Wednesday, February 27, 2013

Time To Kick-Off 2013 Serious Games Showcase & Challenge

 
Start preparing your games for the Serious Games Showcase & Challenge
 

Time to Kick-off the 2013 Serious Games Showcase & Challenge! (Please find also SeriousGames Showcase & Challenge Announces 2012 Winners)

Start preparing your games today! 

The annual competition will be collecting games at the end of September, be sure to   join Serious Games Showcase & Challenge mailing list and social networks for continued updates throughout the year. 

Email: Sgschallenge at gmail.com or visit the website at: 
 for more information
 
The Serious Games Showcase & Challenge is open and accepting entries for the 2013 I/ITSEC.  Whether you’re an individual, small business or big business – the Serious Games Showcase & Challenge is open to you!  Submissions can be targeted to training in any segment, including education, corporate, or military.  If game development is your past-time (indie game developer), your intended field, or your current business you can create a game into a training solution to enhance training. It could put your work in front of some of the best gaming and simulation companies in the world.

Monday, February 25, 2013

Serious Games To Experience The Backstage Of A Product Launch At L’Oréal


Serious Games in Innovative Companies DNA


The deadline for completing the current Reveal by L’Oréal Serious Game - Cycle 5 is February 28, 2013- midnight (CET).

Performing well and finishing the game before the deadline gives players the chance to be spotted by L’Oréal recruiters and to be selected for one of the many job opportunities in the company. (Please find also Serious Games Supporting Career Paths & Choices)

Completing the game also makes you eligible to win an exclusive 5-day all-expense paid trip to Paris. (For more information about eligibility and selection criteria, read the Prizes & Rules sections on the website)

The International REVEAL Team will select 6 worldwide winners for Cycle 5: 1 winner of the Global Competition and 1 winner for each of the 5 Skills. The winners will be announced on the website later in 2013.

Reveal is an innovative, individual, online Serious Game by cosmetics major L’Oréal that will help you confirm your professional path or discover what your future could be within a global business. The goal of the game is to be selected for an internship or a full time position in a preferred skillset.

The international cycle has contestants from different countries to bring alive the experience of a global working environment. The game combines an exciting dive into the cosmetics sector, at the backstage of a product launch at L’Oréal, and evaluation and learning modules created by experts from the academic, business and psychometric worlds.

“You are about to experience the story of a brand new product launch process, from the birth of an idea to the product release to the marketplace” is the game welcoming statement.

Each participant assumes the role of a management trainee who has just arrived at L’Oréal and is pulled into an incredible adventure of cosmetic innovation. This leads him/her to meet many key players from the business fields of R&D, Finance, Operations, Marketing and Business Development. Throughout the game’s story and situational exercises, the participants will reveal their talents while tackling the L’Oréal company culture. Once the game has been completed, they will receive a personalized evaluation.

The best participants could be invited by the Human Resources teams in their country to a “B-REVEALED event”, where they will spend 1 day at their local L'Oréal to get a hands-on experience with L’Oréal through team activities, exchange with business professionals from the different business fields and have the opportunity to meet with recruiters.

The ultimate goals for each participant are:

- to have a better knowledge of themselves and their talents;
- to explore the world of business and career opportunities offered by L’Oréal;
- to win an exclusive trip to Paris, and to get the chance to join the group. 

Please visit their dedicated website Reveal - The Game and the Facebook page to find more about this global Serious Games initiative.



Tuesday, February 19, 2013

Upgraded Serious Games To Simulate Material Handling


Educational Serious Games giving control back to the instructor


Via: GriN Multimedia - Forklift Simulator v2.0

Following my prior post Serious Games For Material Handling, where GriN Multimedia reported their partnership with UCAN to build a Forklift sim where users could learn how to operate a forklift and take special notice to safety, the company has recently released its version 2.0.

The new version’s motto “Power to the People” derives from Forklift Simulator v2.0  value proposition which gives control back to the instructor -- both for the environments and lessons creation. 

