Design and use of serious games

Design and Use of Serious Games International Series on INTELLIGENT SYSTEMS, CONTROL, AND AUTOMATION: SCIENCE AND ENGINEERING VOLUME 37 Editor Professor S G Tzafestas, National Technical University of Athens, Greece Editorial Advisory Board Professor P Antsaklis, University of Notre Dame, IN, U.S.A Professor P Borne, Ecole Centrale de Lille, France Professor D G Caldwell, University of Salford, U.K Professor C S Chen, University of Akron, Ohio, U.S.A Professor T Fukuda, Nagoya University, Japan Professor F Harashima, University of Tokyo, Japan Professor S Monaco, University La Sapienza, Rome, Italy Professor G Schmidt, Technical University of Munich, Germany Professor N K Sinha, McMaster University, Hamilton, Ontario, Canada Professor D Tabak, George Mason University, Fairfax, Virginia, U.S.A Professor K Valavanis, University of Southern Louisiana, Lafayette, U.S.A Professor S G Tzafestas, National Technical University of Athens, Greece For other titles published in this series, go to www.springer.com/series/6259 Marja Kankaanranta • Pekka Neittaanmäki Design and Use of Serious Games Pekka Neittaanmäki University of Jyväskylä Dept Mathematical Information Technology Fl-40351 Jyväskylä Finland Marja Kankaanranta University of Jyväskylä Institute for Educational Research Fl-40014 Jyväskylä Finland ISBN: 978-1-4020-9495-8 e-ISBN: 978-1-4020-9496-5 Library of Congress Control Number: 2008939845 © Springer Science+Business Media, B.V 2009 No part of this work may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, microfilming, recording or otherwise, without written permission from the Publisher, with the exception of any material supplied specifically for the purpose of being entered and executed on a computer system, for exclusive use by the purchaser of the work Printed on acid-free paper 987654321 springer.com Preface During the last few years, a new area of creative media industry, namely Serious Games, has started to emerge around the world The term serious games has become more popular for example in the fields of education, business, welfare and safety Despite this, there has been no single definition of serious games A key question, what the concept itself means, has stayed unsolved though most have agreed on a definition that serious games are games or game-like interactive systems developed with game technology and design principles for a primary purpose other than pure entertainment In this book, serious games are understood as games which aim at providing an engaging, self-reinforcing context in which to motivate and educate the players Serious games can be of any genre, use any game technology, and be developed for any platform They can be entertaining, but usually they teach the user something The central aim of serious games is to raise quality of life and well-being As part of interactive media industry, the serious games field focuses on designing and using digital games for real-life purposes and for the everyday life of citizens in information societies The field of serious games focuses on such areas as education, business, welfare, military, traffic, safety, travelling and tourism This book focuses on the field of serious games from various aspects The book contains 13 papers and four aspects of serious games: game production, learning, the social point of view, and technical applications Part I is devoted to game production and it consists of four articles The first article presents three approaches towards teaching game production The second article describes the design and architecture of a cave based firefighter training game The human-centered design process of a location-based sport game Fitness Adventure is presented in the third article In the last article of this part, children’s involvement in the design of two game-based learning environments is discussed Part II addresses topics related to learning: language learning and the use of commercial games in instruction The first article presents a framework for development and analysis of an educational design for a platform used for teaching English as a foreign language in primary schools The second article continues in the field of language learning It discusses experiences from designing a role-playing game for language learning and explores competence requirements and cooperation required from the development team The other two articles in this part strive to understand and look for the ways of using commercial games also for purposes of learning In the third article, the attitudes and experiences of Finnish school teachers towards commercial educational games are portrayed The fourth article examines introduction of social simulation videogame as an educational tool in classrooms The focus is on the activities and conversations among teacher, children and researchers v vi Preface Part III is dedicated to the social point of view This part consists of articles on playing together with the camera of a mobile device, social networks in gaming, and a multiplayer interface for a computer-augmented learning game The first article presents an approach to a multiplayer mobile game It discusses how an integrated camera would be used to support communication and collaboration in multiplayer mobile games The second article considers social networks in gaming and describes a study on social networks built during the prerelease campaign of the AnimalClass game series The last article of this part presents a multiplayer interface for a computer-augmented learning game Part IV is devoted to technical applications of serious games – a driving game and a game-like tool for process simulation and analysis Firstly, a noncommercial driving game which became a serious tool in the research of driver fatigue is presented After that, the last article of the book introduces a game-like tool for visual process simulation and analysis Material consists of selected papers or game presentations from Serious Games conference organized by Agora Game Laboratory of University of Jyväskylä in February 2008 Additional material has been included in order to broaden the scope of the volume Special acknowledgements are due to Terhi Tuukkanen from University of Jyväskylä for her most constructive role in the various stages of this project We would also like to express our gratitude to the reviewers of the papers, as well as all those involved in the publication process Finally we want to thank Springer Publishing house for flexible and efficient collaboration Jyväskylä, September 2008 Marja Kankaanranta Pekka Neittaanmäki Contents Part I Game Production Three Approaches Towards Teaching Game Production Tuomas Mäkilä, Harri Hakonen, Jouni Smed, Andy Best Design and Architecture of Sidh – a Cave Based Firefighter Training Game Mikael Lebram, Per Backlund, Henrik Engström, Mikael Johannesson 19 Human-Centred Design and Exercise Games: User’s Experiences of a Fitness Adventure Prototype Antti Väätänen, Jaana Leikas 33 Children’s Involvement in the Design of Game-Based Learning Environments: Cases Talarius and Virtual Peatland Tuula Nousiainen 49 Part II Learning Designing Serious Games for Computer Assisted Language Learning – a Framework for Development and Analysis Bente Meyer, Birgitte Holm Sørensen 69 Comptence Complexity and Obvious Learning: Experience from Developing a Language Learning Game Ellen Brox, Audun Heggelund, Gunn Evertsen 83 The Attitudes of Finnish School Teachers Towards Commercial Educational Games Minna Klemetti, Olli Taimisto, Paula Karppinen 97 Using Videogames as Educational Tools: Building Bridges Between Commercial and Serious Games Pilar Lacasa, Laura Méndez, Rut Martínez vii 107 viii Contents Part III Social Perspective Let’s Play Together with the Camera of Your Mobile Device Ekaterina Kuts, Carolina Islas-Sedano, Erkki Sutinen 127 AnimalClass: Social Networks in Gaming Harri Ketamo, Marko Suominen 143 Multiplayer Interface for a Computer-Augmented Learning Game Ari Putkonen, Markus Forstén 155 Part IV Technical Applications RACER: A Non-Commercial Driving Game which Became a Serious Tool in the Research of Driver Fatigue Narciso González, Igor Kalyakin, Heikki Lyytinen 171 VIPROSA – Game-like Tool for Visual Process Simulation and Analysis Tapani N Liukkonen 185 Three Approaches Towards Teaching Game Production Tuomas Mäkilä1, Harri Hakonen1, Jouni Smed1 and Andy Best2 1) Department of Information Technology, University of Turku; FI-20014 University of Turku, Finland firstname.lastname@utu.fi 2) Digital Arts, Turku University of Applied Sciences; FI-20520 Turku, Finland firstname.lastname@turkuamk.fi Abstract: Teaching game production benefits computer science and engineering students, because game applications are usually complex interactive real-time systems, which are non-trivial to implement Moreover, game production has a multi-disciplinary nature, because – in addition to software development – a game production process can include areas such as commercialization issues, game design, graphics design and implementation, sound engineering, level design, and story design This kind of project environment teaches the development team to work and communicate efficiently Having organized a variety of game production project courses in the Department of Information Technology in the University of Turku the students have implemented complete computer games or game proto-types Our focus has been on teaching game related algorithms, software technologies and software engineering aspects of game production We have used three different teaching approaches to organize the courses: (1) the traditional home assignment model where the students take full responsibility of organizing the production, (2) research seminars where the teachers act as direct customers for the production, and (3) intensive courses where the teachers participate in the production as coaches and mentors In this presentation, we describe the three different teaching approaches, present them as formal process models, and compare them to commercial game production processes Additionally, we consider the multidisciplinary nature of game production and discuss how the issue can be taken into consideration in a study environment where the students are mainly technology oriented Introduction to Game Production This article discusses how game production can be used as a teaching tool in various different situations and what requirements different types of course set to the M Kankaanranta and P Neittaanmäki (eds.), Design and Use of Serious Games, 3–18 © Springer Science + Business Media B.V 2009 192 T.N Liukkonen This process visualisation tool relies on the static images of the model During simulations some animations are used to represent the flow of resources and actors along the process But on some tools, like in the ARENA, different kind of visualisation is used on the simulations3 In these tools the objects and actors of the real working process are presented with graphical notations in less abstract manner Instead of lines and rounded rectangles, walls, corridors, humans and other real objects are presented with realistic life-like representations From business tools, Arena3D is the closest match to the game visualisation with its animated 3-dimensional (3D) representations of the work environments Simulation is the part where workers see how modellers think that how they are doing their work and how their day goes at the work When they can see it in a form that resembles more closely their own work, they can point out mistakes and give advices and suggestions about how to fix or improve the underlying model These kinds of effects have been reported by de Vreede and Verbraeck (1996, 260): Case example: During animated face-validity tests in the hospital case, both structural and empirical modelling “slips” were identified by the people involved in the Neurology Policlinic Examples of their observations include, “The queue in front of the registration desk is never that long”, and “The physician is always finished seeing his patients before 18:30” Simulation is the part of the process that has most of the potential at the boardrooms and among the workers who are not involved on the modelling part Role of visualisation that we are interested in these two programs is happening on