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en:framework:start [2015/12/15 12:01] chris [3. Κοινωνική αλληλεπίδραση] |
en:framework:start [2021/05/30 11:44] (current) |
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The design framework structures the **design space** of location-based mobile games for learning. | The design framework structures the **design space** of location-based mobile games for learning. | ||
- | Games of this type are characterized by | + | Location-based mobile games are characterized by |
- | * the physical space and the objects it contains (e.g. the rooms and exhibits in a museum), | + | * the physical space and the objects it contains (e.g. the rooms and exhibits in a museum, or an archaeological park or historical city centre etc.) and their properties, |
* the technology (e.g. mobile devices, QR/NFC tags, wireless networks etc.), | * the technology (e.g. mobile devices, QR/NFC tags, wireless networks etc.), | ||
- | * the acceptance that these games can support an attractive learning activity, | + | * the content, i.e. information in the form of text, images, sound etc. that is "attached" to physical space or to game actions and is delivered through the game and from which the players derive value, |
- | * the augmentation of the coupling of game, technology and space through the players' active involvement. | + | * the augmentation of the derived value through the players' active involvement (i.e. motivated involvement). |
- | The proposed framework is layed out in five axes. These axes cover the main characteristics of these games and help us analyze them. | + | The proposed framework is laid out in five axes. These axes cover the main characteristics of these games and provide a platform of support for **designing location-based games for learning**. |
===== 1. Joy and playfulness ===== | ===== 1. Joy and playfulness ===== | ||
- | **Joy** in these games is employed and a **motive** for promoting **learning**. The assumption behind this is based on the close relationship between motivation and learning. The tendency towards play is innate in humans and besides being a form of entertainment it promotes physical and mental activity. The interweaving of learning with playing is a way of enriching the learning process. For occasional players enjoyment along with user-friendliness are important factors. Enjoyment is reflected also in the player's absorption by the game. This can be modelled through flow, presence or involvement. | + | **Joy** in these games is employed and a **motivation** for promoting learning. The assumption behind this is based on the close relationship between motivation and learning. The tendency towards play is innate in humans. Besides being a form of entertainment it promotes physical and mental activity. The interweaving of learning with playing is a way of enriching the learning process. For occasional players, enjoyment along with a positive player experience are important factors. Enjoyment is reflected also in the player's absorption by the game. This can be modelled through flow, presence or involvement. |
- | =====2. Learning trajectories ===== | + | =====2. Learning trajectories===== |
A second axis concerns the role of context in situated learning. In a situated context meaningful learning is driven by the preexisting knowledge, the tools used, and the objectives of the individual. Learning that is situated in a physical context such as a museum is about interaction with the exhibits and the museum space and even other people or events that happen in the surrounding space. Location based mobile games can support situated learning through following elements: | A second axis concerns the role of context in situated learning. In a situated context meaningful learning is driven by the preexisting knowledge, the tools used, and the objectives of the individual. Learning that is situated in a physical context such as a museum is about interaction with the exhibits and the museum space and even other people or events that happen in the surrounding space. Location based mobile games can support situated learning through following elements: | ||
* observation of the surrounding space and its contents, | * observation of the surrounding space and its contents, | ||
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A second issue is in what extend the engagement of a student with a learning activity can lead to knowledge construction. Observation, measurement or similar activities are not sure to lead a student to form hypotheses in order to get answers from observed or measured data. A possible recourse could be the provision of more data or the provision of slight hints in order to nudge students towards discovering relationships. | A second issue is in what extend the engagement of a student with a learning activity can lead to knowledge construction. Observation, measurement or similar activities are not sure to lead a student to form hypotheses in order to get answers from observed or measured data. A possible recourse could be the provision of more data or the provision of slight hints in order to nudge students towards discovering relationships. | ||
=====3. Social interaction===== | =====3. Social interaction===== | ||
