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.
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!
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
The Remix Play Summit has finally materialised and play-personified Feb 15th, 2017 at the Disruptive Media Learning Lab! The initial idea was concocted last year – see a brief introduction to the Remixing Play concept. Since then we have carried out our Remixing Play approach with various groups at the university as well as internationally (including Germany, France, Trinidad and Tobago). And the key highlight is the main celebration of Play in HE at the Remix Play Summit 2017. A huge shout out to the GameChangers and DMLL team, who coordinated the event, especially Helen Keegan, Oliver Wood, Cathryn Thompson-Goodwin, Lauren Heywood, Debra James, Luca Morini, Samantha Clarke… And thanks to all the speakers and everyone who participated.
The event went brilliantly with clear progressions from the context for play and games through to play in HE and practical insights into gameful and playful design, thanks to our featured speakers – The Godfather of the Game Industry (Ian Livingston CBE), The Godfather of play studies (Bernie de Koven), play for HE researcher and activist (Professor Nicola Whitton) and a well known researcher of gameful design, whose definition of ‘gamification’ is widely accepted and quoted by others (Dr. Sebastian Deterding).
The event was very interactive and there was no dull moments!
Please also have a look at Daryl Peel’s fantastic summary of the day.
The summit also included showcases of the various playful and gameful toolkits and methods which have been developed and/or implemented under the GameChangers programme (including the EscapED, What is your story, Lego). More toolkits will be provided on the GameChangers website soon (still being revamped as we speak).
The summit has also served as a good platform for the Newton CreativeCulture UK-Malaysia project. The Malaysian team was inspired by the event and provides a strong introduction to the adaptation of the GameChangers approach in Malaysia.
The Summit’s twitter hashtag #PlayRemixed was also trending on the day in the UK – charted at no 3 on the trending list! A great feat! And we have also reached a huge audience. Thanks to Debra James for the TweetReach snapshot below.
Here’s to the next instalment of Remix Play Summit 2018!
Referring back to my last post on the Beaconing project; we are in our second year with a critical milestone that concerns the development and integration of a demonstrator for showcasing the Beaconing ‘anytime anywhere’ gameful learning solution.
And we are looking for a new talent to join us at the Disruptive Media Learning Lab (DMLL) and be part of the Beaconing’s coordinating and leadership team. DMLL is a cross-university experimental unit comprising of academics, learning technologists, educational developers and researchers. The Lab is based in the heart of the campus, uniquely designed to promote open dialogues, collaborative work and exploratory play for all interested in defining the 21st century University.
Extract from the advert we have just put out. The deadline for application is 3rd March 2017. So chop chop people.
The Research Associate will undertake and play a lead role in the research, development and evaluation of pervasive and gamified approaches for the Horizon 2020 BEACONING Project (Beaconing.eu), which will include designing and developing pervasive and gamified learning scenarios (gamified lesson path design) and applications that promote cross-subject teaching and learning, recruiting and engaging with stakeholders/users, evaluating the impact and effectiveness of new and innovative education interventions through the collection and analysis of qualitative and quantitative data, and disseminating the findings.
Currently in its second year, the project is now at the integration phase of the gamified play-lesson plans, which involves working with relevant technical partners across the consortium towards the development, testing and piloting of the Beaconing solution.
BEACONING stands for ‘Breaking Educational Barriers with Contextualised, Pervasive and Gameful Learning’. The project aims to exploit and integrate pervasive, context-aware and gamified techniques and technologies, framed within the Problem-Based Learning context towards facilitating ‘anytime anywhere’ learning.
The Research Associate will also participate in other research activities (with a particular focus on Games Science) within the Disruptive Media Learning Lab (DMLL).
To apply please visit: https://staffrecruitment.coventry.ac.uk/tlive_webrecruitment/wrd/run/ETREC107GF.open?VACANCY_ID%3d830520Ef1E&WVID=1861420Izv&LANG=USA