Gaming learning analytics for serious games

Los juegos serios (o videojuegos educativos), se consideran una herramienta importante para la educación en el futuro. Por ello, se está invirtiendo mucho esfuerzo en el análisis de su corrección e idoneidad para alcanzar los objetivos educativos pretendidos. El campo de análisis de aprendizaje con juegos pretende proporcionar herramientas que verifiquen estas características mejorando la calidad y efectividad de los juegos serios. Para ello, se necesitan normalmente tres etapas: 1), monitorizar los datos de la interacción del jugador con el juego; 2), analizar esos datos recolectados; y 3), visualizar los resultados. En este contexto, hay algunos asuntos importantes a considerar: nivel de conocimiento del juego, receptor de las visualizaciones finales o cantidad y complejidad de los datos. Estas ideas se ponen en práctica con dos ejemplos de juegos serios centrándonos en las dos últimas etapas del proceso. Se realizan varios análisis y visualizaciones con ellos considerando los diferentes aspectos antes mencionados. Entre las conclusiones que se pueden extraer, destaca que, a pesar de haber algunos aspectos aún por mejorar, el análisis de aprendizaje con juegos es una herramienta esencial para muchos usuarios con una amplia variedad de intereses en juego serios.

Phase Locked Loop and Modulo Games, The Dogma Loops; and “Finding Ibrida”

This dissertation consists of two independent musical compositions and an article detailing the process of the design and assembly of an electric guitar with particular emphasis on the carefully curated suite of embedded effects.

The first piece, 'Phase Locked Loop and Modulo Games' is scored for electric guitar and a single echo of equal volume less than a beat away. One could think of the piece as a 15 minute canon at the unison at the dotted eighth note (or at times the quarter or triplet-quarter), however the compositional motivation is more about weaving a composite texture between the guitar and its echo that is, while in theory extremely contrapuntal, in actuality is simply a single [superhuman] melodic line.

The second piece, 'The Dogma Loops' picks up a few compositional threads left by ‘Phase Locked Loop’ and weaves them into an entirely new tapestry. 'Phase Locked Loop' is motivated by the creation of a complex musical composite that is for the most part electronically transparent. 'The Dogma Loops' questions that same notion of composite electronic complexity by essentially asking a question: "what are the inputs to an interactive electronic system that create the most complex outputs via the simplest musical means possible?"

'The Dogma Loops' is scored for Electric Guitar (doubling on Ukulele), Violin and Violoncello. All of the principal instruments require an electronic pickup (except the Uke). The work is in three sections played attacca; [Automation Games], [Point of Origin] and [Cloning Vectors].

The third and final component of the document is the article 'Finding Ibrida.' This article details the process of the design and assembly of an electric guitar with integrated effects, while also providing the deeper context (conceptual and technical) which motivated the efforts and informed the challenges to hybridize the various technologies (tubes, transistors, digital effects and a microcontroller subsystem). The project was motivated by a desire for rigorous technical and hands-on engagement with analog signal processing as applied to the electric guitar. ‘Finding Ibrida’ explores sound, some myths and lore of guitar tech and the history of electric guitar distortion and its culture of sonic exploration.

Location decision-making of 'creative' industries: the media and computer games sectors in Dublin, Ireland

There has been significant research undertaken examining the “creative class” thesis within the context of the locational preferences of creative workers. However, relatively little attention has been given to the locational preferences of creative companies within the same context. This paper reports on research conducted to qualitatively analyse the location decision making of companies in two creative sectors: media and computer games. We address the role of the so-called “hard” and “soft” factors in company location decision making within the context of the creative class thesis, which suggests that company location is primarily determined by “soft” factors rather than “hard” factors. The study focuses upon “core” creative industries in the media and computer game sectors and utilises interview data with company managers and key elite actors in the sector to investigate the foregoing questions. The results show that “hard” factors are of primary importance for the location decision making in the sectors analysed, but that “soft” factors play quite an important role when “hard” factors are satisfactory in more than one competing city-region.

