Table of Contents - UCL Discovery 7(3... · 2017-07-10 · Charlene Jennett, University College London, UCLIC, London, United Kingdom Sofia Papadopoulou, University College London,
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The International Journal of Game-Based Learning is indexed or listed in the following: ACM Digital Library; Bacon’s Media Directory; Cabell’s Directories; DBLP; ERIC – Education Resources Information Center; Google Scholar; INSPEC; JournalTOCs; MediaFinder; ProQuest Advanced Technologies & Aerospace Journals; ProQuest Computer Science Journals; ProQuest Illustrata: Technology; ProQuest SciTech Journals; ProQuest Technology Journals; PsycINFO®; SCOPUS; The Standard Periodical Directory; Ulrich’s Periodicals Directory; Web of Science (All Journals); Web of Science Emerging Sources Citation Index (ESCI)
Editorial Prefacev PlayfulLearning
Alex Moseley, University of Leicester, Leicester, United Kingdom
Research Articles1 WhatReallyHappensWhenAdultsPlay?ACallforExaminingtheIntersectionofPsychosocialSpaces,GroupEnergy,andPurposefulPlay;
Jo A. Tyler, Penn State University, Harrisburg PA, USA
Volume 7 • Issue 3 • July-September-2017 • ISSN: 2155-6849 • eISSN: 2155-6857An official publication of the Information Resources Management Association
InternationalJournalofGame-BasedLearning
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DOI: 10.4018/IJGBL.2017070110
International Journal of Game-Based LearningVolume 7 • Issue 3 • July-September 2017
Case Study 3:Students’ Experiences of Interdisciplinary Learning while Building Scientific Video GamesCharlene Jennett, University College London, UCLIC, London, United Kingdom
Sofia Papadopoulou, University College London, Extreme Citizen Science, London, United Kingdom
Jesse Himmelstein, Centre for Research and Interdisciplinary, Game Lab, Paris, France
Alexandre Vaugoux, Centre for Research and Interdisciplinary, Game Lab, Paris, France
Vincent Roger, Centre for Research and Interdisciplinary, Game Lab, Paris, France
Anna L. Cox, University College London, UCLIC, London, United Kingdom
InGLaSS2016,thestudentsdevelopedandshowcased4scientificgames.“Lost in Nanoworld”(Figure1)isaboutalostnanorobottryingtofinditswayandintroducesplayerstonanophysics.“Muscle Builder” (Figure2) involvescreatingandanimatingskeleto-muscular structures.“Tiny
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Defense”(Figure3)involvesdestroyingbacteriausingdifferentkindsofantibiotics,teachingplayersthat bacteria become resistant to antibiotics over time. In “Stigmer: Light the Way” (Figure 4)playersmustworktogethertoescapethemaze;gamemetricsarerecordedtoenableresearchaboutcooperativebehaviours.
The games made for the final project were built on the basis of putting into practice whatthe students learned throughout the summer school.Workshops and lectures established abasicunderstandingforconceptslike“bioluminescentlight”,butitwasbuildingthegamesandhavingtolookintowhatexactlythetermmeansthatmadethestudentsfullyunderstandtheconceptsintroducedtothem.Studentssaidthattheylearnedvaluablenewskillsbyworkingininterdisciplinaryteams,collaboratingwithscientists,andtestingtheirgameswithmembersofthepublic.Theydescribed
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learningnewthingsaboutscienceandgaininganewperspectiveonscientificgames:“Wellwhat’scoolisthatitkindofpullsknowledgefrompeople,anditcouldevenhelpscience.Ithinkit’sthebiggestthingwecoulddowithvideogamesandscience.”Studentsalsoshowedagoodunderstandingof game design as they discussed the challenges of balancing fun and scientific accuracy whendevelopingscientificgames:“Youreallyneedtoaskyourself,ifIgamifythis,isitgoingtoworkasasciencething?AndifImakethisscientificthingaccurate,isitgoingtobefun?Andforeverysingleaspect,youneedtoaskyourselfthat.”
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1. “Science In, Science Out”:Weusethisnotiontoexplainthatpurposefulgamesshouldbothuse andproduce facts, rather than simplyusing science/ history as a backdrop.Conversely,gamification(addingfeedbackelementsthatyoutypicallyfindinagamesuchasachievements/points)isnotthesameashavinggamemechanicsatthecoreoftheexperience.
