EDULEARN13 - Papers on Games and Gamification

Lista de publicações e posters aceites para a EDULEARN13  sobre "Games" e "Gamification":

Oral presentations:

BIM-BASED COMPUTER GAME FOR ACTIVE LEARNING IN CONSTRUCTION
J. Kang, K. Kuncham

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CAN A FAILED SIMULATION GAME BE USEFUL FOR TEACHING ABOUT REALITY THAT AIMS TO SIMULATE? LEARNING EVOLUTION AND NATURAL SELECTION THROUGH SPORE VIDEO GAME IN A BIOLOGY CLASS
D. Herrero

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CONTEXTUALLY-DRIVEN LEARNING EXPERIENCES FOR PROFESSIONAL LANGUAGE SKILL DEVELOPMENT THROUGH SERIOUS GAMES
H. Tsalapatas, O. Heidmann, R. Alimisi, E. Houstis

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DESIGN CHOICES IN THE DEVELOPMENT OF AN ONCOBIOLOGY SERIOUS GAME FOR MEDICAL EDUCATION
A. C.R. Martins, F. G. Freitas, P. R. Gonçalves, R. Prada, J. M.P. Desterro, L. Costa, M. I. Crisóstomo

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DEVELOPMENT OF A SERIOUS GAME TO IMPROVE COMPUTER ASSEMBLY SKILLS
R. Bourbia, M. Hadjeris, H. Seridi

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DEVELOPMENT OF AN EDUCATIONAL GAMES ASSESSMENT SYSTEM
M. Mey Rodríguez, A. Bueno Villaverde

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DEVELOPMENT OF ONLINE EDUCATIONAL GAMES WITH AUGMENTED REALITY
C. Kirner, T. Kirner

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DIGITAL GAMES´ EDUCATIONAL PRINCIPLES UTILISED IN E-LEARNING COURSES
J. Miškov

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EVALUATING LOGICAL THINKING DEVELOPMENT AMONG PRIMARY EDUCATION LEARNERS THROUGH PROGRAMMING GAMES
H. Tsalapatas, E. Houstis, C. Karagiannidis

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FANCY BEING PRIME MINISTER? 10 DOWNING STREET – AN ECONOMIC POLICY NETWORK SIMULATION BY IE BUSINESS SCHOOL THE CONCEPTUALIZATION, DESIGN AND IMPLEMENTATION OF A SERIOUS GAME
M. Constantine

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GAMES ON MOBILE DEVICES TO SUPPORT PROBLEM BASED LEARNING PROCESS
G. Putra, A. Puspaningrum

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METHODOLOGY FOR IN-GAME CERTIFICATION IN SERIOUS GAMES
R. Baptista, A. Coelho, C. Vaz de Carvalho

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NEXT GENERATION INTERACTIVE SOCIAL SCIENCE GAMES ON WEB, TABLETS, AND SMARTPHONES
R. Bodsky, S. Wang, T. Palfrey, W. Yuan

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THE BUSINESS GAME ECOMAN AS AN ALTERNATIVE DIDACTIC APPROACH TO PROMOTE ENTREPRENEURSHIP
G. Walraevens, S. Kerremans

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THE HIDDEN ROOM: A 3-D ONLINE-GAME TO ENHANCE STUDENTS’ FOREIGN LANGUAGE ACQUISITION AND COMMUNICATIVE COMPETENCE BEYOND THE CLASSROOM
A. Berns

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THIRD-PERSON EFFECT IN VIOLENT VIDEO GAMES
O. Delialioglu, I. Bulut, S. Bakay

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Poster presentations:

"LOSS OF MASS ADVENTURE" THE VIDEO GAME FOR A HEALTHY LIFE WITHOUT OBESITY
L. Rangel Méndez, M.A. Medina Nieto, A.B. Urbina Najera, L.A. Sanchez Limon

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ARE KIDS AWARE OF BEING BULLIED OR OF BULLYING OTHER CHILDREN WHILST PLAYING VIDEO GAMES IN INTERNET CAFES?
F. Cicek

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IMPROVING INTRODUCTORY PROGRAMMING USING SERIOUS GAMES
W. Debabi, T. Bensebaa