Assessing a Methodological Proposal for the Design, Creation and Evaluation of Learning Objects Oriented to Educators with Diverse Educational and Technological Competencies

This paper describes a methodological proposal for the design, creation and evaluation of Learning Objects (LOs). This study arises from the compilation and analysis of several LO design methodologies currently used in Ibero-America. This proposal, which has been named DICREVOA, defines five different phases: analysis, design (instructional and multimedia), implementation (LO and metadata), evaluation (from the perspective of both the producer and the consumer of the LO), and publishing. The methodology focuses not only on the teaching inexperienced, but also on those having a basic understanding of the technological and educational aspects related to LO design; therefore, the study emphasizes LO design activities centered around the Kolb cycle and the use of the ExeLearning tool in order to implement the LO core. Additionally, DICREVOA was used in a case study, which demonstrates how it provides a feasible mechanism for LO design and implementation within different contexts. Finally, DICREVOA, the case study to which it was applied, and the results obtained are presented

Sprawozdanie z III Międzynarodowej Konferencji “The Educational and Social World of a Child” Poznań, 3 marca 2016 roku

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Using serious games for improving medical education: an application to cytopathology

El objetivo principal del proyecto es desarrollar una plataforma compuesta por aplicaciones educativas gamificadas para el entrenamiento de personal médico en países de recursos limitados en citopatología mediante dispositivos Android de bajo presupuesto. Antes de desplegar la plataforma en países con recursos limitados, va a ser probada en un curso de Introducción a Citopatología de la Escuela Médica de Harvard. El proyecto final debe funcionar tanto en PCs como en dispositivos Android de bajo coste (p.e. 50 dólares americanos, Amazon Kindle Fire 7 pulgadas) y no puede depender de una conexión a internet continua. Se han analizado algunas aplicaciones con propósito de juego y simulaciones gamificadas para tener una base de conocimiento común entre expertos médicos y desarrolladores. También se han estudiado juegos y aplicaciones cuyo objetivo es hacer uso de imágenes médicas para entrenamiento de personal médico o están enfocadas al diagnóstico mediante colaboración por parte de personal no-médico. Esto nos ha permitido identificar las mejores mecánicas de juego para nuestro caso de uso. A continuación, se han comparado diferentes herramientas de edición y motores de juegos desde el punto de vista del rendimiento ofrecido, las plataformas soportadas, su documentación y licencia. Todo ello nos ha permitido elegir la tecnología de desarrollo (libGDX). Finalmente, diseñamos e implementamos un sistema integrado de aplicaciones (editor de contenido y generador de juegos). El sistema está enfocado a reducir la dependencia entre el personal experto y los desarrolladores para crear y mantener contenido educativo. Se trata de una arquitectura formada por un servicio RESTful, y un editor asociado, orientado a la gestión de contenido educativo orientado para citopatología y dos clientes para diferentes plataformas (PC y Android) que consumen dicho servicio. Finalmente, se presentan las conclusiones y el trabajo futuro del proyecto.

Zika is not a reason for missing the Olympic Games in Rio de Janeiro: response to the open letter of Dr Attaran and colleagues to Dr Margaret Chan, Director - General, WHO, on the Zika threat to the Olympic and Paralympic Games

Attaran and colleagues in an open letter to WHO expressed their concern about the upcoming Olympic and Paralympic Games in Rio de Janeiro and the threat posed by the Zika epidemic (Attaran 2016). We agree that Zika virus is of great public health concern and much remains to be known about this disease. Care should be taken to reduce the risk of infection, especially to pregnant women. However, we argue that this is not sufficient reason for changing the original plans for the Games, in particular because of the time of the year when they will take place. The present article outlines several scientific results related to Zika and mosquito-borne infectious diseases dynamics that we believe ratify the current position of WHO in not endorsing the postponing or relocation of the 2016 Olympic and Paralympic Games (WHO 2016).

Plataforma terapeútica basada en Kinect para niños con parálisis cerebral infantil

