E-Learning and Games for Training, Education, Health and Sports

Our work ponders on collaborative interactions in Collaborative Virtual Environments for Training, with an emphasis on collaborative interactions between Real Humans and Virtual Humans working as a team. We put forward a new model of collaborative interaction and a set of tools that describes and defines such interactions.

In this paper, we present the development of a situated virtual reality simulation for control and training in a telerobotic mining setting. The original research scenario is derived from a real-world rock breaking task in mining teleoperation. With the intention of having better situational awareness and user control model for this application, we simulate the entire setting in a 3D Virtual Reality (VR) environment. Therefore, users are able to obtain more information (e.g. depth information) and feedback from the remote environment in this simulation than only working with real video streams from the remote camera(s). In addition, the concept of natural interaction has been applied in building more intuitive user control interfaces than conventional manual modes. Both human eye gaze and head movements have been used to develop natural and interactive viewpoint control models for users to complete the teleoperation task. By using such a 3D simulation, training in the complex teletobotic control process can be effectively carried out with the capability of changing visual and control conditions easily. A user study has also been conducted as the preliminary evaluation of the simulation. Encouraging feedback has been provided by the experimental participants regarding task learning, which suggests the effectiveness of using the simulation.

The concept of computer-supported collaborative learning (CSCL) emergedmore than twenty years ago and has developed various shapes since. Also, the concept of Serious Games has been established during the last years as an alternative and a supplement to traditional learning methods. Serious Games can be used in self-regulated learning scenarios and a variety of successful Serious Games exist today with target groups ranging from preschool to adolescents. Gamebased CSCL approaches are emerging during the last years. However, although it is clear that the role of the instructor is of utmost importance in collaborative learning scenarios, only few concepts exist to support the instructor in game-based CSCL environments.

In this paper, we propose a novel concept for the support of instructors in their role as a “Game Master” in collaborative Serious Games. Our concept aims at supporting the instructor by defining necessary information about players, the group and the interactions between group members. It also defines controlling methods and necessary interfaces in order to provide the instructor with the necessary elements to control/steer a game during runtime. We created a framework from our conceptual work and implemented our concept as an extension to an existing Serious Game for training of collaboration skills.

Adaptivity has long been a key demand for e-learning, but is still far from being an understood feature in game-based learning. Simply transferring paradigms from adaptive e-learning does not suffice, as digital games are highly interactive real-time systems. We are implementing an educational game with real-time adaptivity, based on a generic architecture. The game frequently adapts to over- and under-performers at runtime. After completion, the adaptivity component will be subject to layered evaluation and a controlled trial.

Digital games are believed by many to be instructionally effective in the context of the formal schooling system; however, studies investigating this idea empirically are limited and their outcomes are often inconclusive and/or difficult to interpret. Part of the problem is caused by the fact that when conducting a study in an authentic environment, i.e., in a school, as opposed to a laboratory, researchers encounter many common, yet unspoken, technical pitfalls. This paper verbalizes some of these pitfalls and organizes them into 6 Recommendations for “best practice” in field studies on the instructional effectiveness of digital game-based learning (DGBL). These recommendations are based on experience gained during five DGBL studies on more than 700 subjects in the context of secondary education and can be useful to other researchers willing to run similar studies.

Education in the field of computer programming is a challenging task, in particular when some complex issues are introduced for non-computer science students. A number of simplified programming languages, environments and simulation software have been developed in recent years to support both teaching as well as self-learning of different programming techniques. However, there are no solutions for teaching in the domain of concurrent programming in the Java language. In this paper we present our original concept of studies using NXT robots to teach Java-based concurrency. An NXT robot equipped with Java virtual machine seems to be a good solution to improve teaching concurrent programming. Actions performed in real-time by robots allow students to observe the performance of their applications and quickly identify mistakes in their code.

A computer-based geometry game was adapted to allow for play using a conceptual rule or an arithmetic problem-solving mechanic. Participants (n = 91) from an urban middle school were randomly assigned to experimental conditions. Results suggest that play in the number condition was more situationally interesting than play in the rule condition. Participants in the rule condition were found to perform better in the game than those in the number condition. Learning outcome results suggest that in the number condition, but not the rule condition, playing more levels in the game diminishes the gain from pretest to posttest. For the design of games for learning, results highlight the importance of choosing a game mechanic that reflects the intended learning outcomes.

In this paper we present a serious game on the topic of architecture. The game was developed in association with an architect and is intended to be used in classrooms to deliver architectural knowledge to young students. It focuses on a modular story pattern to allow an easy integration of further game and learning content. With its modern 3D graphical interface it is well suited for illustrating various aspects of architecture.