2. Form Interdisciplinary Teams with a Balance of Subject and Game Creation Knowledge:Recruitabalanceofstudents,andensurethattheteamsincludeatleastonesubjectspecialist.Mixinginternationalstudentsalsohelpsmixperspectives.
3. Have Expert Mentors be Fully Present During the Game Creation Process:Mentorsareoftenverybusywithothercommitments,buttheyneededtobefullypresentsoasnottohindertheirteam’sproductivity.
4. Be Careful that Recruitment Covers All the Aspects of Game Creation, Without Overloading the Bases:Forexample,wefoundthatamixof1gamedesigner,1graphicartist,1coder,1subjectspecialist,1project/communicationmanagerworkswell.Strongprojectmanagementoneachteamincreasesthechancesforsuccess.
5. Structure the Summer School Around Teaching Participants to Mix Their Skills: Thetoughestpartofthisendeavourisenablingstudentstothinkoutsideofthe“traditional”constraintsoftheircraftandtounderstandeachother’sskillsets.Hands-onwork,atleastasacomplementtolectures,empowersandfamiliarizesstudentswiththecontent.
6. Use Game Jams as a Way to Ideate Concepts and Help Find Teams that Work Well Together:Don’tcountongamejamstocreatefull-fledgedpurposefulgames,buttheydoallowstudentstoexplorenewconceptsinadvanceofthefinalproject.Teachandpracticeafastprototypinganditerationprocess.It’salsoagoodideatointegrateplaytestsbothwithingroupsandwiththepublicasawayforstudentstogetoutsidefeedbackontheirwork.
7. End the Summer School with a Public Showcase:Thisfocusesthestudents’attentionontheirgoalandmotivatesthemtohavesomethingtheycanbeproudofshowing.
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REFERENCES
Fowler,A.,Lai,G.,Khosmood,F.,&Hill,R.B.(2015).TrendsinOrganizingPhilosophiesofGameJamsandGameHackathons.Proceedings of the 10th International Conference on the Foundations of Digital Games Workshop .
Pirker,J.,Economou,D.,&Gutl,C.(2016).Interdisciplinaryandinternationalgameprojectsforcreativelearning.Proceedings of the 2016 ACM Conference in Innovation and Technology in Computer Science Education(pp.29-34).doi:10.1145/2899415.2899448
Preston,J.A.,Chastine,J.,ODonnell,C.O.,&MacIntyre,B.(2012).Gamejams:Community,motivations,and learning among jammers. International Journal of Game-Based Learning, 2(3), 51–70. doi:10.4018/ijgbl.2012070104
Smith, P. A., & Bowers, C. (2016). Improving social skills through game jam participation. Proceedings of the International Conference on Game Jams, Hackathons, and Game Creation Events (pp. 8-14).doi:10.1145/2897167.2897172
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Volume 7 • Issue 3 • July-September 2017 • ISSN: 2155-6849 • eISSN: 2155-6857An official publication of the Information Resources Management Association
all inquiries regarding iJgbl should be directed to the attention of:Patrick Felicia, Editor-in-Chief • [email protected]
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Adaptive games design for Game-Based Learning • Design of educational games for people with disabilities • Educational video games and learning management systems • Game design models and design patterns for Game-Based Learning • Instructional design for Game-Based Learning • Integration and deployment of video games in the classroom • Intelligent tutoring systems and Game-Based Learning • Learning by designing and developing video games • Learning styles, behaviors and personalities in educational video games • Mobile development and augmented reality for Game-Based Learning • Motivation, audio and emotions in educational video games • Role of instructors • Virtual worlds and Game-Based Learning
Coverage and major topiCsThe topics of interest in this journal include, but are not limited to:
The mission of the International Journal of Game-Based Learning (IJGBL) is to promote knowledge pertinent to the design of Game-Based Learning environments, and to provide relevant theoretical frameworks and the latest empirical research findings in the field of Game-Based Learning. The main goals of IJGBL are to identify, explain, and improve the interaction between learning outcomes and motivation in video games, and to promote best practices for the integration of video games in instructional settings. The journal is multidisciplinary and addresses cognitive, psychological and emotional aspects of Game-Based Learning. It discusses innovative and cost-effective Game-Based Learning solutions. It also provides students, researchers, instructors, and policymakers with valuable information in Game-Based Learning, and increases their understanding of the process of designing, developing and deploying successful educational games. IJGBL also identifies future directions in this new educational medium.
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