WP3 – SG Application Fields

1. WP3 – SG Application Fields MichelaMortara, Chiara Eva Catalano, Bianca Falcidieno CNR - IMATI

2. Overview • Reviewers’ comments • Specific to WP3 • General commentswhich impact WP3 • Comments to otherWPswrt WP3 • Proposal for Performance Indicators • Discussionabout the plan for the secondyear • TC/SIGsworkshops

3. SIG space on the Web Site “Probably there is an effort underway to coordinate with WP8 so that each SIG has a visible and prominent place in the website portal for the project. This could and should attract interest from the global SG community. The panel recommends close coordination between the SIGs and the website developmenteffort in WP8» • OK we absolutely agree and propose to have SIG pages on the web site with social mechanism to add members outside GALA to the discussions (e.g. associate partners interested in WP3), maybe also a SIG facebook account, a logo, flyers,… • Each SIG shouldappoint a responsableperson!

4. Def & taxonomies «Coordinate taxonomies with WP1». • OK. SIGs have developed specific domain taxonomies which were already meant to be integrated / coupled with the general SG taxonomy being developed by WP1 «Develop, use and coordinate a more precise definition of serious games with WP1 and all the other work Packages». • We agree it is very important to give at least a definition of what GALA takes into account and what is out of our focus (e.g. entertainment games? Advergames? Simulations?).

5. SIG splitting “Splitting Humanities and Heritage into formal learning in the humanities and informal learning in the area of culture and heritage is fine, but it creates a different problem, which reflects the overly open style of work in the various SIGs as well as across the various WPs. Specifically, the distinction between formal and informal learning exists in all of the areas. […]. If H&H splits along the line between formal and informal learning, why would such a split not be applicable to the other SIGs? This question should be taken up by WP3 and addressed in future WP discussions and activities.” • It is true that the issue applies to almost all the areas. Actually the aim was to add the scientific matters such as maths, physics, chemistry which would have strongly changed the identity of the SIG. We can keep the H&H as it was, without adding scientific disciplines but rather the other way round, as suggested during the review meeting, focussing on promising subfields (e.g. cultural heritage including archaeology, history and tourism). Maybe also the other SIGs can focus on subfields.

6. Peformanceindicators “Develop a WP3 evaluation plan that includes specific measures of success and report progress against those measures at each annual review meeting.” • For each SIG: • Number of «associate members» • Number of games collected/reviewed(in the VRE) • Number of questionnaires/interviews (ifstillvalid) • Dissemination: (# of joint papers, presentations, special issues, workshops, seedprojects, …) • Number of hits of the SIG page in the GaLA website • Number of download of resources from the SIG page (ppts, papers, delievrables, …)

7. Peformanceindicators • # of best practices • # case studies (peopleinvolved, othersdepending on the STRATEGY!?!?) • … • For the WP: the union of the SIG P.I. plus P.I. for T3.7 (???)

8. Schedule “Waiting until year 3 to investigate and report best practices might have the consequence of putting the effort behind in terms of being able to make strong contributions before the end of the effort. The panel recommends reconsidering the timeline and perhaps having each SIG develop best practices in year two and then update those best practices as new evidence emerges in years 3 and 4” • What we meant in our deliverable and in the DoW was best practices with respect to the adoption and development of SGs in the fields. Best Practices can be derived from the assessment of games (which will be selected in London) by the TCs (and WP6-7 and ourselves) and maybe from further questionnaires and interviews. Other ideas?

9. SIG3.1& SIG3.4 – systemdynamicsmodelling “At the review meeting, there seemed not to be much knowledge about management flight simulators and their use in the business and management sector. This is a well developed field with prominent research and development conducted by John Morecroft and colleagues at the London Business School and by the System Dynamics Group at the University of Bergen (PålDavidsen and ErlingMoxnes). The panel recommends including the system dynamics modelling and simulation community in the future. This community also contributes actively in the area of security, safety and crisis management with notable work in the area of cyber-security conducted by Jose J. Gonzalez and colleagues at Agder University in Norway.» • I think no pbhere (SIG leaders?)

