serious games interactive | købmagergade 11a, 4. sal | dk-1150 kbh. k | create next generation of...

Serious Games Interactive | Købmagergade 11A, 4. sal | DK-1150 Kbh. K | www.seriousgames.dk

Create next generation of

educational computer games

Vision


Growing out of international groundbreaking research Strong testing, validation and user involvement Strong mix of competences: Game developers,

researchers, educators and content experts Global outreach through strong network Strong technology and access to support Good media coverage on company and project Good response from target group

Teaser


Team

Simon Egenfeldt-Nielsen (CEO)

Nicholas Francis (Director)

Keli Hlödversson (Lead Programmer)

Danni Tell (Lead graphics)

Anders Haldin (Animator)

Tasha Buch (Education cordinator)

Troels Folmann (Music/sound)

Joe Ante (Engine)

David Helgason (Engine)


Overall

Pc/Mac platformUltimo 2006 (personal)Ultimo 2007 (strategic)13+ both educational and commercial

Strategy/personal


Project: Global conflicts: Middle East

The strategic levels involve domestic policy, foreign policy, intelligence, public relations and military. The player takes the position as Prime Minister of Israel or leader of the Palestine region performing strategic actions to further different goals. This is about statesmanship bringing the most important issues and areas to the player’s control.

The personal level evolves around smaller, mundane events, and quests. These quests and events can potentially have the same influence as the more strategic decisions. The personal level will evolve around topics like document discrimination, sabotage facilities or marriage across religious divides.

Strategic• Abstract• Overview• Dynamic

Personal• Concrete• Emotional• Engaging

Real life• Encyclopedia

• Primary sources• Links


Global Conflicts: Middle East Ingame Screendumps


IntroChoose

side

• Overview and immersion into historical background of the conflict.

• Description of sides in conflict with background, strengths and weaknesses.

• Handle a number of policy choices: Domestic, foreign, military, PR, economy etc.

• Choose approach to religion in society - see consequences for different population groups

Set ReligiousPolicy

Game flow (examples)

Choose Mission

Explore universe

• You can improve relations with specific factions to further your policies especially by solving personal missions.

• You must locate the right people, information, object, pictures and statistics to solve the mission.

• You walk around on different locations talking to people and carrying out different missions related to relevant subjects.

• Mission have several goals you must achieved followed by debriefing and testing. Students also have to make notes and ask questions, which the teacher have access to.

DebriefingTalk to people

OverviewPolicy


Learning approach

Experiential: From concrete to abstract by

observation, application, testing and reflection. Learning styles: Dynamic feedback,

interaction that makes differences, multimodal,

safe to make mistakes, challenging throughout. Strong game universe: Compelling, realistic,

engaging & dynamic. Integrated approach: Game, talks, group,

debriefing, testing and evaluation.

Experiential Learning

Concrete experience

Reflection &Observation

Abstraction &Generalization

Applying &Testing


Teaching

Cross-disciplinary: Bridge between history, religion,

citizenship, psychology and geography offering students

different ways in depending on preferences and abilities. Single subject: Overall feel for the conflict while steering

students to the most relevant subject areas, conversations

and missions shifting between different teaching forms. Supplementary material: Students can engage with the

game and material at home supporting the teaching in the

school and extending education to the home.


Lesson Monday Tuesday Wednesday Thursday Friday

1 Course introduction (teacher)

Game w. Logbook entries &Class discussions (students)

Game w. Logbook entries &Class discussions (students)

Own subject -

Read, prepare, explore

2 pages report 15 min. talk

(students)

15 min. student talks w. opponents. (students)

2 Overview conflict related to game(teacher)

3 Teacher talk based on student game questions(teacher)

Class discussion(teacher)

4 Game w. Logbook entries &Class discussions (students)

Own subject -

Read, prepare, explore

2 pages report 15 min. talk

(students)

15 min. student talks w. opponents. (students)

Test(student)

5 Class evaluation(student/teacher)

Home Textbook chapterGame questions(students)

Textbook chapterGame questions(students)

Course plan (cross-disciplinary)

• The students read a basic introduction to the conflict before this course.• Different courses can prepare students more or less (i.e. religion, history, psychology etc.)


Global Conflicts: Middle East

Next generation of educational computer games

serious games interactive | købmagergade 11a, 4. sal | dk-1150 kbh. k | create next generation of...

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