An important step in the design of an effective educational game is the formulation of the to-be-achieved learning goals. The learning goals help shape the content and the flow of the entire game, i.e. they provide the basis for choosing the game’s core (learning) mechanics. A mistake in the formulation of the learning goals or the resulting choice in game mechanics can have large consequences, as the game may not lead to the intended effects. At the moment, there are many different methods for determining the learning goals; they may be derived by a domain expert, based on large collections of real-life data, or, alternatively, not be based on anything in particular. Methods for determining the right game mechanics range from rigid taxonomies, loose brainstorming sessions, to, again, not any method in particular. We believe that for the field of educational game design to mature, there is a need for a more uniform approach to establishing the learning goals and translating them into relevant and effective game activities. This paper explores two existing, non-game design specific, methods to help determine learning goals and the subsequent core mechanics: the first is through a Cognitive Task Analysis (CTA), which can be used to analyse and formalize the problem and the knowledge, skills, attitudes that it is comprised of, and the second is through the Four Components Instructional Design (4C-ID), which can be used to determine how the task should be integrated into an educational learning environment. Our goal is to see whether these two methods provide the uniform approach we need. This paper gives an overview of our experiences with these methods and provides guidelines for other researchers on how these methods could be used in the educational game design process.
An important step in the design of an effective educational game is the formulation of the to-be-achieved learning goals. The learning goals help shape the content and the flow of the entire game, i.e. they provide the basis for choosing the game’s core (learning) mechanics. A mistake in the formulation of the learning goals or the resulting choice in game mechanics can have large consequences, as the game may not lead to the intended effects. At the moment, there are many different methods for determining the learning goals; they may be derived by a domain expert, based on large collections of real-life data, or, alternatively, not be based on anything in particular. Methods for determining the right game mechanics range from rigid taxonomies, loose brainstorming sessions, to, again, not any method in particular. We believe that for the field of educational game design to mature, there is a need for a more uniform approach to establishing the learning goals and translating them into relevant and effective game activities. This paper explores two existing, non-game design specific, methods to help determine learning goals and the subsequent core mechanics: the first is through a Cognitive Task Analysis (CTA), which can be used to analyse and formalize the problem and the knowledge, skills, attitudes that it is comprised of, and the second is through the Four Components Instructional Design (4C-ID), which can be used to determine how the task should be integrated into an educational learning environment. Our goal is to see whether these two methods provide the uniform approach we need. This paper gives an overview of our experiences with these methods and provides guidelines for other researchers on how these methods could be used in the educational game design process.
Wanneer je met je lessen specifieke leerdoelen hebt, zoals tactisch inzicht, regelvaardigheden, of samenwerking, dan hoort daar ook een specifieke aanpak bij. De laatste jaren zijn er in de LO, met name in het buitenland, verschillende modellen ontwikkeld die je hierbij kunnen helpen. Deze aanpak wordt ook wel 'Models-Based Physical Education genoemd”.
A world where technology is ubiquitous and embedded in our daily lives is becoming increasingly likely. To prepare our students to live and work in such a future, we propose to turn Saxion’s Epy-Drost building into a living lab environment. This will entail setting up and drafting the proper infrastructure and agreements to collect people’s location and building data (e.g. temperature, humidity) in Epy-Drost, and making the data appropriately available to student and research projects within Saxion. With regards to this project’s effect on education, we envision the proposal of several derived student projects which will provide students the opportunity to work with huge amounts of data and state-of-the-art natural interaction interfaces. Through these projects, students will acquire skills and knowledge that are necessary in the current and future labor-market, as well as get experience in working with topics of great importance now and in the near future. This is not only aligned with the Creative Media and Game Technologies (CMGT) study program’s new vision and focus on interactive technology, but also with many other education programs within Saxion. In terms of research, the candidate Postdoc will study if and how the data, together with the building’s infrastructure, can be leveraged to promote healthy behavior through playful strategies. In other words, whether we can persuade people in the building to be more physically active and engage more in social interactions through data-based gamification and building actuation. This fits very well with the Ambient Intelligence (AmI) research group’s agenda in Augmented Interaction, and CMGT’s User Experience line. Overall, this project will help spark and solidify lasting collaboration links between AmI and CMGT, give body to AmI’s new Augmented Interaction line, and increase Saxion’s level of education through the dissemination of knowledge between researchers, teachers and students.
Sport injuries are a major reason for reduced participation and drop-out from sports and PE. Refraining from sport participation has negative bearing effects on mental and physical wellbeing, which tracks into adulthood. It is therefore important for youth to be facilitated into lifelong active participation in physical activity and sport, as the importance of physical activity for the health of youth is undisputed. Participation in physical education (PE) classes and membership of sports clubs and are essential for health enhancing physical activity. Despite the importance of sports injury prevention in youth, no broad scale approaches that work in real-life situations with significant positive effects exist. Main reasons for this are very poor uptake and maintenance of current sports injury prevention exercises. Sportscoaches and physical educators experience these exercises as not context specific, time consuming and not contributing to their training goals. Whereas youth perceives these exercises as not attractive, no fun and without any play or game component. These aspects cause lack of maintenance and thus no significant reduction of injuries. Recent scientific and practical insights promote more emphasis on motivation through autonomy and attractive exercise routines based on principles of motor learning which can be integrated in regular training sessions or physical education classes. Purpose: Therefore, the Move Healthy project develops ICT based support video material of routines for and with physical educators and sport coaches, which supports them to prevent sports injuries in youth. This material should be easy to integrate in regular training sessions or physical education classes.
The PANEURAMA project aims to address the mismatches between the output of HEI/VETs and the needs of the industry in the fields of animation, computer games and VFX. It consists of a network of HEIs and VETs in Europe as well as field-relevant industry partners, and is supported by a range of strong associated partners. The hope is to better prepare students and graduates for the emerging needs of their prospective careers, and in doing so building resilience into the European animation, gaming, and media arts sectors.Societal IssueStudents that are insufficiently prepared for their working fields limit the creativity of the sector, are stressed in their workplaces, and create economic problems.Benefit to societyHealthier cultural and creative sectors are a sign of a strong society, with benefits for mental health, cultural harmony, and positive economic impacts.
