Vision for SG 2020
Human Computer Interaction can provide key element for Serious Game design to enhance
user participation in order to ameliorate knowledge transfers. In order to increase the
serious game efficiency, it can be necessary to improve the realism of interaction by linking
the serious game to the real world through the interaction process. Indeed, it can be
considered as easier (conceptually, not technically) to provide immersion in the serious
game space through augmented or mixed reality than in using a fully virtual world as it is
often more (too) expensive to provide highly realistic virtual reality.
Linking the SG and a physical context, either indoor or outdoor, leads to make users moving
in order to experiment different exercises. Another reason for promoting nomad and
ubiquitous use of SG is that current lifestyles see continuous increase mobility needs
offering more time available for SG activities (mobile use between school/office and home).
In the same time, exercises available in SG activities can be achieved at home as in the office
or at school (nomadic use). Technologies used for Location-Based Services provide
personalized access to information / data /applications taking into account the location of
mobile users and tend to sensitive systems that use context different aspects of context and
user-centred dimensions.
1) Identify the state of the art (SoA) for your SIG- please take a look at what you
delivered last time and update that for those – if it is complete you do not need to
complete it again
Topic
Relevance/priority
(on a 1-5 scale)
SoA/ SG Current
Status description
(with references)
Merging real and virtual words
4
Immersion in the virtual world hosting the SG is needed to enhance the
presence feeling. Realistic rendering and immersive interaction tools are
not efficient or realistic enough to be provided simultaneously to users, and
generally physical engines or interaction fluidity is privileged to realistic
rendering. In the same way attempts of using real object for interaction
within the virtual environment has limited effects. Improvement can be
reached using the mixed reality paradigm, where reality is provided by
elements from the real world. Indeed, a growing number of Serious Games
use Mixed Reality (MR) technologies; we call them Mixed Reality Learning
Games (MRLG). MR includes a wide range of devices such as see-through
Head Mounted Displays (HMD), mobile devices like PDA, Tablet PC or
smart phones, multi-touch tables, or even tangible interfaces that control or
represent virtual information.
2) Trends seen in analysis of SOTA
Topic
Interacting being immerged in mixed reality
Related to SOA
Description of
trend (with
references)
Pervasive learning environments, CHI
Physical immersion is a component needed for the emergence of the
presence feeling. More than immersion in virtual environment, one of the
new trends in HCI is to make a unique interactive universe mixing virtual
and physical worlds seen as a global system. The objective of using Mixed
Reality is clear: it is to anchor the knowledge of the learner in an authentic
context. In contrast to a virtual world, the real world provides the learner
creates knowledge appropriately to the real world.
Mixed reality has already been exploited in learning or game fields, which
use a wide range of devices mentioned in the SOA. For instance, Zuckerman
et al. (2005) use bloc manipulation to teach abstract concepts to children
while Liu et al. (2007) create a whole mixed reality class about solar system
and plant lifecycle, using HMD to view digital elements and cups to
manipulate the latter. As for Leitner, Koeffel & Haller, (2008) which
introduce Tabletop gaming augmented with tangible objects.
In spite of the huge possibilities brought by technology, most of MRLG use
handheld mobile devices, including “Zoo scene investigators” (Perry et al.
2008), “Reliving the revolution” (Schrier 2006), “Mad City Mystery”(Squire et
Jan 2007), “Playing with Fire(Power et al. 2010) and “Eduventure Game”
(Ferdinand et al. 2005). Those learning games are all investigation-oriented
situation in real places. The lack of diversity in MRLG can be explained by
the innovative, unusual and non-mature aspect of mixed reality
technologies. Moreover, creating a MRLG is long and difficult. Indeed, MRLG
designers must use correctly a “new” technology, and at the same time
create an engaging game with a good pedagogy on the learning subject
MRLG designers justified the use of mixed reality technologies by
motivational expectations (game mechanics, curiosity), active pedagogy
through a better immersion in authentic context, or pedagogical
expectations (better learning transfer). Only qualitative outcomes have
appeared, but they were globally positive learning outcomes and strong
implication from the learners/gamers, who had fun.
Implication: Mixed Reality Learning Games (MRLG) combine the assets of
game-based learning and the new perspectives provided by mixed reality.
They offer real benefits for teaching: they enable active pedagogy trough
the physical immersion of learners, “in situ” information while practicing
and authentic context. Besides, the learner is strongly implicated and has a
better motivation.
As a result, MR devices are likely to be more used in the future, as soon as
the designers will know how to use the technology efficiently along with
pedagogy and coherent game mechanics.
