Group items tagged

A white paper outlining "functions of games for learning, game design patterns, learning mechanics, assessment mechanics, and next steps."

"On May 29th, 11am-1pm PDT (2-4pm EDT), you'll have the chance to join leading experts in health and health care games-including game designer Jane McGonigal, Lygeia Ricciardi of Health and Human Services, and researchers from IFTF-in a live Webinar discussion to explore opportunities for using games to improve health outcomes."

Abstract: "In 2010, the authors (Jacobs, a game design professor, Sugarman, a pediatrician, and Rice, a psychotherapist ) started meeting to brainstorm design and play concepts for a therapeutic, physiologically-controlled videogame intended for use by people diagnosed with anxiety and/or autism spectrum disorder (ASD). The goal was to combine cognitive behavioral therapy (CBT), narrative therapy (NT) and biofeedback supported psychophysiological selfregulation (PSR) into a game that would engage adolescents and provide hard data on a player's physical and emotional states during a therapy session. The game concept that emerged is "MindGamersTM in School" (MG), a therapeutic game prototype being developed and tested across two 6-month sessions by the authors and two teams of undergraduate game design and development students at the Rochester Institute of Technology. Pursuing the design required half the team to learn principles, terms and methods of strength-based, client-centered psychotherapy and their application to psychophysiological selfregulation and biofeedback theory and practice. The other half of the team needed to engage in understanding the current state of role-playing videogames, avatar creation systems and game design/development processes. This paper will describe the current game prototype and then focus on MG's design and development process by looking at how the initial design period brought the game design to its current state and how it has continued to influence the production process."

From the introduction: "This paper describes why and how an introductory video game design course was conceived and implemented, the best practices developed, and lessons learned since its first implementation in spring 2009. Introduction to Video Game Design was conceived at Johns Hopkins University as a creative, design-based course in which undergraduates work in collaborative, interdisciplinary teams on authentic projects. Students gained a broad knowledge of the gaming industry, along with practical development skills, through regular lecture-discussion sessions coordinated with weekly labs. The interdisciplinary student teams were mentored by industry professionals and worked throughout the semester to produce video games. The course development team faced a variety of challenges stemming from the inter-institutional, inter-departmental collaboration. The authors hope the case study described and evaluation data shared can help other schools planning to implement design-based courses, whether it is based on video game design or not."

"we analyze two different trends that have informed technology for learning in cultural institutions during recent years: one more established trend, supporting the information consumption metaphor and the other one, emerging recently, that invites visitors to participate in the process of culture creation. We discuss then game design as an example of participatory activity and we identify its learning dimensions. In particular, we elaborate on the role of technology in providing a scaffold that can help museum audience to construct games which can function as "public artefacts" and can be added to the museum's assets, enhancing audience engagement and community building."

P. 158 in a long document. Abstract: " 157 Chapter 8Design and Implementation of Mobile Educational Games: Networks for Innovation Rob Harrap 1 , Sylvie Daniel 2 , Michael Power 3 , Joshua Pearce 4 , Nicholas Hedley 5 1 Queen's University, Department of Geological Sciences and Geological Engineeringharrap@geol.queensu.ca 2 Université Laval, Department of Geomaticssylvie.daniel@scg.ulaval.ca 3 Université Laval, Faculty of Educationmichael.power@fse.ulaval.ca 4 Michigan Technological University, Department of Materials Science & Engineering and theDepartment of Electrical & Computer Engineering, USApearce@mtu.edu 5 Simon Fraser University, Department of Geographyhedley@sfu.ca Abstract :" Research networks foster creativity and break down institutional bar-riers, but introduce geographic barriers to communication and collaboration. Indesigning mobile educational games, our distributed team took advantage of di-verse talent pools and differing perspectives to drive forward a core vision of our design targets. Our strategies included intense design workshops, use of online meeting rooms, group paper and software prototyping, and disseminationof prototypes to other teams for refinement and repurposing. Our group showedstrong activity at the university-centered nodes with periods of highly effectivedissemination between these nodes and to outside groups; we used workshopinvitations to gather new ideas and perspectives, to refine the core vision, toforge inter-project links, and to stay current on what was happening in othernetworks. Important aspects of our final deliverables came from loosely-associated network members who engaged via collaborative design exercises inworkshops, emphasizing the need to bring the network together and the im-portance of outside influences as ideas evolve. Our final deliverable, a mobileeducational game and a series of parallel technology demonstrations, reflect themix of influences and the focus on iterated development that our net

"Impact Game Launches to Find Solutions to Solve Global Poverty" designed by Jane McGonigal called "Catalysts for Change"

Abstract: "A comprehensive undergraduate curriculum in computer game development is described. The program was created as a set of elective courses in the context of a traditional computer science (CS) degree. Primary goals of the program were to increase enrollment in CS and prepare students for careers in the entertainment software industry. In addition, the CS department sought to compete for students with larger state institutions. To do so effectively the department needed to offer a unique program. Results show the new program helped the CS department to nearly triple enrollment over four years and achieve both statewide prominence and national recognition."

Ongoing study funded by National Institute of Child Health and Human Development involving some 300 minority youths ages 9 t0 14 based on research that skills learned in video game play will translate into real life personal health management

Silicon Valley's 'Best Kept Secret' Prepares Digital Art Students to Enter In-Demand Animation, Gaming, Audio and Engineering Career Fields SUNNYVALE, CA - February 21, 2010 - Cogswell College, one of the world's leading regionally-accredited institutions offering a unique curriculum that fuses digital arts, engineering and entrepreneurship, is holding an Open House on March 10, 2012 from 10:00 AM to 1:00 PM at its Sunnyvale campus. (Had not heard expression "black collar" before)

SEATTLE - Two HASTAC scholars doing research in video games studies at the University of Washington (UW) were recently sponsored by UW's Simpson Center for the Humanities to attend this year's Serious Play Conference. Edmond Chang and Theresa Horstman, graduate students in English and Education, respectively, took part in the conference, which was held at the DigiPen Institute of Technology in Redmond, Washington.