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LOOKING FOR PATTERNS OF CONVERGENT DEVELOPMENT BETWEEN STUDENTS' MEANING-GENERATION AND LEARNING-TO-LEARN-TOGETHER PROCESSES WHILE THEY COLLABORATIVELY DESIGN THEIR 'SUSTAINABLE CITY' GAME MICROWORLD
M. Daskolia, C. Kynigos

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TESTING A SERIOUS GAME FOR COMMUNICATING FOOD RISK TO YOUNG CONSUMERS: “A MYSTERIOUS POISONING”
S. Crovato, G. Mascarello, A. Pinto, L. Ravarotto

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THE INTERACTIVE PHYSICS GAME
D. Kawuloková, J. Krejčí

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Virtual presentations:

AUGMENTING LEARNING WITH GAMES
S. Padture

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ENHANCING SHARED SITUATIONAL AWARENESS WITH SIMULATION GAME SCENARIOS
H. Lukosch, A. Verbraeck

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INFORMATION AUDIT TRAINING IN COMPUTER SCIENCE AS A SERIOUS GAME
R. Perez-Castillo, M. Piattini

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LOM APPLICATION PROFILE TO DESCRIBE SERIOUS GAMES (LOM-SG)
Y. El Borji, M. Khaldi

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NATURE LEAP - A PEDAGOGICAL GAME FOR PHYSICAL EXERCISE IN EARLY CHILDHOOD EDUCATION
S. Holck, P. Marjanen

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SUPPLY CHAIN SIMULATION-BASED SERIOUS GAME INTEGRATING OPTIMISATION
A. Tobail, A. Arisha

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URJC ECONOMETRIC GAME: A STRATEGY FOR TEACHING ECONOMETRICS
M. Arrazola, J. de Hevia, I. Perrote, R. Sánchez Larrión

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USING ATTENTIONAL CUES WITH NOVICE PLAYERS IN AN INTERACTIVE SERIOUS GAME
J. Vieira, N. Sousa, P. Soares, J.N. Oliveira

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WALKABOUT IP – AN APPROACH FOR LEARNING THROUGH CONTEXTUAL MOBILE GAMES
F. Almeida, J. Lourenço, H. Bollaert, P. Possemiers

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INTRODUCING SOME GAMIFICATION FEATURES IN AN UNDERGRADUATE ENTREPRENEURSHIP COURSE
F. Galan

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ICERI2013: Call for Papers

Call for papers - ICERI2013, 6th International Conference of Education, Research and Innovation.

 

After 5 years enjoying ICERI conferences in Madrid, this 6th edition will be held in Seville (Spain), on the 18th, 19th and 20th of November, 2013.

ABSTRACT SUBMISSION
There will be 3 presentation modalities: Oral, Poster or Virtual.
The deadline for abstracts submission is July 11th, 2013.
 

OBJECTIVES
The objectives of the conference are to:
- Present and disseminate projects about education and emerging technologies
- Share best practices and promote international partnership and cooperation
- Create an international forum to discuss and exchange ideas about the latest innovations in education and research, applied to all fields and disciplines

ICERI2013 Publications will be sent to be reviewed for their inclusion in the ISI Conference Proceedings Citation Index.

IMPORTANT DEADLINES
- Abstract Submission Deadline: July 11th, 2013 (included)
- Notification of Acceptance/Rejection: September 2nd, 2013
- Final Paper Submission Deadline: October 3rd, 2013 (included)
- Registration deadline for authors: October 3rd, 2013 (included)

facebook - http://www.facebook.com/iated

twitter - https://twitter.com/ICERI_Confhttps://twitter.com/ICERI_Conf

"Serious Game Time !" Conference

Conferência Serious Game Time ! sobre aplicações de serious games e gamification no mundo empresarial.

GSummit 2013 and Education

Realizou-se em São Francisco, nos dias 16 a 18 de abril a GSummit 2013, um evento que procura reunir os principais atores do universo da gamification.

No âmbito deste evento foi lançada uma iniciativa para premiar as melhores aplicações do conceito de gamification em diversos setores (GAwards), entre eles a educação. A lista dos nomeados na área da educação pode ser consultada aqui. Os resultados deveriam ter sido anunciados durante o evento mas aparentemente ainda não foram divulgados. De qualquer forma destacam-se o primeiro classificado nas votações - World of Classcraft - e o quarto classificado - 3 Key Lessons Learned in 5 semesters of College Course Gamification. Este último é um exemplo de aplicação de gamification no ensino superior e podem ser encontrados mais detalhes num post de Steven L. Johnson, o professor que promoveu a iniciativa.

