/TE.2007.900026

De Kereki, I. F. (2008). Scratch: Applications in Computer Science 1. 2008 38th Annual Fron-tiers in Education Conference (pp. T3B–7–T3B–11). IEEE. doi:10.1109/FIE.2008.4720267

Hamid, S. H. A., & Fung, L. Y. (2007). Learn Programming by Using Mobile Edutainment Game Approach. 2007 First IEEE International Workshop on Digital Game and Intelli-gent Toy Enhanced Learning (DIGITEL’07) (pp. 170–172). IEEE. doi:10.1109/DIGITEL.2007.31

Ibrahim, R., Semarak, J., Lumpur, K., & Jaafar, A. (2010). Using educational games in learn-ing introductory programming: A pilot study on students’ perceptions. 2010 Interna-tional Symposium on Information Technology (pp. 1–5). IEEE. doi:10.1109/ITSIM.2010.5561414

Jiau, H. C., Chen, J. C., & Ssu, K.-F. (2009). Enhancing Self-Motivation in Learning Program-ming Using Game-Based Simulation and Metrics. IEEE Transactions on Education, 52(4), 555–562. doi:10.1109/TE.2008.2010983

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cMinds: Programming Games towards Building Analytical Thinking Skills in Primary Education Hariklia Tsalapatas1, Olivier Heidmann2, Rene Alimisi2, Elias Houstis2

1University of Thessaly, Greece 2Institute for Research and Technology Thessaly, Greece

Keywords: programming, logical thinking, school education

Abstract: Analytical thinking is a transversal learning skill that helps young learn-ers excel in subject areas across the curriculum. The ability to synthesize a solu-tion to a problem, as opposed to memorizing it, is applicable in themes ranging from mathematics, science, and technology to critical ready, liberal arts, and cul-ture. Despite the broad recognition of analytical thinking as a transversal learning skill that contributes to knowledge scaffolding independently of domain there is a lack of tools, especially in digital form, that can contribute to the development of critical capacity among learners in the context of school activities and beyond. The cMinds project introduces a serious game that applies programming concepts towards the development of analytical thinking capacity among primary school learners. The structured nature of programming and its inherent universal logic makes it a viable tool towards the development of problem solving skills. cMinds does not aim to teach programming. Rather it aims to apply algorithmic thinking towards developing skills on deconstructing a given problem, analyzing viable implementations, synthesizing a precise solution, and explaining the solution to others. Towards this end, cMinds is based on visual programming in which pro-gramming language syntax is all but replaced by graphical representations of commands and structures aiming to help learners focus on the logic of a problem.

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The cMinds game consists of several activity zones:

The Tutorial Area, in which learners develop an understanding of programming constructs such as serial commands, loops, and condititionals through simple pro-gramming exercises. Once learners have understood how to use programming constructs they are called to apply them towards the solution of logical puzzles.

The Hands-on Area, in which learners are encouraged to build basic intuition on potential solutions to a given puzzle in a semi-structured exploration environ-ment. Once they have developed a basic understanding on a desirable solution, learners are asked to instruct someone else, specifically a computer, how to solve a problem by dragging and dropping visual commands from a command tool set to a visual programming zone. The learners can see the results of their efforts through an animated visualization that demonstrates the effects of the execution of their visual program. Finally, learners can compare their solution to an optimal one pre-programmed in the application.

7 logical puzzles are available with 5 difficulty levels each. The expose learners to pattern matching, categorizing, mathematical activities, logical problems such as the classic puzzle of safe river crossing by a wolf, a sheep, and a cabbage, and di-vide-and-conquer algorithms.

The cMinds project portal is at the address http://cminds.org .

The tool is publicly available at http://cminds.org/index.php?option=com_content&view=article&id=70&Itemid=106 .

How-to videos on the use of the tool are available at http://cminds.org/index.php?option=com_content&view=article&id=60&Itemid=65 .

Learning sheets for teacher support are available at http://cminds.org/index.php?option=com_content&view=article&id=128&Itemid=121 .

The Design and Development of the Math Game Zeldenrust Herre Van Oostendorp

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Utrecht University, The Netherlands

Abstract: We describe the math game Zeldenrust focused on proportional reason-ing. The game connects well with recent ideas about the integration of learning content and game mechanics and combining different types of instructional sup-port. Moreover, the technical structure allows multiple versions with different combinations of instructional support and flexibility in changing game functional-ity, textual information and settings.

