Energy transition is key to achieving a sustainable future. However, in this transition, an often neglected pillar is raising awareness and educating individuals on the benefits, complexities, and urgency of renewable energy supply and energy efficiency. This paper exemplifies an educational practice to create awareness on sustainable energy transition by playing a “serious” game, the We Energy Game. Concretely, this qualitative study aims to analyze communicational and educational aspects of the game by making use of a validated framework for serious games analysis, and to expose the opinion of players after maintaining group discussions. The analysis reveals a detailed insight of narrative elements, messages, and gameplay mechanisms, but also educative aspects to be considered by teachers if they are interested in putting the game into practice in their classes. The group discussion reveals that the game has been more successful in achieving cognitive (understanding/knowledge) and affective (emotion/interest and concern) engagement than in motivating attitudinal or behavioral engagement.
Digital game-based learning (DGBL) can be regarded as a promising teaching pedagogy to prepare students for challenges of the 21st century. However, the incorporation of digital games into K-12 curricula remains limited. Research suggests that a comprehensive understanding of barriers and motivational factors that teachers face when implementing DGBL is needed to ensure that teachers can receive the support required. To delineate suggestions for tailored curricula on game-based pedagogy in teacher education programs, we conducted a study to gain insight into in-service teachers’ perception of DGBL in relation to their previous experience in teaching with DGBL. To achieve our goal, we examined the factors that impede and promote the implementation of DGBL among in-service teachers who are presently pursuing master's level education programs, having in mind that this group of teachers is different from pre-service teachers. Data was collected using an online survey with open- and closed-ended questions. The sample consisted of in-service teachers (n=37) who were enrolled in a master’s course in math education. The data analysis conducted was of a qualitative nature. One significant finding derived from this study is that the level of pedagogical experience in utilizing games as a teaching tool appears to be a crucial factor in understanding the inclination of in-service teachers towards game-based pedagogy. Pedagogical factors were mentioned by teachers at all stages of experience with DGBL, and differences were observed between teachers at different stages. For instance, in-service teachers with experience with DGBL (intermediate and advanced stages) were concerned about being able to maintain focus on the math concepts, the need to adapt the game lesson to students, and the ways to evaluate student learning less experienced teachers were essentially concerned about ways to control the classroom during DGBL and whether the pupils would receive adequate practice in this learning mode. Differences were also noted for other factors between teachers at different stages. Advanced stage teachers did have concerns about game appropriateness for the intended learning; teachers with less experience were concerned about the lack of games (technical factors). Dealing with an existing curriculum and high workload were common aspects for teachers with no or some experience but only teachers with some experience mentioned obstacles related to school organization (structural factors). Teachers with few and some experience referred to the lack of knowledge and competence (personal factors) and that pupils would not take the lessons with games seriously (social factors). This research supports DGBL- practice (i) by adding new knowledge on the factors that can support or constrain the integration of DGBL and its implications for the development of curricula on game-based pedagogy; (ii) by providing suggestions to design and implement meaningful curricula on digital game-based pedagogy for teaching education and training programs.
Electronic Sports (esports) is a form of digital entertainment, referred to as "an organised and competitive approach to playing computer games". Its popularity is growing rapidly as a result of an increased prevalence of online gaming, accessibility to technology and access to elite competition.Esports teams are always looking to improve their performance, but with fast-paced interaction, it can be difficult to establish where and how performance can be improved. While qualitative methods are commonly employed and effective, their widespread use provides little differentiation among competitors and struggles with pinpointing specific issues during fast interactions. This is where recent developments in both wearable sensor technology and machine learning can offer a solution. They enable a deep dive into player reactions and strategies, offering insights that surpass traditional qualitative coaching techniquesBy combining insights from gameplay data, team communication data, physiological measurements, and visual tracking, this project aims to develop comprehensive tools that coaches and players can use to gain insight into the performance of individual players and teams, thereby aiming to improve competitive outcomes. Societal IssueAt a societal level, the project aims to revolutionize esports coaching and performance analysis, providing teams with a multi-faceted view of their gameplay. The success of this project could lead to widespread adoption of similar technologies in other competitive fields. At a scientific level, the project could be the starting point for establishing and maintaining further collaboration within the Dutch esports research domain. It will enhance the contribution from Dutch universities to esports research and foster discussions on optimizing coaching and performance analytics. In addition, the study into capturing and analysing gameplay and player data can help deepen our understanding into the intricacies and complexities of teamwork and team performance in high-paced situations/environments. Collaborating partnersTilburg University, Breda Guardians.
