Serious pervasive games

Bibliographic Details
Main Author: Coelho, António
Publication Date: 2020
Other Authors: Rodrigues, Rui Manuel Gonçalves Calejo, Nóbrega, Rui, Jacob, João, Morgado, Leonel, Cardoso, Pedro, van Zeller, Maria, Santos, Liliana, Sousa, A. Augusto
Format: Article
Language: eng
Source: Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
Download full: http://hdl.handle.net/10400.2/9984
Summary: Serious Pervasive Games extend themagic circle (Huizinga, 1938) to the players’ context and surrounding environment. The blend of both physical and fictive game worlds provides a push in player engagement and promotes situated learning approaches. Space and time, as well as social context, acquire a more meaningful impact on the gameplay. From pervasive learning towards science communication with location-based games, this article presents research and case studies that exemplify their benefits and related problems. Pervasive learning can be defined as “learning at the speed of need through formal, informal and social learning modalities” (Pontefract, 2013). The first case study—the BEACONING project—aims to contextualize the teaching and learning process, connecting it with problem-based game mechanics within STEM. The main goal of this project is to provide the missing connection between STEM subjects and real-world interactions and applications. The pedagogical foundation is supported on problem-based learning (PBL), in which active learning is in the center, and learners have to work with different tools and resources in order to solve problems (quests). Teachers create, facilitate, and assess pervasive and gamified learning activities (missions). Furthermore, these quests are gamified in order to provide non-linear game plots. In a second case study, we demonstrate and evaluate how natural heritage can benefit from pervasive games. This study is based on a set of location-based games for an existing natural park, which have been developed in order to provide enhanced experiences, as well as additional information about some species that are more difficult to observe or that are seasonal. Throughout the research and development of these projects, we have encountered and identified several problems, of different nature, present in pervasive games.
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spelling Serious pervasive gamesSerious pervasive gamesPervasive gamesSerious gamesLocation-based gamesServasive learningScience communicationSerious Pervasive Games extend themagic circle (Huizinga, 1938) to the players’ context and surrounding environment. The blend of both physical and fictive game worlds provides a push in player engagement and promotes situated learning approaches. Space and time, as well as social context, acquire a more meaningful impact on the gameplay. From pervasive learning towards science communication with location-based games, this article presents research and case studies that exemplify their benefits and related problems. Pervasive learning can be defined as “learning at the speed of need through formal, informal and social learning modalities” (Pontefract, 2013). The first case study—the BEACONING project—aims to contextualize the teaching and learning process, connecting it with problem-based game mechanics within STEM. The main goal of this project is to provide the missing connection between STEM subjects and real-world interactions and applications. The pedagogical foundation is supported on problem-based learning (PBL), in which active learning is in the center, and learners have to work with different tools and resources in order to solve problems (quests). Teachers create, facilitate, and assess pervasive and gamified learning activities (missions). Furthermore, these quests are gamified in order to provide non-linear game plots. In a second case study, we demonstrate and evaluate how natural heritage can benefit from pervasive games. This study is based on a set of location-based games for an existing natural park, which have been developed in order to provide enhanced experiences, as well as additional information about some species that are more difficult to observe or that are seasonal. Throughout the research and development of these projects, we have encountered and identified several problems, of different nature, present in pervasive games.This work was financed by the ERDF - European Regional Development Fund through the Operational Programme for Competitiveness and Internationalisation - COMPETE 2020 Programme and by National Funds through the Portuguese funding agency, FCT - Fundação para a Ciência e a Tecnologia