Daniel Schwarz: Serious Games Lecture @ Cologne Game Lab, SS 2016
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The document describes the ELEKTRA project, an EU-funded serious game designed to teach physics and optics to students aged 12 and up. It discusses ELEKTRA's design methodology, which was based on neuroscience, pedagogy, psychology and cognitive science, and involved an 8-phase process including defining learning objectives, developing scenarios and technology, testing, and evaluation. The methodology aimed to ensure ELEKTRA achieved its goals of being an engaging, adaptive, and effective learning tool.
![2008 ELEKTRA DESIGN METHODOLOGY
Game Design Documents
ELEKTRAs Phase 3: Overview on Advanced Framework
LMR / ULg
Intro
Cinematic
Cutscene
[LMR]
StS 0.1
[LMR]
Tutorial
StS 0.2
[LMR/UG]
StS 0.3
[LMR]
StS 1.1
[LMR]
LeS 1.1
[UL]
LeS 1.2
[partners]
LeS 1.3
[partners]
StS 1.2
[UG/LMR]
LU 1
Learning:
Beam of light,
Ray of light
2D-Represent.Storytelling
Storytelling/
Game literacy
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GpS 0.1
[LMR]
GpS 0.2
[LMR/UG]
GpS 0.4
[LMR]
LeS 1.2.1
[UL]
LeS 1.2.3
[LMR/UG]
LeS 1.3.1
[LMR]
LeS 1.3.3
[UB/KLETT]
GpS 0.5
[UB]
Game structure Sequencing of situations
Storyboarding](https://image.slidesharecdn.com/2016-160506093120/85/Daniel-Schwarz-Serious-Games-Lecture-Cologne-Game-Lab-SS-2016-10-320.jpg)
Daniel Schwarz: Serious Games Lecture @ Cologne Game Lab, SS 2016
- 1. Cologne Game Lab Master Degree Course Serious Games, Summer Semester, APR 25 2016 GAME DESIGN METHODOLOGY CHAP.1 : Promise a Premise! Daniel Schwarz
- 2. ELEKTRA (2006-2008): Learning physics / optics for 12+ Budget: EUR 3.046.710 awarded as an EUROPEAN STAR PROJECT in the category EDUCATION 6th. Framework Programme (FP6-IST in the sub-programme IST-2004-2.4.10 Technology-enhanced Learning, Project-no. 027986) Learning Game Design based on Neuroscience, Pedagogy, (Media)Psychology, Cognitive Science
- 3. man apple tree man apple tree learning path Learning objects (LO) are packets. Scorm is the UPS for learning objects. Classic e-learning - with static Learning objects The failures of e-learning: LO-UPS instead of REAL TEL
- 4. Learning situation in game-based learning ...entering the Learning game environment Tree becomes obstacle Apple becomes goal Challenge Man becomes hero DGBL: A new learning environment man apple tree
- 5. 2008 ELEKTRA DESIGN METHODOLOGY
- 6. ELEKTRA 2008 DESIGN METHODOLOGY Phase&8& Content& produc,on& 3D-assets 2D-assets Audio assets Text ELEKTRAs& 4Ms& & Macroadap,vity& Microadap,vity& Metacogni,on& & & Mo,va,on& & ELEKTRAs& & Game& Design& Document& & Story& Backgroundstory& StS& Didac,c& Design&& LeS,&InDGame& Assessment& Game&Design& Game&world& Game&mechanics& GpS& Characters& Character&bible& ParaDsocial&dimension& Learning Game Design Team& Interdisciplinary composition Research & Conception Design Production Development Validation & Analysis Learning& objec,ves& Target group Curricula, Topic Goal of the Game Context of use Transversal competencies Ethic & Moral Pedagogical approaches Learning& methods& 8LEM / Macroadaptivity Triple consistency ELEKTRAs&Vision& Vision & Goal ELEKTRAs approach Conceptual architecture Research&domains& Pedagogy Cognitive / media psychology Computer science Neuro science SoA& Entertaining computer games Educational computer games E-learning techniques Learning& content& Learning content + Knowledge to be learnt INTRODUCTION& Phase&1& Phase&5& Scenarios& & Pedagogical& scenarios& & & Phase&4& User& Requirements&& User&preferences& User&requirements& Users&entry&skills& & Phase&3& Knowledge& structure& Definition of skills Creation of Knowledge space Learner model Phase&2& Phase&6& Technology& Development& Game engine Learning engine Assessment instruments Character engine Simulation engine Tes,ng& & Bug&鍖xing& Pedagogical&tes,ng& InDGame&Assessment& Revise&instruc,on&&& Analysis&of&user&valida,on& Recommenda,ons& Revise&and&update&all&phases&&(RAD)& & Evalua,on&of& Learning&& Execu,on&of&user& valida,on& Scien,鍖c&valida,on&design& & & Phase&7& ELEKTRAs Game
