Mixed Reality Games

2015 ◽  
Vol 5 (1) ◽  
pp. 31-45 ◽  
Author(s):  
Jean-Charles Marty ◽  
Thibault Carron ◽  
Philippe Pernelle ◽  
Stéphane Talbot ◽  
Gregory Houzet
Keyword(s):  
Real World ◽  
Mixed Reality ◽  
Research Work ◽  
Role Playing ◽  
Learning Activity ◽  
Learning Session ◽  
Real Objects ◽  
Role Playing Game ◽  
Mixed Approach ◽  
Set Up

The authors research work deals with the development of new game-based learning (gbl) environments. They think that the way of acquiring knowledge during a learning session is similar to following an adventure in a role-playing game and they apply the metaphor of exploring a virtual world, where each student embarks on a quest in order to collect knowledge related to a learning activity. In their university, the authors have set up numbers of experiments with students using gbl environments. They revealed weaknesses for specific learning activities. Sometimes, learners seem to acquire a skill in the game, but they are not able to reuse it easily in the real world. This is particularly the case for skills that require concrete manipulation of real objects to be acquired. Gbl environments thus lack of means to learn know-how aspects. Some of the learning processes involving real world objects are very difficult to reproduce in gbl environments and there is an essential technological issue in mixing virtual and real aspects in gbl environments. In this article, the authors describe the possible problems that can appear when using this mixed approach, give hints on how to avoid them and illustrate the proposition with examples issued from the electronic domain. The authors focus on issues linked to the transition between virtual and real worlds and they explore how new electronic features can facilitate this mixed approach, where identification, localisation and update of the user models are key issues.

METHODS OF USING ROLE-PLAYING GAMES IN THE FORMATION OF PROFESSIONAL COMPETENCIES OF BANKING PROFESSIONALS ON A PRACTICAL EXAMPLE

2019 ◽  
pp. 60-67
Author(s):  
T. Shishkina
Keyword(s):  
Professional Training ◽  
Teaching Method ◽  
Role Play ◽  
Role Playing ◽  
Professional Competencies ◽  
Learning Activity ◽  
Scientific Article ◽  
Effective Work ◽  
Bank Employees ◽  
Role Playing Game

In the scientific article the essence and significance of learning through play or game learning are determined in the training of future bank employees on a practical example of a role-playing game. Increasing demands on the quality of professional training of future bank employees for the effective work in terms of development of market relations of the current economic instability, crisis phenomena in the financial and banking sphere, the process of professional training of future bankers requires the use of modern methods and teaching methods, especially those that form the active creative activity of students.Learning through play or game learning is such active teaching method with modern advances of computer technology, the global Internet network. The methods of active learning are a set of means of organization and management of training and learning activity. These methods are characterized by the following factors: forced students' activity, independent decision making in conditions of increased motivation and emotionality, constant interaction of the educational system and students. The examples of teacher-student interaction were analyzed.In the scenario of role play the knowledge, skills and abilities are practically defined that student should learn after participating in the role-playing game. The complete scenario of the role-play "Credit insurance" is provided, which consists of the preparation of game, goals, the game content, time-stamped scenario and results. The head of the game is the teacher who conducts practical classes.The game is conducted at the practical lesson on the discipline "Insurance Culture" after the lecture "Insurance Culture in Deposit Insurance and Financial and Credit Risks"Students' activity is increasing during role and business games, which is an important factor in receiving of a significant amount of knowledge and building skills and competencies for the same period of time on the traditional method of teaching (seminars and practical classes).Key words: role-playing game, professional competencies, pedagogical method, role-playing game scenario.

scholarly journals Educational implications of 'six thinking hats'

2020 ◽  
pp. 11-24
Author(s):  
Maja Bosanac ◽  
Radovan Grandić
Keyword(s):  
Creative Thinking ◽  
Formal Education ◽  
Traditional Approach ◽  
Role Playing ◽  
Academic Community ◽  
Student Role ◽  
Role Playing Game ◽  
Set Up ◽  
The One ◽  
Model Technique

Modern education is increasingly linked to market principles. On the one hand, proponents of this approach emphasize the need to develop an entrepreneurial mindset, while critics point out that this approach neglects the humanistic dimension of education. The goal of the paper is to set up a "six thinking hats" learning model as a way to encourage the development of creative thinking. Although its primary use is in non-formal education (creative training and interactive workshops), this model also has its application within the academic community. Within formal education, the authors advocate the possibility to widespread the application of this model, technique, or role-playing game as it is called by different authors, which points to the pluralism of approaches. Also, the analysis of the studied literature revealed the application of the model at different levels of education. In conclusion, it is stated that although it is not a conventional and widely accepted model, it can be a good way to foster creative and entrepreneurial thinking. The application of this model is recommended for teachers who find the traditional approach to teaching rigid and who are ready for changes that involve a more active pupil/student role.

scholarly journals Are You a Werewolf? Teaching Symbolic Interaction Theory through Game Play