Ferdinand, P., S. Müller, T. Ritschel, et U. Wechselberger. 2005. « The
Eduventure–A new approach of digital game based learning
combining virtual and mobile augmented reality games episodes ».
In Pre-Conference Workshop « Game based Learning » of DeLFI 2005
and GMW 2005 Conference, Rostock. Vol. 13.
Leitner, Jakob, Christina Koeffel, et Michael Haller. 2008. « Bridging the gap
between real and virtual objects for tabletop games ». The
International Journal of Virtual Reality 7 (4): 33‑40.
Liu, Wei, Adrian David Cheok, Charissa Lim Mei-Ling, et Yin-Leng Theng.
2007. « Mixed reality classroom ». In Proceedings of the 2nd
international conference on Digital interactive media in
entertainment and arts - DIMEA ’07, 65. Perth, Australia.
doi:10.1145/1306813.1306833.
Perry, Judy, Eric Klopfer, Marleigh Norton, Dan Sutch, Richard Sandford, et
Keri Facer. 2008. « AR gone wild: two approaches to using
augmented reality learning games in Zoos ». In Proceedings of the
8th international conference on International conference for the
learning sciences - Volume 3, 322‑329. Utrecht, The Netherlands:
International Society of the Learning Sciences.
Power, Michael, S Daniel, Silvie Barma, et Rob Harrap. 2010. « Playing With
Fire: Kindling Learning Through Mobile Gaming ». International
Journal of Game-Based Learning.
Schrier, Karen. 2006. « Using augmented reality games to teach 21st
century skills ». In ACM SIGGRAPH 2006 Educators program, 15.
Boston, Massachusetts. doi:10.1145/1179295.1179311.
Squire, Kurt D., et Mingfong Jan. 2007. « Mad City Mystery: Developing
Scientific Argumentation Skills with a Place-based Augmented
Reality Game on Handheld Computers ». Journal of Science
Education and Technology 16 (1): 5‑29. doi:10.1007/s10956-0069037-z.
Zuckerman, O., S. Arida, et M. Resnick. 2005. « Extending tangible interfaces
for education: digital montessori-inspired manipulatives ». In
Proceedings of the SIGCHI conference on Human factors in computing
systems, 859‑68.
Topic
Related to SOA
Description of
trend (with
references)
Mobility: nomad and ubiquitous SG
Pervasive/ubiquitous/mobile learning environments
Serious Game including Augmented/Mixed Reality is an innovative
pedagogical resource. It is completely part of the will to provide to teachers
contents fitted to their (dynamic) needs to anchor school in the numerical
age, while being in a continuum whit physical context (and some classical
activities). Thus, augmented reality is intrinsically linked to the real world
and needs to deals with the location of users. Furthermore, geolocation is
still present in products (devices, softwares) used at school, considered as
intuitive and easy to use by teachers. This innovation, based on mobile
Augmented/Mixed Reality creates a new form of interactivity between
learners and teachers. Indeed, learners can use their devices (their own PC,
tablet, smartphone, or the one provided by their teaching institution or
company) to play at home or during transportation.
In a more general aspect, current lifestyles see continuous increase
mobility needs, longer distances and travel time and also alternative
transportation modes [Becker] [Booth]. This change is accompanied by an
increased need for connectivity. During their travels individuals
increasingly want to be connected to everything, all the time, regardless of
their location and the context [Bettini] [Krisp] [Mokbel].
In order to increase the serious game efficiency, it can be necessary to
improve the realism of interaction by linking the serious game to the real
world through the interaction process. In this way, Augmented/Mixed
Reality can address the three dimensions defining the subjective feeling of
presence [Heeter]: -Personal presence is the famous Being There, the
feeling of being present that is mainly based on sensory stimulation; -Social
presence indicates that other virtual actors are there and present with you;
-The environmental presence reveals how the environment is influenced
and reacts to your presence and how it interacts with you.
Becker C., Durr F. (2005). On location models for ubiquitous computing.
Personal and Ubiquitous Computing, Vol. 9, No. 1, pp. 20–31.
Bettini C., Brdiczka O., Henricksen K., Indulska J., Nicklas D., Ranganathan A.
et al. (2009). A survey of context modelling and reasoning
techniques. Pervasive and Mobile Computing, Vol. 6, No. 2, pp. 161–
180.
Booth J., Sistla P., Wolfson O., Cruz I. (2009). A data model for trip planning
in multimodal transportation systems. In Proceedings of the 12th
international conference on extending database technology (edbt),
pp. 994–1005.
