Suchergebnisse

Serious games are starting to attain a higher role as tools for learning in various contexts, but in particular in areas such as education and training. Due to its characteristics, such as rules, behavior simulation and feedback to the player's actions, serious games provide a favorable learning environment where errors can occur without real life penalty and students get instant feedback from challenges. These challenges are in accordance with the intended objectives and will self-adapt and repeat according to the student's difficulty level. Through motivating and engaging environments, which serve as base for problem solving and simulation of different situations and contexts, serious games have a great potential to aid players developing professional skills. But, how do we certify the acquired knowledge and skills? With this work we intend to propose a methodology to establish a relationship between the game mechanics of serious games and an array of competences for certification, evaluating the applicability of various aspects in the design and development of games such as the user interfaces and the gameplay, obtaining learning outcomes within the game itself. Through the definition of game mechanics combined with the necessary pedagogical elements, the game will ensure the certification. This paper will present a matrix of generic skills, based on the European Framework of Qualifications, and the definition of the game mechanics necessary for certification on tour guide training context. The certification matrix has as reference axes: skills, knowledge and competencies, which describe what the students should learn, understand and be able to do after they complete the learning process. The guides-interpreters welcome and accompany tourists on trips and visits to places of tourist interest and cultural heritage such as museums, palaces and national monuments, where they provide various information. Tour guide certification requirements include skills and specific knowledge about foreign languages and in the areas of History, Ethnology, Politics, Religion, Geography and Art of the territory where it is inserted. These skills are communication, interpersonal relationships, motivation, organization and management. This certification process aims to validate the skills to plan and conduct guided tours on the territory, demonstrate knowledge appropriate to the context and finally match a good group leader. After defining which competences are to be certified, the next step is to delineate the expected learning outcomes, as well as identify the game mechanics associated with it. The game mechanics, as methods invoked by agents for interaction with the game world, in combination with game elements/objects allows multiple paths through which to explore the game environment and its educational process. Mechanics as achievements, appointments, progression, reward schedules or status, describe how game can be designed to affect players in unprecedented ways. In order for the game to be able to certify tour guides, the design of the training game will incorporate a set of theoretical and practical tasks to acquire skills and knowledge of various transversal themes. For this end, patterns of skills and abilities in acquiring different knowledge will be identified.

Reducing office buildings' energy consumption can contribute significantly towards carbon reduction commitments since it represents ∼40% of total energy consumption. Major components of this are lighting, electrical equipment, heating, and central cooling systems. Solid evidence demonstrates that individual occupants' behaviors impact these energy consumption components. In this work, we propose the methodology of using virtual choreographies to identify and prioritize behavior-change interventions for office users based on the potential impact of specific behaviors on energy consumption. We studied the energy-related office behaviors of individuals by combining three sources of data: direct observations, electricity meters, and computer logs. Data show that there are behaviors with significant consumption impact but with little potential for behavioral change, while other behaviors have substantial potential for lowering energy consumption via behavioral change. ; Work financed by the funding from the European Research Council (ERC) under the European Union's Horizon 2020 research and innovation programme (grant agreement nº. 768935). Moreover, this work is financed by National Funds through the Portuguese funding agency, FCT— Fundação para a Ciência e a Tecnologia, within project LA/P/0063/2020 ; info:eu-repo/semantics/publishedVersion

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. ; 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. ; info:eu-repo/semantics/publishedVersion