ST
S.A. Tiemersma
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4 records found
1
“Risk Management Can Actually Be Fun”
Using the Serious Cards for Biosafety Game to Stimulate Proper Discussions About Biosafety
As part of a Dutch Science Foundation project called T-TRIPP, the authors developed the serious game Cards for Biosafety. The aim of Cards for Biosafety is to let young biotechnology researchers learn more about biosafety. Analyses of workshops with researchers from the biotechnology domain as well as results of interviews with several biosafety officers clearly indicated the need for such a serious game with a focus on educational learning. Cards for Biosafety is a physical (also playable online on Tabletopia) round-based card game and playable with up to eight players. The game itself consists of scenario, risk and measure cards, and the task of the players is to choose risk and measure cards that fit the scenario explained by the facilitator at the beginning of each round. To test the efficiency of Cards for Biosafety as a learning tool, the authors conducted two online-workshops with twelve participants. The results of these sessions have not only shown that Cards for Biosafety is a well-designed game, but also a successful game to achieve the intended learning goal. In addition, the authors recognized that ‘fun’ is an important element in the game which leads to ‘learning’ in a very effective way. Future research should focus on the role of such positive states in serious games and their influence on learning outcomes.
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As part of a Dutch Science Foundation project called T-TRIPP, the authors developed the serious game Cards for Biosafety. The aim of Cards for Biosafety is to let young biotechnology researchers learn more about biosafety. Analyses of workshops with researchers from the biotechnology domain as well as results of interviews with several biosafety officers clearly indicated the need for such a serious game with a focus on educational learning. Cards for Biosafety is a physical (also playable online on Tabletopia) round-based card game and playable with up to eight players. The game itself consists of scenario, risk and measure cards, and the task of the players is to choose risk and measure cards that fit the scenario explained by the facilitator at the beginning of each round. To test the efficiency of Cards for Biosafety as a learning tool, the authors conducted two online-workshops with twelve participants. The results of these sessions have not only shown that Cards for Biosafety is a well-designed game, but also a successful game to achieve the intended learning goal. In addition, the authors recognized that ‘fun’ is an important element in the game which leads to ‘learning’ in a very effective way. Future research should focus on the role of such positive states in serious games and their influence on learning outcomes.
Abstract
(2017)
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Xavier dos Santos Fonseca, Stephan Lukosch, Heide Lukosch, Simon Tiemersma, Frances Brazier
Challenging neighbourhoods in large cities most often lack social coherence. Meaningful social interaction between citizens in such neighbourhoods is needed to increase coherence, and games may be a means to this end. This paper reflects on the structure of a dedicated game design workshop with teenagers from 12 to 16 years of age designed to this purpose. The relevance of both the identified requirements and the emergent game ideas are presented and discussed together with directions for future work for design of games for social interaction through participation.
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Challenging neighbourhoods in large cities most often lack social coherence. Meaningful social interaction between citizens in such neighbourhoods is needed to increase coherence, and games may be a means to this end. This paper reflects on the structure of a dedicated game design workshop with teenagers from 12 to 16 years of age designed to this purpose. The relevance of both the identified requirements and the emergent game ideas are presented and discussed together with directions for future work for design of games for social interaction through participation.
Book chapter
(2016)
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Heide Lukosch, Shalini Kurapati, Geertje Bekebrede, Simon Tiemersma, D Groen, Linda van Veen, Alexander Verbraeck
With more flexible and large-scale learning environments, new design requirements for games emerge. Massive Open Online Courses (MOOCs) are one of the most important innovations in the learning field. Still, it is a challenge to motivate learners and to keep them motivated in such huge learning environments. To address this challenge, we redesigned a board game targeting at an integrated view on disruption and communication management in an intermodal transportation situation. From the redesign, we have learned that an online game works better with fewer roles, requires immediate feedback, and an engaging way of challenge to keep players motivated. Our findings can inform the design of games for large groups of players in an online environment.
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With more flexible and large-scale learning environments, new design requirements for games emerge. Massive Open Online Courses (MOOCs) are one of the most important innovations in the learning field. Still, it is a challenge to motivate learners and to keep them motivated in such huge learning environments. To address this challenge, we redesigned a board game targeting at an integrated view on disruption and communication management in an intermodal transportation situation. From the redesign, we have learned that an online game works better with fewer roles, requires immediate feedback, and an engaging way of challenge to keep players motivated. Our findings can inform the design of games for large groups of players in an online environment.