Suche alle Produkte anzeigen << zurück Dokumentation Produktionsdaten Abbildung: Titel: Emergo Medienart: Internet Herausgeber: Offenen UniversitĂ€t der Niederlande / Educational Technology Expertise Centre, Valkenburgerweg 177, 6419 AT Heerlen, The Netherlands; www.onderzoekinformatie.nl/en/oi/nod/onderzoeker/PRS1278223/ or www.learningnetworks.org/?q=HAH  Autor: Hans Hummel e.a.  Hersteller-Land: Niederlande  Hersteller-Ort: Heerlen  Hersteller-Jahr: 2008  Begleitmaterial: Handbuch, Installationsanleitung, weiteres Infomaterial (User manual, installation manual, Document describing method, Document describing toolkit components, various (around 30) other internal documents, some scientific (3) articles (accepted) describing EMERGO)  Systemvoraus- setzungen: WindowsIE explorer 6.0  Inhalt Abstract: Societal changes demand education to apply new pedagogical approaches. Serious games open up many new opportunities for complex skills learning in education. However, dedicated approaches are lacking and current toolkits for developing leisure games show severe shortcomings when applied to serious games. Developing effective serious games in an efficient way requires both (1) a specific method, (2) a flexible web-based toolkit, and (3) some templates or exemplary cases (3) to demonstrate the potential. EMERGO builds on years of experience at OUNL and now offers this combination of products to education.The unique combination of the pedagogy-driven EMERGO methodology with a number of generic, independent and reusable components of the EMERGO toolkit has proven to provide powerful and efficient instruments for developing and delivering scenario-based serious games in a variety of domains. Evaluation results with case developers and learners using EMERGO cases are very promising. Development time was cut back substantially and users are impressed by the didactic potential EMERGO products offer.   Inhalt: Serious Games ermöglichen spielerisches Lernen. Emergo ermöglicht es Fallszenarien zu entwickeln, mit denen die Nutzer vor reale Probleme gestellt werden, die sie mit Hilfe komplexer Fertigkeiten lösen können. Zur Zeit gibt es sieben FĂ€lle aus den Bereichen Umweltpolitik, Psychologische Diagnose und Lehrertraining. The inherent complexity of serious games requires large efforts for their development. We have developed a flexible and generic method for serious game design, which aims to reduce the design complexity at both conceptual, technical and practical levels. EMERGO methodThe EMERGO approach focuses on a relevant subset of serious games, labelled scenario-based games. At the conceptual level we have identified the basic elements that make up the scenario, the game configuration and game dynamics, i.e. the state changes of the various game components in the course of time.At the practical level, a set of design principles is present for controlling and reducing game design complexity. The principles cover the topics of game structure, feedback and game representation, respectively. Practical application of the framework and the associated toolkit is briefly reported and evaluated.For instance, the design phase of the method needs to result in a detailed scenario document via the intermediate steps framework scenario and ingredients scenario, each step providing more detail and completeness to the scenario. Framework scenario This step describes the global activities students carry out during the game. A standard format for noting activities is followed: “Where the student will...”. This enables to identify a first series of activities without getting overwhelmed by details (first advantage). We can already distinguish compulsory and non-compulsory activities, ordered and non-ordered activities, expected and unexpected activities. The scenario is a blue print with issues to be further worked upon (second advantage), resembling a construction drawing for a building. The team does not need to spend too much time on details yet (third advantage). It allows to give equal attention to all elements at several stages of design and development. The framework scenario can flexibly be adjusted during following steps. Ingredients scenario The ingredients scenario is the second, more detailed step of the design phase. For each activity we identify how students are to perform: what does the student do, with whom, with what tools and resources, and with which support (teacher, fellow student, or embedded)? Does task performance result in a product, and if so, how will this be evaluated? Is a sufficient result needed before students can carry on? Which interactions with other participants and the program are foreseen during and after carrying out activities? All (possible) interactions for each activity are exhaustively described, but not yet in terms of required tools and resources. Detailed scenario The detailed scenario is the final step of the design phase and describes each activity exhaustively in terms of required tools and resources for their actual performance. If students can interview a person, all interview questions need to be identified. If students need to read resources, all resources need to be identified. At this point, it also becomes clear if case materials are already available or still need to be developed. Furthermore, all tools are identified. The EMERGO toolkit contains several components for developing such tools and can be extended. So, mostly no additional tool development is needed. Using Flowcharting and Scheduling software for this step is heavily recommended. EMERGO toolkitAt the technical level it EMERGO provides a basic system architecture, which comprises various building tools. Various building tools are explained and illustrated with technicalimplementations that are part of the Emergo toolkit for scenario-based game development.In this subsection we can only provide the reader with a first impression of how students interact with the game environment as well as a first idea of the EMERGO toolkit possibilities (through the documentation and accounts provided separately a better impression could be obtained). In the study environment, for instance, students can conduct conversations, visit locations, use equipment or tools, can participate in discussions et cetera. The student can manoeuvre between locations (Locations-button). Students can activate the Empack, a backpack filled with various tools they can use during task performance (Empack-button). Students can always take notes that are automatically classified in a so-called Logbook (Logbook-button). Students can choose tasks in the ‘to do list’, but within constraints as defined by the case developers. For learning to actually take place, students need to digest and store their impressions and attach personal meaning to them. EMERGO casesSo far we have developed around 150 study hours using the EMERGO method and toolkit. Seven cases (or serious, scenario-based games) were developed in the domains of environmental policy, neuropsychodiagnostics, and teacher training (all higher education, lifelong learning). We are preparing cases on the level of secondary education (schools).However, these preliminary results already clearly indicate that the EMERGO method and toolkit will support serious game developers in delivering more efficient scenario-based serious games. A production ratio of 1:25 is indeed very efficient when producing computer based learning programs, when compared to reported production ratios ranging from 1:100 towards 1:600 (see e.g., Alessi & Trollip, 2001) and also when compared to our previous experiences for comparable cases such as Preparing a Plea (Wöretshofer et al, 2000) and Out of Order (Gerrichhauzen et al., 1998). However, as all cases used in this study are quite complex, their production needed quite a lot of different types of expertise. Students studying the cases were very satisfied and strongly motivated when interacting with them. It therefore seems that more efficient development was not achieved at the expense of less didactical quality. 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