1. Game-based learning Red-Ink Seminar, Sept. 13/2008 Lugano Wim Westera Director of Learning Media wim.westera@ou.nl

2. Proposed agenda ­Personal introduction ­OUNL ­Todays topics and goals ­Technology’s role ­Serious gaming ­Game development tools ­Various topics ­Evaluation

3. Goals/expectations/agenda ­Games; design/development evaluation ­Rich media are OUNL/ web 2, SL, games ­Support of learners/ techn/tools; semantic web ­How can our fun be used for learners? ­I-A design ­Collaborative tools development skills (games) ­Examples of games; learner evaluations ­Gbl large scale implementation at OUNL ­!!Serious games (possible?); how experience?/simulation

4. Task 4: Pedagogical motives ­What are pedagogical motives for using serious games?

5. Educational power of games Intrinsic attraction by: ­Active role: learning by doing ­Changing circumstances ­Freedom of movement, decision power ­Natural feedback ­`Involve me and I will understand…`

6. Why educational appliance? ­Motivation ­Exploration ­Context ­Activation ­Culture

7. Task 5: game genres ­Identify different game genres and their usefulness for education

8. Task 6: Disadvantages ­What are risks and disadvantages of serious games?

9. Task 7: Feedback in games ­Describe different ways of providing feedback to learners in games

10. Task 8: critical success factors ­Identify critical success factors for serious gaming

11. Terug Design a Doughnut stall game ­3-player optimisation game ­In this game you experience a commercial optimisation process and learn to identify relevant variables for business optimisation.

12. Game description ­You own a doughnut stall at a town square. You sell three types of products: A) doughnut balls, B) apple turnovers and C) wafers, and your goal is to optimise your profits. You can set the prices of your products and if necessary adjust these continually. However, you will have to compete with other players that run a similar doughnut stall next to you. Note that your delivery capacity is limited, because each product is to be heated in the oven for some time. You may also decide to spend on commercial advertising in order to attract more customers. The game runs about 10 minutes.

13. Game Logic ­Players set their prices for products A, B and C ­Customers arrive separately, with the time-interval statistics according to neg.exp: So ti+1- ti= -Tave* ln (1-Random(0,1)) with Tave= average time interval  1/3* average processing effort ­Game secret: customers prefer the products according to the following statistics: Customer preferences A=40%, B=33%, C=27% ­Each new customers is first assigned a product need (A, B or C) and will choose a stall according to a combined criterion of price and marketing effort. For each stall the following criterion is calculated for each stall (j): P(j)=1/3+5*L(j)+5*N(j) With L= 1 if lowest price, else 0; N is number of marketing efforts of player (j). After normalisation: PN (j)= P(j)/ (P(1)+P(2)+P(3)), customers are allocated to a stall using weighted statistics (Random gen.). ­[Players can check all prices of competitor by buying one product] ­EVENTS: Every Y minutes, players receive messages about changing cost of raw materials for their products. This may urge them to adapt prices.

14. Locations & I/O ­Own stall + display overall player score, + display of customer order; + Number of customers waiting + change prices of products + select the right product for processing + display count down of product processing + display message about adjusted raw materials costs + select marketing effort ­Stall of player 2 ­Stall of player 3

15. Simulation versus games Simulation ­mimicking (part of) reality Game: - An immanent goal (“to win”) - an artificial conflict - Rules of play - one or more players

16. What about motivation? ­Games are motivating (?) ­When a learner is engaged in an interesting activity his/her motivation goes up (?) ­(Is motivation an output or an input?)

17. OUNL-example Diagnost (1998) ­Complex psycho-diagnostic skills ­Branching story; 1st person role play ­Stand alone version ­Methodical approach to diagnosing -Intelligent support

21. EMERGO (OUNL, 2008) ­Complex skills (competences) ­Web-based ­case development methodology ­Game development toolkit ­Case library ­Case templates ­Communication ­Tracking data statistics for feedback

24. Emergo info www.emergo.cc ­For instance brief clip in English/French/German

25. Emergo accounts at http://emergo.ou.nl 4 temp. accounts (USERID/PASSWORD): ­wimstudent1/student1 ­wimstudent2/student2 ­wimstudent3/student3 ­wimstudent4/student4 ­(I’ll make sure that these account will be available for a few weeks; they all cover all developer, case manager, tutor and learner rights)

26. Making a game with Game maker ­Download game maker 7.0 lite at http://www.yoyogames.com/gamemaker http://www.yoyogames.com/gamemaker ­Install ­Download tutorial at http://www.yoyogames.com/make/tutorials http://www.yoyogames.com/make/tutorials ­For instance: “Catch the clown”

28. Build the Catch the Clown game ­Create sprites (clown, wall) ­Create sounds (bounce, click) ­Create objects (wall, clown) ­Add events and logic ­Clown: 1) Create, 2) Wall collision 3) Click ­Create room ­Run the game

29. More advanced examples ­Check-out the yoyogames site for many fine tutorials on Game maker. ­Please don’t hesitate to call or email me for further comments or requests. Best wishes, Wim