Bridging the Gap Between Didactical Requirements and Technological Challenges in Serious Game Design

Abstract

Game based training has gained a lively interest within the industry. We present a interdisciplinary work on the application of computer game principles and techniques within an automation industry training scenario. A data flow based component architecture forms the technical foundation of our system and enables us to exploit the capabilities of available middleware components like game-or physics engines. An interactive simulation of a real automation plant is built by the combination of state-based and physical object behavior. A model of training scenarios founded on the didactical principles of game based training is built upon our implemented system.

MACHS: An authoring tool to create serious games for machine-tool operator training

“…Rilling et al [22] presented an interdisciplinary work on the application of computer game principles and techniques within an automation industry training scenario.…”

Uncovering requirements using serious games

“…In the literature, this challenge has been highlighted by researchers within the serious gaming community (e.g. Westra et al [2008Westra et al [ , 2010, Rilling et al [2010]). These studies recommend that a balance must be struck between believability and clarity to prevent uncontrolled adaptation that could rapidly result in the generation of "disturbed storylines".…”

“…Serious games are used for pedagogical and learning purposes and are based on the capabilities of learners, the game educational content is presented to garners and the learning outcomes achieved [Yusoff et al 2009, Rilling et al 2010]. Examples of their industry applications include instructional programs, corporate training, life cycle assessment, and so on [Michael and Chen 2006, Raybourn 2007, Hulpu� et al 2010, Duin and Thoben 2011, Riedel and Hauge 2011.…”

Physically Based Real-Time Simulation Of An Automation Plant

“…From a didactical point of view, it is desirable to have a lifelike and realistic virtual counterpart of the teaching content (Rilling et al, 2010), which implies, in the case of the automation industry, having a system which simulates and visualizes the dynamic behavior of an automation plant in real time. Besides the simulation aspect, interaction is the second requirement arising from the scenario.…”