I was recently invited to write a short blog post on Game Science for the British Educational Research Association (BERA) based on an article published on their SJR: Quartile 1 journal – British Journal of Educational Technology (BJET).
The use of game science in redesigning ordinary tasks is transforming everyday lives and most importantly injecting more fun in everyday contexts. The power of games to immerse and motivate, and the capabilities of games to foster and facilitate cognitive gain, awareness, and behavioural change have encouraged more games of this nature to be developed within a research context as well as to be deployed in real application setting.
The article describes a methodology for game science/game-based intervention development based on previous development experience that may inform future design and development for games and/or gamification with a purpose.
This piece of work, which has been published by the British Journal of Educational Technology (BJET) (see Arnab and Clarke 2017) emphasises on the need for best practices within a multi-disciplinary setting to be translated into a trans-disciplinary development methodology, which infuses knowledge from different disciplines and creates a unity of intellectual frameworks beyond the disciplinary perspectives. This infused methodological framework should act as a validated guide to inform a development process.
Read the blog post and/or the full article.
Had a productive Beaconing Virtual Workshop yesterday, where the partners demonstrated the current status of the various components that are also currently being integrated.
There are various components ranging from the game engine and authoring tool through to the analytics, PCG and context-aware components.
To break barriers of space and time in learning, there needs to be an overarching backbone that will bring these components together, and in our case it is the lesson paths that are being gamified and made more pervasive and context-aware. Each lesson path will be encapsulated by meta-game plots and narratives to provide a playful interface to the learning process, with key learning activities represented by a suite of mini-games and location-based activities. Please see the promo video in my previous post.
And the plot thickens with the need to support three different stakeholders i.e. learners, teachers and parents. The lesson path, analytics and dashboard teams are working hard to ensure that we take their needs and requirements into considerations.
Thanks to all the partners for the hard work to date and looking forward to the first integrated prototype by the end of the month.
Beaconing is in its second year now as described in my previous post. Can’t wait to see the first integrated platform by the end of April. The outcomes will be first showcased at the ELSE conference in Bucharest. So see you there!
In the mean time, please have a look at the promo video.
Small scale pilot and evaluation will commence in May and we hope to work with the stakeholders in the pilot schools across the partnering countries in Europe.
Follow us on twitter and facebook and take a look at the official website.
Our 2 day stint at CU Scarborough campus was brilliant and it was great that we get to bring back the GameChangers bus to Coventry. It did raise a few eyebrows but it was brilliant to see students engaging with our activities in the bus despite the horrible wet day!
GameChangers is essentially an initiative to promote and embed game design thinking through remixing playful approaches and techniques in the teaching and learning of the Coventry University Group. Situated under the Game Science research and development we are leading at the university, GameChangers is a practice-based instrument for us to explore, apply and implement play, games, serious games and gamification as a set of digital and non-digital tools that can be used to help us design engaging learning experiences.
Our next stop is CU London campus. As part of our investigation of learning “geographies” and spaces, we are looking to experiment pop-up creative spaces in London and see how such initiatives could turn ordinary spaces into a more interactive and playful learning environment. This initiative will also link to the spin off Newton funded CreativeCulture, where we are going to create creative spaces for the GameChangers programme at UNIMAS (our Malaysian Partner).
The GameChangers open course will be soft-launched in May, where we will showcase the work of our colleagues who are implementing playful and gameful approaches in their teaching. So watch this space!
The GameChangers programme is an exploratory and experimental programme at Coventry University’s Disruptive Media Learning Lab, where we explore the application and implication of play and games in teaching and learning, specifically in HE. And we are currently going on tour!
As part of the two new spin-offs of the programme, the mobile GameChangers part-funded by HEFCE aims to expand the initiative’s remit to include the other Coventry University campuses (Scarborough, London and Dagenham).
We are currently in CU Scarborough engaging with staff and students (20-21 March 2017) it has been an exciting visit so far. Students are very engaged with the playful approaches of the different play and game-based workshop tasters we are running, such as Thinking with your hands using Lego, Game design and narratives via our associate (Coventry FabLab), Remixing Play into a GamePlan, narratED (What is your story?), etc.
We visited the Sixth Form college in the afternoon on our first day and the reception was also very encouraging. GameChangers was indeed a hit there, especially with the arts and media (graphics) students.
Mobile GameChangers also allows us to investigate new educational “geography”, which includes mobile and ‘pop-up’ creative spaces for fostering creativity and innovation in learning. We will be back in Coventry next (22-23rd) and will also visit our London Campus in May!
A big shout out to the team Helen Keegan, Luca Morini, Oliver Wood and Peter Coleman!!! ACE!
See you soon!
Living in a digital age includes facing head on options on sophisticated offerings,
cacophony saturations of noise information, divided attention, etc. We tend to be influenced by the latest fad trend and pressure from having to comply to the digital norms can be a bit overwhelming.
However, being too over-driven by technology and the latest trends in digital engagement can take away the value from the “experience” that these technologies intend to foster in the first place.
So how do we cope with this? No real answer really – try switching off and hide in a tranquil forest somewhere? This actually reminds me of yo-yo dieting. I believe in enjoying stuff in smaller portions.
Oh what am I getting to with this
Friday brain-fart post? Well, I’ve been thinking about post-digital transformation of mindsets that will help mould a practice that will act as a conduit between old custom and practices into new and exciting territories. It is about taking inspirations from old and tested practices and remix them into new solutions. And how such practice can help us repurpose rather than re-invent (?).
How can we do it playfully? Taking inspirations from the methods that I have tested, implemented and published within the GameChangers context, I am wondering if collectively these approaches could help individuals to discover and reflect on their playful experiences and use these to inform the design of the experience they wish to facilitate – either for their customers, students, patients, clients, etc. Note that some of these methods that I developed are currently being adopted and adapted by others. Most recently – the Remixing Play approach (also see workshops at OEB17, Trinidad and CEDEP) was adopted by Adi Montas in her MBA workshop in Guatemala (2017).
With these perspectives, I have drafted a concept that I will test with real participants. The transformation process should start with the discovery and onboarding stage to ensure that they will invest in the process – mindsets transformation is not a short term feat- so the more they invest in the initial experience, the more they will invest in further activities. The draft idea is as presented below:
It would be interesting to hear any feedback on this. I am currently working on some strategy with some European partners on ways to implement this with different stakeholders.
The ‘What is your story?’ cards were developed based on Experience Design concept. It is my firm belief in focusing on a more human-centred design of solutions to real challenges.
Emphasising on understanding what experiences we want to facilitate will help us design effective solution or product. When you create an engaging interface to your services, you will be able to onboard your users better and faster and they will engage with your ‘content’ more. Personal investments in the onboarding stage will help them to invest more in what is on offer. However, it is key to ensure that level of participation is maintained with continuous engaging experience.
When I collaborated with Lauren Heywood on the design of the cards, we decided to remix the experience design approach into a more generic and playful solution for using story telling and narratives to enhance individual creativity towards collective intelligence. When used in a group of four for instance, creating narratives around the same set of cards will showcase the richness of ones experience and background that influence the stories they tell. And collectively, a shared narrative or solutions can be achieved.
And these cards have been used by peers internationally and in many different iterations. They were designed to be generic enough to allow you to formulate your own games, workshops, tutorials, and best of all, they are free to download and use (CC by NC 4.0).
Please tweet us if you are using or adopting these cards. Would love to hear from you!
Tweet: @sarnab75 #GChangers #PlayRemixed