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Serious Games Hauptseminar “E-Learning – Sommersemester 2008 Katja Hertzschuch LFE Medieninformatik 23.07.2008

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  • LMU Munich Media Informatics | Hauptseminar SS 2008 | Katja Hertzschuch Slide 1 of 15

    Serious GamesHauptseminar “E-Learning – Sommersemester 2008

    Katja HertzschuchLFE Medieninformatik23.07.2008

  • LMU Munich Media Informatics | Hauptseminar SS 2008 | Katja Hertzschuch Slide 2 of 15

    Agenda

    Definition

    Potentials

    Characteristics

    Quality Principles

    Examples

  • LMU Munich Media Informatics | Hauptseminar SS 2008 | Katja Hertzschuch Slide 3 of 15

    What is typical for a serious game?a mental contest

    it is played with a computer in accordance with specific rules

    it uses entertainment

    to further government or corporate training, education, health, public policy

    and strategic communication objectives

    Zyda, M., 2005. From visual simulation to virtual reality to games. No. 9. IEEEComputer Society, pp. 2532.

    Elemental, 2008.Elemental. http://www.persuasivegames.com/games/game.aspx?game=elemental, last visited 07.2008.

    Pulse!!, 2008.Pulse!! Screenshots. http://www.sp.tamucc.edu/pulse/info-multimedia.asp#screenshots, last visited 07.2008.

  • LMU Munich Media Informatics | Hauptseminar SS 2008 | Katja Hertzschuch Slide 4 of 15

    The pedagogy makes a game serious

    Zyda, M., 2005. From visual simulation to virtual reality to games. No. 9. IEEEComputer Society, pp. 2532.

  • LMU Munich Media Informatics | Hauptseminar SS 2008 | Katja Hertzschuch Slide 5 of 15

    There is a huge application area of SeriousGames

    Zyda, M., 2005. From visual simulation to virtual reality to games. No. 9. IEEEComputer Society, pp. 2532.

  • LMU Munich Media Informatics | Hauptseminar SS 2008 | Katja Hertzschuch Slide 6 of 15

    Serious Games have the potential to support the process of learning

    Learning is an active process

    make own decisions and get direct feedback

    experiment in an safe environment

    Learning is a constructive process

    get individual experiences, knowledge and interpretations

    explore the offer of information and try things in a playful way

    Learning is a self-directed process

    enjoy more freedom in learning

    see different ways to play and to get feedback

    Learning is an emotional process

    involve the player deeply in the story

    identifies himself with the pawn or role in a game

    Christoph Meier, S. S., 2003. Game-based learning:Erfahrungen mit und Perspektiven für digitale Lernspiele in der betrieblichen Bildung. In: Grundlagender Weiterbildung Praxishilfen (GdW-Ph). No. 53,7.40.20.39. Wolters Kluwer, Neuwied.

  • LMU Munich Media Informatics | Hauptseminar SS 2008 | Katja Hertzschuch Slide 7 of 15

    Serious Games need more characteristicsthan a normal video game

    Motivation to learn

    actions have direct consequences

    by playing a new role

    fascinating or thrilling situations and their dissolving

    attractive graphics, environments and funny, ironic or exorbitant characters

    Accuracy

    mistakes can initiate large socio-economic and financial consequences

    Intuitive Interfaces

    users spend time to understand and to control the interfaces

    The design is different to normal games

    knowledge about pedagogics and learning topics

    Christoph Meier, S. S., 2003. Game-based learning:Erfahrungen mit und Perspektiven für digitale Lernspiele in der betrieblichen Bildung. In: Grundlagen der Weiterbildung Praxishilfen (GdW-Ph). No. 53,7.40.20.39. Wolters Kluwer, Neuwied.; Bergeron, B., 2006. Developing serious games, historical perspective. In: Developing Serious Games. Thomson Learning, pp. 122.; Peter J. Werkhoven, J. B. F. v. E., 2007. Serious gaming requires serious interfaces.Brainplay, Netherlands.