2021 ◽  
pp. 0092055X2110533
Author(s):  
Christopher T. Conner ◽  
Nicholas M. Baxter
Keyword(s):  
Undergraduate Students ◽  
Sociological Theory ◽  
Symbolic Interaction ◽  
Role Playing ◽  
Learning Activity ◽  
Learning Approaches ◽  
Interaction Theory ◽  
Applied Learning ◽  
Role Playing Game ◽  
Symbolic Interaction Theory

In this article, we report on the implementation of using the game Werewolf as a student-centered applied-learning activity to teach symbolic interaction theory and concepts. Engaging with symbolic interaction theory can be a powerful experience for students due to its potential to challenge taken-for-granted assumptions and analyze students’ everyday life experiences. However, some students may have difficulty grasping the specific details and overall significance underlying the perspective. Moreover, research has shown that undergraduate students often have significant levels of anxiety when confronted with sociological theory in both introductory and upper division theory courses. We aim to address recommendations to incorporate more active learning approaches to social theory by outlining an applied-learning activity based on the role-playing game Werewolf. In the article, we review Werewolf and provide a step-by-step guide on how to implement the activity in the classroom and summarize findings from student assessments and classroom evaluations.

scholarly journals An overview of augmented visualization: observing the real world as desired

2018 ◽  
Vol 7 ◽  
Author(s):  
Shohei Mori ◽  
Hideo Saito
Keyword(s):  
Real World ◽  
Dimensional Space ◽  
Three Dimensional ◽  
Open Problems ◽  
The Real ◽  
Real Objects ◽  
Point Image ◽  
Set Up ◽  
Background Image

Over 20 years have passed since a free-viewpoint video technology has been proposed with which a user's viewpoint can be freely set up in a reconstructed three-dimensional space of a target scene photographed by multi-view cameras. This technology allows us to capture and reproduce the real world as recorded. Once we capture the world in a digital form, we can modify it as augmented reality (i.e., placing virtual objects in the digitized real world). Unlike this concept, the augmented world allows us to see through real objects by synthesizing the backgrounds that cannot be observed in our raw perspective directly. The key idea is to generate the background image using multi-view cameras, observing the backgrounds at different positions and seamlessly overlaying the recovered image in our digitized perspective. In this paper, we review such desired view-generation techniques from the perspective of free-view point image generation and discuss challenges and open problems through a case study of our implementations.

Multiplayer Online Role Playing Game for Teaching Youth Finance in Canada

2012 ◽  
Vol 2 (2) ◽  
pp. 44-59 ◽  
Author(s):  
David A. Jones ◽  
Maiga Chang
Keyword(s):  
Real World ◽  
Role Playing ◽  
Kindergarten Students ◽  
Educational Tool ◽  
Financial Decisions ◽  
Personal Finances ◽  
Role Playing Game ◽  
The Way

It has been stated that people need to improve their knowledge of finances and make better choices with their money. Many programs have been created to teach basic finances. These programs target people of all ages from adults all the way down to kindergarten students. The vast majority of opinions on teaching finances state that education begins with children – the younger the better. The goal of this research is to create a fun to play multiplayer online role playing game (MORPG) capable of teaching younger students how to better manage their personal finances. The game is designed as an educational tool with an attempt to balance both the entertainment and educational components. It simulates a real world where the player must make financial decisions for their avatars in an attempt to develop enough wealth to allow that avatars to retire at a specified age.

Promoting Civic Thinking through Epistemic Game Play

2011 ◽  
pp. 111-127 ◽  
Author(s):  
Elizabeth A. S. Bagley ◽  
David Williamson Shaffer
Keyword(s):  
Young People ◽  
Real World ◽  
Computer Games ◽  
Role Playing ◽  
Knowledge And Skills ◽  
Civic Values ◽  
Real World Problem ◽  
Urban Science ◽  
Role Playing Game ◽  
The Many

A growing body of research suggests that computer games can help players learn to integrate knowledge and skills with values in complex domains of real-world problem solving (P. C. Adams, 1998; Barab et al., 2001; Gee, 2003; Shaffer et al., 2005; Starr, 1994). In particular, research suggests that epistemic games—games where players think and act like real world professionals—can link knowledge, skills, and values into professional ways of thinking (Shaffer, 2006). Here, we look at how a ten hour version of the epistemic game Urban Science developed civic thinking in young people as they learned about urban ecology by role-playing as urban planners redesigning a city. Specifically, we ask whether and how overcoming authentic obstacles from the profession of urban planning in the virtual world of a role playing game can link civic values with the knowledge and skills young people need to solve complex social and ecological problems. Our results from coded pre- and post-interviews show that players learned to think of cities as complex systems, learned about skills that planners use to enact change in these systems, and perhaps most important, learned the value of serving the public in that process. Two aspects of the game, tool-as-obstacle and stakeholders-as-obstacle, contributed to the development of players’ civic thinking. Thus, our results suggest that games like Urban Science may help young people—and thus help all of us—identify and address the many civic, economic, and environmental challenges in an increasingly complex, and increasingly urban, world.