- | If we consider play and learning as social experiences, **cooperation** and **competition** can be important components of games. A rich experience of social interaction is often enough to raise the interest of players in games that are complicated or poor in terms of interaction. Modern video games have often a strong component of both cooperation and competition. The lack of direct contact between the players is nonetheless a restrain on communication. Location-based mobile games can combine social interaction between the players with complicated scenarios that can be offered | + | If we consider play and learning as social experiences, **cooperation** and **competition** can be important components of games. A rich experience of social interaction is often enough to raise the interest of players in games that are complicated or poor in terms of interaction. Modern video games have often a strong component of both cooperation and competition. The lack of direct contact between the players is nonetheless a restrain on communication. Location-based mobile games can combine social interaction between the players with rich interaction between players and the game. Support of multiple players can lead for example to targeted search for cooperation partners or to competition that can in turn feed back into the players' motivations and create incentives for the formulation of new strategies. |
- | + | ||
- | Τα χωρο-ευαίσθητα παιχνίδια είναι ένας τρόπος να συνδυαστεί η κοινωνική αλληλεπίδραση μεταξύ των παιχτών με τα πολύπλοκα σενάρια που παρέχουν τα πλούσια αλληλεπιδραστικά περιβάλλοντα. Το ομαδικό παιχνίδι στο χώρο δημιουργεί δυνατότητες για στοχευμένη αναζήτηση συνεργασιών και ανταγωνισμών και ανατροφοδοτεί τα κίνητρα των παιχτών για αναζήτηση νέων στρατηγικών. Σε αυτό το πλαίσιο, ερωτήματα όπως ποιοί είναι οι παίχτες, γιατί επέλεξαν να συμμετέχουν στο παιχνίδι, τι σχέσεις έχουν μεταξύ τους και πως αυτές επηρεάζουν το παιχνίδι ή πως το παιχνίδι μεταβάλει τις σχέσεις αυτές, είναι αφετηρίες που μπορούν να καθοδηγήσουν τη σχεδίαση. | + | In this context, starting points that can guide the design are issues such as who are the players, why do they take part in the game, what are the relationships among them and how these relationships affect the game or are affected by the game etc. |
- | =====4. Αλληλεπίδραση με το χώρο===== | + | =====4. Interaction in the physical space===== |
- | Οι **ιδιότητες του φυσικού περίγυρου** στο χώρο που παίζεται ένα παιχνίδι αποτελούν συστατικό μέρος της δυναμικής του παιχνιδιού. Στα κλασσικά παιχνίδια, είτε επιτραπέζια είτε στον υπολογιστή, οι αλληλεπιδράσεις του παίχτη με αντικείμενα που δεν ανήκουν στον κόσμο του παιχνιδιού είναι ελάχιστες. Αντίθετα, **τα χωρο-ευαίσθητα παιχνίδια ενσωματώνουν τον περίγυρο** ο οποίος γίνεται μέρος του πλαισίου ανάλυσης. Ιδιότητες του περίγυρου όπως οι **διαστάσεις του χώρου**, οι **αποστάσεις μεταξύ των αντικειμένων** ή των **παιχτών** ευνοούν κάποιες συσχετίσεις και νοητικές λειτουργίες και κάποιες όχι. Ο χώρος είναι τμήμα του παιχνιδιού, και μάλιστα τμήμα στο οποίο οι παίχτες μπορούν να δρουν και να παρατηρούν από κοινού. Για να κατανοήσουμε την εμπειρία των παιχτών θα πρέπει να λάβουμε υπόψη τους παράγοντες το πλαισίου επίγνωσης που διαμορφώνουν το παιχνίδι: το χώρο, την παρουσία των άλλων παικτών στο χώρο, τα μέσα αλληλεπίδρασης των παιχτών με αυτόν, τις συσκευές των παιχτών και τα χαρακτηριστικά τους. | + | The properties of the physical space where a location-based mobile game is staged are factors that shape the game's dynamics. In classical games, e.g. table-top games or video games, players' interactions with objects that do not belong to the game world are minimal. |
- | =====5. Σχέση της ψηφιακής και της φυσικής διάστασης===== | + | |
- | Στα χωρο-ευαίσθητα παιχνίδια φορητού υπολογισμού, οι φορητές συσκευές έχουν το ρόλο γέφυρας μεταξύ του ψηφιακού και του φυσικού χώρου. Στον φυσικό περίγυρο με τα αντικείμενα και τα πρόσωπα που εμπεριέχει, επικάθεται ένα ψηφιακό επίπεδο το οποίο καθορίζεται από το περιεχόμενο, την υποδομή καθώς και από τους κανόνες του παιχνιδιού. Η συνεκτικότητα του συνολικού κόσμου του παιχνιδιού, και κατά συνέπεια και της εμπειρίας των παικτών, εξαρτάται από τη σχέση μεταξύ του ψηφιακού και του φυσικού τομέα. Αυτή η συνεκτικότητα είναι σημαντικός παράγοντας για τη διατήρηση της εμπειρίας του παιχνιδιού (την παραμονή του παίχτη εντός του κόσμου του παιχνιδιού). Το περιβάλλον και οι συσκευές μετατίθενται στο φόντο και προτεραιότητα έχει ολοκλήρωση των στόχων του παιχνιδιού. Αστοχίες των συσκευών ή κακός σχεδιασμός μπορούν να δημιουργήσουν συνθήκες που να είναι ανοίκειες στους χρήστες και να οδηγήσουν στον αποπροσανατολισμό τους από το παιχνίδι. | + | **Location-based games incorporate the surrounding space** and it becomes part of the game. Properties of space such as the **dimensions of space**, the **distances between the objects**, or the **distances between the players** might favour some correlations between objects, concepts, ideas etc. and disfavour others. Physical space is a part of the location-based mobile game. Moreover it is a space where players can act and observe other players jointly. The player experience is shaped by factors such as the properties of the physical space, the presence of other players in this space, the means that players use to interact with the space, the characteristics of the players' devices, etc. |
+ | =====5. Bridging the physical and digital domains===== | ||
+ | Location-based mobile games employ mobile devices as a bridge between the physical and digital domains. A digital domain, comprising digital contents and and "enforcing" the game rules, is superimposed on the physical domain, which consists of physical objects and people. A **cohesive player experience** depends on the cohesion of the game world as a whole, both the physical and digital domains). | ||
+ | |||
+ | Maintaining a cohesive player experience depends, in part, on how well the mediating devices remain in the background of the players' focus. As long as the cohesion is maintained, the players can focus on their in-game objectives. Design failures or device failures lead to unexpected conditions and can break the players' focus. Moreover, **content** needs to be designed in such a way that it fits well within both the physical and digital domains while being in accord to the considerations laid out in the [[en:framework:start#2. Learning trajectories|learning trajectories]]. |