10. SIG3.2 “the explanation of the lack of penetration and interest in the area of engineering and manufacturing needs to be explored further. That community makes extensive of digital technologies, and it does not seem far-fetched to imagine that SG penetration will soon take off in that area. This area could be a target for stronger stakeholder involvement to help facilitate more penetration of SGs in engineering and manufacturing – possibly at the secondary education levelrather than in higher education and business and industry. The panel recommends that the WP consider further investigation of this particular sector and ways that the network might become a leader facilitating SG development and use.» • Wethink the reviewersmeantaddressingprofessionalschools in such a way to focus on technical, specifictopics and avoidingothertopicswhichoverlap with business&management. Wewilltry to addressalsosecondarystudentspossibly with WP6. But are thereany games for secondaryschoolstudents???

11. IMPACT ON LEARNING “The SIGs generally reported a lack of empirical research with regard to impact on learning of those SGs that are in use. This should become a high priority focus for this network of excellence. The panel recommends that this need within the SG community be taken up by Project Leaders. Further, rather than conduct case studies in year 4 that might then be of marginal interest to the larger SG community, the panel recommends that this WP develop a plan to design and conduct one or more empirical studies of SGsnow in use which are generally regarded as effective but which lack empirical evidence of impact. Such a research plan could be developed in year two and conducted in three year, for example. Publishing such studies will bring prominence to this network of excellence and make a genuine and concrete contribution to the field.”

12. IMPACT ON LEARNING • WE NEED A COMMON STRATEGY TO EVALUATE the LEARNING IMPACT • WE NEED METRICS for such evaluation • WP3 is asked to conduct case studies to evaluate the learning impact of relevant games. WP3 relates to the applications, so we can involve users and stakeholders in the applications fields, provided that the common strategy and the metrics are fixed • A group of experts (all the expertise needed across WPs) should be appointed • The assessment dimensions that have been prepared by WP1 with its experts might be a starting point. • The number of stakeholders engaged in the SIGs cannot be expected to have always a statistical relevance.

13. Impact on learning - roadmap “With regard to measuring impact of learning, there are many studies that could be conducted and many types of issues that can be pursued. One contribution that this WP might consider making is describing and prioritizing the kinds of research that is needed – this could be a significant contribution to the global SG community.” • This comment suggests to derive a roadmap towards measuring the learning impact and is related to the previous comment on the test cases. WP3 can contribute to the definition of such a roadmap (which should be responsibility of Task1.3: Roadmap) on the base of the outcomes of the proposed evaluation in the application domains of the test cases.

14. Reviewers’ comments to otherWPswrt WP3 • WP4 and WP7 are suggested to take input from WP3 (contacts, stakeholders and games) • repository on-line on the VRE • WP6 to interact with SIG3.2 • ok

15. General reviewers’ commentswhichapply to WP3 • Focus • Select sub-fields of high potential in each SIG • Overcoordination • T3.7 leader could be the representative of WP3 in the group of experts for the common strategy on learning impact • More stakeholder engagement • Is the procedure for associate partners established? • High quality publications • The best practices and test cases should provide a basis for more scientific publications • Publish a scientific revision of each SIG report ? • Special Issue on SGs for CH (JOCCH) deadline 15/6

16. Reccommendationsspecific to WP3 • NONE 

17. Activities of year 2 • Carry on game collection and stakeholder engagement • Refine questionnaires and interviews • More focussed on assessing the learning impact? • Finding new games • Adding content to the VRE • Contact new stakeholders • involve them with the mechanism of Association • Creating and maintaining a SIG web page – fix responsible persons • Identification of best practices • Plan for empyrical case studies • Running the test cases: year 3 • Contrib. to roadmap for evaluating learning impcat: year 4

18. Coordination with other WPs • Hold focused meetings with WP2 • Here in London: game workshops • Output of game assessment by TCs: will be the base for finding best practices in the application domains • Given a common strategy for evaluating the learning impact • Develop a plan for setting test cases in year 3 • Share stakeholders and games through the VRE (in particular) with WP4, WP6 and WP7

19. Networking / Dissemination actions • hold thematic workshops, possibly liaising with related projects or relevant events, to address domain experts (maybe next year?) • try to propose seed projects for joint collaboration within GALA and possibly involving external parties (test cases as seed projects?). • seek dissemination opportunities at relevant conferences (e.g. VS-Games 2012 in Genova) • P.I. : how many can we reasonably achieve? • contribute to the second Alignment School