Introduction Reviews have shown that computer games in mathematics are moderately more effective than traditional instruction methods (d = .17, k = 16)(Wouters et al., 2013). The introduction of instructional support such as feedback further in-creases the effectiveness (d = .40, k = 11). We have proposed that it is paramount that instructional support addresses relevant cognitive processes and that we should implement smart combinations of instructional support in serious games (cf. Wouters & van Oostendorp, 2013). In addition, research has shown that inte-gration of content and game mechanics is an important determinant for effective serious games in the domain of arithmetic (Habgood & Ainsworth, 2011, see also Holbert & Wilensky, 2012 for a more comprehensive view on integration). These empirical findings challenged us to develop a math serious game which: (1) inte-grates content and game mechanics, (2) allows effective combinations of different types of instructional support (3) do this without harming the motivational appeal of games. The project involves three universities (Utrecht University, University of Twente, Leuven University) and a game development company (Ludomotion). In this international collaboration project financed by NWO and FWO, Utrecht exam-ines the role of curiosity, Twente the role of reflection and Leuven the integration principle using the same base game

The design and development process The design process involved two main steps. First, we defined technical demands. The most important demands comprised that (a) the game could be played online and stand-alone and could be played on PC’s available on schools; (b) variable information (e.g., texts) could be easily changed; (c) modularity in the sense that game functionality could be easily modified, deleted or added; (d) multiple ver-sions (with different combinations of instructional support) could be imple-mented; (e) all actions of the game players were logged and (f) a save/reload pos-sibility.

Based on these demands Flash Develop/ActionScript with a MySQL database con-nection was chosen from three technologies (the other two were HTML5/Java and GameMaker). In addition, an object-oriented/component-based paradigm

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was chosen. The technical structure is shown in Figure 1. In order to accommo-date the required flexibility all variable information such as assignments, feed-back, parameters, introduction texts etc were described in xml files that can be easily modified. The modularity demand was met by dividing the game in a base game and several subgames. With the object-oriented/component-based para-digm that was chosen, it is relatively easily to modify, delete or add new sub-games.

Second, we analyzed existing math computer games on dimensions such as the level of integration, the type of feedback, the context, visual design etc. In addi-tion, we defined game categories (action games, RPG games etc.) and their affor-dances with respect to the domain of math. Based on these analyses, six game concepts were described and discussed. The two most promising concepts were further elaborated. Finally, we choose a combination of a RPG and simulation game as a game genre. The chosen concept, the player works in a hotel and earns money for a holiday by engaging in realistic tasks, was elaborated in a Game De-sign Document.

Figure 1: Technical structure of the math game

The development of the game involved an iteration process with three mile-stones: (1) a prototype focusing on visual design and showing how students could act in the game, (2) a base version and (3) a revised base version. Each milestone was followed by an evaluation. The prototype was discussed with small focus groups consisting of teachers, students (14-15 years, vocational education) and researchers. The base version was tested in a pilot study. Based on the results the base version was revised. Often in educational research requirements initially are described on a rather abstract and conceptual level. Only when it is worked out the consequences become clear or we see the practical problems related to the

base game.swf

assignments.xml

parameters.xml

introduction.xml

destinations.xml tutorials.swf

database

feedback.xml

levels.xml

sub-game

sub-game

sub-game

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conceptual design. Therefore, the iteration approach was chosen to allow modifi-cations in the concept and specifications of the game.

The game

The domain and context Proportional reasoning was chosen as domain because of the curricular relevance and the contextual application possibilities. In the game (which is called Zelden-rust) the student has a summer job in a hotel. By doing different tasks s/he can earn money that can be used to select a holiday destination during the game: the more money s/he earns, the further s/he can travel. At the moment there are three tasks (or subgames):

• (a) refilling refrigerators addressing missing value problems • (b) selecting smoothies that meet the desire of a customer addressing com-

parison problems • (c) making smoothies based on a recipe addressing transformation problems.

