Since the launch of GameChangers in 2015, the initiative has produced two spin-out projects- Mobile GameChangers and CreativeCulture funded by HEFCE and Newton respectively.
CreativeCulture was kicked off in February 2017, where the Malaysian team was involved in the Remix Play Summit. As part of the programme, the UK team recently visited the Malaysian site (7th – 18th August 2017) and spent 2 weeks with the local team developing the localised game design thinking programme for STEM education, carrying out workshop for educators in Kuching and visiting one of the project’s sites.
The UK team ran the Remixing Play into a GamePlan workshop with the local team prior to the site visit and the workshop with the stakeholders.
The workshop has led to a simple play-learn programme developed for the site visit, where we introduced a game-based learning activity to the teachers and students at Telok Melano (a remote/rural Malay fishing village). It was a great experience and a satisfying one, especially seeing the pupils enjoying the play-learn process. The teachers were also inspired and the school will now be one of the main sites for the CreativeCulture programme.
The site visit was followed by a workshop with the local stakeholders in Kuching. A call out for participation was published in the local news.
The workshop attracted just over 40 participants from various teaching and learning background (HE, schools, state ministry of education, regional/district education office, etc.). The participants had a lot of fun experiencing the Remixing Play process, where in less than 1 1/2 hours, they managed to create playful solutions to real challenges and some of them addressed STEM topics.
Slides used on the day:
The collaboration was further covered by the local press.
The project is putting out a call for teachers/educators in the Kuching/Sarawak area to be involved in the project. You may either want to explore the power of play and games in education, the game design process for learning or if you are already using game and play-based learning in your teaching, we would like to showcase your work. The local lead is Dr. Jacey-Lynn Minoi. Please visit the project’s website – http://mycapsule.my and email us at firstname.lastname@example.org
As part of the stakeholder engagement plan for the Crowd4Roads project (C4Rs – a project that is funded under the EU Commission Horizon 2020 Research and Innovation Action (CAPs)), we recently organised a 2-hour workshop on research and innovation in transport and mobility (Our city, our roads – Let’s make a difference) – 3rd July 2017 at the Disruptive Media Learning Lab, Coventry University. We are a partner of the project that is coordinated by University of Urbino in Italy.
The aim of the workshop was to engage others who are involved in innovation related to transport and mobility and specifically those from the local council in the UK. We also aimed to raise awareness of the smart sensing and collective awareness approach that the C4Rs project is developing and is key to informing future pilot testing of the prototype in the city. Twenty people attended the workshop and they were from Coventry City Council, the university’s Mobility and Transport research centre, the enterprise and the engineering faculty. It was also a great pleasure to have Sunil Budhdeo (Transport Innovation Manager , Coventry City Council), who talked about innovation in traffic management and Professor Andrew Parkes (Executive Director, Centre for Mobility and Transport), who discussed connected and driverless vehicle technology and the contribution to future mobility.
We showcased current outcomes from the C4Rs project (Smart sensing, gamification and our roads: The C4Rs journey – presented my myself, Saverio Delpriori from the University of Urbino and my colleague Mark Lewis. The talk demonstrated the Crowd Sensing approach and the gamification design so far.
The GameChangers initiative has been a key staple at Coventry University, aiming to embed playful and gameful approaches in our teaching and learning. It has not been an easy ride as playfulness can sometimes be seen as a bit too “arty farty” and not “serious” enough for HE. However, we are blessed with champions of the approach in the different faculties, centres and campuses. And the programme is such a success with approaches being embedded in real courses and modules and new interesting tools created by staff and students as part of a pilot for their teaching and learning.
As part of the soft launch for GameChangers 2.0, we organised a showcase workshop for colleagues to demonstrate how they have embedded playfulness and gamefulness in their practices and how GameChangers have been sentimental to influencing these practices. It was great to see most of them there and to hear about their experiences. We are also in the process of collecting talking head videos so that we can showcase these champions on the GameChangers online hub. The website is being revamped as we speak and we hope to have a Beta version by end of July.
You can catch the session here:
In the spirit of collaboration amongst the different Eu-Funded projects, we organised a short lunchtime seminar to showcase the work that we have been carried out within the game-based research and innovation domain. The #DisruptiveBytes session is a regular lunctime meetup for staff across Coventry University and it is a great platform to demonstrate relevant outcomes that may inspire them to rethink teaching and learning.
The session touched on three projects that showcased reusable game components, new ways of developing gamified lesson planning and use of pervasive and location based technologies.
I presented the BEACONING project that stands for ‘Breaking Educational Barriers with Contextualised, Pervasive and Gameful Learning’ and focuses on ‘anytime anywhere’ learning by exploiting pervasive, context-aware and gamified techniques and technologies, framed under the Problem-Based Learning approach. You can see more updates on the project here.
