What’s happening in the convergence of play and learn?
December 12-15, 2012
Latin America Memorial in Sao Paulo, Brazil
THEME: GAMES IN SCHOOLS, NOW!?
Games for Change (please find also G4C 2011 – Serious Games For Social Good Getting Ubiquitous), the leading global advocate for supporting and making games for social impact, was launched in Brazil in August, 2011 as a multistakeholder platform, engaging game designers and developers, educators, industry, government officials and researchers from major universities.
The winners in the six categories of the Serious Games Showcase & Challenge (SGS&C) were announced Dec. 5 at the 2012 Interservice/Industry Training, Simulation and Education Conference (I/ITSEC) here.
• Business: Virtual Attain by RealTime Immersive.
• Government: Cross-Competency Cultural Trainer by JKO-J7.
• Student: Machineers by IT University of Copenhagen.
• Mobile: DragonBox+ by WeWantToKnow AS.
• Adaptive Force Training (this year’s special emphasis category): Government in Action by McGraw-Hill Education.
• People’s Choice: C-ID Combat Vehicle Detection & Identification by AEgis Technologies.
In the spring of 2009, the University of California, Berkeley offered a democratic education course titled, “Game Theory with Applications to Starcraft”, which took a theoretical and computational look at how battles within the game are conducted and on what basis strategic choices are made. While many may wonder how complicated a video game can possibly be, Alan Feng, the class instructor, quickly applied a variety of upper-level mathematical concepts including vector and matrix mappings, differential calculus, and finding levels of uncertainty using graphs in three-space. The following semester, the University Florida took a different take on using Starcraft as a means of education. Offered as an honors only online course titled, “21st Century Skills in Starcraft”, the course required no math, and instead focused on a hands-on approach to developing adaptive and quick decision-making and critical thinking skills by analyzing replays of Starcraft matches.
GameDesk developed a prototype of the game in partnership with Iridescent Learning, the National Academy of Sciences and the Office of Naval Research. Bill Nye stepped in to help with the science, and the makers of the game took six months to make sure that the albatross simulations were spot on. GameDesk also took the game on the road to schools, to make sure it fully resonated with kids. AERO has taken to Kickstarter to raise money to integrate more challenges and features into the game.
Monday afternoon in the Washington DC area, a panel of serious game developers moderated by fellow game developer and co-founder at Digitalmill, Ben Sawyer(@BenSawyer) addressed a packed room of mHealth Summit attendees looking to become educated on the growing movement that is serious games, or games for health.
The game skates along the surface of history, which is more than most games aspire to do. Black Ops II’s approach to history is brilliant. It’s provocative for the people that care and innocuous for those that don’t.
We are very proud to announce that MoMA has acquired a selection of 14 video games, the seedbed for an initial wish list of about 40 to be acquired in the near future, as well as for a new category of artworks in MoMA’s collection that we hope will grow in the future. This initial group, which we will install for your delight in the Museum’s Philip Johnson Galleries in March 2013, features:
• Pac-Man (1980)
• Tetris (1984)
• Another World (1991)
• Myst (1993)
• SimCity 2000 (1994)
• vib-ribbon (1999)
• The Sims (2000)
• Katamari Damacy (2004)
• EVE Online (2003)
• Dwarf Fortress (2006)
• Portal (2007)
• flOw (2006)
• Passage (2008)
• Canabalt (2009)
Just fun and games (The McGill Daily)
While gamification has the potential to implement a motivating force that helps people educate and better themselves, it also has the potential to trivialize complex issues and reduce them to little more than points to be won. Moreover, gamified war does not take into account the tremendous real life impact that war has on the people involved in it.
Gamification of Education (from Angela Housand, Assistant Professor at University of North Carolina)
Games may last minutes (e.g. MetaVals, La Course Sans Gagnant), hours (e.g. SimVenture), days or weeks (e.g. Me-Tycoon) or they can even be pervasive, permanent universes (e.g.The Sims) that exist beyond thetime-on-task (defined as the time spent in the game activity) devoted by the player. In terms of Zagal and Mateas (2010, p.848), time duration corresponds to gameworld time and ‘events within the represented gameworld, including events associated with gameplay actions’. In Game Based Learning (GBL) we should consider the game’s duration according to the instructional tempo and the time that can be devoted by learners to the achievement of the learning objectives and competencies development.