This paper summarizes an evaluation in World of Warcraft (WoW), which took place in 2011 and 2012. The Massively Multiplayer Online Role Playing Game, which is currently played by thousands of players worldwide, lends itself for an investigation of several things, e.g. of competencies required for management and leadership positions. In the evaluation shown in this paper it has been possible to show that basic competencies can be trained in WoW playing, but also, that the investigated target group is inherently complex. The latter insight can be a good basis for future research.

Serious video games that enable students to engage into topics as mathematics through an enjoyment process are becoming increasingly popular. However, there is lack of empirical evidence on the relationship between students’ enjoyment and their intention to use serious video games. This study is about a storytelling serious video game, which has the goal to improve the mathematical skills of players. The game has a plot, featuring a story in which a mission is assigned to the player. The story and the mission are used to stimulate the students’ interest and motivate them to play the game. The empirical study is a controlled experiment to which 46 Gymnasium (middle school) students participated. Results confirmed the positive effects of the enjoyment on students’ intention to use storytelling serious games. Notably, we found that gender has a moderating effect on the relationships between enjoyment and intention to use the game. The results of this study suggest that games with a storytelling component might be attractive to girls.

Serious Games for Learning are often designed as singleplayer, storytelling-based games. Even though immersion into the story and adaption to the player’s abilities are pedagogically well designed, players can have misconceptions or get stuck with game quests. Then they seek for assistance from friends or online. Accessing hints, solutions and help of others directly in the gaming context can improve the game play and learning experience. Additionally the users from Online Social Networks can be connected to the game as a valuable resource of know-how if they are provided with participation possibilities. The concept of Peer Education is valuable for teaching and assessment among peers with similar learning targets. Thus in this paper an approach towards Social Serious Games is presented. Existing Social Media interaction patterns and singleplayer, story-based game situations are brought together respecting the Interaction Mapping Patterns 1:1 and 1:n. The resulting three dimensional Social Game Influence Taxonomy is presented as well as the technical implementation as a middleware to connect existing Serious Games with Online Social Networks for Peer Knowledge Sharing and participation.

A mobility shift in the usage of media is characterizing today’s society and influences the way people communicate, amuse and learn. In this paper a basic correlation between mobile gaming and mobile learning is explored. Therefore a quantitative study among 597 students, as the most intense user of mobile media, was conducted. The results of the study show that mobile gamers are capable of a broader and more sophisticated range of activities regarding their mobile phone usage. Significant differences can be stated for the search of information, the organization of everyday life, the creative and entertaining usage, as well as the educational applications.

This paper describes our science and technology communication activities with a focus on the universe using Mitaka software developed by the National Astronomical Observatory of Japan. Mitaka has a stereovision mode, through which the users can show the cosmic space. It helps enhance the scientific awareness of the viewers. We developed a mobile three dimensional (3D) image projection system and carried out space science classes using Mitaka in local schools and facilities. We show the background of the 3D image projection system development and its utilization cases.

This paper presents a low-cost motion analysis system consisting of the Microsoft Kinect sensor and a self-developed software for rehabilitation and sports medicine. During therapy or training sessions a person’s motion is recorded through video and skeletal data. Subsequently, our software allows the analysis and comparison of all recorded motion data. The combination of motion analysis functionality, a user-friendly setup, and easy handling makes our system well-suited for the development or support of exergames.

Serious games as learning medium have advanced in the past few years. They have been applied to support learning in various fields such as security, health-care, and education. Serious games can scale from low budget games up to high budget games depends on the games’ objectives and features. For instance, military may utilize games with 3D simulation, live characters, and extensive scenario for combat training due to its critical mission. Nonetheless, in a classroom or remote set-up learning environment, most of these high level games are impractical to be adopted due to the amount of costs they may induce. This is most of the case in educational games which main objective is to motivate the student to learn. However, a game development remains as a time consuming, complex, and laborious process. In order to simplify and shorten this process, it is highly attractive to create a platform to produce educational games. Therefore, this paper, based on our previous work, proposes a platform for authoring HTML5 serious games intended in particular, but not limited to create lightweight serious games for educational purpose using the upcoming HTML5 standard playable in common web browsers. This platform, puzzle-it, divides the work of game development into two distinct layers i.e. contents authoring and core engine development. Both readily and work in progress components of the platform are presented and discussed.

