Context-Aware Games for Education and Wellbeing
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Transcript of Context-Aware Games for Education and Wellbeing
Context-Aware Games for Education and Wellbeing
Teemu H. Laine
UbiLi fe lab, Dept. of Information and Computer Engineering
Ajou University
teemu@ubil ife.net (www.ubil i fe.net)
Mission: foster research on ubiquitous (context-aware) technologies, applications and services in the fields of education and wellbeing
Focus: context-aware platforms, applications and games
Approach: combine ubiquitous and interactive technologies to connect virtual world to the real world
Team: international experts from various fields
Prof. Teemu Laine (context-awareness, educational technology, e-wellbeing, games)
Prof. Haejung Suk (digital media, 3D modeling, animation)
Prof. Adil Khan (human activity recognition, machine learning)
Jungryul Seo, PhD student (context-awareness, human activity recognition)
+ more at www.ubilife.net
Joonas Westlin, Master Student (context-awareness, augmented reality)
Context-awareness● Detecting the user’s situation (context): where, what, when, with whom, etc.
● Providing context-sensitive content to the user (usually via a mobile device).
● Context data are utilized in applications which connect to the real world objects.
Why games?● Games are known to be engaging and motivating
Game
AdvancementAutonomyChallenge
Clear goals
Competition
Competence
ConcentrationControl
CooperationCuriosity
Customization
Discovery
Escapism
Fantasy
Feedback
Immersion
Mechanics
Mystery
Player skills
RecognitionRelatedness
Relationship Role-playing
Rules/goalsSensory stimuli
Social interaction
Socializing
Teamwork
Why games?● Appropriately balanced games are known to help the player enter the flow
“Flow is the mental state of operation in which a person performing an activity is fully immersed in a feeling of energized focus, full involvement, and enjoyment.”
The flow theory by Csikszentmihalyi
Why exercise?
Future trends for the overweight for several post-industrial countries (OECD). (http://www.oecd.org/els/health-systems/obesityandtheeconomicsofpreventionfitnotfat-koreakeyfacts.htm)
Why exercise?
* Children, Adolescents, and the Media. American Academy of Pediatrics, 2013.** Zero to Eight – Children’s media use in America. Common Sense Media, 2013.*** Obesity and overweight – Fact sheet no 311. World Health Organization, 2012.
● Television: 4 hours per day*● Computer: 1.5h per day*● Mobile (SMS): 3364 messages / month (teenagers)*● Media time of 5-8 year olds: 2:21 per day**● More than 40 million overweight children in 2010***
What is exergaming?● A game genre that involves physical exercise.
● The goal: make physical exercise more fun
● Exergame typically tracks the player's movement or other body parameters (e.g., heart rate)
● Benefits: Energy expenditure, weight loss, improved fitness through increased heart rate, improved stamina and recovery, improved motor skills, coordination and balance, social interaction, improved self-esteem, increased motivation and enjoyment, academic performance, visual-spatial skills, attention (Staiano & Calvert, 2011)
Calory Battle AR● Location-based treasure hunt exergame. Treasures are various challenges to be
solved.
● GPS for location detection (Google Maps API).
● Augmented Reality to embed virtual objects in the physical world (Vuforia SDK).
● Time limits to encourage running.
Calory Battle AR: The Story● The Dews (good guys)
– Need our sweat to survive.
– Cast spells on us that make our bodies healthier and our minds brighter.
● The Caloroids (bad guys)
– Have deployed calory bombs or other game challenges around the game area which, when exploded, makes us lazy and unhealthy.
● The Player
– Helps the Dews to get rid of the calory bombs and other challenges.
Running Othello● Distributed pervasive exergame version of the Othello (Reversi) board game.
● Running Othello is played outside on a field of any size. Each cell has an NFC tag.
● Player makes a move by reading a tags with a smartphone.
● No turns – the faster the better.
● A randomized mission must be completed before a cell is conquered.
● Distributed gameplay over the internet.
Laine, T.H. & Islas Sedano, C. (2015). Distributed Pervasive Worlds: The Case of Exergames, Accepted to Educational Technology & Society special issue “Overcoming the technological hurdles facing virtual worlds in education: the road to widespread deployment”.
VS
SciFest, Joensuu Ajou University
ScienceSpots AR● Children's interest in science has been declining* because of:
– Lack of relevance to the real world
– Lack of motivation● Context-awareness and augmented reality can solve the real world
relevance problem.
● Games can solve the motivation problem.
● ScienceSpots AR: a platform for story-based context-aware games for science learning.
*Osborne et al. “Attitudes towards science: A review of the literature and its implications,” Int. J. Sci. Educ., vol. 25, no. 9, pp. 1049–1079, Sep. 2003.*C. Porter and J. Parvin, “Learning to Love Science: Harnessing children’s scientific imagination,” 2008.
Key features● Customizable stories created by educators and learners with a game
design tool.
● Inventory of reusable assets such as task templates, game characters, and media files.
● Augmented reality content visualization and interaction.
● Real-time usage statistics for educators (Learning Process Monitor).
● Context-awareness through ManySense middleware.
● Multiplayer tasks through the game server.
● Portable across contexts.
Leometry● First prototype game for the ScienceSpots AR
platform.
● Storytelling for immersion.
● The player solves geometry challenges at real-world spots.
● Colorful UI to attract young players.
● Augmented reality features.
● Evaluated at the SciFest 2014 festival and at a Korean elementary school during spring 2014.
● Created in collaboration with University of Eastern Finland & Haaga-Helia UAS.
Game content● Geometry challenges are based
on the Van Hiele levels for geometry education.
● A story of mother leopard and her cub who escape from poachers with help of a dung beetle.
● Story characters modeled after photographies of African animals.
Game play video: https://www.youtube.com/watch?v=6J2U0C-AL2o
Augmented reality features ● The game map
– Connected to the floor plan of the SciFest 2014 festival.
– Challenges appear as virtual objects floating on top of the physical map.
● The boss challenge
– the player disarms AR traps set by the poachers.
– Similar to defusing bombs in Calory Battle AR.
Videos
● Calory Battle AR: UI & Game play https://www.youtube.com/watch?v=J6-fxiNpkwE
● Calory Battle AR: Test with Korean elementary school children https://www.youtube.com/watch?v=j1N_C2GIrqc
● Calory Battle AR: Unity 3D versionhttps://www.youtube.com/watch?v=jNkDP2CRCHs
● Leometry: game playhttps://www.youtube.com/watch?v=8f-0FUIo7Vc
● Running Othello: playershttps://www.youtube.com/watch?v=HOFzHEFv_d4
Related articles● Calory Battle AR
– Laine, T.H. & Suk, H.J. (2015). Designing mobile augmented reality exergames, Accepted to Games & Culture.
– Westlin, J. and Laine, T.H. (2014). Short paper: Calory Battle AR: An Extensible Mobile Augmented Reality Exergame Platform. Proceedings of the IEEE World Forum on Internet of Things, Seoul, Korea.
– Kim, S.L., Laine, T.H. Suk. H.J., Westlin, J., Kang, J.H. and Jung, J.M. (2014). Using Unity 3D to Facilitate Mobile Augmented Reality Game Development. Proceedings of the IEEE World Forum on Internet of Things, Seoul, Korea.
● Running Othello
– Laine, T.H. & Islas Sedano, C. (2015). Distributed Pervasive Worlds: The Case of Exergames, Accepted to Educational Technology & Society.
● Leometry / ScienceSpots AR
– Article submitted to IEEE Transactions on Learning Technologies
More publications: http://www.ubilife.net/?page_id=108