Zoekresultaten

WE ENERGY GAME

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.

Engineering emergence

Dit proefschrift presenteert twee theoretische kaders voor het ontwerpen van games en beschrijft hoe game designers deze kunnen inzetten om het game ontwerpproces te stroomlijnen. Er bestaan op dit moment meerdere ontwerptheorie¨en voor games, maar geen enkele kan rekenen op een breed draagvlak binnen de game industrie. Vooral academische ontwerptheorie¨en hebben regelmatig een slechte reputatie. Het eerste kader dat game designers inzicht biedt in spelregels en hun werking heet Machinations en maakt gebruik van dynamische, interactieve diagrammen. Het tweede theoretische kader van dit proefschrift, Mission/Space, richt zich op level-ontwerp en spelmechanismen die de voortgang van een speler bepalen. In tegenstelling tot bestaande modellen voor level-ontwerp, bouwt Mission/Space voort op het idee dat er in een level twee verschillende structuren bestaan. Mission-diagrammen worden gebruikt om de structuur van taken en uitdagingen voor de speler te formaliseren, terwijl space-diagrammen de ruimtelijke constructie formaliseren. Beide constructies zijn aan elkaar gerelateerd, maar zijn niet hetzelfde. De verschillende wijzen waarop missies geprojecteerd kunnen worden op een bepaalde ruimte speelt uiteindelijk een belangrijke rol in de totstandkoming van de spelervaring.

The effectiveness and efficiency of model driven game design

In order for techniques from Model Driven Engineering to be accepted at large by the game industry, it is critical that the effectiveness and efficiency of these techniques are proven for game development. There is no lack of game design models, but there is no model that has surfaced as an industry standard. Game designers are often reluctant to work with models: they argue these models do not help them design games and actually restrict their creativity. At the same time, the flexibility that model driven engineering allows seems a good fit for the fluidity of the game design process, while clearly defined, generic models can be used to develop automated design tools that increase the development’s efficiency.

Educating the game developers of tomorrow with ARM

IQ110 The Game The Research Project

Inequality of opportunity is high on the European education agenda. Equipping teachers to be able to identify and address inequality requires them to develop sensitivity, multi-perspectivity and agency, and these are complex attributes that require personal experiences and deep reflection.Recognizing this complexity, five Master’s students chose this challenge for their collective graduate research project. Following the principles of design research and inspired by Bourdieu’s ideas on different forms of capital, they developed a card game that helps both beginning and experienced teachers reflect on the hidden mechanisms of inequality, particularly on the effects of socio-economic status (SES), and it stimulates them to address these mechanisms.The impact of the card game – both in terms of outcomes and its driving mechanisms – is now the subject of a study, funded by the Centre of Expertise Urban Education of the Amsterdam University of Applied Sciences. The preliminary results are promising: especially identifying with low SES pupils and feeling the accumulation of negative experiences raises teachers’ awareness.In our presentation we first play the game with you and then discuss the results and possible implications and applications.

Re-Organise - The Game

This is a serious game called Re-Organise. It is a cooperativeboard game about creating closed loops in the circular economy. The game represents an agro-industrial park in which different types of companies aim to use each other's waste streams as a material and/or energy resource. To do so, the players need to collaborate and (often need to) invest in processing technologies. The game is licenced CC-BY. To use it, the supplementary materials can be downloaded for printing. We kindly ask you to cite this game according to the pure reference.