A Serious Games Overview Education Essay

A Serious Games Overview Education Essay Computer and video games are normally known understood as a form of entertainment. However, surprisingly and rapidly they are becoming recognized as providing a powerful means for learning and being called Serious Games, both among educators and the game development community. A lot of research is being conducted to explore Serious Games possibilities. This paper investigates the notion of games as means for learning/training Serious Games, will look to the available definitions, investigate its relations with other terms and categories Entertainment/ Learning /Gamification show its applicability, limitations and lastly we will suggest future studies to be conducted about it. Introduction: Todays serious games is a big and serious business; the serious game sector is expected to grow significantly in the medium term. In 7th of July 2010 IDATE (market analysis and consulting firm) released its Serious Games market report where is estimated that serious games in 2010 generated 1.5 billion EUR in revenue around the globe, and that by 2015 sales will be almost seven times what they are in 2010 with an average annual growth rate of 47% between 2010 and 2015. [1] A key question, when discussing serious games, is what the concept itself actually means. Even a brief survey of the literature soon reveals that there seems to be as many definitions available as there are actors involved, but most agree on a core meaning that serious games are (digital) games used for purposes other than mere entertainment. Another question of interest concerns the claimed positive effects of such games, or of applications from related and sometimes overlapping areas Entertainment, Learning and Gamification. In addition to obvious advantages, like allowing learners to experience situations that are impossible in the real world for reasons of safety, cost, time, etc. (Corti, 2006 [2]; Squire Jenkins, 2003 [3]). However, it is not the case that all games are good for all learning outcomes (van Eck, 2006 [4]). The aim of this paper is to take a closer look at some aspects of these issues. A lot of emphasis is putted into gaming, gaming types, gaming advantages and disadvantages. There been many studies about it, as people looking to it as the new innovative way that may enhance our life. We will start our research by defining Games in general to subset from it Serious games, then explore SG definitions, explore SG relation with Entertainment games, Learning and Gamification. After that we will look to SG attributes, applicability, limitations to finally suggest some potential research area. An overview of Games: This paper focuses on the domain of serious games and since SG is a subset of games we will take first a look at Game definition to conclude from their a start point for our research. A game is a system in which players engage in an abstract challenge, defined by rules, interactivity, and feedback, that results in a quantifiable outcome often eliciting an emotional reaction. By Koster is his seminal work A Theory of Fun [5] According to Caillois play and games fall on a continuum between what he terms ludus, rule bound games and paidia, anarchic playing, therefore we need first to differentiate between game and play. Whereas the word play is used for games as well as for toys, there is a difference. Following Caillois concept in his book Man, Play and Games (2001)[6] we can light on the difference, Caillois describes paidia and ludus as two poles of play activities. Where paidia (playing) describes free-form, expressive, improvisational behaviors and meanings, ludus (gaming), on the other side, characterizes rule-based playing with determined goals. In matter of serious games we are talking about ludus with a context of having a purpose behind playing the game. So we can define play as it is less the opposite of seriousness than the vital ground of spirit as nature, a form of restraint and freedom at one and the same time. (Gadamer, 1986) [7] The Concept of Serious Games: The term serious game is not new; the first time term was introduced by Clark Abt who discussed the term in his Serious Games book in 1970. [8] Serious games usually refer to games used for training, advertising, simulation, or education that are designed to run on personal computers or video game consoles. However searching the web, a number of different definitions are available, such as: Games that do not have entertainment, enjoyment, or fun as their primary purpose (Michael Chen, 2006, p. 21) [9] The use of computer game and simulation approaches and/or technologies for primarily non entertainment purposes by (PIXELearning.com, 2006) [10] Game-based learning/serious games is all about leveraging the power of computer games to captivate and engage end-users for a specific purpose, such as to develop new knowledge and skills. According to Corti (2006, p.1) [2] Serious game is a mental contest, played with a computer in accordance with specific rules, that uses entertainment to further government or corporate training, education, health, public policy, and strategic communication objectives. by Zydas (2005, p.26) [11] When comparing serious games with just computer games, Zyda argues that serious games have more than just story, art, and software. It is the addition of pedagogy (activities that educate or instruct, thereby imparting knowledge or skill) that makes games serious. However, he also stresses that pedagogy must be subordinate to story and that the entertainment component comes first. [11] Some consider fun the prime factor in games and education and, according to Prensky (2001) [12], games should be fun first and then should encourage learning. Similarly, Michael and Chen (2006) [9] argue, with regard to serious games, that the main point is to get players to learn something, and, if possible, have fun doing it. Fun, however, is neither the only form of entertainment, nor the only way to engage players in a game. Besides fun, there are several elements that contribute to players engagement. According to Corti (2006) [2], the motivational virtues of video games are what initially attract training and development professionals to turn to game-based approaches, but there is a lot more to game based learning/serious games than simply using fun as a means to engage learners. Related Concepts to serious Games: There are related and sometimes overlapping domains to Serious Games (Entertainment, Learning and Gamification) which we need to distinguish their relativity to Serious Games. Serious Gaming vs. Entertainment Gaming: An adequate question to ask is how serious games differ from entertainment games. The below table compare Serious Games and Entertainment Games from Michael and Chen (2006) [9] view points where they discuss it from a design and development perspective following four criteria to compare Task/Experience, Focus, Simulations and Communication Serious games Entertainment games Task vs. rich Experience Problem solving in focus Rich experiences preferred Focus Important elements of learning, To have fun Simulations Assumptions necessary for workable simulations Simplified simulation Processes Communication Should reflect natural (i.e., non-perfect) Communication Communication is often Perfect The differences between entertainment games and serious games -Table 1 For serious games it is more important for the players that the model or simulation can be used to solve a problem, than providing rich experiences of the kind sought by hardcore gamers. Further, for serious games it is essential that the most important elements of learning are in focus and that the assumptions necessary for making a simulation workable are correct, which if not; the simulation will teach the wrong kinds of skills. Entertainment games, on the other hand, allow players to focus on the fun parts and to use a number of techniques for simplifying the simulation processes. In serious games, Michael and Chen (2006) [9] argue, it may be important to rethink the use of such simplifying techniques. For example, serious games should respond more to the conscious decisions made by players than to chance, and therefore randomness may be inappropriate. Another example is communication, which often is perfect (i.e., without delays and misunderstandings, etc.) in entertainment game s, whereas some serious training applications should rather reflect that communication hardly perfect. As with simulations and serious games, the distinction between entertainment games and serious games is not very clear either. It is evident that it is the goal of the first to entertain, and of the latter to educate/train/inform the player. However in some situations entertainment games are used for serious purposes as well. In addition to that serious game designers, researches argue that fun can be a crucial element to motivate a player to continue playing a serious game. SG and Learning: The recognition and adoption of games as learning technologies has helped educators in utilizing games as a means for providing serious learning opportunities for players. With games understood as learning technologies, the question arises as to whats different about the learning when games compared to that typically within schools. One of the more obvious differences resides with the control afforded to the learner as player, where the state of control is typically afforded to players in games and teachers in schools. Games, therefore, present a learner-centered approach to learning, whereas traditional education presents a teacher-centered approach. The other different is that in games it is up to players to construct for themselves, their own knowledge, whereas in the latter, it is up to teachers to transfer knowledge to the learner. So the two processes of teaching and learning can be argued as quite different. Learning can be understood as a process whereby learners active construct knowledge through experience and interaction, whereas teaching traditionally is a process by which teachers distribute knowledge to learners through transmission The design of serious games games with a focus on education should be about creating meaningful experiences and activities for players, rather than a means for transmitting knowledge from the game to the player Serious Games and Gamification: Serious games and gamification are both trying to solve a problem, motivate people, and promote learning using game-based thinking and techniques. Serious games tend to take the approach of using a game within a well-defined game space, while gamification tends to take the use of a game outside of a defined space and apply the concept to items like walking up steps piano stairs. So we can say that serious games are created by using game-based mechanics, philosophy, and game thinking to engage people, motivate action, promote learning, and solve problems. In other words, they are created through the gamification of traditional learning content. [8, 11, 13] Serious Games Attributes: Now after defining serious game and discuss it, in relation to other related concept, we need to highlight some of the common game attributes that must be taken in consideration when developing it .These are some suggested attributes by Anne Derryberry [14]: Back-story and story line: Every game has a story upon which it is based, and a story line that it follows, even if inferred. The story line is not the game play itself, but rather the rationale for the game play. Game mechanics: These handle all the specific functions within a game, including such things as how the games physical world behaves; in-game weather; and the actions a character takes when given a command. Rules: The corollary to game mechanics are the rules of the game ,the constraints in game play that exist on every players actions and abilities Immersive graphical environment: This is the sensory representation of the experience layer of the game, including 2D/3D graphics, sound, and animation. This environment can be static (it resets at the end of each player session) or persistent (it continues to evolve even when a player isnt logged in). Interactivity: This focuses on the impact a players actions have on the world and includes issues of persistence and player interaction Challenge/competition: This is at the heart of any game. The competition might be against the game, against ones self, or against other players. Risks and consequences: These must attend every challenge, but they exist in the safe game environment where the consequences of an action or decision do not impact the real world. Serious Games Advantages: The idea of using games for work and in workplace generates a lot of excitement and appeal to both employer and employees. This excitement is a result of the advantages games. Some of this advantageous are as follows [15]: Engagement: Games are compelling and maybe addictive and the engagement it produces is hard to match with other training methods. Games feel safe: Games provide a safe place to practice, where learners know they will not be penalized for their mistakes. Playing games can be a safe place to try different approaches, to experiment, and to make mistakes and to fail. Reduce Cost and Complexity of training: The cost of developing game is usually lower than cost of other types of training. Get direct feedback: It is often possible for the educator to watch or replay complex learner actions during the game, something that would be difficult to achieve in a real-life demo. Situated cognition: Games are effective partly because the learning takes place within a meaningful (to the game) context. What you must learn is directly related to the environment in which you learn and demonstrate it; thus, the learning is not only relevant but applied and practiced within that context By researcher Van Eck, The most common application areas for Serious Games are: Health Care: Applications range from patient treatment to health education for medical practitioners. As an example of SG in medical staff training, haptic technology provides people a sense of touch in computer-generated environments [16]. Military/ Government: Using game-based simulations, the military saves significant amounts of money, cutting expenditures in fuel, ammunition, maintenance, and so on. In addition, games are generally orders of magnitude safer than live training while still offering significantly realistic and useful training experiences. For example, Americas Army [AME 05] [17] Corporate: The use of games in the corporate environment represents one of the fastest growing sectors of the serious games industry. Companies like IBM, CISCO and other technically savvy companies already use simulations and games to motivate staff to learn specific job-related skills [18] Games for Good: Games for Good leverages game mechanics for social benefit. Games created for this segment of the industry hope to teach, train or simply generate awareness of a topic, an issue or a societal problem, therefore creating change in thinking, actions or attitudes. Ex: Games that teach young people to become globally conscious citizens, contributing their own solutions to social issues [18] Education: Games are changing the way children learn, helping them think differently and stimulating new ways people of all ages can use their minds. Limitations of Serious Games: Although games can be effective learning environments, not all games are effective, nor are all games educational. Similarly, not all games are good for all learners or for all learning outcomes. By- Diana Oblinger, 2006 Some of the possible issues that may limit Serious Games benefits and that need to be considered are as follows: Playing the game becomes more important than the learning Cost of producing a game exceeds learning return on investment Game takes a long time to produce and is ineffective at training Game too easy or too hard Learning curve to start playing game is too high for the target audience Learner remembers game but not content Other learning tools may be more effective Information incomplete or inaccurate in the game The game is too difficult to maintain or keep up to date Keys to Success in Serious Games How to make it work? How to ensure the purpose of the serious game is achieved? Suggesting here some tips to make serious games achieve its purpose and get the ultimate desired result. [19, 20, 21] Know your target audience: People are different and so can be learners who will like different types of games, so its recommended to provide more than one game, targeted to different audiences as to cover the different needs of people. Focus in on specific objectives and outcomes: Choose a game that supports the learning objectives and content, but balance this with the requirements of game play. Dont make the game too easy: Easy learning games do not produce good learning outcomes. Learners are more likely to remember when things go wrong Use competition and/or collaboration: As competition motivates learners and collaboration allows social learning that is