Op 20 januari 2022 sprak mr. dr. Bart Wernaart zijn lectorale rede “Building value-based technology together" uit. Aansluitend werd Bart geïnstalleerd als lector Moral Design Strategy binnen Fontys Hogeschool Economie en Communicatie. Op deze website een verslag van alle onderdelen van die dag.
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Geleide Audiomotor Exploratie (GAME) is een innovatieve lesmethode waarmee slechthorenden met een Cochleair Implantaat (CI) piano kunnen leren spelen zonder muzieknotatie. Het doel van GAME is om door actief muziek te maken, transfereffecten van muziek- naar het spraakdomein te realiseren. Hierdoor kunnen CI-gebruikers zowel muziek als spraak beter gaan verstaan. Hoewel GAME ontworpen is om in de gewone lespraktijk gebruikt te worden, vereist het lesgeven met GAME nieuwe kennis en vaardigheden van pianodocenten. Dit onderzoek is daarom gericht op het ontwikkelen van instructiemateriaal en scholing voor het lesgeven met GAME. Zes pianodocenten en een ‘critical friend’ deden mee aan dit onderwijskundig ontwerp onderzoek. Tijdens het onderzoek zijn de lesmethode en het lesmateriaal aangepast en doorontwikkeld. De uitkomsten van het onderzoek laten zien dat docenten een ‘totaalpakket’ nodig hebben: (1) een handleiding gecombineerd met (2) demonstratie video’s, (3) lesmateriaal en voorbeeld lesplannen, (4) workshops en (5) collegiaal overleg. Deelnemende docenten vonden vooral de video’s gecombineerd met uitleg belangrijk omdat GAME totaal anders is dan traditionele lesmethodes. Het onderzoek heeft geleid tot suggesties voor implementatie in lespraktijken en Hoger Beroeps Onderwijs en aanbevelingen voor mogelijke toepassingen van GAME bij andere doelgroepen, zoals leerlingen met leerproblemen.
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For organizations that use IT systems in their primary business or as support of their business processes, optimal alignment between the business strategy and their business information technology (BIT) is critical. However, achieving business information technology alignment remains challenging due to the vast number of choices one has to make. Firstly, one has to choose from a large number of potential BIT practices. Secondly, one has to choose BIT practices that align with the business strategy. Thirdly, one has to understand the dynamics of combining multiple BIT practices. And, finally, as business strategy and BIT practices evolve, one needs to consider the long-term alignment as this has significant consequences for both the business strategy and the overall enterprise architecture. These intricacies of alignment mirror the challenges apparent in other business strategy-practice alignment domains. An example is human resource management and strategy alignment for which a simulation model and serious game has been developed in prior research. Here, we build upon this prior research. In BITInLine players have to select a set of BIT practices with the best strategy fit from a list of 48 different BIT practices. The challenge is to select a combination of practices over multiple consecutive simulated years (rounds within the game) that align to the organisations’ strategic profile, and adapt to the outcomes of the choices made in previous years. Practices in the game are clustered around six key BIT topics emerging from the strategic alignment and enterprise architecture disciplines: (1) service strategy, (2) information & data strategy, (3) platform & application strategy, (4) Infrastructure strategy, (5) security strategy, and (6) operations and performance. In BITInLine feedback on the BITA and the deviation from the desired strategic profile is presented after each round (representing a year of using the selected practices). Using BITInLine, players can experiment with, and in doing so learn from, selecting multiple combinations of BIT practices and experience the outcome of their choices in terms of BITA over multiple simulated years, while adapting their choice of practices to the situation at hand. In the current paper the serious game (re)design to create BITInLine and an initial trial run will be presented.
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This paper presents the results of an evaluation of a technology-supported leisure game for people with dementia in relation to the stimulation of social behavior.