El sistema SONRIE (Sistema de terapia, basadO en KiNect, paRa nIños con parálisis cErebral), realizado como Proyecto Fin de Grado por Dña. Estefanía Sampedro Sánchez, se desarrolló con el fin de permitir el proceso de rehabilitación de los músculos faciales en niños con Parálisis Cerebral Infantil (PCI). SONRIE se compone de una plataforma de juegos cuyo objetivo es lograr una mejora terapéutica en la musculatura orofacial de niños diagnosticados de PCI con edades comprendidas entre los 4 y los 12 años. El escenario de aplicación del sistema SONRIE son las escuelas de integración que tienen escolarizados alumnos diagnosticados con este trastorno. La posibilidad de rehabilitación de los músculos faciales mediante tratamientos que se apoyan en el uso de sistemas telemáticos, junto con el empleo de tecnologías actuales (Realidad Virtual, Realidad Aumentada y Serious Games) supone una gran innovación en el entorno de la neuro-rehabilitación, entendida como el proceso de terapia que permite optimizar la participación de una persona en la sociedad, alcanzando un grado de bienestar óptimo. El trabajo realizado en este Proyecto Fin de Grado pretende escalar el sistema SONRIE, mediante el análisis, diseño y desarrollo de un Framework encargado de facilitar, ampliar y validar el uso adecuado del sistema SONRIE en entornos escolares a través de la integración de nuevas tecnologías. La plataforma desarrollada en este proyecto, permite dotar de dinamismo y persistencia a la plataforma de juegos, ofreciendo a los usuarios de SONRIE (principalmente fisioterapeutas y rehabilitadores que trabajan en entornos escolares) un sistema de terapia para niños con PCI accesible vía web. En este Proyecto Fin de Grado se describe el conjunto de componentes software desarrollados con el fin de proporcionar un entorno web que escale el sistema SONRIE, convirtiéndolo en un sistema de terapia efectivo, completo y usable. ABSTRACT. The SONRIE system (Sistema de terapia, basadO en KiNect, paRa nIños con parálisis cErebral), performed as a final project by Miss Estefanía Sampedro, was developed in order to allow the rehabilitation process of the facial muscles of children with Cerebral Palsy (CP). SONRIE consists of a gaming platform which aims to achieve a therapeutic improvement in the orofacial musculature on children diagnosed with CP aged between 4 and 12 years. The application scenario of the SONRIE system are the integration schools that have students diagnosed with this disorder. The possibility of rehabilitation of facial muscles through treatments based on the use of telematics systems, together with the use of new technologies (Virtual Reality, Augmented Reality and Serious Games) is a great innovation in the neuro-rehabilitation environment, understood as the therapy process that optimizes the participation of a person in the society, reaching an optimum level of welfare. The work done in this final project aims to scale the SONRIE system, through the analysis, design and development of a framework in charge of facilitating, extending and validating the proper use of the SONRIE system in school environments, through the integration of new technologies. The platform developed in this project, can provide dynamism and persistence to the gaming platform, offering to the SONRIE users (mainly physiotherapists and rehabilitators who work in school settings) a therapy system for children with CP accessible via web. In this final project are described the software components developed in order to provide a web environment that scales the SONRIE system, making it an effective, complete and usable therapy system.

Educational Games for Learning Programming Languages

A concept of educational game for learning programming languages is presented. The idea of learning programming languages and improving programming skills through programming game characters’ behavior is described. The learning course description rules for using in games are suggested. The concept is implemented in a game for learning C# programming language. A common game architecture is modified for using in the educational game. The game engine is built on the base of the graphical engine Ogre3D and extended with game logic. The game has been developed as an industry level commercial product and is planned for sale to educational institutions.

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”.

Practical, appropriate, empirically-validated guidelines for designing educational games

There has recently been a great deal of interest in the potential of computer games to function as innovative educational tools. However, there is very little evidence of games fulfilling that potential. Indeed, the process of merging the disparate goals of education and games design appears problematic, and there are currently no practical guidelines for how to do so in a coherent manner. In this paper, we describe the successful, empirically validated teaching methods developed by behavioural psychologists and point out how they are uniquely suited to take advantage of the benefits that games offer to education. We conclude by proposing some practical steps for designing educational games, based on the techniques of Applied Behaviour Analysis. It is intended that this paper can both focus educational games designers on the features of games that are genuinely useful for education, and also introduce a successful form of teaching that this audience may not yet be familiar with.

TimeMesh: an educational historical game

The TIMEMESH game, developed in the scope of the European Project SELEAG, is an educational game for learning history, culture and social relations. It is supported by an extensible, online, multi-language, multi-player, collaborative and social platform for sharing and acquiring knowledge of the history of European regions. The game has been already used, with remarkable success, in different European countries like Portugal, Spain, England, Slovenia, Estonia and Belgium.

TimeMesh – a serious game for european citizenship

Serious games are games where the entertainment aspect is not the most relevant motivation or objective. TimeMesh is an online, multi-language, multiplayer, collaborative and social game platform for sharing and acquiring knowledge of the history of European regions. As such it is a serious game with educational characteristics. This article evaluates the use of TimeMesh with students of 13 and 14 years-old. It shows that this game is already a significant learning tool about European citizenship.