20. Timeline We are here!

21. SIG3.5: H&H Michela Mortara CNR IMATI

22. Game overview • MedievalDublin • NatGeoGames: Mystery of Cleopatra • DiscoverBabylon • ICURA • Travel in Europe (Francesco-Riccardo) • 80DAYS (Michael) • PlayingHistory (Jeppe) Others: • Roma Nova • Thiatro (pedagogy) • LinguaSign (HCI) • Battle of Thermopylae (psychology)

23. MedievalDublin (2011) • Medieval Dublin -- From Vikings to Tudors is an interactive DVD commissioned by Dublin City Council in partnership with the Office of Public Works, Dublinia, Christ Church Cathedral and the National Museum of Ireland • an interactive experience and an educational tool teaching Dublin’s history to schoolchildren in a visually attractive environment. • 700 year of history in two DVDs, containing a tour of nine medieval sites using a blend of 3D visualisations and modern live action footage and a detailed 3D model of Dublin that illustrates how the whole city developed from 840 to 1540.

24. MedievalDublin (2011) • Players access videos and games covering daily life, historical events, interesting stories, and famous characters. • “Children enjoy the narratives, characters, and interactive animations, and teachers praise the way in which it brings the History curriculum to life,” says Breffni O’Malley, head of content at Noho. • the Irish Minister for Education described it as “a very useful resource for children” and “a model for standards of accuracy and presentation in this area.” • Granted with the Award for the Best European Cultural Serious Game in 2011 by the Fun& Serious Game Festival in Bilbao on November 8 2011.

25. MedievalDublin (2011) • http://www.medievaldublin.ie/ • For sale at 15€ • http://www.youtube.com/watch?v=eZOVmmDTAWc

26. NatGeo Games – Mystery of Cleopatra (2011) • Cleopatra is remembered as one of history's most amazing figures in a time where love, power, and deception surrounded Rome's transition from republic to empire, casting its shadow of struggle over Egypt. • As the Queen's Advisor, investigate the murder of a Roman soldier who broke into Cleopatra's palace. Follow the clues through a world of national politics and personal revenge. Find objects and piece together evidence, exploring beautiful Alexandria as you hunt for the murderer (Hidden object game) • Explore beautiful Alexandria including the Library and Royal Palace • Learn historical facts from this majestic era

27. Mystery of Cleopatra (2011) • http://natgeo.trymedia.com/t_14th_feature/s6_3036_15486/MacGames/Hidden-Object/Nat-Geo-Games-Mystery-of-Cleopatra-for-Mac.html • http://www.youtube.com/watch?v=-hApC2rLMBw • For sale at $6.99 • Samegenre: the fall of Caesar (2011), Salem (2011)

28. DiscoverBabylon (2006) • Discover Babylon TM is an educational video game that features Mesopotamia’s diverse contributions in writing, mathematics, literature, and law. • The game is a joint project of the Federation of American Scientists Learning Technologies Project, UCLA’s Cuneiform Digital Library Initiative, Escape Hatch Entertainment, and the Walters Art Museum. • Targeted at ages 8 –14, Discover Babylon TM will use sophisticated video gaming strategies and realistic digital environments to engage the learner in challenges and mysteries that can only be solved through developing an understanding of Mesopotamian society, business practices, and trade.

29. DiscoverBabylon (2006) • Features include: • Accurate historical and scientific information • 3D photorealistic simulations of temple complexes that will allow the user open-ended exploration and discovery • Contextualization of museum artifacts used by avatars in the virtual environment Multi-player game technology • Question & answer management tools to stimulate learning • Compelling, age-appropriate challenges and assignments for the player • Discover Babylon TM will explore new ways to reassemble and restore the material culture now spread across many different museum and library collections, contribute new research on information management, and encourage interdisciplinary collaboration.

30. DiscoverBabylon (2006) • Discover Babylon TM has received favorable press attention from: • “Video Games Can Reshape Education: U.S. Scientists“, Canadian Broadcasting Corporation • “Science snapshot: A video game with a history lesson“, USA TODAY • “ESA chief calls for socially relevant, educational games“, HackenSlash • “New Video Games Target Children’s Intellectual Curiosity“, WUSA TV • “Educators take serious look at video gaming“, eSchool News • “Despite Allure, Using Digital Games for Learning Seen as No Easy Task“, Ed Week • “Learning with Visualizations“, Converge Magazine • Discover Babylon TM was invited to be part of the Entertainment Software Association’s Net Day in October 2005. • Preliminary results of the Discover Babylon TM project have also been presented at academic conferences and international meetings including the 120th Annual Meeting of the American Historical Association in Philadelphia, PA and the Middle East Digital Library Workshop in Alexandria, Egypt; the 2006 Webwiseconference in Los Angeles and the 2006 Museums and the Web conference in Albuquerque

