1 / 10

SG Mechanics & Ontology WP2 T2.1

SG Mechanics & Ontology WP2 T2.1. Theo Lim, Sandy Louchart, Alasdair Thin Heriot-Watt University t.lim@hw.ac.uk , S.Louchart@hw.ac.uk , A.G.Thin@hw.ac.uk. GaLA Game and Learning Alliance The European Network of Excellence on Serious Games. Madrid 15-17 April 2013.

yorick
Download Presentation

SG Mechanics & Ontology WP2 T2.1

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. SG Mechanics & OntologyWP2 T2.1 Theo Lim, Sandy Louchart, Alasdair Thin Heriot-Watt Universityt.lim@hw.ac.uk, S.Louchart@hw.ac.uk, A.G.Thin@hw.ac.uk GaLA Game and Learning Alliance The European Network of Excellence on Serious Games Madrid 15-17 April 2013 European Commission Information Society and Media 1

  2. Activities for Year 3 • Serious Games Mechanics (SGMs) • Building case studies towards a process for identifying SGMs • Focus on Narrative/Storytelling SGMs Madrid 15-17 April 2013 European Commission Information Society and Media 5

  3. Activities for Year 3 • Case Study - Shortfall • Question 1: Shortfall increased my knowledge of the automotive supply chain. Question 2: Shortfall increased my knowledge of supply chain management. Question 3: Shortfall increased my knowledge of manufacturing practices. Question 4: Shortfall increased my knowledge of environmentally benign manufacturing practices. Question 5: Shortfall helped me be more confident in my ability to lead others on a team. Question 6: Shortfall helped me to understand the importance of working collaboratively within a team. Question 7: Shortfall confirmed my preference to work individually when possible. Question 8: Playing Shortfall again would further increase my knowledge of environmentally benign automotive manufacturing.Question 9: Playing Shortfall again would further increase my ability to work on a team. Question 10: I would enjoy playing Shortfall in tandem with class lectures about environmentally benign manufacturing and/or supply chain management. Madrid 15-17 April 2013 European Commission Information Society and Media 5

  4. Activities for Year 3 • Case Study - Shortfall • We can therefore see that the LOs (based on the above questions cited in papers on Shortfall) are listed in LM-GM... • LM: Participation (pertains to collaborative working), Generalisation/Discrimination (pertains to decision making), Identify/discover (pertains to increasing knowledge), plan/objectify (pertains to identifying trade-offs and therefore decision making), analyse (pertains to strategic thinking), assessment (pertains to understanding and current events). • GM: Role play (pertains to individual management and engagement within the team), collaboration (pertains to learning how to work in groups/teams), goods/information (pertains to understanding policies and impact), communal discovery (pertains to knowledge acquisition both individually and as a team), appointment (pertains to responsibility), strategy/planning (pertains to decision making), resource management (pertains to strategic thinking), pavlovian interactions (pertains to responding under operant schedules), status (pertains to achievement). Madrid 15-17 April 2013 European Commission Information Society and Media 5

  5. Activities for Year 3 Madrid 15-17 April 2013 European Commission Information Society and Media 5

  6. Activities for Year 3 • Serious Games Mechanics (SGMs) SGMs can be described in terms of Process, Structure and Purpose. Any SG element is designed for a reason and has a purpose with regards to a gaming experience. This purpose is achieve through a process in which activities, information or events represent the structural tangible elements of the overall element described. Game elements Madrid 15-17 April 2013 European Commission Information Society and Media 5

  7. Activities for Year 3 • Narrative Serious Games Mechanics (SGMs) A SGM is identified as a narrative SGM (NSGM) when aspects of narrative/storytelling such as dialogue, plot events or character actions/behaviours are purposely used in order to achieve specific and identified pedagogical outcomes. A Narrative SGM is represented by a narrative element which contributes directly or supports indirectly identified pedagogical outcomes towards a successful SG gaming experience. Madrid 15-17 April 2013 European Commission Information Society and Media 5

  8. Example - NSGM - Exposure • Purpose Madrid 15-17 April 2013 European Commission Information Society and Media 5

  9. Example - NSGM - Exposure • Process & Structure Madrid 15-17 April 2013 European Commission Information Society and Media 5

  10. Collaboration • 2.1 - 2.8 • SGM identification process for Narrative SGMs • 2.1 - 2.6 • Identification of SGMs for Education role-play Madrid 15-17 April 2013 European Commission Information Society and Media 5

More Related