Johnson tem ainda um vídeo onde apresenta a sua experiência (47m):

Esta experiência é também mencionada no Horizon Report - Higher Education Edition 2013: At the Fox School of Business at Temple University, a professor designed his social media innovation course as a quest in which students earn points for blogging and engaging in social media activities. They are awarded badges, and those that excel earn a place on the leader board.

No vídeo, Steven Johnson apresenta também a sua definição de gamification (aos 7m30s): "using game elements in some other stuff", uma versão mais ligeira do que a tradicional "using game elements in non-game contexts" (e mais uma definição a juntar à coleção).

Na sua aplicação de gamification, recorreu aos habituais points, badges, achievements, leaderboards e levels, usando um plug-in para o Wordpress no que diz respeito a achievements. A isto juntou o que designa por careful incentive design.

A apresentação inclui uma demonstração do portal do curso e uma análise comparativa de resultados (com e sem gamification). São apresentados igualmente os depoimentos dos estudantes envolvidos.

Uma análise de diversos plug-ins para o Wordpress que podem ser usadas em aplicações de gamification é também referida na apresentação.

Não fica muito claro de que forma é que os elementos de jogos foram efetivamente aplicados. Aparentemente terá tudo a ver com a participação em blogs (do curso e dos alunos). Os resultados apresentados e os comentários apontam para resultados positivos mas ficam por conhecer os pormenores.

O portal do curso alvo desta experiência - social media innovation - está disponível on-line.

Business Gamification for Dummies

Já faltava um livro de gamification for dummies ...

Este tem como co-autor Kris Dugan, até há pouco tempo o CEO de Badgeville, tendo passado o cargo recentemente (ver aqui) para se tornar num global gamification evangelist, permanecendo na administração da empresa. Ver também este post, onde Dugan apresenta algumas das suas ideias sobre gamification da educação.

O livro Business Gamification for Dummies está disponível na Amazon em versão Kindle.

Whitepaper Case TechHub_Leaderboarded

Foi já divulgado o whitepaper do caso de estudo TechHub Leaderboarded (ver este post):

Whitepaper Case TechHub_Leaderboarded by GamFed

Comentários adicionais que foram enviados na contribuição submetida:

TechHub Noise Meter is an application of internal gamification or enterprise gamification. Is is used to improve collaborators' engagement that feel more motivated to participate since they receive feedback from their efforts through the leaderboard. Collaborators are not individually mentioned  or rewarded but they have the sense of participation in a greater cause, the success of their company. From this standpoint, I consider its application as a "best pratice".

A leaderboard is a mechanic for short term engagement. It appeals to extrinsic motivation (winning a competition and achieving a better status) and this kind of motivation is for short term engagement. These type of rewards work as long as they exist. If they cease to exist, engagement could fall. They can also reduce intrinsic motivation.

I see Leaderboarded as a gamification tool that can be used with other tools to achieve a wider gamification experience. Alone, Leaderboarded is limited to its own specific purpose but combined with other tools it can contribute to a wider experience. I used Leaderboarded in an educational context combined with ClassDojo, a reward tool based on points, targeting students behaviors. Leaderboarded proved to be a very helpful and effective tool.

eLearning Papers: MOOCs and Beyond

eLearning Papers: MOOCs and Beyond - Call for papers - extended deadline: April 8.

eLearning Papers is currently welcoming submissions which address the challenges and future of Massive Open Online Courses, a trend in education that has skyrocketed since 2008. Issue 33, MOOCs and Beyond, seeks to both generate debate, and coalesce a variety of critical perspectives into a fruitful body of research. 

Upcoming call for papers:

    •    Learning Analytics and Assessment, estimated publishing date, June 2013.

    •    Design for Learning Spaces and Innovative Classrooms, estimated publishing date, July 2013.
 