A world where technology is ubiquitous and embedded in our daily lives is becoming increasingly likely. To prepare our students to live and work in such a future, we propose to turn Saxion’s Epy-Drost building into a living lab environment. This will entail setting up and drafting the proper infrastructure and agreements to collect people’s location and building data (e.g. temperature, humidity) in Epy-Drost, and making the data appropriately available to student and research projects within Saxion. With regards to this project’s effect on education, we envision the proposal of several derived student projects which will provide students the opportunity to work with huge amounts of data and state-of-the-art natural interaction interfaces. Through these projects, students will acquire skills and knowledge that are necessary in the current and future labor-market, as well as get experience in working with topics of great importance now and in the near future. This is not only aligned with the Creative Media and Game Technologies (CMGT) study program’s new vision and focus on interactive technology, but also with many other education programs within Saxion. In terms of research, the candidate Postdoc will study if and how the data, together with the building’s infrastructure, can be leveraged to promote healthy behavior through playful strategies. In other words, whether we can persuade people in the building to be more physically active and engage more in social interactions through data-based gamification and building actuation. This fits very well with the Ambient Intelligence (AmI) research group’s agenda in Augmented Interaction, and CMGT’s User Experience line. Overall, this project will help spark and solidify lasting collaboration links between AmI and CMGT, give body to AmI’s new Augmented Interaction line, and increase Saxion’s level of education through the dissemination of knowledge between researchers, teachers and students.
Stedelijke regio’s streven naar een duurzame mobiliteitstransitie. Deze ambitie staat echter op gespannen voet met het hoge autobezit- en autogebruik. De stormachtige introductie van lichte elektrische voertuigen, oftewel LEVs (denk aan e-scooters, e-steps, e-(cargo)bikes en micro-cars) leek een belangrijke ‘gamechanger’ te zijn. Deze LEVs zijn namelijk klein en efficiënt, zijn nagenoeg emissievrij, bieden mogelijkheden voor het verbeteren van het voor- en natransport van het openbaar vervoer (OV) en worden bovendien door hun gebruikers als prettig ervaren tijdens het reizen.Tot op heden maken LEVs deze beloften echter onvoldoende waar. Bij de introductie, thans met name in de vorm van deelsystemen, komen diverse uitdagingen aan het licht zoals: 1) verrommeling en overlast door verkeerd gepareerde LEVs, 2) ongewenste substitutie van loop-, fiets- en OV-verplaatsingen en beperkte impact op autogebruik en 3) en zorgen over de verkeersveiligheid en beleving, met name op de (al steeds drukker wordende) fietsinfrastructuur in Nederland. Deze problemen komen mede voort uit de snelle introductie waardoor gemeenten achter de feiten aanliepen en geen gericht beleid konden voeren. Langzaam komen we nu in een periode van stabilisatie en regulering maar een doorontwikkeling naar pro-actief LEV beleid is nodig om de potentie van LEVs voor de mobiliteitstransitie te ondersteunen. Het LEVERAGE-consortium, bestaande uit sterke partners uit de triple helix, gaat daarom aan de slag met deze vraagstukken. De centrale onderzoeksvraag is:Wat is de potentie van LEVs voor de mobiliteitstransitie naar bereikbare, duurzame, verkeersveilige, inclusieve en leefbare stedelijke regio’s en hoe kan deze optimaal worden benut door een betere integratie van LEVs in het mobiliteitssysteem en het mobiliteitsbeleid en door een effectieve governance van de samenwerking tussen publieke en private stakeholders?Om deze vraag te beantwoorden heeft het consortium een ambitieus en innovatieve onderzoeksopzet gedefinieerd waarbij veel nadruk wordt gelegd op de disseminatie en exploitatie van kennis in de beleidspraktijk.Collaborative partnersProvincie Noord-Brabant, Metropoolregio Arnhem-Nijmegen, Gemeente Eindhoven, Gemeente Breda, Gemeente Arnhem, Ministerie I&W, Rijkswaterstaat, Arriva, PON, Check, Citysteps, Cenex, TIER, We-all-Wheel, Fleet investment, Goudappel, Kennisinstellingen en netwerkorganisaties, HAN, TU/e, CROW, Connekt, POLIS, SWOV.