Ferdinand, P., S. Müller, T. Ritschel, et U. Wechselberger. 2005. « The
Eduventure–A new approach of digital game based learning
combining virtual and mobile augmented reality games episodes ».
In Pre-Conference Workshop « Game based Learning » of DeLFI
2005 and GMW 2005 Conference, Rostock. Vol. 13.
Heeter 1992: C Heeter. Being there: the subjective experience of presence.
Presence: Teleoperators and Virtual Environments, 1(2): 262–271,
1992. ISSN 1054-7460.
Krisp J. M. (Ed.). (2013). Progress in location-based services. SpringerVerlag.
Mokbel M., Xiong X., Hammad M., Aref W. (2005). Continuous query
processing of spatio-temporal data streams in place.
GeoInformatica, Vol. 9, No. 4, pp. 343–365.
Power, Michael, S Daniel, Silvie Barma, et Rob Harrap. 2010. « Playing With
Fire: Kindling Learning Through Mobile Gaming ». International
Journal of Game-Based Learning.
Squire, Kurt D., et Mingfong Jan. 2007. « Mad City Mystery: Developing
Scientific Argumentation Skills with a Place-based Augmented
Reality Game on Handheld Computers ». Journal of Science
Education and Technology 16 (1): 5‑29. doi:10.1007/s10956-0069037-z.
3) Vision and Gap
For each identified topic in your SIG, please explain how this contribute to the GALA vision
for the year 2020.
Topic
Sub vision from your
sig to the GALA
Vision 2020
Gap: SoA - Vision
Interacting being immerged in mixed reality
1. SGs, aka MRLG when using Mixed Reality, will take advantage of all
new technologies, with new interaction paradigm - using tangible
objects to learn technical gestures or abstract concepts, improving
collaboration between learners on multi touch tables, etc., enabling
to learn everywhere with light and mobile devices. MRLG designers
will be able to merge efficiently pedagogy with game mechanics
and at the same time use correctly the appropriate MR device.
Difficulties to design MRLG can be explained by the innovative, unusual
and non-mature aspect of mixed reality technologies. Moreover,
creating a MRLG is long and difficult. MRLG designers cannot be expert
in every domain related to MRLG, and work team between experts
from different fields is not so easy.
If some method or tools exist for learning games or mixed reality
design, there is none of them for MRLG design.
Suitable tools or methods to assist MRLG design are needed.
Topic
Sub vision from your
sig to the GALA
Vision 2020
Mobility: nomad and ubiquitous SG
2. Physical immersion is a needed component for the emergence for
the presence feeling. Immersion deals with input and output
modalities, multi-modality and multisensory input and output.
More than immersion in virtual environment, one of the new
trends in HCI is to make a unique interactive universe mixing
virtual and physical worlds seen as a global mixed system.
3. Current lifestyles lead to more and more mobility needs. This
change is accompanied by an increased need for connectivity.
Changing the working/learning physical context is more and more
obvious, even if not totally perfect in terms of continuity and
performance. Traveling time available can also then be used by
serious / learning gaming activities.
Gap: SoA - Vision
In conjunction with natural mixed interaction, mobility uses and
Location Based Services approach would have to reduce the gap
between the learning game environment and the reality.
It will be also necessary to develop mixed interaction well fitted both to
learning games activity needs and to dynamic context in mobile uses.
4) Challenges
Which challenges do you identify in order to achieve the vision by 2020
Note A challenge can comprise different perspectives
Topic
Classif. Of
challenge
( 1a-c, 2ab, 3, 4a-e)
Relation/i
nterdep to
other chal.
Priorit
y
Interacting being immerged in mixed
reality;
SG in mobility use context.
 Understanding which MR devices
can be adapted to SG
 Providing recommendations for the
correct use of MR devices
 Human Centred Design
 Including MR in the early steps of SG
design
 Instancing SGM to fit pertinent MR
devices
 Pertinent use of mixed reality
 Accurate real/virtual registration
 Homogeneous access in nomad
activity
 Continuous services during mobile
phases
5) Action/Desiderata/Requirements
What do you need in order to achieve the sub vision? It is also important to set a timeline
for this, as well as the priority. Please indicate dependencies between topics.
Please indicate the relevant TC for each of your topics. This will be matched with the
contribution from the TC and their research questions
Topic/acti
on (please
refer to
challenge)
R&D
until
when
6) Open Issues
Please add any open issue you have
Topic
1
2
3
Expectations and systems demystification
Personalisation
Social
Standards
Large
scale
testin
g
Until
when
Innova
tion
uptake
Until
when
Prio
rity
Interde
pend/
Relatio
n to
other
topics
4
Accreditation