Call for Participation: Gamification 2013

GAMIFICATION 2013 - Gameful Design, Research, and Applications

University of Waterloo Stratford Campus, Stratford, Ontario, Canada
October 2-4, 2013

Twitter: #gameit2013

IMPORTANT DATES

• May 1, 2013 - Submission system opens
• June 21 - Deadline for full papers, short papers, Gamification Student Design Competition and industry/non-academic presentations
• August 1 - Accept/Reject decision of the committee
• August 8 - Poster, Demo Submission Deadline
• August 30 - Camera-ready submission, Decision on Posters and Demos
• October 2-4 - Gamification 2013 Conference in Stratford, ON

Gamification 2013: Gameful Design, Research, and Applications is a new international and interdisciplinary conference with a focus on researchers and professionals in gamification. Gamification uses game design to make a system that primarily supports non-game tasks more fun, engaging, and motivating. We invite a wide variety of research and applications to be submitted for presentation and showcasing at the conference.

The goal of the conference is to demonstrate current high quality research in gamification and encourage discussion of this research as a foundation of the future of gamification. To this end, the conference will feature streams that blend academic research and experimental applications with industry and non-profit examples, results and procedures.

We seek to understand the research necessary for increasingly effective implementation of gamification in business, health, education and entertainment. We welcome presentations of research projects, gamification successes and failures, unanswered questions about gamification, gamification metrics and processes, methods of gamification commercialization and more.

The conference looks for gamification researchers and professionals from - but not limited to - the following backgrounds:

• Game Design
• Human-Computer Interaction
• Psychology
• Computer Science and Informatics
• Game Studies
• Education
• User Experience and Interaction Design
• Social Sciences and Humanities (e.g., digital humanities, communication research, sociology

Gamification: The Book!

Gamification in Education and Business - to be published by Springer under the care of the Editors:

    •    Dr. Torsten Reiners (Curtin University, Australia)
    •    Dr. Lincoln C. Wood (Auckland University of Technology, New Zealand)

Call for Chapters:

    •    Proposals Submission Deadline: May 15, 2013
    •    Full Chapters Due: August 31, 2013
    •    Submission Date: September 31, 2013

Teoria do Fluxo

Mihaly Csikszentmihalyi é muitas vezes citado em trabalhos que abordam o tema da gamification por causa da sua teoria do fluxo (descrita no seu livro Flow: The Psychology of Optimal Experience). O fluxo é um estado que leva a que uma pessoa ao estar tão envolvida numa atividade se abstrai do tempo e do espaço. Este estado é muitas vezes sentido pelos utilizadores de videojogos, daí esta teoria surgir no contexto da gamification. Esta procura formas de transportar os elevados níveis de envolvimento e de motivação sentidos pelos jogadores para contextos exteriores ao universo dos jogos de maneira a conseguir mais do que um simples propósito hedónico. Criar condições propícias à geração de experiências de fluxo nos participantes de uma qualquer atividade num contexto não lúdico será uma forma de aumentar os seus níveis de envolvimento e de motivação para executar essa atividade.

Um sistema gamificado que inclua elementos de jogos pode ser o que Finneran & Zhang descrevem como um Computer Mediated Environment (CME). A possibilidade de gerar experiências de fluxo num CME provoca atitudes positivas nos utilizadores e o desenvolvimento de condições para uma melhor aprendizagem. Os utilizadores de um CME podem ter experiências de fluxo se usarem esse sistema como se fosse um brinquedo.

Com a aplicação de gamification na educação o que se pretende é aplicar na sala de aula e na relação dos estudantes com a escola, os componentes e as técnicas de desenho de jogos que os tornam atrativos e conduzem a elevados níveis de envolvimento e motivação.  O uso de plataformas tecnológicas que constituam ambientes sociais de aprendizagem correspondem aos ambientes mediados por computador capazes de criar as condições de fluxo nos alunos que conduzam aos níveis de envolvimento e motivação que se pretende ver reproduzidos no contexto da escola.

O vídeo abaixo é a TED Talk de 2004 em que Mihaly Csikszentmihalyi descreve a sua teoria do fluxo:

Existem algumas visões críticas da aplicação da teoria do fluxo como a de Donald Clark - Csikszentmihalyi – don’t go with the ‘flow’! - mas que não retiram a sua importância no contexto dos estudos sobre gamification.

Ver também o vídeo abaixo (de Brian Burke da Gartner) sobre a importância da motivação íntrínseca e da geração de experiências com significado em aplicações gamification: