The Path between Pedagogy and Technology: Establishing a Theoretical Basis for the Development of Educational Game Environments

The power of computer game technology is currently being harnessed to produce “serious games”. These “games” are targeted at the education and training marketplace, and employ various key game-engine components such as the graphics and physics engines to produce realistic “digital-world” simulations of the real “physical world”. Many approaches are driven by the technology and often lack a consideration of a firm pedagogical underpinning. The authors believe that an analysis and deployment of both the technological and pedagogical dimensions should occur together, with the pedagogical dimension providing the lead. This chapter explores the relationship between these two dimensions, and explores how “pedagogy may inform the use of technology”, how various learning theories may be mapped onto the use of the affordances of computer game engines. Autonomous and collaborative learning approaches are discussed. The design of a serious game is broken down into spatial and temporal elements. The spatial dimension is related to the theories of knowledge structures, especially “concept maps”. The temporal dimension is related to “experiential learning”, especially the approach of Kolb. The multi-player aspect of serious games is related to theories of “collaborative learning” which is broken down into a discussion of “discourse” versus “dialogue”. Several general guiding principles are explored, such as the use of “metaphor” (including metaphors of space, embodiment, systems thinking, the internet and emergence). The topological design of a serious game is also highlighted. The discussion of pedagogy is related to various serious games we have recently produced and researched, and is presented in the hope of informing the “serious game community”.

Unreal PowerPoint™: Immersing PowerPoint Presentations in a Virtual Computer Game Engine World

At a recent conference on games in education, we made a radical decision to transform our standard presentation of PowerPoint slides and computer game demonstrations into a unified whole, inserting the PowerPoint presentation to the computer game. This opened up various questions relating to learning and teaching theories, which were debated by the conference delegates. In this paper, we reflect on these discussions, we present our initial experiment, and relate this to various theories of learning and teaching. In particular, we consider the applicability of “concept maps” to inform the construction of educational materials, especially their topological, geometrical and pedagogical significance. We supplement this “spatial” dimension with a theory of the dynamic, temporal dimension, grounded in a context of learning processes, such as Kolb’s learning cycle. Finally, we address the multi-player aspects of computer games, and relate this to the theories of social and collaborative learning. This paper attempts to explore various theoretical bases, and so support the development of a new learning and teaching virtual reality approach.

Temporal and Georaphical Variations in Grass Pollen Seasons in Areas of Western Europe: an Analysis of Season dates at Sites of the European Pollen Information System.

Geographical and temporal variations in the start dates of grass pollen seasons are described for selected sites of the European Pollen Information Service. Daily average grass pollen counts are derived from Network sites in Finland, the Netherlands, Denmark, United Kingdom, Austria, Italy and Spain, giving a broad longitudinal transect over Western Europe. The study is part of a larger project that also examines annual and regional variations in the severity, timing of the peak and duration of the grass pollen seasons. For several sites, data are available for over twenty years enabling long term trends to be discerned. The analyses show notable contrasts in the progression of the seasons annually with differing lag times occurring between southern and northern sites in various years depending on the weather conditions. The patterns identified provide some insight into geographical differences and temporal trends in the incidence of pollinosis. The paper discusses the main difficulties involved in this type of analysis and notes possibilities for using data from the European Pollen Information service to construct pan European predictive models for pollen seasons.

Defining Spatial and Temporal Hydromorphological Sampling Strategies for the Leigh Brook River Site

Detailed surveys of depth and velocity are undertaken to describe hydro-ecological status of rivers. Fieldwork for these surveys is time consuming and expensive. This paper aims to describe the methodology applied in order to determine the most suitable depth sampling strategy for effective field data collection and river representation in time and space at the Leigh Brook river site, Worcester, UK. The accuracy of three different sampling strategies for predicting depth at non-measured points has been compared and the mesohabitats that better characterise depth changes due to variations in discharge have been identified. The results show that depth changes due to discharge change are mainly located at shallow and deep glide mesohabitat types. The analysis for the comparison of sampling strategies indicates that grid sampling strategies give better results than regular transects. Since the results also show that higher errors in predictions are obtained in the deepest areas, higher sampling densities should be applied in these locations.