GriN Multimedia wanted to create a Serious Game where the instructor could actually change the environment himself depending on the needs of the location where the trainee works or the specific need for a specific lesson. 

The background presumption is that forklift training instructors do know better the challenges of the forklifts work environment. By giving them a library of 3D props and the tools to place them in a sandbox environment, they can recreate specific areas and obstacles just like they would appear in real life. 

Not only environments but also lessons can be created by users in the new lesson editor. By adding mission paths a lesson can be broken down into specific targets and goals. Targets to guide the driver to specific locations and objectives (moving cargo) can be added and edited by the lesson creator. Other elements like appointing danger and speed limit areas can also be included. Like the environment editor, ease-of-use is a most important attribute.

The solution also allows multi-user instructor integration, giving control back to the instructor. With a remote computer, the instructor can observe and interact with the trainee while performing any lesson. The instructor can participate as a virtual character or vehicle to create smarter and less predictable situations. Also the trainer can add obstacles, open and close doors and send live messages to the trainee while he/she is driving. 


Destructible Environments

Adding realism is a major part of this upgrade. Because this version of the simulator has safety as primary focus, and because some situations are just too dangerous to test in real life, developers wanted to show the driver what catastrophic consequences could result from reckless driving.  




Sunday, February 10, 2013

UK Kodu Kup: Serious Gaming To Produce A Serious Game


Serious Games promoting the inclusion of computer science across the curriculum


Kodu is a graphical programming tool that allows anyone to make games
                                                                                                   
Via: Microsoft UK Teachers Blog - Kodu Kup UK 2013–Competition Now Open

The inaugural Kodu Kup competition was launched in the UK at the BETT (British Educational Training and Technology) Show 2013, on Jan 31. The competition shall support teachers and schools in developing a curriculum in computer science.

Kodu Game Lab is a visual programming language, by Microsoft's FUSE Labs, made specifically for creating games - it is designed to be accessible for children and enjoyable for anyone. It means you never have to see or type any explicit coding syntax. (Please find also Serious Games & Microsoft Futures)

Kodu lets kids create games on the PC and Xbox and can be used to teach creativity, problem solving, storytelling, as well as programming. Anyone can use Kodu to make a game, young children as well as adults with no design or programming skills.

Kodu is unique in several key ways:

The core of the Kodu project is the programming user interface. The language is simple and entirely icon-based. Programs are composed of pages, which are broken down into rules, which are further divided into conditions and actions. Conditions are evaluated simultaneously.



The Kodu language is designed specifically for game development and provides specialized primitives derived from gaming scenarios. Programs are expressed in physical terms, using concepts like vision, hearing, and time to control character behavior. While not as general-purpose as classical programming languages, Kodu can express advanced game design concepts in a simple, direct, and intuitive manner.

It was released on the Xbox LIVE Marketplace on June 30, 2009. A Windows version is also available to the general public for download from Microsoft's FUSE web portal.

Kodu was originally an experiment in Microsoft Research, but its initial success proved the concept to be a valuable one. In 2011, Microsoft launched the Kodu Cup challenge.

Kodu graduated to a more permanent status in Microsoft Studios in early 2012. In June 2012, the University of Wisconsin-Madison announced Studio K, a full curriculum designed to make it easier for educators to teach video game programming.

Competition Details – The Power Of Communities In Education

The competition is open to all 7-14 year old students in UK schools.

Teachers need to join and create a profile on the Partners in Learning Network and final submissions will be uploaded to here.
Each game submitted should be created by a team of 3 students, who have worked together in producing the game.

Any Kodu game created must reflect at least one of these three themes:


Mars Exploration - Use the Mars Rover character in Kodu Game Lab to create a game centered around the exploration of Mars.

Water Awareness - Create a game that tackles the environmental issue of water. This could be a local or school-based scenario or something more global.

Retro Arcade games - Recreate an arcade game from the past with a Kodu twist!

These themes are aimed at promoting the inclusion of computer science across the curriculum. So even if you are not an ICT teacher, you can still enter your students into the competition as geography, science or history teacher.

The closing date for the competition is 31st May 2013.

Ten winning entries will be selected by a team of judges. Those teams will be invited to Microsoft UK Headquarters in Reading, for a day of Kodu activities, where they will share and present their game. Three teams will be selected as the top three, with one team being awarded the accolade of being Kodu Kup champions.

Full details, resources, support and the teachers guide can be downloaded from this community on the Partners in Learning Network 



Saturday, February 9, 2013

Reposted: Serious Games Promoting Tacit Knowledge Sharing


Serious Games making use of reflective learning in the workplace
 

Lucia Panese, imaginary CEO, will present MIRROR – Reflective Learning At Work Serious Games at the Learntec Conference  next week.

The game is an integral part of the MIRROR Project, 4-year FP7 research project that aims to engage employees to reflect on their past work performances and personal learning experiences to promote tacit knowledge sharing through collaboration and reflection techniques.



MIRROR focuses on development of an easy-to-use set of applications. Now in its third year, the project released the Reflective Learning at Work – MIRROR Model, Apps and Serious Games Report in November 2012 conveying its findings and testbeds on how MIRROR Apps and Serious Games can facilitate reflection at work.

Reflection At Work From A Scientific Perspective

Reflection can be seen as a return to experience through which the experience is re-evaluated in order to promote continuous learning.
Reflecting includes addressing emotional aspects, e.g. when a situation at work has made an employee angry, confused or pleased, specific behaviors during the work, or ideas generated during the experience. The outcome of the reflection may be new knowledge as well as readiness to behave differently in a similar situation next time.

Reflection might be triggered by a perceived mismatch between what was expected and what actually happened in a particular situation, or might be triggered explicitly through debriefings and reflection sessions integrated into work practices. Reflection might be individual or collaborative. Employees, for example, might share with others their experiences and try to collaboratively make sense of challenges they have encountered. A learner can observe others (e.g. peers or experts) acting in similar situations and vicariously relate to their experience. A learner’s recall and reflection can benefit from the use of data gathered from the events in question; for example video recordings of the learner’s actions.

Reflection at work from a business perspective

Competitive businesses always try to find out how to learn from experience as a whole. Ideally the experience of one worker should be shared with all co-workers in order to avoid making the same mistakes again and to improve performance when dealing with, for example, customer care or resolving conflict situations.

The ability to do so immediately results in being able to create a virtuous circle such that both effectiveness and customer satisfaction on the one hand and cooperation and motivation of employees on the other can be continuously improved.

In reality employees are often unaware of what is going on in a specific situation and most of the time they do not stop to analyze and reflect about the dynamics of given situations and the range of possible outcomes arising from making alternative choices or behaving differently. If this could be done in one way or another it would mean experience could be capitalized as a single resource, and potentially, should reflection enable the resource to be shared with colleagues, to spread this richness to the team and eventually to the whole organization.

From a business perspective, this is what MIRROR is about.

In order to try to apply these concepts to a simple example, and be able to appreciate the consequences of different behaviors, play the MIRROR Serious Game


Thursday, February 7, 2013

The Serious Game-Like DMU Conference


Serious Games Walk the Talk: Experiential Learning For Conference Attendees


Via: David Wortley’s Facebook - Play with a Purpose: DMU Changes the Game

De Montfort University (DMU), based in Leicester, in the heart of England, is revolutionizing the traditional conference venue and context through a series of Serious Games-Like challenges.

Organizers have realized the opportunity of transforming the traditional “show format” into a playful one: a collective interactive experience, which is the essence of Serious Games proposition (Please find also my prior post For A Serious Game-Like GDC)

As most of game developers in the segment advocate Serious Games large scale adoption for experiential learning, DMU seems to be leveraging on the conference great visibility to “Walk The Talk”.

The DMU Games Festival to be held from 25th – 28th February, will run as a sort of Multiplayer Serious Game Platform calling on players to register via Facebook or Twitter and complete a series of tasks that need to be accomplished in the real world.  Players are rewarded for a completed challenge and entered onto an online leaderboard.

Games Festival Coordinator and DMU Research Fellow David Wortley said: “This is the first conference I have ever been involved in that has used video games and social network technologies to add an extra dimension to the event.”

“For example, one of our challenges is to visit the Redgate Farm Animal Sanctuary Charity Shop within the area of De Montfort University’s celebrated Square Mile project. Players are rewarded with points for making a donation to or buying something from the shop. These points are added to other challenges in the festival and winners are further rewarded."

The Games Festival is part of DMU’s Cultural Exchanges Festival - a diverse week of interactive discussions, performances and talks showcasing the culture and creativity of the university.

The Games Festival Challenges will be hosted via Singapore-based Company Gamemaki – which specializes in turning online games into real-life challenges. There will be a Facebook page, as well as a downloadable app so that participants can participate through their smartphones, tablets or laptops.

The Games Festival will be a showcase of how games and immersive technologies can address key issues and sectors. Each day will be based around a different theme:

• 25th Feb: Culture, Heritage and Tourism
• 26th Feb: Health and the Ageing Society
• 27th Feb: Community Engagement and Empowerment
• 28th Feb: Creative Technologies and Immersive Experiences

David Wortley continued: “My aim is to make this festival the most memorable, entertaining and rewarding experience for everyone involved – students, staff, visitors, local enterprises and the national and international experts demonstrating the latest technologies. We will combine fun, education and social good in an amazing four-day showcase of what Serious Games can offer society.”

From now until the close of the Games Festival on Feb 28th, anyone can register as a player either on the DMU Games Festival Challenges web page at http://www.gamemaki.com/game/dmugame or by downloading the Gamemaki app for smart phones and iPads from the Apple store.

For more details of the Games Festival, visit http://www.dmu.ac.uk/cultural-exchanges-festival/index.aspx

Serious Games Awards Entries Due May 1


Serious Play Conference - Everything About Serious Games

 
International Serious Play Awards Entry Submission
 
Entries for the International Serious Play Awards (please find also 3rd Annual Serious Play Conference Inviting Serious Games Experts), sponsored by the Serious Games Association, are due May 1, 2013.
 
The recognition program honors outstanding examples of single player titles that deliver a high quality of engagement and measurable training or learning opportunities.
 
Any Serious Game or simulation launched after August 1, 2012 using commercial off the shelf (COTS) platforms is eligible to enter. Games still in beta may also be submitted, as long as a path for judging can be given to judges. Universities may also submit student projects.
 
Titles may be entered into the following categories:

Education
Government/Military
Healthcare/Medical
Business
Games for Good

In addition to being eligible for game awards, titles entered are eligible for Serious Play Certification, a qualification offering customer assurance that a game offers a high standard of performance, having passed a rigorous examination by an advisory panel of experts.

All awards will be given at Serious Play Conference, August 20-22, 2013 at DigiPen Institute Technology in Redmond, WA.
 

Wednesday, February 6, 2013

Serious Games Reach Hospitals’ Emergency Room


Serious Games to sharpen quick-thinking skills for emergency medical personnel


On Call is a Serious Game that allows medical and nursing students to simulate patient assessment in Emergency Department (please find also Crossing the Chasm With Serious Games For Medical Education)

Developed by the University of Massachusetts Medical School, Becker College, and the Massachusetts Digital Games Institute, On Call was voted Best in Show at the Serious Games and Virtual Environments Showcase at the 13th Annual International Meeting on Simulation in Healthcare (IMSH), held January 26–30, 2013 at The Peabody Orlando Hotel in Orlando, FL.

The multiplayer Serious Game simulates an Emergency Department and is designed to sharpen quick-thinking skills for emergency medical personnel. On Call allows students to use social network-style game mechanics to play different medical team roles in a fast-paced setting. Students have the opportunity to assess, evaluate, and treat patients while balancing factors such as time, efficiency, and resources.

In a statement, MassDiGI executive director Timothy Loew added that “On Call” was built by students from Becker College, Worcester Polytechnic Institute, Rensselaer Polytechnic Institute, Springfield College, Mt. Holyoke College, and Berklee College of Music, with support from UMMS experts and game industry professionals during MassDiGI’s 2012 Summer Innovation Program at Becker College in Worcester.

“On Call game will enter a closed beta testing period next semester. After more testing, the developers look to commercialize the game”, Loew said.


Here is the full press release:

UMMS, MassDiGI and Becker College medical training game awarded Best in Show at international competition
‘Serious’ game allows medical students to simulate patient assessment in Emergency Department

WORCESTER, MA -- A game developed by UMass Medical School (UMMS), the Massachusetts Digital Games Institute (MassDiGI), and Becker College was voted Best in Show at the Serious Games and Virtual Environments Showcase at the 2013 SSIH International Meeting for Simulation in Healthcare in Orlando, Fla., on Tuesday.

“We are very excited, pleased and proud to have received this recognition,” said Michele Pugnaire, MD, UMMS senior associate dean for educational affairs and professor of family medicine & community health. The inter professional Center for Experiential Learning and Simulation (iCELS) at UMMS played a key role in the game’s development.

The training, communication, and assessment game, titled “On Call,” simulates an Emergency Department and is designed to be played by medical and nursing students.  The multiplayer, asynchronous game allows students to use social or Facebook-style game mechanics to play different medical team roles in a fast-paced setting. Students have an opportunity to “virtually” assess, evaluate, and treat patients while balancing factors such as time, efficiency, and resources.

“By combining gaming technology with medical education, ‘On Call’ represents a special opportunity for innovation in simulation,” said Melinda Taylor, senior engineer in simulation at UMMS.

 “On Call” was built by students from Becker College, Worcester Polytechnic Institute, Rensselaer Polytechnic Institute, Springfield College, Mt. Holyoke College, and Berklee College of Music, with support from UMMS experts and game industry professionals during MassDiGI’s 2012 Summer Innovation Program at Becker College in Worcester, according to MassDiGI Executive Director Timothy Loew.

Loew said the “On Call” game will enter a closed beta testing period next semester, allowing for further data to be gathered. With data in hand, the partners plan to continue the development and commercialization process.

“Not only was it a fun project to be a part of,” said Barbara Walsh, MD, UMMS assistant professor of pediatrics, “it was great to work with game designers, artists and programmers.”

“Building ‘On Call’ was a great experience for me and everyone on our team,” said Cordell Zebrose, a Worcester Polytechnic Institute student who worked on the game.

“As we know from our experiences and outcomes at UMMS, simulation technologies are having a positive impact across the healthcare professions on many levels. And, in the case of serious games like ‘On Call,’ we are eager to explore new opportunities,” said Dr. Pugnaire.

About the University of Massachusetts Medical School

The University of Massachusetts Medical School has built a reputation as a world-class research institution, consistently producing noteworthy advances in clinical and basic research.  The Medical School attracts more than $250 million in research funding annually, 80 percent of which comes from federal funding sources. UMMS is the academic partner of UMass Memorial Health Care, the largest health care provider in Central Massachusetts. For more information, visit http://www.umassmed.edu/

About MassDiGI

MassDiGI, based at Becker College, is a statewide center for academic cooperation, entrepreneurship and economic development across the Commonwealth’s digital and video games ecosystem. For more information about MassDiGI, please visit http://www.massdigi.org/

About Becker College

The Princeton Review ranks Becker College as one of the best 377 colleges in the U.S. and Becker’s undergraduate video game design program as one of the top two in Massachusetts and top 10 nationwide. In 2011, Becker was designated by the Patrick-Murray administration as host of the Massachusetts Digital Games Institute (MassDiGI). Becker serves 1,800 students from across the country and around the world and offers a wide range of quality degree programs that launch careers, from nursing to veterinary science, and a variety of adult learning options. With campuses in Worcester and Leicester, Mass., Becker College traces its history from the union of two Massachusetts educational institutions—one founded in 1784 and the other in 1887—and has over 22,000 alumni worldwide.

Reposted: Serious Games Enlisting Collective Intelligence To Solve Scientific Problems


The power of competitive, multiplayer online Serious Games to tackle tough scientific problems 
 
 

Via: The ScientistGames for Science by Dan Cossins

The Scientists Magazine published earlier this month a must-read and extensive article addressing how scientists are using Serious Games to tap the collective intelligence of people around the world, while doctors and educators are turning to games to treat and teach. (Please find also Serious Games Uncover Principles For Designing RNA Molecules and Solving Real-World Problems w/Games)

The first section of the article is entirely dedicated to Playing Science, while the second one addresses Learning Science with Games and the last section covers a number of Health Games.

Read the full article 

Here are the highlights for the first section, that emphasizesThe Power of Competitive, Multiplayer Online Serious Games. By encouraging people to engage with complex research problems in a fun and intuitive way, such Serious Games can inspire a new type of citizen scientist —one who may find novel solutions that the professionals have missed. 

Cloud Biochemistry - EteRNA

First section opens with EteRNA, the online Serious Game in which players arrange colored discs into two-dimensional chain-link shapes and where the discs represent nucleotides, and the patterns they form are blueprints for RNA molecules. 

Every 2 weeks, the best designs—voted for by the players themselves—are synthesized in the lab by the Stanford University scientists who helped to create the game, and observations about how the resulting molecules behave are relayed to the players. That feedback informs the development of new playing strategies, which in turn help the scientists to better understand the rules of RNA folding and function.

 
EteRNA
 
Perfecting Proteins – Foldit Breakthroughs 
 
Foldit Has Helped To Establish Online Games As A Credible Source Of Discovery In Computational Biology
 
The article proceeds with Foldit, the first and arguably most influential research game.
 
Created by structural biologists and computer scientists at the University of Washington in Seattle, Foldit challenges players to work out the three-dimensional structures of proteins by folding chains of virtual amino acids into optimal configurations. 

 
 Foldit
 
In September 2011, Foldit players made a breakthrough: they solved the structure of a retroviral protease of the Mason-Pfizer monkey virus, which causes an AIDS-like disease in monkeys—a problem that had stumped scientists for a decade. The study was published in Nature Structural and Molecular Biology (18:1175-77, 2011), listing the Foldit Contenders Group and the Foldit Void Crushers Group among its authors.

Comparative Genomics – Phylo Scalability

In comparative genomics, multiple sequence alignment (MSA) is used to identify functional elements of the genome and possible disease triggers. If a particular sequence is conserved across different species, it is likely to have an important function; and if such a sequence is mutated in people with a particular disease, it may be the cause.

But the computer algorithms employed to perform MSA don’t guarantee perfect accuracy, this is where Phylo steps in  —an online Serious Game that transforms the MSA problem into a simple puzzle that anyone can play. The aim of the game is to improve the sequence alignments of the promoter regions of hundreds of disease-related genes from 44 vertebrate species. The sequences are presented as several rows of blocks, color-coded to represent the four bases of DNA, and players shift the sequences left or right in order to find the best possible match for up to eight different species at a time.


Phylo

Within 7 months of its November 2010 release, Phylo had more than 12,000 registered users and 3,000 regular players. And they've proven themselves worthy: 70 percent of the roughly 350,000 MSA solutions generated by the Phylo community are more accurate than those generated by the best computer algorithm.

Reposted: Center For Game Science Latest Serious Game


Focusing on solving hard problems facing humanity today through Serious Games


Via: Center for Game Science

The Center for Game Science (CGS) focuses on solving hard problems facing humanity today in a game based environment (Please find also Solving Real-World Problems w/Games)

Makers of free online Serious Games for Learning and Expert Performance that include fraction Games such as Refraction and Creature Capture, the Center for Game Science also offers its STEM Serious Games for scientific discovery and discovery of optimal learning pathways; for cognitive skill training and creativity; and for exploration of collective over individual intelligence.

Their latest Serious Game is Treefrog Treasure, a platformer game that allows players to explore different worlds as a frog and learn fractions and numberline concepts. When certain obstacles are reached, a player must properly identify a target symbol, whole number, or fraction on a numberline to collect gems and complete the level.  Hints are provided to help the player reach the correct answer when mistakes are made.



The game was designed to teach players how to place fractions on a numberline

The team went through a number of prototypes that were able to address their math goals. One of their main teaching goals was to provide scaffolding to aid players that are struggling by giving them more and more help if they are unable to solve a given numberline problem. On a simple numberline with two endpoints and a fractional target, the player has the opportunity to collect 5 gems by jumping into the correct point on the first try. If the player misses their first try, the line is divided into the appropriate denominator and they are able to collect 3 gems. If they continue to miss, additional labels are provided and eventually the target fraction is displayed on the line to show the answer. This design lets any player complete a level without requiring math reasoning, but quickly players realize that the most effective way to beat the game is to use their knowledge of fractions to get the answer right on the first try.
 

They’re hoping this approach will make the game accessible for players who have never seen a numberline before, and they've seen positive results when playtesting with kids as young as kindergarten-age.

A Web Interface Where Teachers Can See Detailed Information About The Progress Of Their Students In The Game

CGS research is focused around creating the best learning experience for students and providing the best support for teachers. Their current project looks at how they can make Treefrog Treasure dynamically adapt the progression of numberline concepts based on each student’s performance in the game. Here, the game looks at how the student did on past levels, and selects the next challenge so that it will maximize both learning and engagement. The goal is to dynamically create a personalized progression for every student.

Another current project involves the development of a support tool for teachers called the Teacher Portal. This tool provides a web interface where teachers can see detailed information about the progress of their students in the game. If a teacher assigns a set of levels in Treefrog Treasure to his/her class, he/she can immediately assess performance across a variety of concepts through this Teacher Portal. They are working with teachers to refine our design and make this an effective tool to support the use of Serious Games in the classroom.
 
Learning Fractions through Gameplay - Teacher Portal
This video depicts the teacher portal linked to the online Serious Game Refraction



About the Center for Game Science

The Center for Game Science focuses on solving hard problems facing humanity today in a game based environment. Most of these problems are thus far unsolvable by either people alone or by computer-only approaches. The Center for Science pursues solutions with a computational and creative symbiosis of humans and computers. For this symbiotic problem solving engine to work, two things need to co-evolve:

. People need to be brought to a high level of expertise specific to each problem,
. Computer tools need to adapt to best complement human problem solving and creative abilities.

The Center for Game Science believes that these two objectives can most naturally be framed within the game environment which promotes extended involvement by people and that allows for game tools to adapt based on analysis of data from human interaction.

For this reason they are currently developing data-based theories of human engagement, expertise acquisition and learning, as well as automated generation of engaging game content that self-adapts to each human player.

Their initial domain focus is on scientific discovery games, games that discover optimal learning pathways for STEM education, cognitive skill training games, games that promote human creativity, games that explore collective over individual intelligence and many more that we will be announcing shortly.

The Center for Game Science is supported by the University Of Washington Department Of Computer Science and Engineering, the Bill and Melinda Gates Foundation, DARPA, Office of Naval Research (ONR), National Science Foundation (NSF), Howard Hughes Medical Institute (HHMI), Microsoft, and Adobe.