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Design and development practitioners such as those in game development often have difficulty comprehending and adhering to the European General Data Protection Regulation (GDPR), especially when designing in a private sensitive way. Inadequate understanding of how to apply the GDPR in the game development process can lead to one of two consequences: 1. inadvertently violating the GDPR with sizeable fines as potential penalties; or 2. avoiding the use of user data entirely. In this paper, we present our work on designing and evaluating the “GDPR Pitstop tool”, a gamified questionnaire developed to empower game developers and designers to increase legal awareness of GDPR laws in a relatable and accessible manner. The GDPR Pitstop tool was developed with a user-centered approach and in close contact with stakeholders, including practitioners from game development, legal experts and communication and design experts. Three design choices worked for this target group: 1. Careful crafting of the language of the questions; 2. a flexible structure; and 3. a playful design. By combining these three elements into the GDPR Pitstop tool, GDPR awareness within the gaming industry can be improved upon and game developers and designers can be empowered to use user data in a GDPR compliant manner. Additionally, this approach can be scaled to confront other tricky issues faced by design professionals such as privacy by design.
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An important step in the design of an effective educational game is the formulation of the to-be-achieved learning goals. The learning goals help shape the content and the flow of the entire game, i.e. they provide the basis for choosing the game’s core (learning) mechanics. A mistake in the formulation of the learning goals or the resulting choice in game mechanics can have large consequences, as the game may not lead to the intended effects. At the moment, there are many different methods for determining the learning goals; they may be derived by a domain expert, based on large collections of real-life data, or, alternatively, not be based on anything in particular. Methods for determining the right game mechanics range from rigid taxonomies, loose brainstorming sessions, to, again, not any method in particular. We believe that for the field of educational game design to mature, there is a need for a more uniform approach to establishing the learning goals and translating them into relevant and effective game activities. This paper explores two existing, non-game design specific, methods to help determine learning goals and the subsequent core mechanics: the first is through a Cognitive Task Analysis (CTA), which can be used to analyse and formalize the problem and the knowledge, skills, attitudes that it is comprised of, and the second is through the Four Components Instructional Design (4C-ID), which can be used to determine how the task should be integrated into an educational learning environment. Our goal is to see whether these two methods provide the uniform approach we need. This paper gives an overview of our experiences with these methods and provides guidelines for other researchers on how these methods could be used in the educational game design process.
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This is a serious game called Re-Organise. It is a cooperativeboard game about creating closed loops in the circular economy. The game represents an agro-industrial park in which different types of companies aim to use each other's waste streams as a material and/or energy resource. To do so, the players need to collaborate and (often need to) invest in processing technologies. The game is licenced CC-BY. To use it, the supplementary materials can be downloaded for printing. We kindly ask you to cite this game according to the pure reference.
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© Springer International Publishing AG 2016. A serious game needs to combine a number of different aspects to help the end user in reaching the desired effects. This requires incorporating a broad range of different aspects in the design, stemming from a broad range of different fields of expertise. For designers, developers, researchers, and other stakeholders it is not straightforward how to organize the design and development process, to make sure that these aspects are properly addressed. In this chapter we will discuss a number of ways of organizing the design and development process and various models that support specific design decisions during this process, concluding with a discussion of design patterns for serious games.
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In this paper we present an educational digital game, Function Dungeon, that we developed for learning about functions in a playful way. Results from a pilot conducted with fourteen 13-year-old students in a school in the Netherlands show that the game can foster ‘joyful practice’. That is, students experience fun and sense of control while practicing mathematics. Findings from this study contribute to the development of knowledge about digital educational games and its potential to transform traditional practices in education.
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While there is much focus on interventions to foster ethical reflection in the design process of AI, there is less focus on fostering ethical reflection for (end)users. Yet, with the rise of genAI, AI technologies are no longer confined to expert users; non-experts are widely using these technologies. In this case study in a governmental organization in the Netherlands, we investigated a bottom-up approach to foster ethical reflection on the use of genAI tools. An approach of guided experimentation, including an intervention with a serious game, allowed civil servants to experiment, to understand the technology and its associated risks. The case study demonstrates that this approach enhances the awareness of possibilities and limitations, and the ethical considerations, of genAI usage. By analyzing usage statistics, we estimated the organization’s energy consumption.
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