the gamification of everyday life by prof sara de freitas

summary: grand challenges and gamification

1) grand challenges of society. key grand challenges of modern societies e.g.: (a) population growth is leading to greater pressures on our environments (climate change, restricted resources, education systems, energy sources) (b) globalisation is leading to more interconnected and complex social structures (self-organised criticality) > futurICT 2) serious games institute model and projects. how we are addressing critical challenges in our research and development work, including trajectories for research work and some key findings and research challenges 3) what is gamification? the role of gamification in social (behavioural) change and awareness raising. 4) trajectories for research work and some key findings and research challenges: strands of research 5) can gamification change our world meeting socio-economic changes - and solve grand challenges we face? Some examples of how we can meet challenges reflections and conclusions: move towards more complex structures and socially driven innovation and technology development: solutions to big data and vulnerable systems.

1: grand challenges of society: e.g. population and city growth, climate change leading to complexity and data explosion challenges

challenges humanity is facing in the 21st century (copyright: dirk helbing)

Lee C. Bollinger, president of Columbia University, formulated the issue as follows: The forces affecting societies around the world ... are powerful and novel. The spread of global market systems ... are ... reshaping our world ..., raising profound questions. These questions call for the kinds of analyses and understandings that academic institutions are uniquely capable of providing. Too many policy failures are fundamentally failures of knowledge. 1. Financial and economic crisis 2. Debts and inflation 3. Stability of the European Union 4. Political revolutions, war 5. Critical infrastructure risks 6. Environmental change 7. Epidemics (SARS, H1N1 pandemic) 8. Migration and integration 9. Extremism, terrorism 10. Corruption, organized crime

The Knowledge Accelerator

Creating a Living Earth Platform for a Sustainable Future
FuturICT will build a Living Earth Platform for a global-scale simulation of our techno-socioeconomic-environmental system and more This will integrate Crisis Observatories running massive data mining for the advance detection of possible crises: financial market instabilities emerging conflicts health risks and disease spreading environmental changes, etc. Participatory Platforms will inform decisionmakers and involve citizens The Innovation Accelerator will speed up research, development, and the creation of new business opportunities.

We have explored the universe, and have sent men to the moon. It turns out, however, that our current knowledge of society is too limited to efficiently tackle the global challenges of humanity in the 21st century. Thus, its time to pay attention to our Earth and create an ICT Flagship to explore social life and everything it relates to. Dirk Helbing

>300 scientists from all over the World

The focus on Managing Complexity will develop integrative system designs and new decisionmaking and governance tools.

predicting the sequence of possible impacts of earthquakes

Data
demographic data

Models
contact network models
infection

Forecasts

transport data geographic data

...complexity...

multiscale models

=
agentbased models

scenario analysis

predictions

Validation

priorities

policies

copyright Alex Vespignani and FuturICT

2: serious games institute: an international hub of excellence in serious games research, business and study

sgi: an agenda for applied sgi: an agenda for applied research.. research..

sgi activities: a hybrid model for business, research & study

i. applied research projects (23 projects, 12 eu projects) ii. masters programme iii. doctoral school iv. cpd courses v. sgi overseas (singapore, south africa, mexico) vi. business projects (26 projects: e.g. bae, jaguar landrover vii. business incubation viii. serious games international spin out ix. serious games lab x. mobile development lab xi. 30 companies in the cluster xii. ieee vs-games conference (2008-2011) xiii. companies based at the sgi (e.g. Pixelearning)

projects & games at the serious games institute

meducator alice code of everand

roma nova gala floodsim

simaula customer

mirror futurict

vtrade

modes edugamelab

maseltov

sex health game

sgi projects: ict/cultural heritage/tel

i. erasmus: roma nova ii. herbert gallery: undercrofts priory visualisation iii. coventry city council: far gosford street reconstruction iv. technology strategy board: shakespeare trust v. fet futurict vi. jisc customer project vii. jisc inspires viii. eu strep maseltov ix. eu gala network of excellence in serious games x. eu strep alice xi. llp simaula xii. llp modes xiii. eu ip meducator xiv. llp edugamelab xv. prime ministers initiative fund: disaster city reconstruction xvi. uk department for transport: code of everand xvii.jisc opex platform xviii. epsrc sensor networks and games xix. eu mexpex