As mentioned before, the game comprises a base game and several subgames. The base game is the structure from which the subgames can be started. It allows the player to select an avatar, it presents the context of the game in a sort of ani-mation and features the “Student room” from which the student can control the game (e.g., for example by selecting a specific subgame or by clicking the map in order to select a holiday destination, see Figure 2, left picture). Each task is im-plemented as a subgame and can be played on four levels ranging from easy to difficult. Each task (on each level) consists of 4 assignments. The structure of these assignments is the same, but the numbers vary. For example, in Figure 2 (right) the assignment on the blackboard asks the student to refill a refrigerator in such a way that the ratio between cola and fanta is 4 to 8. In the next assignment this ratio can be 16 cola and 4 fanta etc.

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Figure 2: The base game (left). The subgames are represented as paintings on the back wall. By clicking on the map the student can enlarge it and select a destina-tion. The picture on the right is a subgame sample in which the student has to refill a refrigerator.

Subgames Although the subgames cover different types of problems in proportional reason-ing, they have several common elements. The blackboard contains the actual as-signment. For example, in the refrigerator subgame (see Figure 2, the right pic-ture) the assignment is to ensure that the ratio between cola and fanta is 4 to 8 taking into account the bottles that are already in the refrigerator (in this case 16 bottles fanta) The actions of the student are based on the drag-an-drop principle. In the aforementioned assignment of the refrigerator subgame the student has to drag the correct number of bottles to the refrigerator. At the left (see Figure 2, the right picture) there is a “geldmeter” (money meter) which visualizes the amount of money that the player will receive after an assignment. The money meter also shows the (accumulated) amounted of money that the student has

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earned. At the upper right the KLAAR! Button (ready button) can be used to ask the game whether the answer was correct or not. With the ? button the student can activate the tutorial. At the right bottom the Rekenmachine button (Calcula-tor) can be used to make calculations.

Integration Integration is accomplished in two ways. First, the tasks involved in the game are directly related to proportional reasoning (e.g., mixing two drinks to make a cock-tail according to a particular ratio really involves proportional reasoning skills). Second, mental operations with respect to proportional reasoning are connected with the game mechanics (e.g., in order to get the correct amount of bottles in the refrigerator the player has to drag-and-drop the correct number of bottles in the refrigerator).

Feedback The subgames have two feedback mechanisms. First, correct and incorrect actions of the player are directly reflected in the “geld meter” (money meter). For exam-ple, when the players performs the assignment well the geld meter increases and becomes greener (and the sound of a cash register is heard), but when the player breaks a bottle or uses the calculator the geld meter decreases and becomes red-der. After finishing an assignment the amount of the money meter is added to the amount of money that the player already has earned. This accumulated money, shown in a text box above the money meter, reflects the overall performance of the player in the game. The second feedback mechanism comprises the verbal comment of the hotel manager on the performance (e.g. when the players fail to drag the correct number of cola bottles to the refrigerator, the manager will ap-pear and ask “Are you sure that the number of cola bottles is correct?”).

Implementation of instructional support The base version of the game includes integration and feedback. Extended ver-sions also incorporate other types of instruction in order to facilitate specific cog-nitive processes. At the moment extended versions with situations that stimulate curiosity and reflection are available. For example, in the extended version with curiosity the student is triggered to engage in (cognitive) explorative behavior (the package with bottles does not reveal a number, but a question mark, see Figure 3). The assumption is that this causes a cognitive conflict which will yield cognitive explorative behavior.

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Figure 3: Curiosity

Discussion The game Zeldenrust described in this paper is innovative in two ways. First, it connects well with recent developments in serious games research such as the role of integration and the balanced combination of different types of instruc-tional support. From a practical point of view the game structure has some highly valuable features such as the possibility to create different versions with different types of instructional support and an accessible and easy way to change (textual) information or settings. The effectiveness of the math game in terms of learning and motivation is currently tested.

Acknowledgement This research is funded by the Netherlands Organization for Scientific Research (project Number No. 411-10-902).

References Habgood, M. P. J., & Ainsworth, S. E. (2011). Motivating children to learn effectively: Ex-

ploring the value of intrinsic integration in educational games. The Journal of the Learn-ing Sciences, 20, 169-206.

Holbert, N., & Wilensky, U. (2012). Representational congruence: Connecting video game experiences to the design and use of formal representations. In Proceedings of Constructionism 2012. Athens, Greece.

Wouters, P.J.M., Nimwegen, C. van, Oostendorp, H. van, & Spek, E.D. van der (2013). A meta-analysis of the cognitive and motivational effects of serious games. Journal of Educational Psychology, 105, 249-265.

