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.
We managed to meet our milestone for the end of April and presented what we have developed so far at the ELSE Conference 2017 as one of the 1/2 day workshops. It was pretty intense with quite a variety of prototypes to show- from the integrated gamified lesson path through to the location-based game authoring and the actual pervasive games that was designed specifically for the workshop.
Introduction slides for the workshop:
A quick introduction to our lesson path approach:
Some tweets from the day, also featuring the winners from the workshop on the day – the pervasive game, teacher feedback and student feedback. Well done to all and well done to the Romanian partner for making it a success.
Follow the project on Twitter and Facebook.
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!