  • LMU Munich Media Informatics | Hauptseminar SS 2008 | Katja Hertzschuch Slide 8 of 15

    A well made Serious Game needs thefollowing characteristics

    some different styles of learning

    new identities which the player likes or in which he becomes well invested

    the problems have to be well ordered

    a player is always challenged

    information On Demand and Just in Time

    a simplied system for the tutorial (e.g. fish tank)

    a sandbox which simulates the real world as a safe place without real risks

    Gee, J. P., 2004. Learning by design: Games as learning machines. Interactive Educational Multimedia (8), 1523.

  • LMU Munich Media Informatics | Hauptseminar SS 2008 | Katja Hertzschuch Slide 9 of 15

    Historical development

    Link, E., 2005. Link blue box. http://www.link.com/gallery/blue_box2_high_res.html, last visited 06.2008.; Bergeron, B., 1986. Heartlab.

    Link blue box 1929 Heartlab 1986

  • LMU Munich Media Informatics | Hauptseminar SS 2008 | Katja Hertzschuch Slide 10 of 15

    Current examples – America‘s Army

    Army, A., 2008. Training and mission screenshots. http://www.americasarmy.com/media/, last visited 06.2008.

  • LMU Munich Media Informatics | Hauptseminar SS 2008 | Katja Hertzschuch Slide 11 of 15

    Current examples – Virtual University

    Chan, Massy, A. S. S., 2003. Virtual u. http://www.virtual-u.org/index.asp, last visited 06.2008.

  • LMU Munich Media Informatics | Hauptseminar SS 2008 | Katja Hertzschuch Slide 12 of 15

    Current examples - Phobias

    Wiederhold, B. K., 2004. Using videogames to treat mental health disorders.http://www.seriousgames.org/caseblasts/vrphobia.ppt, last visited 06.2008.

  • LMU Munich Media Informatics | Hauptseminar SS 2008 | Katja Hertzschuch Slide 13 of 15

    Conclusion

    Serious games are not a magic bullet

    against people who do not want to learn.

    A well made serious game has just the

    potential to motivate people to learn more.

  • LMU Munich Media Informatics | Hauptseminar SS 2008 | Katja Hertzschuch Slide 14 of 15

    Any Questions ? ? ?

  • LMU Munich Media Informatics | Hauptseminar SS 2008 | Katja Hertzschuch Slide 15 of 15

    BibliographyArmy, A., 2008b. Training and mission screenshots. http://www.americasarmy.com/media/, last visited 06.2008.

    Bergeron, B., 1986. Heartlab.

    Bergeron, B., 2006. Developing serious games, historical perspective. In: Developing Serious Games. Thomson Learning, pp. 122.

    Chan, Massy, A. S. S., 2003. Virtual u. http://www.virtual-u.org/index.asp, last visited 06.2008.

    Christoph Meier, S. S., 2003. Game-based learning:Erfahrungen mit und Perspektiven für digitale Lernspiele in der betrieblichen Bildung. In: Grundlagen der Weiterbildung Praxishilfen (GdW-Ph). No. 53,7.40.20.39. Wolters Kluwer, Neuwied.

    Elemental, 2008.Elemental. http://www.persuasivegames.com/games/game.aspx?game=elemental, last visited07.2008.

    Gee, J. P., 2004. Learning by design: Games as learning machines. Interactive Educational Multimedia (8), 1523.

    Link, E., 2005. Link blue box. http://www.link.com/gallery/blue_box2_high_res.html, last visited 06.2008.

    Peter J. Werkhoven, J. B. F. v. E., 2007. Serious gaming requires serious interfaces.Brainplay, Netherlands

    Pulse!!, 2008.Pulse!! Screenshots. http://www.sp.tamucc.edu/pulse/info-multimedia.asp#screenshots, last visited07.2008.

    Wiederhold, B. K., 2004. Using videogames to treat mental healthdisorders.http://www.seriousgames.org/caseblasts/vrphobia.ppt, last visited 06.2008.

    Zyda, M., 2005. From visual simulation to virtual reality to games. No. 9. IEEEComputer Society, pp. 2532.

    AgendaWhat is typical for a serious game?The pedagogy makes a game seriousThere is a huge application area of Serious GamesSerious Games have the potential to support the process of learningSerious Games need more characteristics than a normal video gameA well made Serious Game needs the following characteristicsHistorical developmentCurrent examples – America‘s ArmyCurrent examples – Virtual UniversityCurrent examples - PhobiasConclusionBibliography