Given the considerable heterogeneity in students skills within Physica Education (PE) classes, there is a constant need for differential instruction and modification of games. In this chapter we present the game-based approach and curriculum model Game Insight (GI) and propose the 'game slope' concept. By embedding this concept in the didactical components of the GI curriculum model the PE teacher can design and teach meaningful game activities, in wich players' differing abilities and needs are met.
This investigation explores relations between 1) a theory of human cognition, called Embodied Cognition, 2) the design of interactive systems and 3) the practice of ‘creative group meetings’ (of which the so-called ‘brainstorm’ is perhaps the best-known example). The investigation is one of Research-through-Design (Overbeeke et al., 2006). This means that, together with students and external stakeholders, I designed two interactive prototypes. Both systems contain a ‘mix’ of both physical and digital forms. Both are designed to be tools in creative meeting sessions, or brainstorms. The tools are meant to form a natural, element in the physical meeting space. The function of these devices is to support the formation of shared insight: that is, the tools should support the process by which participants together, during the activity, get a better grip on the design challenge that they are faced with. Over a series of iterations I reflected on the design process and outcome, and investigated how users interacted with the prototypes.
Sustainability has become an important blueprint to achieve a better future for all, and as part of this process, nations are called to accelerate an energy transition towards clean energy solutions. However, an often-neglected pillar is educating individuals on the benefits and challenges of energy efficiency and renewable energy, especially among young people. Their support and willingness to use clean energies will be a significant driver in short, medium and long term. However, reality shows that attention from youth on these issues has not been sufficient yet. Formal education settings become therefore a key place to educate youth in the energy transition. In search of innovative approaches, game-based learning is gaining popularity among scholars and practitioners; it can contribute to content development of complex issues by integrating insights from different disciplines in an interactive, fun and engaging manner.In this context, we would like to present “the We-Energy Game” as an innovative educational strategy which makes use of game-based learning to create understanding on the challenges in the provision of affordable energy from renewable sources for an entire town. During the game, players negotiate, from their respective roles, which energy source they want to employ and on which location, with the goal to make a village or city energy neutral. The game has been played by students in higher education institutions in The Netherlands.In addition to introducing the game, a study is presented on the effects of the game on students´ awareness on the energy transition, self-efficacy -the feeling that they can contribute to a sustainable energy transition in their towns by themselves- and collective efficacy -the feeling that they can contribute to a sustainable energy transition in their towns together with their community-. For that purpose, we conducted a survey with 100 bachelor (Dutch and international) students aged between 18 and 30 years old, at Hanze University of Applied Sciences, before and after playing the game. We also conducted a group discussion with a smaller group of students to understand their opinion about the game. From the survey, results reveal an increase in awareness about the energy transition, as well as (slightly higher) collective efficacy compared to self-efficacy. From the group discussion, findings reveal that the game makes students reflect on the complexity of the process and need for collaboration among different stakeholders. It also shows how educational games have still a long way to go to achieve the high levels of engagement of commercial games, despite the fact that students still preferred to have this type of interactive practice rather than a traditional class characterized by a unidirectional transmission of information. Different implications must be taken into account for educators when interested in implementing game-based learning in class, including immediate feedback, appropriate length of gameplay during class, and time for a reflection and critical thinking after playing the game.
Evaluating player game experiences through biometric measurementsThe BD4CG (Biometric Design for Casual Games project) worked in a highly interdisciplinary context with several international partners. The aim of our project was to popularize the biometric method, which is a neuro-scientific approach to evaluating the player experience. We specifically aimed at the casual games sector, where casual games can be defined as video or web-based games with simple and accessible game mechanics, non threatening themes and generally short play sessions. Popular examples of casual games are Angry Birds and FarmVille. We focussed on this sector because it is growing fast, but its methodologies have not grown with it yet. Especially the biometrics method has so far been almost exclusively used domain by the very large game developers (such as Valve and EA). The insights and scientific output of this project have been enthusiastically embraced by the international academic arena. The aim of the grant was to focus on game producers in the casual sector, and we have done so but we also established further contacts with the game sector in general. Thirty-one outputs were generated, in the form of presentations, workshops, and accepted papers in prominent academic and industry journals in the field of game studies and game user research. Partners: University of Antwerpen, RANJ, Forward Games, Double Jungle, Realgames, Dreams of Danu, Codemasters, Dezzel, Truimph Studios, Golabi Studios
The production, use, disposal and recovery of packaging not only generates massive volumes of waste, it also consumes raw materials, water and energy (Fitzpatrick et al. 2012). Simultaneously, consumers have shown an increasing interest in products incorporating sustainable and social attributes (Kletzan et al., 2006). As a result, environmentally friendly packaging, also called ecofriendly or sustainable packaging, has become mainstream. In this context, packaging is more than just ensuring the product's protection and easing transportation, it is also a communicative tool (Palmer, 2000) and it becomes associated with multiple drivers of the purchasing process. Consequently, companies face pressure to innovate responding to consumer demands, and focusing on sustainable solutions that reduce harmful materials and favour green alternatives for both, the product and the packaging. Although the above has triggered research on consumer choice for sustainable products and alternatives on sustainable packaging, the relation between sustainable packaging and consumer behaviour remains underexplored. This research unpacks this relationship, i.e., empirically verifies which dimensions (recyclability, biodegradability, reusability) of sustainable packaging are perceived and valued by consumers. Put differently, this research investigates consumer behaviour towards the functions of sustainable packaging in terms of product protection, convenience, reliability of information and promotion, and scrutinises the perceived credibility of the associated ethical responsibility claims. It aims to identify those packaging materials and/or sustainability characteristics perceived as more sustainable by consumers as well as the factors influencing actual consumer choice towards sustainable packaged products. We aim to gain more insights in the perceptual frame that different types of consumers apply when exposed to sustainable packaging. To this end, we will make use of revealed preference methods to measure consumer valuations of sustainable packaged products. This game-theoretic approach should provide a more complete depiction of consumers' perceptions and preferences.
The growing use of digital media has led to a society with plenty of new opportunities for knowledge exchange, communication and entertainment, but also less desirable effects like fake news or cybercrime. Several studies, however, have shown that children are less digital literate than expected. Digital literacy has consequently become a key part within the new national educational policy plans titled Curriculum.nu and the Dutch research and policy agendas. This research project is focused on the role the game sector can play in the development of digital literacy skills of children. In concrete, we want to understand the value of the use of digital literacy related educational games in the context of primary education. Taking into consideration that the childhood process of learning takes place through playing, several studies claim that the introduction of the use of technology at a young age should be done through play. Digital games seem a good fit but are themselves also part of digital media we want young people to be literate about. Furthermore, it needs to be taken into account that digital literacy of teachers can be limited as well. The interactive, structured nature of digital games offers potential here as they are less dependent on the support and guidance of an adult, but at the same time this puts even more emphasis on sensible game design to ensure the desired outcome. The question is, then, if and how digital games are best designed to foster the development of digital literacy skills. By harnessing the potential of educational games, a consortium of knowledge and practice partners aim to show how creating theoretical and practical insights about digital literacy and game design can aid the serious games industry to contribute to the societal challenges concerning contemporary literacy demands.