- 7. ELEKTRA 2008 DESIGN METHODOLOGY Phase&8& Content& produc,on& 3D-assets 2D-assets Audio assets Text ELEKTRAs& 4Ms& & Macroadap,vity& Microadap,vity& Metacogni,on& & & Mo,va,on& & ELEKTRAs& & Game& Design& Document& & Story& Backgroundstory& StS& Didac,c& Design&& LeS,&InDGame& Assessment& Game&Design& Game&world& Game&mechanics& GpS& Characters& Character&bible& ParaDsocial&dimension& Learning Game Design Team& Interdisciplinary composition Research & Conception Design Production Development Validation & Analysis Learning& objec,ves& Target group Curricula, Topic Goal of the Game Context of use Transversal competencies Ethic & Moral Pedagogical approaches Learning& methods& 8LEM / Macroadaptivity Triple consistency ELEKTRAs&Vision& Vision & Goal ELEKTRAs approach Conceptual architecture Research&domains& Pedagogy Cognitive / media psychology Computer science Neuro science SoA& Entertaining computer games Educational computer games E-learning techniques Learning& content& Learning content + Knowledge to be learnt INTRODUCTION& Phase&1& Phase&5& Scenarios& & Pedagogical& scenarios& & & Phase&4& User& Requirements&& User&preferences& User&requirements& Users&entry&skills& & Phase&3& Knowledge& structure& Definition of skills Creation of Knowledge space Learner model Phase&2& Phase&6& Technology& Development& Game engine Learning engine Assessment instruments Character engine Simulation engine Tes,ng& & Bug&鍖xing& Pedagogical&tes,ng& InDGame&Assessment& Revise&instruc,on&&& Analysis&of&user&valida,on& Recommenda,ons& Revise&and&update&all&phases&&(RAD)& & Evalua,on&of& Learning&& Execu,on&of&user& valida,on& Scien,鍖c&valida,on&design& & & Phase&7& ELEKTRAs Game
- 8. ELEKTRA (2006-2008): Learning physics / optics for 12+ Budget: EUR 3.046.710 awarded as an EUROPEAN STAR PROJECT in the category EDUCATION 6th. Framework Programme (FP6-IST in the sub-programme IST-2004-2.4.10 Technology-enhanced Learning, Project-no. 027986) Learning Game Design based on Neuroscience, Pedagogy, (Media)Psychology, Cognitive Science
- 10. 2008 ELEKTRA DESIGN METHODOLOGY Game Design Documents ELEKTRAs Phase 3: Overview on Advanced Framework LMR / ULg Intro Cinematic Cutscene [LMR] StS 0.1 [LMR] Tutorial StS 0.2 [LMR/UG] StS 0.3 [LMR] StS 1.1 [LMR] LeS 1.1 [UL] LeS 1.2 [partners] LeS 1.3 [partners] StS 1.2 [UG/LMR] LU 1 Learning: Beam of light, Ray of light 2D-Represent.Storytelling Storytelling/ Game literacy O b je ctives o f G a m e C h a p te rs G a m e C h a p te rs G a m e S itu a tio n s GpS 0.1 [LMR] GpS 0.2 [LMR/UG] GpS 0.4 [LMR] LeS 1.2.1 [UL] LeS 1.2.3 [LMR/UG] LeS 1.3.1 [LMR] LeS 1.3.3 [UB/KLETT] GpS 0.5 [UB] Game structure Sequencing of situations Storyboarding
- 11. 2008 ELEKTRA DESIGN METHODOLOGY Game Design Documents Concept art , overall Visual Design, Character Design
- 12. 2008 ELEKTRA DESIGN METHODOLOGY Game Design Documents
- 13. 2008 ELEKTRA DESIGN METHODOLOGY Game Design Documents
- 14. APPLE & PICKER: Learning game situation SOIL: Zeitgeist ROOTS: Premise Premise for learning Premise for story Premise for gameplay LOG: Game metaphor CROWN: Game concept APPLE STEM: Gameplay FRUIT FLESH: Story APPLE SEED: Learning nourishes & determines consists of determine determines is realized in consists of 80DAYS 2010 DESIGN PHILOSOPHY
- 15. APPLE & PICKER: Learning game situation SOIL: Zeitgeist ROOTS: Premise Premise for learning Premise for story Premise for gameplay LOG: Game metaphor CROWN: Game concept APPLE STEM: Gameplay FRUIT FLESH: Story APPLE SEED: Learning nourishes & determines consists of determine determines is realized in consists of 80DAYS 2010 DESIGN PHILOSOPHY