3: what is gamification? how can we use serious games to answer the grand challenges?

gamification trends
beginning of 2010 the games industry posted total sales of $1.17 billion for the month of january value of sg in 2010 was estimated to be 1.5 billion, and is set to increase by average 47% between 2010 and 2015 (idate market report) international software federation of europe (isfe, 2010): 74% of those aged 16-19 considered themselves gamers (n=3000), 60% of those 20-24, 56% 25-29 and 38% 30-44. 32% of the total uk population consider themselves gamers (n=3000). 31% of females described themselves as gamers and 34% of males. several studies demonstrating the efficacy of serious games for training in particular through behavioural change (sg-ets, hope labs re:mission, pulse project) wide uptake of social software (e.g. facebook, wikipedia), crowdsourcing

learning in multimodal ways: mixed reality, augmented reality, mobile learning, haptics (more flexible approaches)
converging technologies: mobile devices, ar devices, bci/eegs, sensor networks, robotics, virtual world mashups, gps, geocoding, web technologies and services (soa)

4: research trajectory and findings from the studies

mapping our systems more closely against human behaviour

design theory

LEARNING

INSTRUCTION

ASSESSMENT

Learning objectives

GAME ELEMENTS: Context

Clear player goals

User learning

GAME ELEMENTS: Learner Specifics

a: neuro-psychology approaches to learning with games b: visualization and modelling c: multimodal interfaces d: artificial intelligence and life

User engagement

Instructional design

User behavior

Debriefing

GAME ELEMENTS: Representation

Learning content

Player feedback

GAME ELEMENTS: Pedagogy

System feedback

interactive tutoring environment

interactivity

e: semantic web, standards and metadata

feedback

adaptivity

models and frameworks 2006-2011

models and frameworks 2006-2012

Staalduinen, J. P. v. & de Freitas, S. (2011). A game-based learning framework: de Freitas, S. & Oliver, M. (2006). How can exploratory learning with games and simulations within the curriculum Linking game design and learning outcomes. In: Learning to Play: Exploring the be most effectively evaluated? Computers and Education, Future of Education with Video Games. M. S. Khyne (Ed.). New York, Peter Lang: 29-54. 46 (3): 249-264.

strand a: neuro-psychological approaches to gamebased learning: are games effective teaching tools?

how can we measure immersion and efficacy of games? sg-ets project

triage trainer trial results

triage trainer (tt) trial summary: tt game group: 5 trials: september 2007 january 2008 15 minute tutorial in game play / user interface 60 minutes playing the tt game independently conducted by the university on their own of birmingham instructor available to answer questions trial participants: 91 uk nhs doctors, nurses & paramedics non-game group: all on alsg major incident medical 75 minute normal alsg instructormanagement and support (mimms) led table top exercise training courses involved sorting cards with vital signs variables written on participants were randomly distributed: them into priority groups tt game (n = 47) non-game (n = 44)

triage trainer (knight et al., 2010)

possible conclusions: trial results of tt game trainees versus nongame trainees: a serious game such as the triage trainer offers the potential to: tagging accuracy of tt game trainees: enhance learning; and significantly higher accuracy *2 = 13.126, p<0.05] improve transfer of training step accuracy of tt game trainees. comparing possible reasons are that the game the ratios of participants who achieved an offers: 8/8 opportunity to practice skills accuracy rating (i.e. followed the correct and knowledge gained on protocol for all 8 casualties): the course in a more realistic and more engaging significantly more accurate (28%) than the environment non-game group (7%) *2 = 7.29, p<0.05] personalised feedback which enables the game player to time taken by tt game trainees to complete correct procedural errors triage of all 8 casualties: made, through repeated no significant difference on time taken play (p>0.05)