Wouters, P.J.M, & Oostendorp, H. van (2013). A meta-analytic review of the role of instruc-tional support in game-based learning. Computers & Education, 60, 412-425.

A demo can be found at: http://www.projects.science.uu.nl/mathgame/demo_zeldenrust.swf.html (PS downloading the file may take some time)

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http://www.projects.science.uu.nl/mathgame/demo_zeldenrust.swf.html

JuraShooter StGB: On the Hunt for the cat King Mobile Drill & Exercise With fun Appeal Raban von Buttlar1, Heinrich Söbke2, Jessica Große-Wortmann3, Danny Pannicke4

1 Lernfreak GbR, Berlin, Germany

2 Bauhaus-Universität Weimar, Faculty of Civil Engineering, InnoProfile: Intelligentes Lernen (Intelligent Learning), Weimar, Germany

3 Universität Potsdam, Potsdam, Germany 4 Technische Universität Berlin, Berlin, Germany

Keywords: educational game, mobile gaming, casual gaming, law, graduate edu-cation

Abstract: JuraShooter StGB (“Jagd nach dem Katzenkönig”) is an iOS based game for graduate law education. It uses drill & exercise game mechanics. Supported by appropriate sound and graphics it fosters engagement among players. Currently holding only content related to the field of German criminal law the game is de-signed to host additional content. Also the game can be extended to support fur-ther knowledge domains. This would require exchanging sound, graphics and the narrative. The game stems from an extra-university context: its production was financed by venture capital, currently it is sold on the iTunes App Store. The game’s efficacy can be derived from observed high scores which indicate mas-tered content and informal and formal feedback. This game’s unique pedagogical contribution is the support of mobile and casual game play in the field of graduate law education - including the possibility to extend it to other domains.

Game JuraShooter StGB is a drill & exercise game for iOS based handheld devices used to train legal definitions as they are relevant for passing examinations. Embedded in a narrative context the game uses repetition as a main game mechanic: The player has to answer questions: each answer consists of multiple parts. Figures holding a label appear and disappear at a number of predefined spots in the game’s world randomly; the player has to identify the labels with valid parts of the answer by tapping them. He has to avoid those with false answer parts. The faster the correct labels are tapped the more points the player gets as a reward. Depending on the question the sequence of the answers matters also – tapping the labels in the right order then increases the reward further. Questions are or-ganized in packages and within each package in levels. Choosing a wrong answer

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costs the player one life and points, after the third erroneous choice the level is over – it has to be started again. The player can use altogether three wildcards during a level: Such a joker discloses the complete answer to a question to the player. Competition is caused by package related high scores in two ways: First the player competes with his previous results and second he tries to outperform the results of the other players. Already these few simple elements describe the complete game mechanics. They are supported by comic-style graphics and sound effects plus comments given by the German dubbing voice of George Clooney.

There have not done any studies yet about the efficacy of this game. Effects can be measured indirectly by interpretation of high scores which are collected in a central leader board: for current leader board entries it is necessary to tap each label at its first occurrence. This requires the player having the correct answers already in mind when a question is issued – an indicator for the player’s mastery of the content. Additionally the positive impact of the game is indicated by infor-mal feedback and by positive reviews in the iTunes App Store.

Design process The law discipline requires students to learn a lot of abstract definitions. These definitions are mission critical when it comes to passing examinations. During the preparation for an examination one of the authors had an aha experience after using the online educational game “Grundrechte Jogging” (lpb 2003) : With the help of this game he accomplished his learning goals astonishingly easy and ef-fortless. This insight was the origin of the desire to introduce more diversification into the learning process of law students by means of a game: The challenge was the design of an appealing digital educational game to teach law definitions in a motivating manner (Buttlar et al. 2012).

The theoretical background for the design of this game is given by Meier & Seufert (2003). The first step was to define a frame story and the rules of the game: As a narrative context the bizarre legal case of the Katzenkönig (“cat king”) was chosen – a well known court decision, often used in German law education (Pötters 2009). The narrative context is presented to the player by an introductory audio-visual sequence. As a second design characteristic tension shaping ele-ments have to be introduced: This game makes use of competition: competition with previous results and with other players. Another important part of the design is the pedagogical concept: here an instructional approach towards learning is used. This seemed to be appropriate considering the target of memorization merely dry and prosaic facts.