- 16. The Zeitgeist which nourishes and determines the premises for learning Geography ≒ Detection: The teaching approach to the Geography subject changed a lot from the introduction of the topic in teaching plans until today. ≒ Q: What do we want to achieve with the teaching of Geography today? ≒ A: The UN-Decade for Education and Sustainable Development (2005-2014) sets the goals for teaching Geography. ! The Earth-human relationships are now the focus on the teaching approach. ! The topic of Geography therefore becomes more interdisciplinary. ≒ A: The British curriculum states that scale matters in Geography: ! Scale influences the way we think about what we see or experience. Any geographical enquiry benefits from being viewed from a range of scales to develop an understanding of how these scales are interconnected SOIL: Zeitgeist - The Zeitgeist of teaching Geography What do we want to achieve with the teaching of Geography today?
- 17. The Zeitgeist which nourishes and determines the premises for learning Geography ≒ Detection: The teaching approach to the Geography subject changed a lot from the introduction of the topic in teaching plans until today. ≒ Q: What do we want to achieve with the teaching of Geography today? ≒ A: The UN-Decade for Education and Sustainable Development (2005-2014) sets the goals for teaching Geography. ! The Earth-human relationships are now the focus on the teaching approach. ! The topic of Geography therefore becomes more interdisciplinary. ≒ A: The British curriculum states that scale matters in Geography: ! Scale influences the way we think about what we see or experience. Any geographical enquiry benefits from being viewed from a range of scales to develop an understanding of how these scales are interconnected SOIL: Zeitgeist - The Zeitgeist of teaching Geography The topic of Geography therefore becomes more interdisciplinary. The Earth-human relationships are now the focus on the teaching approach. The UN-Decade for Education and Sustainable Development (2005-2014) -sets the goals for teaching Geography
- 18. The Zeitgeist which nourishes and determines the premises for learning Geography ≒ Detection: The teaching approach to the Geography subject changed a lot from the introduction of the topic in teaching plans until today. ≒ Q: What do we want to achieve with the teaching of Geography today? ≒ A: The UN-Decade for Education and Sustainable Development (2005-2014) sets the goals for teaching Geography. ! The Earth-human relationships are now the focus on the teaching approach. ! The topic of Geography therefore becomes more interdisciplinary. ≒ A: The British curriculum states that scale matters in Geography: ! Scale influences the way we think about what we see or experience. Any geographical enquiry benefits from being viewed from a range of scales to develop an understanding of how these scales are interconnected SOIL: Zeitgeist - The Zeitgeist of teaching Geography The British Curriculum Scale influences the way we think about what we see or experience. Any geographical enquiry benefits from being viewed from a range of scales to develop an understanding of how there scales are interconnected.
- 19. ROOTS: Premise The premise for learning Geography SOIL: Zeitgeist - The Zeitgeist of teaching Geography
- 20. ROOTS: Premise The premise for learning Geography SOIL: Zeitgeist - The Zeitgeist of teaching Geography WHAT IS A POSSIBLE PREMISE?
- 21. its one sentence that fits on a matchbox A premise is the micro synopsis of a complete novel, theater play, movie or game CONFLICT RESO- LUTION CHARACTER Bravery leads to fortune. and contains everything that is needed for the story
- 22. STORYTELLING is the creative demonstration of truth. A story is living the proof of an idea A storys event structure is the means by which you first express, then prove your idea. A good premise needs the authors conviction. the author and his/her characters must be convinced that their chosen actions ( the ones that are determined by the premise) are the only possible ones. BELIEF.(Lajos Egri) (Robert McKee)
- 23. ?
- 24. TRUE LOVE IS STRONGER THAN DEATH.