the simulation part of the process In here it helps to show the dynamic parts of the processes in a visual way to the different participants who all might not have necessary skills to understand the notations used on the modelling tools So, in a way animated process display adds a new way to analyse process Instead of static numbers and charts, the dynamic aspects of the process can be studied (Hlupic and de Vreede 2005) Games Games are one of the oldest forms of education in history Different kinds of games are found from most types of animals and all human societies First games have been dated back to the 3000 BC, and from since we have seen all kinds of games ranging from hide and seek to games utilising some form of gaming board or objects needed for the play, e.g chess and card games (Lainema 2003) We are focusing on the modern incarnation of the games, namely computer games and on these on some specialised genres which are now introduced Rockwell Automation Inc (2008) http://www.arenasimulation.com/ Accessed 12 September 2008 194 T.N Liukkonen One of the genres in computer games is the business simulation games Some of these games are very simple in terms of business rules, but some games try to model complex production networks and stock markets to offer an authentic simulation of selected business area to the player To make these games more authentic the game world can also include competitors whose actions affect on the players own business (Ju and Wagner 1997) These competitors are either controlled by the computer or by other human players In the business games, players are in control of some aspect or aspects of the virtual business In the beginning of the game player receiver information about the current situation, and about the goals he is trying to achieve during the game play While player is playing the game, he can make decisions that will affect on the performance of the virtual business For example player can be on charge of the pricing of different products or he can be deciding what kind of products stores are selling during different seasons of the year Earlier term for business games was “management decision simulations” In these games players were presented with situation reports telling the relevant information about the current situation of the company that they were operating Based on this data the players made new decisions after which the computer calculated the effect of these decisions and printed out new report for the players These types of business games are called discrete simulations (Lainema 2003) According to Burgess (1995), one way to make the business games more realistic is to use continuous simulation Continuous simulation means that situation is changing dynamically all the time, and that players can see real-time data of the simulated company and they can interact with it at any point of time they chosee Real-time processing emphasises the importance of time in the decision-making Real Game relays the information to the player in the form of raw numbers on screens that resembles the spreadsheet programs In education and training simulation games have been founded to be an effective way to relay vast amounts of complex and dynamic data in real time to the participants of the session For training purposes business games share a common advantage with generic simulations In business games players have the freedom to try out all kind of solutions without the risk of ruining the actual company (Senge and Lannon 1997) IBM has also produced a business games with yet another kind of goal on it IBM’s INNOV8 is “an interactive, 3-D business simulator designed to teach the fundamentals of business process management and bridge the gap in understanding between business leaders and IT teams in an organization”4 In INNOV8 player is given a task to straighten the course of plummeting company by improving its core business processes This goal is achieved with new business process models IBM (2008) INNOV8 – a BPM Simulator http://www-304.ibm.com/jct03001c/software/ solutions/soa/innov8.html Accessed 12 September 2008 VIPROSA – Game-like Tool for Visual Process Simulation and Analysis 195 which are in the end of the game enacted on the workflow system where player does the final improvements to them by following the guidelines presented by the systems key performance indicators INNOV8 has a 3D game environment like many games today have In this game the player is not only making decisions based on numerical fact sheets, but moving and participating on the conversations on the game world to find out clues about what is wrong on the company’s current processes Player moves with her avatar in the 3D world The world is limited to the headquarter building of the imaginary company where player is working From this building player has to find persons that can tell her more about the current situation of the company, and based on these conversations and information gathered from desks and bulleting boards make a decisions how to improve the business process used in this company Suggestions about how to change the processes are given in a form of a puzzle game Puzzle shows how the player is modifying the process model done with BPMN INNOV8 has simultaneously many layers of visualisation When player is moving around the game world, visualisation is showing the 3D model of the building in which she resides, but 3D is not used when doing the process work or when visualising the processes under the improvement In these parts the game relays on the standard notation of the BPMN, with charts, gauges and numbers to show how the performance of the processes are changing with players actions Among other things INNOV8 demonstrates how difficult it is to categorise games In a way INNOV8 is called a business game, but then it is partially marketed as a serious game If we label the mainstream games under the term commercial games to polarise the distinction between them and the serious games, we can see that in most serious games the approach to the game is different than in commercial games Commercial games simply try to entertain the player and engage her to the game