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Packages are subdivided into levels: A level consists of up to 15 questions con-cerning a certain topic and can be completed in about five minutes. Since the base game mechanic is not restricted to content of a certain discipline, extensibil-ity was a technical design goal: adding new content should be possible without any program change whenever the content has been defined. There are two lev-els of content extension. The first level is to add packages of questions. The se-cond level is the creation of an own application (customized release) with a dif-ferent theme (graphics, sound effects and questions). For both possibilities a web based editor should allow a convenient addition of content.

Graphics and sound effects are related to the narrative context and comic style aligned. This should emphasize the own virtual world of the game – opposed to its real world connected content. A virtual world impression is further created by the voice of a famous movie actor. This voice gives feedback and support.

Development process The first version of the game was realized as a prototype for handheld devices in HTML5. Then the Apple iPad was selected as a target platform to benefit from the already available distribution infrastructure. The technical base for this version is the open source cocos2d game engine. Subsequently versions for iPod touch and iPhone were released – there was the need for adjustments because of a smaller display size. Additionally the app itself underwent some advancements.

The extensibility of the game is ensured by a server based content management system (CMS), which has been developed using PHP and MySQL. The CMS allows providing new packages of questions, level, styles in terms of graphics and sound effects, and new customized releases of the game. For the content a two staged model is applied: first the content is delivered to test devices and thereafter it can be released for general availability. Balancing the game was one of the challeng-ing tasks in the development stage. Altered parameters have been the number of jokers, the time span an answer is displayed, the ratio of wrong and correct an-swers, the decrease of achievable points depending on advancing time etc.

In the development process up to 15 persons were involved. Learnfreak GbR is a small company specially founded for realization of this game. Apart from this ini-tiating partner a developer company and persons in charge of animations, music and sound effects and test were needed – not to forget the speaker. The devel-opment process itself was a learning experience: the introduction of project man-agement tools in later project phases improved the communication between partners a lot. Also there has been made learning progress with the release pro-cess for iTunes App Store.

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Content creation as well was not a trivial task: the content consists of legal defini-tions which normally do not exist in a pure form but they have to be extracted from the wording of a law. To ensure the correctness of the definitions an experi-enced lawyer was in charge of content creation.

Game context The domain of JuraShooter StGB’s is German criminal law. So the purpose of this educational game is very specialized. Two other important characteristics of JuraShooter StGB are its target group of graduates and its technical manifestation as a mobile device game. Predominant on this market are textual flashcard appli-cations for smart phones. Examples are lernapp - BGB AT (Cogito 2010), Spiel der Juristen (Zimmermann 2011) and NomosApp (Perdoctum 2012) for iOS devices, for the Android segment Niederle Media (Vela 2011) and for Java equipped phones JuraQuiz (EBugz 2009).

The above game related applications are mostly quiz based and train more basic knowledge with the target of memorization. Besides them there is digital media with learning objectives of higher cognitive levels, e.g. application of knowledge (Anderson & Krathwohl 2001). Econtrario is a web based learning platform for law students: In addition to quizzes it offers the opportunity to discuss questions with fellow students – so it works as a community enhancing tool (Leupold 2012). The already mentioned Grundrechte Jogging is a multimedia presentation of a distinct knowledge branch in the law domain (Constitutional Law) – the author’s sudden insight with this game can be taken as a hint that multimedia is able to create learning experiences (lpb 2003). Almost the same approach and the identical knowledge branch is pursued by storytelling games like Do I have a right? (Fila-ment 2009) which require the application of knowledge.

Compared to the related work above JuraShooter StGB presents the learning con-tent of flashcard apps with the characteristics of a game. So the unique educa-tional contribution of this game has multiple faces: It teaches abstract and dry knowledge causing fun and tension1 where common flashcard apps show the trait of being work. This app supports learner in a memorization intensive discipline and helps them to create a stable foundation of basic domain knowledge in form of definitions. Admittedly these are of lower cognitive levels of knowledge. But on

1 Of course not all potential players are receptive for genre and style of this game, but player type dependency is a challenge every game has to deal with (Bartle 1996; Yee 2006).