- 25. Life% The% condi,ons%of% life%(the% planet)%% The%impact%of% life%on%the% condi,ons% The core and essence of Geopgraphy for the game: LIFE on Earth Geography saves the Earth! Resulting premise: The Premise for teaching Geography with the 80Days game ≒ Based on the research and findings in the breeding ground of the ZEITGEIST, inspiration can deduce the premise for teaching Geography with the 80Days game. ROOTS: Premise The premise for learning Geography
- 26. 80DAYS (2008-2010): Learning Geography for 12+ Budget: EUR 4.207.281 7th. Framework Programme (FP7-IST in the sub-programme IST-2007-4.1 Digital libraries and technology-enhanced Learning, Project-no. 215918 (c) TAKOMAT GmbH
- 27. The Premise for learning determines the ones for the story and the game play ≒ The premise for the learning determines ≒ the premise of the story. ≒ Both determine the premise of the game play. Learning premise Story premise Game play premise Therefore the learning premise serves as an overall premise for the learning game. The premise of the story has to honour the educational premise, while the premise of the game play at the end of the chain is determined by the educational premise and the premise of the story. Geography saves the Earth! Think global, act local! True friendship is larger than life (on Earth). ...together these premises determine the finding of the game metaphor
- 28. LOG: Game metaphor for Geography - The long ZOOM 1977, Powers of Ten (Charles and Ray Eames) A Film Dealing with the Relative Size of Things in the Universe and the Effect of Adding Another Zero 2007, The long zoom (Steven Johnson) The idea of the long zoom, a perspective that shifts back and forth from the macro- to the microcosm.
- 29. Geography in essence is about providing different layers of information for a specific point on the surface of the Earth. (1) The size of this specific point may vary. It can cover a geographic region or define the borders of a country. But still the task of Geography is to provide different kinds of information about this specific point. The level of information is different from (1). (2) If we further expand our spot we finally have got the whole Earth in view, which once more shifts our level of information on a global scale dealing with global phenomena, questions and global thinking. (3) GEOGRAPHYConcepts SPECIFIC POINT / GEOGRAPHICAL SITE AREA / GEOGRAPHICAL SITUATION GLOBAL VIEW / GLOBE GAMEPLAYConcepts Specific geographical point: Specific volcano on site, Ol Doinyo Lengai volcano in Tanzania Learning: Chapter C1: Features, types and hazards of Vulcanos Gameplay: Dangerous Exploration (1) Specific geographical area: East African Rift Learning: assess (prior) knowledge (2) Global view: Topic Vulcanism, tectonic plates, locations of Vulcanoes Learning: Chapter A1: Learning to use atlases, globes and maps; B2: Location of Geographic features; C1: Physical processes that shape Earths Gameplay: Navigation, search for locations, route planning (3) adventurous Exploration Game play mode GLOBAL VIEW(plan reconnaissance mission) Game play mode AIR RACE Game play mode
- 30. Geography in essence is about providing different layers of information for a specific point on the surface of the Earth. (1) The size of this specific point may vary. It can cover a geographic region or define the borders of a country. But still the task of Geography is to provide different kinds of information about this specific point. The level of information is different from (1). (2) If we further expand our spot we finally have got the whole Earth in view, which once more shifts our level of information on a global scale dealing with global phenomena, questions and global thinking. (3) GEOGRAPHYConcepts SPECIFIC POINT / GEOGRAPHICAL SITE AREA / GEOGRAPHICAL SITUATION GLOBAL VIEW / GLOBE GAMEPLAYConcepts Specific geographical point: Specific volcano on site, Ol Doinyo Lengai volcano in Tanzania Learning: Chapter C1: Features, types and hazards of Vulcanos Gameplay: Dangerous Exploration (1) Specific geographical area: East African Rift Learning: assess (prior) knowledge (2) Global view: Topic Vulcanism, tectonic plates, locations of Vulcanoes Learning: Chapter A1: Learning to use atlases, globes and maps; B2: Location of Geographic features; C1: Physical processes that shape Earths Gameplay: Navigation, search for locations, route planning (3) adventurous Exploration Game play mode GLOBAL VIEW(plan reconnaissance mission) Game play mode AIR RACE Game play mode
- 31. HOMEWORK Write down your own derivation chain of Zeitgeist -> Premises for your favorite -game -movie -novel.
- 32. Daniel Schwarz takomat GmbH dan@takomat.com www.takomat.com thank you for listening!