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Sara de Freitas's talk from ISDT11.
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the ‘gamification’ of life
four strands of consideration:
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
open innovation, crowd sourcing and the „rise of the community‟
the role of ‘gamification’ in social (behavioural) change and awareness
raising. games/vws as cultural forms, games/vws processes (to be mapped
against human behaviour), motivation, engagement, social interactivity,
games/vws as interface/wrapper for other technologies. social and the
immersive
examples demonstrating how virtual environments and social collaboration
are changing much about how we live, learn and work. will the future of
society move more towards social networked virtual communities? does virtual
world technology open up new solutions for old problems?
move towards more complex structures and socially driven innovation and
technology development
summary: gamification of life
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
>300 scientists from all over
the World
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, it’s time to pay
attention to our Earth and create
an ICT Flagship to explore social
life and everything it relates to.
Dirk Helbing
FuturICT will build a Living Earth Platform for a global-scale simulation of our techno-socio-economic-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 decision-makers and involve citizens
The Innovation Accelerator will speed up research, development, and the creation of new business opportunities.
The focus on Managing Complexity will develop integrative system designs and new decision-making and governance tools.
predicting the sequence of possible impacts of earthquakes
Data Models
Validation
infe
cti
on
geographic
data
Forecasts
demographic
data
transport
data
contact
network
models
agent-
based
models
multi-
scale
models+ =
policies
...complexity...
predictionsscenario
analysis
copyright Alex Vespignani and
FuturICT
priorities
2: models of innovation and diffusion:
current trends and gala
Linear
models, actor
network
theory, social
shaping of
technology
User
innovation,
open
innovation
models of innovation (linear model, actor network theory, social
shaping of technology) to open innovation (Chesborough) and user
innovation
towards open innovation?
rodgers innovation diffusion curve
innovation diffusion model for gala
stakeholder
engagement
participatory
design approaches
technology
transfer
application areas
Learning
objectives
Learning content
Instructional
design
LEARNING INSTRUCTION ASSESSMENT
Clear player
goals
User learning
User behavior
Player feedback
User engagement
Debriefing
System feedback
GAME ELEMENTS:
Context
GAME ELEMENTS:
Learner Specifics
GAME ELEMENTS:
Pedagogy
GAME ELEMENTS:
Representation
innovation diffusion
models and
frameworks 2006-2011
design
feedback
theory
interactivity
bcis/eegsadaptivity
3: gamification: a vehicle for social
change? the social and the immersive
beginning of 2010 the games industry posted total sales of $1.17 billion for the
month of january
value of sg in 2008 was between $ 1 - 2 billion, recent reports circulating in us and
europe are talking about $ 9 -11 billion
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 lab’s 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)
gamification trends
Internet
Satellites
remote sensing
prediction markets
Web2.0
GPS
second life
the social...
crowd sourcing
gps
more complex social structures emerging...
copyright Milos Kravcik
Linear
models, actor
network
theory, social
shaping of
technology
User
innovation,
open
innovation
models of innovation (linear model, actor network theory, social
shaping of technology) to open innovation (Chesborough) and user
innovation
towards open innovation?
and the
immersive…
sgi: an agenda for applied
research..sgi: an agenda for applied
research..