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the other that fact facilitates two other characteristics of the game: First it allows casual game play. So there is not the need of long play cycles and tedious prepa-ration times: Because of packaging cohesive questions into small groups already five minutes of spare time is a reasonable usage time. Freedom of locality (mobile game play) is the other characteristic which makes it easier to use this game. In conclusion JuraShooter StGB can be integrated in the daily routine and employed in so called nonproductive time spots. Furthermore the target group of graduate students is not a usual characteristic of educational games - the most video games used in education aim at younger learners.The need driven creation of this game apart from any academic or commercial context2 has led to an astonishingly pro-fessional and attractive educational tool. With the possibility to extend the con-tent and to facilitate the game’s engine also in other disciplines it seems to be a successful application of game based learning. This valuation is underlined by first unstructured observations and feedback of players.

Game play videos and game references

Since the game currently is available only in German, the following video material contains German content. Nevertheless the videos give an impression of the ma-turity of application and the game play. • Teaser on Youtube: http://www.youtube.com/watch?v=2QCndX1IFbc • Short video of game play:

https://www.dropbox.com/s/94shcdzqpkj564p/IMG_0051.mov • Website: http://lernfreak.de/ • iTunes AppStore: https://itunes.apple.com/de/app/jurashooter-

stgb/id452003973?mt=8

References Anderson, L.W. & Krathwohl, D.R., 2001. A taxonomy for learning, teaching, and assessing:

A revision of Bloom’s taxonomy of educational objectives L. W. Anderson & D. R. Krathwohl, eds., Longman.

Bartle, R.A., 1996. Hearts, Clubs, Diamonds, Spades: Players Who Suit MUDs. The Journal of Virtual Environments, 1(1). Available at: http://www.citeulike.org/user/drakkos69/article/3474752.

2 Admittedly during the development of the current version – after the creation of a first version in HTML5 – commercial interests have arisen, since venture capi-tal was collected. Nowadays iTunes App Store sales are the most important reve-nue source. Customized game releases can contribute in future.

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http://www.youtube.com/watch?v=2QCndX1IFbc

https://www.dropbox.com/s/94shcdzqpkj564p/IMG_0051.mov

http://lernfreak.de/

https://itunes.apple.com/de/app/jurashooter-stgb/id452003973?mt=8

https://itunes.apple.com/de/app/jurashooter-stgb/id452003973?mt=8

Buttlar, R. von et al., 2012. Die Jagd nach dem Katzenkönig. In W. Kaminski & M. Lorber, eds. Gamebased Learning: Clash of Realities 2012. Kopäd, p. 384.

Cogito, 2010. lernapp - BGB AT. EBugz, 2009. JuraQuiz. Filament, 2009. Do I Have A Right? Leupold, C., 2012. Econtrario - Das Online Jura-Repetitorium. lpb, 2003. Grundrechte Jogging. Landeszentrale für politische Bildung Baden-

Württemberg,. Available at: http://www.lpb-bw.de/onlinespiele.html?&cHash=27f32a6ad408128405c35cddca293413&tx_crilpbartikel_pi1[showUid]=149 [Accessed December 6, 2013].

Meier, C. & Seufert, S., 2003. Game-based learning: Erfahrungen mit und Perspektiven für digitale Lernspiele in der beruflichen Bildung. In A. Hohenstein & K. Wilbers, eds. Handbuch E-Learning.

Perdoctum, 2012. NomosApp. Pötters, S., 2009. Strafrecht Classics – Der Katzenkönig ( BGHSt 35 , 347 ). JuraExamen,

pp.1–7. Available at: http://www.juraexamen.info/strafrecht-classics-der-katzenkonig-bghst-35-347/ [Accessed April 10, 2013].

Vela, 2011. Niederle Media: Zivilrecht. Yee, N., 2006. Motivations for play in online games. Cyberpsychology & behaviour : the

impact of the Internet, multimedia and virtual reality on behaviour and society, 9(6), Zimmermann, M., 2011. Spiel der Juristen. iOS, iTunes App Store, iPad, iPod, iPhone, are trademarks of Apple Inc., registered in the

U.S. and other countries

Ludwig: a physics adventure Thomas Wernbacher1, J rg Hofst tter2 and Alexander Pfeiffer2 1Danube University Krems, Austria 2ovos media, Austria

Keywords: serious games, game based learning, iterative game design

Abstract: During the past two years we developed a physics game following a unique design principle. Many educational games currently available on the mar-ket solely focus on knowledge transfer following a behaviourist principle (Annetta, 2010). The learner is confronted with more or less demanding tasks which are solved using the trial and error method (Skinner, 1938). Learning success is direct-ly assessed using a simple feedback system ( right , wrong ). Furthermore the audio visual quality of interactive learning software often can t keep up with video games today s target group has become accustomed to. We decided to take a different path.