Adventure games, being characterized by a strong focus on narrative, interaction with virtual characters and solving puzzles, are a genre that can be used for Serious Games, especially those in the domain of educational games. However, the creation of a serious adventure game, similar to other game genres when being used for serious purposes, leads to a set of new problems. As new team members (such as domain experts and pedagogues) are added to teams, the common vision of the game can get lost, communication overhead is added and collaboration is harder to achieve. We propose that an authoring tool that integrates the tasks of the various groups found in serious adventure game development into one tool can help in mitigating these problems. We demonstrate this with the authoring Tool StoryTec that was used in re-authoring an existing commercial educational adventure game in StoryTec. Additionally, the integration of an open-source engine for third person adventure games in the authoring tool is shown.

In order to achieve this fully integrated authoring tool, we analyze the current game development processes of adventure games and the state of the art of adventure game authoring tools or editors. These processes are mirrored in the workflows that are captured in StoryTec, structuring the interaction and communication especially between game programmers and designers as well as domain experts. Based on a model for game content, the authoring tool StoryTec is described. The results of one usability and one focus group study show the applicability of the presented approach.

This paper presents a teaching strategy that engages deep learning in game design. The learning objectives include brain storming, researching, setting goals, integrating game structure and storytelling, creating artistic style, and programming. Two students choose a true story—Jack the Ripper—to base their interactive storytelling game. In the meantime, the authors adopt mind mapping tool to help students develop their concept map. Through analyzing the concept map, the authors trace how they work on their project and discover the entire learning process involves problem solving, cooperating, self-challenging, self-exploring, and self-asserting. The authors thus conclude that “Learning by doing” is a significantly effective way of deep learning.

Serious Games combine motivating game elements with serious applications like learning, with the genre of Adventure Games being particular suited for this kind of application. Multiplayer Games are also promising for this domain since they allow collaborative learning. This leads to the idea of combining these two elements into Multiplayer Adventures. However, there are hardly any examples of this kind of game, mainly because of the difficulty in designing appropriate puzzles. We therefore developed some ideas on how established puzzle types can be adapted for multiple players, serving as a template for designers who are only familiar with traditional Adventure Games.

This paper introduces an approach for implementing context-sensitive user-centered scalability (CSUCS) into interactive applications using motion recognition. With scalability we refer to a system’s ability to adapt to the physical and cognitive abilities of a specific user. We discuss an adapted HAAT-model (Human Activity Assistive Technology Model) and the flow concept and show their use in two prototypical implementations: An “exergame” enriching sports exercises for the elderly and an assistive system using gamification elements to enrich the working experience of impaired and elderly persons.

Both systems have in common that they use motion detection and mechanics from game design (gamification). They transparently adapt to and visualize the users’ performance. The real-time analysis of the users’ movements is a prerequisite for the successful implementations of CSUCS.

The general aim of the pilot study was to analyze and compare the impact of different game interfaces on spatial experience and spatial presence in digital games. The study is based on a generic framework integrating different theories and empirical results of the first pilot study of the research project. In the pilot study selected questionnaires were completed after playing two digital beach-volleyball games. Results show that there are differential influences of game interfaces on spatial experience and presence (self-location). Furthermore, we found an impact of different interfaces on flow experience.

Several empirical studies confirm the importance of time-awareness in learning disabilities. Designed tools and environments to interact with time are essential for the training and diagnosis of an impaired notion of time. Training which improves sense of time may improve learning, daily functioning and quality of life. This paper reviews perceptual and computational time models in literature and present briefly our first attempts in applying the knowledge in the design of playful tools for children to orient their time.

In this workshop we will present the Authoring Tool StoryTec, which allows subject-matter-experts without programming experience to create games based on their domain knowledge. With one possible application being teachers who want to present their lecture in a novel way, it offers the possibility to create games which adapt themselves according to the player’s knowledge or preferred style of play. In order to maintain ease of use StoryTec contains predefined templates, which the author can fill with his own content without needing to create the underlying structure himself. A recent update added minigames such as memory or puzzles and the ability to export the created game to multiple platforms like Windows, Mac, Android and Websites. The Workshop will include hands-on-exercises for which participants are encouraged to bring their own content like texts and images. We will also gather feedback and suggestions regarding new features, which will be considered for further versions of the Authoring Tool.

To help educators pick the right Virtual World platform we have developed a Scoring Model and Criteria Catalogue which support choosing the most suitable platform for teaching purposes. Educators can use the Scoring Model to rate the criteria based on their respective demand. The Scoring Model will then suggest a Virtual World platform and instruct the educator how to install/use/maintain the platform. Which virtual world is most suitable for my needs? What are the first steps? What must be considered? Exactly these questions should be answered with the following Scoring Model, which we developed to solve the problems you will be encountered with. Workshop participants will be able to get a hands-on demonstration and to test Virtual Worlds and Environments on their own but under supervision. They will also get the story behind VICERO and be able to give input for further development of the scoring model.