within project POCI-01-0145-FEDER-030740 - PTDC/CCICOM/30740/2017. Part of this work has also been supported by the European Union’s Horizon 2020 - The EU Framework Programme for Research and Innovation 2014–2020, under grant agreement No. 687676. We would also acknowledge the research grant from the Operation NORTE-08-5369-FSE-000049 supported by Norte Portugal Regional Operational Programme (NORTE 2020), under the PORTUGAL 2020 Partnership Agreement, through the European Social Fund (ESF), and also the FCT-Austin grant Ref. PD/BD/142893/2018.Repositório AbertoCoelho, AntónioRodrigues, Rui Manuel Gonçalves CalejoNóbrega, RuiJacob, JoãoMorgado, LeonelCardoso, Pedrovan Zeller, MariaSantos, LilianaSousa, A. Augusto2020-09-09T14:05:59Z20202020-01-01T00:00:00Zinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articleapplication/pdfhttp://hdl.handle.net/10400.2/9984eng2624-989810.3389/fcomp.2020.00030info:eu-repo/semantics/openAccessreponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAP2023-07-07T16:09:42ZPortal AgregadorONG
dc.title.none.fl_str_mv Serious pervasive games
title Serious pervasive games
spellingShingle Serious pervasive games
Coelho, António
Serious pervasive games
Pervasive games
Serious games
Location-based games
Servasive learning
Science communication
title_short Serious pervasive games
title_full Serious pervasive games
title_fullStr Serious pervasive games
title_full_unstemmed Serious pervasive games
title_sort Serious pervasive games
author Coelho, António
author_facet Coelho, António
Rodrigues, Rui Manuel Gonçalves Calejo
Nóbrega, Rui
Jacob, João
Morgado, Leonel
Cardoso, Pedro
van Zeller, Maria
Santos, Liliana
Sousa, A. Augusto
author_role author
author2 Rodrigues, Rui Manuel Gonçalves Calejo
Nóbrega, Rui
Jacob, João
Morgado, Leonel
Cardoso, Pedro
van Zeller, Maria
Santos, Liliana
Sousa, A. Augusto
author2_role author
author
author
author
author
author
author
author
dc.contributor.none.fl_str_mv Repositório Aberto
dc.contributor.author.fl_str_mv Coelho, António
Rodrigues, Rui Manuel Gonçalves Calejo
Nóbrega, Rui
Jacob, João
Morgado, Leonel
Cardoso, Pedro
van Zeller, Maria
Santos, Liliana
Sousa, A. Augusto
dc.subject.por.fl_str_mv Serious pervasive games
Pervasive games
Serious games
Location-based games
Servasive learning
Science communication
topic Serious pervasive games
Pervasive games
Serious games
Location-based games
Servasive learning
Science communication
description Serious Pervasive Games extend themagic circle (Huizinga, 1938) to the players’ context and surrounding environment. The blend of both physical and fictive game worlds provides a push in player engagement and promotes situated learning approaches. Space and time, as well as social context, acquire a more meaningful impact on the gameplay. From pervasive learning towards science communication with location-based games, this article presents research and case studies that exemplify their benefits and related problems. Pervasive learning can be defined as “learning at the speed of need through formal, informal and social learning modalities” (Pontefract, 2013). The first case study—the BEACONING project—aims to contextualize the teaching and learning process, connecting it with problem-based game mechanics within STEM. The main goal of this project is to provide the missing connection between STEM subjects and real-world interactions and applications. The pedagogical foundation is supported on problem-based learning (PBL), in which active learning is in the center, and learners have to work with different tools and resources in order to solve problems (quests). Teachers create, facilitate, and assess pervasive and gamified learning activities (missions). Furthermore, these quests are gamified in order to provide non-linear game plots. In a second case study, we demonstrate and evaluate how natural heritage can benefit from pervasive games. This study is based on a set of location-based games for an existing natural park, which have been developed in order to provide enhanced experiences, as well as additional information about some species that are more difficult to observe or that are seasonal. Throughout the research and development of these projects, we have encountered and identified several problems, of different nature, present in pervasive games.
publishDate 2020
dc.date.none.fl_str_mv 2020-09-09T14:05:59Z
2020
2020-01-01T00:00:00Z
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dc.language.iso.fl_str_mv eng
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dc.relation.none.fl_str_mv 2624-9898
10.3389/fcomp.2020.00030
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