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Since fun of play is considered as one of the key elements of an elaborated game playing experience (Vorderer et al., 2004), we decided to design a fun filled and action packed learning game built around a serious topic: renewable energies. The content of the game is based on the physics curriculum while the graphical and audio visual quality of "Ludwig" was designed to stand a comparison with common triple a games. We crafted the game using the powerful open source software Unity. This tool empowered us to create an immersive game environ-ment which was inspired by the look and feel of World of Warcraft. A simple for-mula learning goal = game goal defined the core game mechanics. Based on a constructivist paradigm "Ludwig" offers challenges in an interactive 3D world while learning takes place in an authentic context (McLellan, 1985; Duffy & Cun-ningham, 1996). Players are allowed to explore the game world, to experiment in virtual laboratories and to solve problems freely while their actions directly lead to consequences and positive feedback by the game (Osterweil, 2007). The play-ers actions leave a trace in the game world fostering individual experiences of self-efficacy (Bandura, 1977).

Numerous feedback iterations with the target group consisting of students and teachers secured a satisfying level of quality regarding the learning content, the gameplay and the look & feel of "Ludwig". We decided to use an iterative design principle which empowers players to become game designers (Wagner, 2009). By applying qualitative and quantitative methods we gained insights in the applicabil-ity of variable quality assurance strategies. Students reflected on the playability of the game, on the usability of the interface and finally on motivational aspects (learning motivation, interest for physics). Teachers reflected on the potential benefits and problems of using "Ludwig" in class.

The results of the formative (quality assurance workshops) as well as the summa-tive evaluation (assessment of motivational, cognitive and learning processes) show that "Ludwig" can foster learning processes if game based learning is com-bined with established teaching methods and material.

Detailed description of Ludwig Ludwig is an interactive 3D-adventure game built around the topic of renewable energy production and aimed for use as an in-class learning tool in middle school physics. Players are allowed to explore the game world freely without any limita-tions set by the instructional or game design. While we emphasized pedagogical developments with respect to educational standards for physics, the heart of our project lies in its iterative game design. Ludwig was utilized and optimized gradu-ally based on the feedbacks of participatory students and teachers. Usability, fun of play, motivational factors and learning progress were investigated during work-

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shops, which took place at the location of the developer ovos in Vienna as well as schools all around Austria. At these workshops, cognitive transfer effects (inter-est, self-efficacy) were measured in a summative evaluation and the results of these measurements were fed back into the development process.

One of our main goals was to develop a learning game that could be compared to video games our target group has become accustomed to. A significant amount of effort has therefore been put into creating a lush 3D game world with a high amount of interactive objects. The learning progress in our game is mapped by knowledge points, which are received when important quests are solved or if the player finds certain resources. The more he or she explores the virtual world the more content is unlocked and added to a knowledge base describing important facts related to energy such as combustion or wind energy. In order to allow the game to be used as an in-class teaching tool, these facts are closely aligned with the Austrian physics curriculum. With respect to the design of our knowledge base, usability criteria based on national DIN norms were taken into consideration as well.

Iterative game design Even though some recent models employed in instructional designinclude limited iterative concepts and some ideas originating in agile software development such as rapid prototyping, current instructional design methodologies in general follow processes that have their roots in the so-called ADDIE (Analyze, Design, Develop, Implement, Evaluate) model. In this approach, the design process relies on the a-priori definition of the desired learning outcomes along with a pre-set methodol-ogy on how these outcomes will be achieved through instruction. Even if a design model includes iterative feedback loops, it is always restricted in terms of the ac-tual instructional outcome and methodology it aims for. In contrast to this ap-proach, game design follows a much more radical path. In game design the initial development goal is a playable prototype that can be tested immediately. Test results obtained from so-called playtesting are then analyzed and fed back into the design process where they can influence any part of the game. A new proto-type based on the adjusted requirements is built and tested again leading to a rapid recursive design process commonly referred to as iterative design. The im-portant aspect in this process is the fact that in this case any part of the game is subject to evaluation and potential change leading to a much less restricted de-velopment process that might lead to a game that deviates from the original game concept substantially.