31. DiscoverBabylon (2006) • http://www.fas.org/babylon/ • http://www.youtube.com/watch?v=WlqafevXOWY • Available fo download

32. ICURA (2010) • ICURA is a 3D serious game in which the player learns about Japanese culture and etiquette. It can be used as a tool to gather information about the Japanese language, behavioural rules and culture in a playful way, either for pre-trip planning or for raising interest in another culture. In order to complete the game, the player has to investigate the 3D environment, collect items, combine them and talk to people. • the learning content is split up into the subject areas: language basics, behavior & etiquette and culture & society • It is the result of a research project and gives information about the game evaluation session.

33. ICURA (2010) • The goals of the evaluation are: • Finding out, how much information the game communicates, • Finding out, which information about the travel destination is considered useful in general. • Finding out, if the information ICURA communicates is considered useful and ifthe game arouses interest in other cultures. • Finding out, if the game is fun to play and if the design of the 3D environment isconsidered as convincing. • The whole evaluation process will be divided into five stages: Pre Questionnaire, Pre Test, Playing the game, Post Test, Post Questionnaire. The test will be a Single Choice/Multiple Choice test that is filled in before and after playing ICURA. The results will be compared and visualized by a learning curve.

34. ICURA (2010) • http://www.itchy-feet.org • Video??? • Paper:Design and Evaluation of a Serious Game for ImmersiveCultural Training, Josef Froschauer, Ingo Seidel, Markus Gartner, Helmut Berger (MatrixwareInformation Services GmbH) DieterMerkl (Institute of Software Technology and Interactive Systems, Vienna University of Technology) Virtual Systems and Multimedia (VSMM), 2010

35. Travel in Europe (2008?) • Travel in Europe Project, funded by the European Union under the Culture Programme • http://www.tieproject.eu/ • http://www.youtube.com/v/NAGmXYVpJoA?f=user_uploads&app=youtube_gdata&autoplay=1 • The serious game relies on an online 3D environment, based on a game engine enriched with AI for experience management. • This game is an example of Sand Box Serious Game, where the player explores a 3D environment and lives meaningful experiences there.

36. Travel in Europe (2008?)

37. 80DAYS (2010) • EU project: Around an Inspiring Virtual Learning World in Eighty Days - http://www.eightydays.eu/ • The demonstrator game is teaching geography for a target audience of 12 to 14 year olds and follows European curricula • The player assists the alien Feon to explore the planet and to create a report about the Earth and its geographical features. This is accomplished by the player by means of flying to different destinations on Earth, exploring them, and collecting and acquiring geographical knowledge.

38. 80DAYS (2010) • Psycho-pedagogical and technical efforts lead to a compelling demonstrator game teaching geography. • This demonstrator also represents the substantial steps towards achieving a multi-adaptive system that not only adapts discrete elements of the game towards educational purposes, but also adapts the story to accommodate larger educational objectives. • You can download the game from: http://css-kmi.tugraz.at/80Days/downloads.html • Several publications and videos • http://www.youtube.com/watch?v=ntJ6rHVJV7U

39. PlayingHistory • Website: www.playinghistory.eu(so far there are two: "The Plague" and "Slave Trade". A third game is in the pipeline). • Play demo: www.playinghistory.eu/playdemo(Here you can try playing part of the game for free) • Educational material: www.playinghistory.eu/teachermaterial(Downloadable edu. material for the teacher) • Press releases: www.playinghistory.eu/pressroom/content/press-releases(Unfortunately only one of them is in English)

40. PlayingHistory • Awards: • Won an award for Best Learning Game ("Playing History: The Plague") at the Serious Games, Education & Economic Development Conference in Ioannina, Greece (2010) • BETT finalist (2012) in the Primary Digital Contentcategory • New: The game has just been released on the AppStore(http://itunes.apple.com/us/app/playing-history-the-plague/id482536260?l=us=1&mt=8) • Sales: The game has so far been sold to around 75-100 Danish schools.

41. PlayingHistory • Demo by SERIOUS GAMEs INTERACTIVE