neuro-psychology approaches: studies with graz

strand b: visualization and modelling

shakespeare trust & priory undercrofts visualisations

roma nova

strand c: multimodal interface integration: roma nova

strand d: semantic web mash ups: roma nova

strand d: artificial intelligence and crowd modelling

artificial intelligence and crowd modelling

strand e: standards and repurposing game content: meducator project

climate health impact

5: can gamification solve world-scale problems?: examples

behavioural change: code of everand

emergency response training: games for change

international risk, resilience and rescue centre (ir3c): texas a&m & coventry universities

reflections the upon future of serious games

what benefits do serious games provide? scalability of game environments to large global communities adaptivity to user requirements closer modelling of user behaviour (feedback loop) behavioural change flow, feedback, visual and actual realism leading to higher levels of immersion

increased motivation and engagement

multimodal integration of interfaces and other technologies: e.g. ai, haptics, biofeedback, sensors networks etc) from convergence, mash ups and user/community interaction

conclusions
so are applications of vw/games technologies really changing our approaches to working, learning, social interactions and how we consider experiences? providing new tools for flow, feedback, visual and actual realism leading to higher levels of immersion great potential for the medium for supporting immersive education through increased motivation and engagement potential for personalized feedback and more sophisticated learning interaction move towards immersive learning experiences and design: with increased motivation, immediate feedback and sophisticated user models

how can serious games utilise the benefits of the future internet?
need for serious games community to work with user communities and educationalists to answer some of the key grand challenges

upcoming conference: vs-games conference in genoa, november 2012

any questions contact: prof. sara de freitas s.defreitas@coventry.ac.uk

selected references
JOURNAL ARTICLES & CONFERENCE PAPERS: de Freitas, S., Jarvis, S. (2008). Towards a development approach for serious games. In T.M. Connolly, M. Stansfield, & E. Boyle (Eds) Games-based learning advancements for multi-sensory human-computer interfaces: Techniques and effective practices. IGI Global. Hershey, PA. Anderson, E.F., McLoughlin, L., Liarokapis, F., Peters, C., Petridis, P., de Freitas, S. Serious Games in Cultural Heritage, 10th VAST International Symposium on Virtual Reality, Archaeology and Cultural Heritage (VAST '09), VAST-STAR, Short and Project Proceedings, Eurographics, Malta, 22-25 September, 29-48, (2009). de Freitas, S., Rebolledo-Mendez, G., Liarokapis, F., Magoulas, G., Poulovassilis A. (2010). Learning as immersive experiences: using the four dimensional framework for designing and evaluating immersive learning experiences in a virtual world. British Journal of Educational Technology Dunwell, I., Petridis, P., Protopsaltis, A., de Freitas, S., Panzoli, D. & Samuels, P. Automating Content Generation for Large-Scale Virtual Learning Environments using Semantic Web Services. In proceedings of the 5th International Workshop on Semantic Wikis (SemWiki2010), ESWC2010, Hersonissos, Crete, Greece, May 29th -June 3rd 2010 Knight, J., Carly, S., Tregunna, B., Jarvis, S., Smithies, R., de Freitas, S., Mackway-Jones, K. & Dunwell, I. (2010). Serious gaming technology in major incident triage training: A pragmatic controlled trial. Resuscitation Journal 81(9): 1174-9 de Freitas, S. (2011) Game for Change. Nature, 470 (7334): 330331. BOOKS (2010-2012): Sharpe, R., Beetham, H. & de Freitas, S. (Eds) (2010) Rethinking Learning in the Digital Age, London & New York: Routledge. de Freitas, S. & Maharg, P. (Eds) (2011) Digital Games and Learning. London and New York: Continuum Press de Freitas, S & Jameson, J. (2012) The e-Learning Reader. London & New York: Routledge. Ferdig, R & de Freitas, S. (eds.) (2012) Interdisciplinary Advancements in Gaming, Simulations and Virtual Environments: Emerging Trends, Hersey, PA, IGI Global. BOOK SERIES: de Freitas, S. & Maharg, P. (Series Eds) (2011-) Digital Games and Learning. London and New York: Routledge.