As with any recursive model, iterative design creates a process that seeks to heu-ristically optimize the parameters that are subject to change within a single itera-

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tion. In other words, the set of playtesting questions as well as the playtesters themselves become the driving factors for the development of the game. If, for example, the main emphasis of the playtesting phase is to evaluate player experi-ence within a group of male adolescent playtesters, the corresponding iterative design process will tend to evolve the prototype into a game that optimizes player experience of adolescent males. In this sense the successful creation of emotions such as fun or suspense within a game is as much the result of the actual devel-opment process as it is a consequence of the overall game concept by a game designer or game design team. Educational games in particular as well as serious games in general are usually developed with the use of instructional design meth-odologies in order to ensure that the requirements for their specific learning out-comes or serious goals are met. Since the evolutionary development effect of optimizing fun and intrinsic motivation through continuous playtesting is general-ly absent in these design models, creating fun in serious games constitutes a sig-nificant challenge. In addition, instructional design does not account for the fact that learning in games is dependent on the personalities of the players and the learning situations in which the games are played. Through the specification of the playtesting process, including the selection of the playtesters as well as the situation in which the playtesting takes place, iterative design is capable to cus-tom design a game for a particular target group and application scenario. It is therefore possible to setup the design process in such a way that it heuristically optimizes the recursive process in a direction that supports predefined learning outcomes within a certain educational setting. For this purpose, we have pro-posed to enhance the traditional playtesting methodology with an educational evaluation that is performed in as many design iteration as possible.

Didactic playtesting For the didactic playtesting we applied quantitative methods in order to precisely operationalize values of a particular variable (answers in questionnaires) for fur-ther statistical computations, while also using qualitative methods, which allow for a systematic interpretation of the meaning of verbal material (interviews, workshops). We decided to combine elements from both approaches in order to get a holistic view on the acceptance and effects of our game.

The process relied on feedback from students as well as teachers. By means of this feedback we aimed at identifying problems and enhancing the overall quality of "Ludwig" iteratively during the entire development phase. In order to assess the overall fun factor and playability we adapted quality criteria developed by the Federal Office for the Positive Assessment of Computer and Console Games (BUPP), which is a service agency of the Austrian Ministry of Economy, Family and Youth. This institution offers guidance for parents and kids by rating video game

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titles and hosting a review database on this site. These criteria describe the fol-lowing key aspects of gameplay: audiovisual quality, controls, fun of play, level of difficulty, performance, playability & suitability. Through this user based design process we were able to enhance the playability of the learning game. Practical issues relating to the school context (technical resources, lack of it-rooms) were likewise considered by accounting for the teacher s perspective.

References Annetta, L. A.: The I s have it: A framework for serious educational game design, Review of

General Psychology 14 (2010), S. 105-112. Bandura, A.: Self-efficacy: Toward a unifying theory of behavioral change, Psychological

Review 84 (1977), S. 191-215. McLellan, H.: Situated Learning Perspectives, in: Educational Technology Publications, New

Jersey 1985. S. Osterweil: Designing learning games that matter (2007), Available at:

http://www.nercomp.org/data/media/ScotO_10.01.07.pdf Skinner, B. F.: The behavior of organisms: an experimental analysis. Oxford 1938, S. 440-

457. Wagner, M. Serious Games: Spielerische Lernumgebungen und deren Design, in: Didak-

tische Szenarien des Digitalen Game Based Learning, hrsg v. L. Issing, M. Wagner, K. Mitgutsch, Krems 2009.

Vorderer, P., Klimmt, C., & Ritterfeld, U.: Enjoyment: At the heart of media entertainment, Communication Theory 14 (2004), S. 388-408.

Trailer: http://www.youtube.com/watch?v=nTG9Oigvd-E http://www.youtube.com/watch?v=gC0mWFNrowM Download link: http://www.playludwig.com/#/download-requirements License codes (upgrade to full version): JMNmWRFzJzMHsEuf TZprFFB38ZnbhG3c

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Game Literacy Revisited: Developing Critical Play in Schools

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