effective in motivating behavioral change. Test: Even the simplest games can have unexpected faults. Consider having learners create their own games: This can be useful exercises because it requires the student to think through the subject thoroughly and think of challenges they may like to have. Future Research: How to prove that Serious Games business is really worth it and how to calculate the ROI? I believe this is one of the hardest question facing serious games, as such a 1:1 relationship between a game and a desired outcome is often hard to tease out in something as nebulous as diversity training. Another interesting search area will be a Customized Serious Games design represents a new, complex area of design for the game world. Where designers have unique opportunities to make a significant contribution to game design, by organizing game play to focus on changing, in a predefined way, the beliefs, skills, and/or behaviors of those who play the game, while preserving the entertainment aspects of the game experience all based on different users needs. Conclusion: The fact that games are part of our everyday life in one way or another cannot be ignored; and examples can vary from our direct gaming plays a game on your smart phone or online using your social network profile with your direct intent to play to indirect gaming collecting points via grocery shop cards without your intent to play. Games main goal is entertainment, but they have more universal applicability that gave extra functions in various aspects of everyday life. Which produce Serious Games, the games that are intended to not only entertain users, but have additional purposes such as education and training. They can be similar to educational games, but are primarily focused on an audience outside of primary or secondary education. Serious Games can be of any genre and many of them can be considered a kind of edutainment, but the main goal of a serious game is not to entertain, though the potential of games to engage is often an important aspect of the choice to use games as a teaching tool. When deciding to use a game for training, its important to clearly state your learning objectives and to determine exactly what advantages the game will provide to the player. If the game is too easy or too hard, or does not focus on the objectives, it may simply waste the learners time. Depending on the type of game you intend to use, you may need to go through a substantial testing phase to ensure success. A serious game is usually a simulation which has the look and feel of a game, but is actually a simulation of real-world events or processes. The main goal of a serious game is usually to train or educate users. Furthermore, in order to stimulate the learning effect of the players/trainees experiments, direct feedback from the game on the actions of the players is essential. Designing effective, engaging serious games requires theoretical understanding of learning, cognition, emotion, and play.

Technology In Our Society :: essays research papers

Technology In Our Society No doubt, technology is increasingly important in the modern world. It is amazing how fast technology has been developed. Nearly every major advance was invented in the last century. These invention are always planned for a positive result, however the negative effects often do not become apparent until after the event. These effects will be deal in the following paragraphs with related materials. The text, "Whose Life is it Anyway?", by Brian Clark, has clearly illustrated that with the development of medical technology, people can now have a better quality of life. Moreover, many lives which normally would not survive without the advance in medical treatment can now be artificially prolonged. The central character, Ken Harrison, who becomes a quadriplegic after a car accident, has met this situation. Nevertheless, it is cruel to ask him to face this life if he does not desire to. He can no longer sculpt, run, move, kiss or have any form of sexual fulfillment. Obviously, his normal life has drifted away. The tendency to sustain people's lives, just because the technology is available, is intolerance under certain circumstances. It is the individual patient who must make a decision about whether to keep himself alive. "What is the point of prolonging a person's biological life if it is obtained at the cost of a serious assault on that person's liberty?" There is probably no simple answer for this question. Any patient's decision should be respected, not based on the fact of all available technologies. This medical technology has the potential for both good and bad results. However, it is very important in today's society. "Insurance in the Genes" is a piece of valuable material which explores another area in the technological field. Nowadays, genetic engineering essentially plays an important role. Genetic testing can predict a person's biological use-by date, forecasting everything from heart attacks to breast cancer. People can therefore have a basic concept of their health situation and prevent what is going to happen if technology allows them to know this beforehand. "Up until now, only 50 genetic tests have been developed to detect diseases. But within a decade, there will be tests for 5000 diseases." It is a remarkable increase. In the near future, hopefully, genetic testing will be employed to reveal potential health risks. It is a positive effect of technology in the modern world. Another useful source for the effects of technology in our world is the documentary. On 23 April 1996, SBS broadcasted a film entitled "Weapon: A Battle for Humanity". It recorded that landmines and laser weapons are devils.

