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Designing Socio-Cultural Learning Games: Challenges and Lessons Learned

Designing Socio-Cultural Learning Games: Challenges and Lessons Learned. Josef Froschauer, Max Arends, Doron Goldfarb, Martin Weingartner, Dieter Merkl Vienna University of Technology. Outline. Motivation An Immersive Cultural Training Challenges & Lessons Learned

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Designing Socio-Cultural Learning Games: Challenges and Lessons Learned

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  1. Designing Socio-Cultural Learning Games: Challenges and Lessons Learned Josef Froschauer, Max Arends, Doron Goldfarb, Martin Weingartner, Dieter Merkl Vienna University of Technology

  2. Outline • Motivation • An Immersive Cultural Training • Challenges & Lessons Learned • An Immersive Art Training Online • Conclusion and Future Work

  3. Motivation • Cultural Heritage preservation is developing in a changing world and preservation professionals need to adapt to changes. • Huge interest in Serious Games and Gamification • Our research question: Does Serious Gaming awake interest in tangible and intangible attributes of cultural heritage?

  4. Cultural Heritage Games • Intangible Attributes: ICURA • Adventure game that istargetedatunderstandingcontemporaryJapanesecultureandetiquette. • Tangible Attributes: ThIATRO • Helps students learn art history, • Make the communication of art historical facts an entertaining experience.

  5. Serious Games Relatives J. Breuer, G. Bente: Why so serious? On the Relation of Serious Games and Learning (2010)

  6. ICURA ICURA - ImmersiveCultural Training • Serious Game thatistargetedatunderstandingcontemporaryJapanesecultureandetiquette. • 3D adventuregamethatteachesculturalawarenessin a safeenvironment. • Learnerplays an activerole in thelearningprocess (Constructivistlearningtheory)

  7. Gameplay Movie

  8. www.itchy-feet.org/

  9. Evaluation • How much information does the game communicate? (Comparison of pre- and post-test results) • Does ICURA spark the interest in Japanese culture? (Questionnaires)

  10. Guidelines & Lessons Learned • Keep access barrier low: cross platform and online! • Cross-Disciplinarity: cooperate with experts and clearly define learning goals. • Constructivism: Learner plays an active role in the learning process. • Start from scratch: Do not suppose any knowledge, let the player use newly gained knowledge. • Obey Game Design principles: as used in commercial games • Make it public: make use of Web 2.0 platforms

  11. ThIATRO – The Immersive Art Training Online • Online game that aims at raising the interest in art history, contemporary culture and cultural heritage. • Helps students learn art history • Make the communication of art historical facts an entertaining experience.

  12. What is it about? • Player slips into the role of a museums curator • In every level, a special exhibition has to be arranged. • Player has to collect paintings from different virtual museums to fulfill a specific task. • Data: Web Gallery of Art (www.wga.hu), 18.000 works from 1100 to 1850

  13. Learning Content Genres (Tutorial) Iconography • Famous Topics in Art Perspective Eras of Art Lighting and Shading • Specific Artist (Caravaggio)

  14. Gameplay Movie

  15. www.thiatro.info

  16. Making of...

  17. Making of...

  18. Making of...

  19. Making of... Unity Game Development Tool +

  20. Evaluation • 20 pupils (12 female, 8 male), 14 years on average • Control Group (classroom), Experimental Group (playing ThIATRO) • Both approaches were equally successful in communicating knowledge. • BUT: ThIATRO is more motivating and makes them learn at home.

  21. Conclusion & Future Work • Games are a powerful tooltocommunicateknowledge • Exclusivelyplayingis not thesolution • Games do not replaceeducators/teachers. The keyistoraisetheinterestandtomakethepeoplelearnathome. • Future Work: Possibilitiesformultiplayergamesandmuseumsinformatics.

  22. Thank You! Josef Froschauer Email: josef.froschauer@ec.tuwien.ac.at Web: http://vsem.ec.tuwien.ac.at/

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