Game Science: Foundations and Perspectives

Kriz, Willy Christian; Harviainen, J. Tuomas; Clapper, Timothy C.

doi:10.1177/1046878118781631

Cited by 4 publications

(3 citation statements)

References 18 publications

(41 reference statements)

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Simulation games constitute a relatively novel and innovative means of teaching and learning to a) access content that aims beyond disciplinary contexts, and b) stimulate interaction among participants [8][9][10][11][12][13]. Thus, the interdisciplinary or cross-cutting nature is inherent to uno-actu assignments that are representative of simulation games, inter alia [14].…”

Section: Remote Sensing Higher Education and Simulation Gamesmentioning

confidence: 99%

Advancing Learning Assignments in Remote Sensing of the Environment Through Simulation Games

Gerner

Pause

2020

Remote Sensing

View full text Add to dashboard Cite

Environmental remote sensing has faced increasing satellite data availability, advanced algorithms for thematic analysis, and novel concepts of ground truth. For that reason, contents and concepts of learning and teaching remote sensing are constantly evolving. This eventually leads to the intuition of methodologically linking academic learning assignments with case-related scopes of application. In order to render case-related learning possible, smart teaching and interactive learning contexts are appreciated and required for remote sensing. That is due to the fact that those contexts are considered promising to trigger and gradually foster students’ comprehensive interdisciplinary thinking. To this end, the following contribution introduces the case-related concept of applying simulation games as a promising didactic format in teaching/learning assignments of remote sensing. As to methodology, participating students have been invited to take on individual roles bound to technology-related profiles (e.g., satellite-mission planning, irrigation, etc.) Based on the scenario, stakeholder teams have been requested to elaborate, analyze and negotiate viable solutions for soil moisture monitoring in a defined context. Collaboration has been encouraged by providing the protected, specifically designed remoSSoil-incubator environment. This letter-type paper aims to introduce the simulation game technique in the context of remote sensing as a type of scholarly teaching; it evaluates learning outcomes by adopting certain techniques of scholarship of teaching and learning (SoTL); and it provides food for thought of replicating, adapting and enhancing simulation games as an innovative, disruptive next-generation learning environment in remote sensing.

show abstract

Section: Remote Sensing Higher Education and Simulation Gamesmentioning

confidence: 99%

Advancing Learning Assignments in Remote Sensing of the Environment Through Simulation Games

Gerner

Pause

2020

Remote Sensing

View full text Add to dashboard Cite

show abstract

“…In another article in this issue, Taillandier and Adam (2018) suggest that serious games allow learners to construct their knowledge using problems in a simulated world. Very often, professional practice is assessed through the contexts that are part of the experience (Kriz, Harviainen, & Clapper, 2018) and this is another aspect that may differentiate serious games from entertainment games. In their research, Taillandier and Adam use the game, SPRITE, to teach risk management and raise awareness of territorial risks.…”

mentioning

confidence: 99%

Serious Games Are Not All Serious

Clapper¹

2018

Simulation & Gaming

Self Cite

View full text Add to dashboard Cite

In a recent article that was a part of a symposium in Simulation & Gaming, Klabbers (2018) found issue with the classification or term, serious game. He suggested that "if there is a class of games, called serious games, then there should also be a distinct class called non-serious games" (p. 230). He goes on to state that, "strictly speaking, the term serious game excludes play, and serious games may not be playful (p. 230). I was surprised that neither the authors responding to his article nor the reviewers found issue with his argument. I disagree that the terms playful and serious gaming need to be separate. A game may have serious consequences or ramifications that leads to such things as credentialing and continued professional practice; however, they may still be playful or enjoyable. Serious games serve a unique purpose. Very often, this purpose is to teach a professional or life skill. Although they can be entertaining, enjoyable, and fun, the primary purpose of serious games is to educate, train, and inform (Khenissi, Essalmi, & Jemni, 2015, p. 488; Michael & Chen, 2006). Understandably, the accuracy of whether and what the game is actually teaching is another concern in serious games (Michael & Chen, 2006, p. 43). That is, "if the player learns to beat the game but can't usefully apply what he's learned in the real world, then the serious game has failed its mission" (p. 43). An example of a serious game is one that occurs on occasion during our emergency medical resident theme day as part of our institution's residency education program. One of the events is modeled after the Jeopardy television show (Sony Pictures Entertainment, Inc). Medical residents respond to emergency medicine category questions competing with one another in a playful manner. There certainly is an entertainment, enjoyment or fun component to this activity, but it is primarily a serious event as the intended goal is to educate, train, and inform these professionals that will return to the emergency room, treat patients, and save lives. So with all due respect to Jan Klabbers and his view, serious games are not all serious. For the most part, the terms, for pleasure, or for playful reasons describes the objective of most of my gaming experiences. There is not a serious component in my entertainment gaming practices and that is a good thing. The only learning component to my entertainment-focused gaming activities are the reflection and experience combinations that I wrote about recently (see Clapper, 2018) where I am trying to navigate the game and beat my opponents. We can refer to my entertainment games as nonserious games, but this is not necessary. Some terms and phrases are perfectly fine as stand-alone expressions. For example, the business community understands the term, 789763S AGXXX10.

show abstract

“…Together with my two co-editors, we strive for publishing excellent articles from different fields of science, emerging from various gaming cultures and traditions and using a diverse set of gaming methods. A mutual interest is the development of game science (Kriz, Harviainen, & Clapper, 2018). This editorial article continues my focus of history and taxonomy.…”

mentioning

confidence: 99%

Research of the Active Substance of Gaming Simulation

Kriz¹

2018

Simulation & Gaming

View full text Add to dashboard Cite

Ivo Wenzler (2008) distinguishes four components of the active substance of gaming simulation: the context, the participants, the process and the environment. His taxonomy further defines four sub-dimensions for each component. His framework of 16 factors is looking to games from a design science and structural level. This editorial presents the contents of the articles of the issue. The articles and the games mentioned are classified into the useful framework of Wenzler.

show abstract

Game Science: Foundations and Perspectives

Cited by 4 publications

References 18 publications

Advancing Learning Assignments in Remote Sensing of the Environment Through Simulation Games

Advancing Learning Assignments in Remote Sensing of the Environment Through Simulation Games

Serious Games Are Not All Serious

Research of the Active Substance of Gaming Simulation

Contact Info

Product

Resources

About