Playing Chopin

2018 ◽  
Author(s):  
William Gibbons
Keyword(s):  
Nineteenth Century ◽  
Video Games ◽  
Video Game ◽  
Real World ◽  
Role Playing ◽  
Frederic Chopin ◽  
Main Character ◽  
Narrative Strategies ◽  
Mobile Game ◽  
Role Playing Game

This chapter explores two video games that feature the nineteenth-century pianist and composer Frédéric Chopin as the main character: the Japanese role-playing game Eternal Sonata and the mobile game Frederic: Resurrection of Music. The chapter begins by examining three mythic identities that have shaped audience’s understandings of Chopin and his music and that play a role in Eternal Sonata and Frederic: the salon composer, the Romantic composer, and the Slavic composer. To address the challenges of creating a compelling video game narrative about a real-world composer, both games employ innovative but problematic narrative strategies to transform Chopin into a more stereotypically heroic character. Moreover, both games include his music in ways designed to reinforce its musical greatness and increase the music’s appeal to younger audiences.

Greenworks:  Science, Role-Playing, and Community Transformation

2021 ◽  
Author(s):  
Lev Horodyskyj ◽  
Tara Lennon
Keyword(s):  
Political Science ◽  
Real World ◽  
Role Playing ◽  
Virgin Islands ◽  
Plastic Pollution ◽  
Effect Change ◽  
Community Transformation ◽  
Trade Relations ◽  
Role Playing Game ◽  
Community Projects

<p>Environmental crises will overwhelmingly impact Millennials and Generation Z.  Most are aware of this reality and enthusiastic about finding and promoting community and policy solutions.  However, many youths also lack the communication and collaboration skills necessary to implement change in their communities.  The Greenworks program is a collaboration between Science Voices (a nonprofit focused on improving science education) and a political science course at Arizona State University (ASU).  Teachers and students from the University of the Virgin Islands (US), Khairun University (Indonesia), and University of Campinas (Brazil) are currently involved in on-going pilot projects as well.  The program provides space for students to practice deliberation and policy-making in an online role-playing game and then implement their own proposal to address an environmental problem in their community.</p><p>In the Greenworks program, students complete a short curriculum on geoscience and governance, engage in a role-playing diplomacy game to resolve environmental issues in a fictitious world, and then implement a community project to effect change in the real world.  ASU students participate as part of an online political science course formally offered by ASU.  Students and faculty mentors at other universities are recruited by Science Voices and complete custom curricula and community projects.  As part of the role-playing game that all students participate in, students are assigned to fictitious nations and address analogous real-world environmental and political challenges through diplomacy between nations with various competing objectives.  Challenges vary from semester to semester and include trade relations, climate change, plastic pollution, pandemics, and deforestation.  Through communication channels like Slack and Discord, students share their personal experiences on these topics and collaborate on related policy options.  Students enrolled through Science Voices also develop proposals to address local problems of importance and are provided with crowdfunded grants and materials to implement their proposal.</p><p>We will describe the program in more detail, discuss the experiences of our students, and the results of the first community projects.  We will additionally discuss developing this program as a collaborative space for students from the Global North and South to partner and co-mentor each other in developing local solutions to global challenges.</p>

scholarly journals Click!: Pre-Teen Girls and a Mixed Reality Role-Playing Game for Science and Technology

2011 ◽  
Vol 6 (03) ◽  
pp. 121-137
Author(s):  
Lauren Giarratani ◽  
Anuja Parikh ◽  
Betsy James DiSalvo ◽  
Karen Knutson ◽  
Kevin Crowley
Keyword(s):  
Mixed Reality ◽  
Science And Technology ◽  
Role Playing ◽  
Role Playing Game

scholarly journals A New Quest is Available: seeing, walking and narrating the city

2020 ◽  
Vol 4 (2) ◽  
pp. 127
Author(s):  
Elita Nuraeny
Keyword(s):  
Real World ◽  
Role Playing ◽  
The Body ◽  
Spatial History ◽  
Spatial Narrative ◽  
Role Playing Game ◽  
Project Location ◽  
The City ◽  
Knights Templar ◽  
The Church

Walking becomes a conversation, of past, present and future, between our body and the city. However, today’s modern hand-held map demands us to look down, disrupting the dialogue between the body and city. Like a modern role-playing game, the map guides us to our quest mark beyond with minimum consideration of the present time. The map makes the quest mark and path visible; yet, the in-between space of our reality is overlooked. Following the idea of a hidden quest mark in our real world, this study explores the lost narrative between our body and the city. The study examined a project named Location + that follows spatial history, experiences and the journey beyond of a hidden church of the Knights Templar in London. The project is filled with instructions to decipher codes, directing people to the church. By using psychogeography, the project Location + approaches a spatial narrative using site writing and creative map-making that is specific to the site. By emphasizing the idea that our journey matters, this project allows a dialogue between the body and city.

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