Positive reward Essay

It can also be maintained that Kistler had more urge of continuing his ‘virtual’ mischief since he was able to, for the most part, obtain sexual pleasure through the means of the internet which could have been an easy method for Kistler to achieve his aims. The pleasure he gets is a form of a ‘positive reward’ at least in the context of Kistler as opposed to the idea that the pleasure he gets is not actually any sort of ‘reward’ to others especially to the victims. By admitting that he knew that what he did was essentially wrong perhaps in the legal and moral senses, it leads one to the realization that Kistler may unconsciously place his personal actions as behaviors that override any existing proscriptions against them. Thus, by considering his pedophilic behavior as one that is ‘wrong’ yet fulfilling in sexual terms, Kistler eventually treats his behavior as one that is above what is being forbidden or disallowed by the larger society of which he is a part of. Further, his absence of knowing that he was causing harm—or at least as far as he reveals—holds a reasonable argument that pertains to the corresponding absence of an effort to deliberately put a stop to his behavior. That is, since Kistler was not well aware that he was causing harm to his ‘victims’, there was no apparent reason for him to adjust accordingly or to realign his behavior according to the normal conducts within the society, to legal and moral prescriptions, and to what is prohibited. Otherwise, had Kistler known the negative effects his behavior has been causing, there remains the probability that he may have discontinued his actions—or he may have not. What is more important is the idea that there are reasons behind Kistler’s behavior albeit having the knowledge that his behavior is one of the things the status quo of the society is against. Nevertheless, Kistler was sentenced to 24 years of federal imprisonment; a contemporary example to the ancient Roman law â€Å"ignorance of the law is no excuse† (Brudner, 1995, p. 224). Since the learning process contains the appropriation of punishments and rewards in the SLT, there remains the implied cause that Kistler initially engaged in his pedophilic behavior and continued to do so after he was able to obtain a ‘reward’ for soliciting sexually explicit images from teenage girls. Even further, his initial behavior of engaging into internet child pornography may have also sprung from a variety of reasons which, after engaging into the act, led Kistler to obtain a ‘rewarding’ experience largely in the form of sexual satisfaction. Although the far more original causes beyond the subsequent continuance of his actions are of interest as well, the primary concern of the SLT remains to the ‘direct conditioning’ of the behavior of the individual or of, specifically, Kistler. The concept of ‘direct conditioning’ can be illustrated in the case where the experience of traumatic situations in the dental surgery is linked with the occurrence of fear by means of the learning of a correlation of pain as well as distress with the dental situation (Milson, Tickle, Humphris, & Blinkhorn, 2003, p. 495). Conversely, the case of Kistler can be analyzed in terms of the concept of direct conditioning. That is, the ‘sexually rewarding’ experience of Kistler with regards to his ‘pornographic’ exploits can be seen as one that is associated with the occurrence of the feeling of ‘liking’ what he does through the learning of a correlation of ‘sexual satisfaction’ with online child pornography by pretending as a dying teenage boy and appealing to teenage girls to send sexually explicit images.

We Intend To Be First The Gdp, Research Gaap. On September

WE INTEND TO BE FIRST: THE GDP, RESEARCH GAAP On September 12, 1962, while giving a speech at Rice University in Houston, Texas, President John F. Kennedy rallied his compatriots to embrace the country’s challenge of sending a man to the moon and returning him safely to the earth. He reminded them that their ancestors ensured that â€Å"this country rode the first waves of the Industrial revolutions, the first waves of modern invention and the first wave of nuclear power.† He let it be known in the speech that his generation did not intend to disappoint the country as the age of space loomed over the world. Though Kennedy’s goals seemed really great at the time, the president was cognizant of the fact that they could only be achieved if all†¦show more content†¦President Kennedy recognized this in 1962 and so must we in 2017. Having said the above, this article is not oblivious to the fact that the second decade of the 21st century is one that finds Ame rican principles and dominance under assault globally. Since the great recession occurred, America’s ability to lead financially and geopolitically has come under scrutiny and the nation’s skyrocketing debts coupled with its large trade deficits have done little to ease the world’s gaze. In a Fortune Magazine article from February 2017, it was stated that a new study by PricewaterhouseCoopers forecasts China’s economy surpassing that of the U.S. as largest in the world by 2030. The article also mentions that the study shows India’s economy will be bigger than America’s by 2050. What’s happening is the rest of the word is gazing at a faltering U.S. economy, the slow growth rate of the U.S. productivity and, they are doubling productive efforts in order to catch up to the United States. Since it’s well known that the Chinese and Indians are in a race to displace the U.S. as directors the world’s largest economy, how then c an the U.S. maintain its position even as challengers rear their heads? The fortune magazine article from Feb 9th, 2017 makes it clear that the gross domestic product of a nation is simply derived by multiplying the total population in the nation by its productivity. The article also states that since ChinaShow MoreRelatedDifferent Approaches to Corporate Reporting Regulation22097 Words   |  89 PagesAccounting and Business Research Publication details, including instructions for authors and subscription information: http://www.tandfonline.com/loi/rabr20 Different approaches to corporate reporting regulation: How jurisdictions differ and why Christian Leuz a a b c d J. 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