with an attempt to sell more games or accessories for them While engaging the player the serious games try to educate and inform the user about something Examples of these are world’s refugee or hunger related issues, like in the Food Force5 and Darfur is Dying In simplified definition we can say that serious games are games that are specifically designed to address some issues or a topic in the area that game is presenting This is not anything new as learning games have been produced for decades before the term serious games was coined during year 2002 when Woodrow Wilson International Center for Scholars (2008), launched “Serious Games Initiative” (SGI) to encourage the development of games that address policy and management United Nations World Food Programme (2006) Food Force http://www.food-force.com/ Accessed 12 September 2008 mtvU (2006) Darfur is Dying http://www.darfurisdying.com/ Accessed 12 September 2008 196 T.N Liukkonen issues SGI defines itself as follows: “The Serious Games Initiative is focused on uses for games in exploring management and leadership challenges facing the public sector.”7 Serious game as a term is not clearly defined, and many games labelled under it can easily be categorised to other genres as well To overcome this, Ben Sawyer and Peter Smith have tried to define serious games by creating taxonomy of serious games that was presented at the Serious Games Summit during the Game Developers Conference 2008 (Sawyer and Smith 2008) Main level of this taxonomy is presented on the following Table This taxonomy labels serious games by combining their aimed market segment with the economical sector where it is aimed These segments can also have their own inner taxonomies for more detailed categorisation of games Vertical line of the chart is made from different sectors where serious games are targeted Some examples of these are Advergames which are combination of advertisements and games and Games for Health which are games trying to educate players about some aspects of personal health, or are trying to spread information about some health conditions Example about latter could be the Re-Mission8 which is a 3D shooter game which tries to help to improve the lives of young persons living with cancer Horizontal line represents the different segments where and by whom the games could be used Corporations have their own goals with serious games that differ from the goals of the Defence or Governmental sectors Some examples for the usage of the games are seen in the cross-sections of these lines Simple example could be Defence sector combined with Games for Science and Research where we can the Wargames/Planning on the cross-section Actual game from this section could be the Fleet Command or DARWARS Ambush! both of those developed in the DARWARS9 research project sponsored by the U.S Defense Advanced Research Projects Agency (DARPA) Now we will present a game from the side of commercial games so that we will have some perspective on the largest fraction of the gaming field The Sims, released during year 2000, presented on the Figure 6, is a game franchise on its own with several versions, expansion sets and popular position among gamers In this part “The Sims” refers to whole series stressing more on the side of The Sims especially in the modding bits The Sims is a computer game simulating life with strategic aspects Life in the context of this game means ‘Sims’ the computer avatars that populate the game world These avatars have their own houses, jobs, families and life’s inside the game world Player is in control of one of the families, and he have some means for direct and indirect influence on its life Serious Games Initiative (2008) http://www.seriousgames.org Accessed 12 September 2008 Re-Emission http://www.re-mission.net/ Accessed 12 September 2008 DARWARS http://www.darwars.net/ Accessed 12 September 2008 VIPROSA – Game-like Tool for Visual Process Simulation and Analysis 199 Visual Process Simulation and Analysis – Description for the Game-like Business Simulation Tool VIPROSA combines business process models and key performance indicators from the actual work environment of the target organisation, and presents that environment in simulated form to the users who then can observe the model using the game-like environment In this game environment users can also modify the current situation to see if their modifications would improve the situation By the users, or players, we mean two different user groups that can use the tool for different purposes First group contains the traditional members of business process development effort These include the actual workers of the process, modellers, and experts either from inside or outside the organisation who are guiding the process development project This group uses the tool to seek out new process models with desired features for the target organisation Second group can use the tool to train and learn the processes of the target organisation In practice this kind of a situation happens in the training phase of the new workers, or in a case where old work models are substituted with new ones and they have to be introduced to the workers (see Liukkonen 2008) In this case the game would show how some aspects of the work will change in future, and employees could train their new procedures or organisational structure with it One of the aims for the game-like tool is to change the role of the workers who participate in the business process development efforts When traditional tools are used, the workers are used as a source of knowledge about the work processes of the organisation This means that they might be interviewed and observed by experts so that these work models are found and experts can model them for future use In some cases the workers might be trained to model their own work processes After the data acquisition and modelling the experimentation with the models is started by the participants who can use the simulation tools, mostly this means the experts, and the workers step back in the project when the new work models are implemented in the practice When using VIPROSA there are some changes