serious games institute: a hybrid model
neuro-psychology
approaches to
learning with
games
artificial
intelligence and
life
multimodal
interfaces
semantic web,
standards and
metadata
Learning
objectives
Learning content
Instructional
design
LEARNING INSTRUCTION ASSESSMENT
Clear player
goals
User learning
User behavior
Player feedback
User engagement
Debriefing
System feedback
GAME ELEMENTS:
Context
GAME ELEMENTS:
Learner Specifics
GAME ELEMENTS:
Pedagogy
GAME ELEMENTS:
Representation
mapping our systems more closely
against human behaviour
models and
frameworks 2006-2011
design
feedback
theory
interactivity
adaptivity
projects & games at the serious games institute
meducator
alice
gala
maseltov
floodsim
code of
everand
modes
edugamelab
sex
health
game
simaula
roma
nova
futurict
mirror
customer
vtrade
4: examples of virtual environments and
serious games in learning and teaching
immersion and engagement: sg-ets
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
<30 30-39 40+ <30 30-39 40+
Age (years)
% R
esp
on
ses
Yes No
Males Females
0
10
20
30
40
50
60
70
80
90
100
Tutor Reading E-learning Video game Audio Workshop Internet Video Job Role-play
Learning method
% w
ho
prefer l
earn
ing
meth
od
Male Female
0
5
10
15
20
25
30
35
40
45
50
Action Adventure Arcade Education Fighting Puzzles Role play Simulation Sports Strategy Other
Games Type
% w
ho
pla
y g
am
e t
yp
e
Male Female
triage trainer (tt) trial summary:
5 trials: september 2007 – january 2008
independently conducted by the university of
birmingham
trial participants:
91 uk nhs doctors, nurses & paramedics
all on alsg major incident medical management
and support (mimms) training courses
participants were randomly distributed:
tt game (n = 47)
non-game (n = 44)
triage trainer – preliminary trial results
tt game group:
15 minute tutorial in game play / user interface
60 minutes playing the tt game on their own
instructor available to answer questions
non-game group:
75 minute normal alsg instructor-led table top
exercise
involved sorting cards with vital signs variables
written on them into priority groups
triage trainer – preliminary trial results
trial results of tt game trainees versus non-game trainees:
tagging accuracy of tt game trainees:
significantly higher accuracy [χ2 = 13.126, p<0.05]
step accuracy of tt game trainees. comparing the ratios of
participants who achieved an 8/8
accuracy rating (i.e. followed the correct protocol for all 8
casualties):
significantly more accurate (28%) than the non-game
group (7%) [χ2 = 7.29, p<0.05]
time taken by tt game trainees to complete triage of all 8
casualties:
no significant difference on time taken (p>0.05)
triage trainer – (knight et al., 2010)
possible conclusions:
a ‘serious game’ such as the triage trainer offers the potential
to:
enhance learning; and
improve transfer of training
possible reasons are that the game offers:
opportunity to practice skills and knowledge gained on the
course in a more realistic and more engaging
environment
personalised feedback which enables the game player to
correct procedural errors made, through repeated play
triage trainer – preliminary trial results
fragmented research and development communities (e.g. gala)
literature in different disciplinary areas (e.g. psychology, educational science, computer science, neuro-science, law, medicine etc.)
vws a new area so lack of frameworks and metrics for effective learning
technical and cost issues preventing uptake
division between practice and theory
conservatism of education sector
new paradigm of learning emerging slowly – so hard to define for academics and practitioners
need for academy and industry to work together
networks emerging but need for more defragmentation and interworking
establish methods and evaluation strategies
need for ethical considerations in different context
research challenges
immersion and engagement: roma nova
vtrade
artificial intelligence and crowd modelling
multimodal integration
awareness raising: climate health impact and floodsim
vtrade
behavioural change: code of everand and metycoon
can gamification solve world-scale
problems?
so does gamification offer a solution to the grand challenges?
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
user innovation with games technologies (e.g. ai, haptics, biofeedback, sensors networks etc) from convergence, mash ups and user/community interaction
reflections
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 changes for e-assessment, recruitment and cpd (gbl assessment, peer assessment, collaborative assessment, competency analysis, skills development, monitoring performance, mentoring)
move towards immersive learning experiences and design: with increased motivation, immediate feedback and sophisticated user models
need for serious games community to work with user communities and educationalists to answer some of the key grand challenges
conclusions
upcoming second wednesday events:
playgen workshop in london, 12th october
robotics workshop 9th november
upcoming conferences:
ieee vs-games conference in genoa, november 2012
virtual world conference, 14th september 2011
upcoming workshops:
emergency response and management training workshop,
17th november
any questions contact: prof. sara de freitas
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.
Jarvis, S., de Freitas, S. (2009). Evaluation of a Serious Game to support Triage Training: In-game Feedback and
its effect on Learning Transfer. Proceedings of 2009 Conference in Games and Virtual Worlds for Serious
Applications, IEEE.
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
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): 330-331.
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. & Maharg, P. (Series Eds) (2011-) Digital Games and Learning. London and New York: Routledge.
selected references