It was a shame that Prof. Paul Hollins was not able to make it but his colleague Dr. Ying Liang was there to present the Rage Project, which stands for ‘Realising an Applied Gaming Eco-system’. The project aims to develop, transform and enrich advanced technologies from the leisure games industry into self-contained gaming assets that support game studios at developing applied games easier, faster and more cost-effectively. These assets will be available along with a large volume of high-quality knowledge resources through a self-sustainable Ecosystem, which is a social space that connects research, gaming industries, intermediaries, education providers, policy makers and end-users. The presentation discussed some initial findings of the project and how these might inform, shedding new light on the future development of Applied Games industry in Europe.
Dr. Petros Lameras closed the seminar with a presentation on the MAGELLAN project, which has an overall vision to enhance the creativity of game designers by establishing a web platform for cost-effectively authoring, publishing, executing, and experiencing location based games. This unique integrated web-based infrastructure will be targeted at both skilled professional authors, but also at everyday authors without deep technical skills. MAGELLAN will be underpinned by scientific research into the principles and technologies of creative and location-based experiences in order to ensure that the platform is innovative while also extending our broader scientific understanding of creativity.
You can catch the presentations here:
The Playing for Real project ended September 2016 and it has produced guidelines for how gamification can inspire social change. The practice partners have since adopted and adapted the approach into their engagement with the local unemployed. See also my reflections here.
I have been planning to write a research paper to share some of the reflections and qualitative insights on the pilot that was carried out in Barcelona 2016. The paper is nearly completed and will be submitted to the Journal of Games and Culture.
Playing for Real: Piloting gamification in the community of unemployed adults towards fostering new mind-sets and practices
This paper explores the potential of gamification for informing the design of a community-driven programme based on the Playing for Real project, which aims at nurturing positive attitudes and behaviours amongst unemployed adults. The levelling up programme co-designed with social actors within the project is described and the lessons learnt and reflections on the approach and outcomes of the project are also included to inform best practices, further improvements and future potential of the approach for further work and applications in other domains.
Keywords: Unemployment, capacity building, gamification, play, game-based learning
The paper will unpick the programme that was developed and pilot, and concluded with some recommendations of how they can be adopted and adapted. Qualitative feedback from the social actors are also documented to provide insights on the impact of the approach.
The project has explored and exploited the crossings between ‘play’, ‘games’ and ‘gamification’ in order to provide a more elastic approach for fostering gamified capacity building that is focusing on individuals’ potential to drive social change within their own situations and potentially impacting their local community. It is not about providing the solutions to their situations, but it is to expose them with a new approach for realising different potentials and outcomes they can tap into and produce.
The project has developed a Gamification taxonomy, template and programme that can be reused and repurposed for other application domain (learning, social change, behavioural studies, health etc.). The participatory approach for the co-designing of the programme exploited the power of community-driven development and practice.
Watch this space.
It was a pleasure to be invited to speak at the first Gamification conference (GamiFIN 2017) in Finland. Finland has key players in games and gamification, such as Juho Hamari (the first Professor in Gamification). It is good to finally meet him in person. His systematic review of the literatures in the domain has been very useful and I have quoted it many times.
Juho presented his updated findings in his keynote at the conference (Day 2). The paper should be published soon. Looking forward to it.
Sebastian Deterding, a Reader at the University of York opened the conference with his keynote on theories and gamification, raising interesting insights and questions on how we need to conduct studies on the impact of gamification at a more granular level. What is actually working within the gamification process and system.
It was an interesting day filled with presentations on the various applications of gamification – both digital and non-digital. It was inspiring to hear about the different experiences and insights that came out of the experiments, pilots and actual implementation within real operational environments.
I closed day 1 with a keynote that emphasised on going back to basics and being inspired by the act of play and gameplay to inform the design of engaging experiences. Gamification is just a tool that can help us design such experiences.
Well done to the organisers, especially Jari Multisilta and Pauliina Tuomi of TUT. And Kristian Kiili, it was fab to see you again!
More tweet pics.
It was a great pleasure to run a one-day workshop with Daniel Meusburger with the University of Munich on 6th May 2017. A weekend well spent.
The workshop merged the transdisciplinary considerations for game-based intervention design and the design thinking methodology for empowering non-game designers to design their own playful and gameful strategies. The participants are involved in psychology and clinical research within the context of interventions for children with learning disorders. And this is part of their project for developing digital and online hub for supporting children and professionals, such as teachers, parents, support workers, etc.
This calls for a methodology with rigour that will ensure that the change objectives and measures intended for the proposed intervention programme are emphasised in the design process. The specific slide deck for the transdisciplinary approach is shared below. And you can read more here.
The group achieved first iteration of their design for interventions related to learning disorders and it is my hope that they will adopt and adapt the approach to develop programmes that will be implemented.