to the process development cycle First parts of the process stay the same, as data acquisition and modelling is still done as earlier Change starts at the experimentation and analysis part where VIPROSA will be used instead of the BPM tools as the game-like simulation environment In here we want to give the workers a chance to the experimentations with the process models that are presented in a game environment This would bring their ideas and tacit knowledge about the process to the development process These games used in a simulation and training are produced by using tools coming with VIPROSA These tools with the tool chain are presented on the Figure Goal of this procedure is to translate the language or languages used by specialist to more comprehensible form by using graphical representation of the models This will turn large amounts of models and numerical data to visual representation VIPROSA – Game-like Tool for Visual Process Simulation and Analysis 201 resources while they are active in the process The interface for the particular use cases, training or process development, might require a different kind of approach and tools in the user interface and these changes and additions are made in this tool In practice the finished Game module contains configuration files in Extensible Markup Language (XML) format, and all the support files required by the scenario that is described in the module, e.g graphics, sounds, and required process models Main XML file contains the basic configuration information about the scenario including the sub-XML files that contain more detailed information Basic information includes the lists of actors, resources and other data directly concerning the business model, and location of the media and sub-XML files Example about the sub-XML files could be the file containing rules about scoring, or a file describing the features of different actor classes After the Game module is finished in the Scenario Builder, it can be played by using the VIPROSA game environment In a way VIPROSA is like a method and toolset for process development, but we label it as a game as its roots are in the ideas coming from games, and its general architecture also fits games with separate applications for modding and gaming Architecture of VIPROSA is heavily influenced by another process simulation tool called PiVizTool but our take on many aspects of the tool and goals are different (Bog 2006) This high level view of the VIPROSA’s architecture is presented on the Figure When the Game module is loaded on the VIPROSA the users, or players, use the mouse and keyboard to interact with the game through its graphical user interface (GUI) Interface itself has been derived from the commercial computer games, like the one presented in the picture Through this GUI the users can Fig General architecture of VIPROSA 204 T.N Liukkonen For the statistical analysis there is no support at this point But the could be an option where the different process models created by the players, could be run automatically with varying conditions without user interaction to produce enough results for the analysis The format for the presentation of the result is in our case the game itself Sessions could be recorded and played again for others if something interesting has been seen What-if analysis is almost a self-explanatory feature All the gaming sessions where users alter the game environment, are what-if scenarios But for the actual analysis our tool can only point out the differences between results derived from the different versions of the processes Actual analysis and conclusion making are left to the users and third-party tools Additionally to these features, our tool also has the gaming aspect This is achieved by scoring the simulation results of the new process models created by different users Scoring will stimulate completion among the participants, and competition in turn fuels the innovation and increases the level of participation Practically all the things that can be used as a base for scoring, are also things that are interesting in for the BPM effort, good scores reflect begood processes Conclusions We believe that our tool, when constructed, would be beneficial in many ways to organisational development The main area would be organisational development itself as VIPROSA is a process simulation tool by heart Other strong areas would be the effect to lessen change resistance which is seen on most cases of organisational change projects We also belief that our tool would help to transform organisational knowledge from tacit to explicit among the employees by bringing them together and letting them to practice and experiment in the safe simulation environment The transfer of the organisational knowledge and reduction of the change resistance would be achieved with engagement through participation to the process, and with learning through visualisation of the simulation model, and immersion to this virtual world Participation and immersion leads to the awareness and understanding about the current situation, which in turn might lead to action Action in this case means that users would start to make their own suggestions for the possible process improvements, and this in turn leads back to participation This could start a positive feedback loop on the development process, which could be very interesting situation to study in practice To sum up, our tool is meant to involve and engage all the workers (bottom-up approach) in the organisation instead of only the managers and the BPM experts (top-down approach) In many organisational change cases the workers have delayed or prevented the changes as they have been against them With our tool the worker will know what is going on from the first day of the project, and they will be acting based on the knowledge instead of rumours and office gossip VIPROSA – Game-like Tool for Visual Process Simulation and Analysis 205 Our tool has great potential at presenting the complex simulation to the workers in a form that does not require special training or previous knowledge To realise 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