Space Adventures

1. Space Adventures

2. Agenda Ambitions Recap Section-explanation and reflections Further methodological developments

3. Ambitions How can we develop a concept for an adventuregame where learning is an intergrated game element? Thesis ambitions: To make an academically grounded concept for a learning-based adventuregame Overall interests: Great potentials, but great differences between computergame industry and the academic community. To realize its potentials, learning-based computergames must bridge this gap.

4. Recap We have answered our problem formulation through 4 sections: 1. Theory Show how learning and computergames can be integrated 2. Emperical dataUnderstand the criterias/expectations of invovled parties. Gather inspiration 3. Running conclusion Developing our argumentation for the concept 4. Design document Commmunicating our concept according to an industry standard

5. Theory Section Epistemolog and learning Operationalizing Luhmann: learning and teaching takes place in differnet systems Computers and learning Specifing Papert’s learning-objectives Using flow to encourage feedback Adventure games Understand its elements to integrate learning Balancing industry knowledge with academic knowledge (narrativity discussion)

6. Emperical section Understanding the criteria of our three main actors: students, teachers and scientists Relating their differnet criteria to our theoretical conclusion. To balance our theoretical findings and be inspired To prototype or not to prototype? Pros: Give critical feedback and deepen the emperical grounding Cons: Maturity of field Turn of events

7. Method Running conclusion Developed the concept as we progressed Many theories - many possibilites – 6 points could bring them together

8. Further methodology Space strategy or space simulation? Computergame/learning combination results in a different learning process Clear objectives - what and how Mapping genre/gameplay motivation with learning process Learning based computergames should find its place in larger curriculum perspective

9. From Academia to Implementation Academically based concept presented as a design document Presented to DSRI and others involved with the game To be implemented by December 1

10. The next step Concentrate on one key mission This combination will act as our prototype to be tested in November From the results of this mission we will build the other missions The full release will be in December Comes with evaluation form Running evaluation of the game Unique opportunities

11. New Challenges Crossing into the implementation phase Already at our presentation of the design document to DSRI challenges begin to arise Teacher feedback as a game element Issue of qualitative feedback to student answers, the bottleneck problem. We had to reevaluate the teachers role

12. Teachers Role –a suggestion Learning process is divided into parts How it is now The origins of in-game storytelling comes from the computer game industry It becomes apparent that learning computer games simply have some fundamentally different characteristics than normal computer games and should be treated that way How it could be

13. Future We have a unique opportunity to follow a product from the theory to the full implementation 6 theoretical points reevaluated with all accumulated game evaluation data we can begin to create game production guidelines Future article