In this paper the authors report different experiences in the use of board games as learning tools for complex and abstract scientific concepts such as Quantum Mechanics, Relativity or... Show More

In this paper the authors report different experiences in the use of board games as learning tools for complex and abstract scientific concepts such as Quantum Mechanics, Relativity or nano-biotechnologies. In particular we describe “Quantum Race”, designed for the introduction of Quantum Mechanical principles, “Lab on a chip”, concerning the immune system and the nano-biotechnologies, “Time Race”, created to explain Relativistic concepts such as time dilation. The main idea is to choose a core of few basic concepts to be explained, and to design the game mechanisms and rules completely around them. Each game has been played by about 1000 participants, mainly students, with excellent results concerning growth of interest and comprehension on the considered themes. In a second phase (still in progress) the authors are considering the possibility to use the direct engagement of learners in the creation of games of this kind as a learning tool for scientific subjects, in particular for light and photonics. They present in detail these activities with obtained and expected results and issues.

This study introduces the concept of microgames to support situated learning in order to foster situational awareness (SA) of planners in seaport container terminals. In today's complex working... Show More

This study introduces the concept of microgames to support situated learning in order to foster situational awareness (SA) of planners in seaport container terminals. In today's complex working environments, it is often difficult to develop the required level of understanding of a given situation, described as situational awareness. A container terminal represents an important, complex node in the multimodal transportation of goods. Many operations have to be planned in order to ensure a high performance of the whole system. To evaluate the relation between SA and planning task performance, the authors conducted tests with 142 participants. They evaluated the role of SA in integrated planning activities, and the playability and usefulness of the microgame. In conclusion, the authors can state that SA is very conducive to integrated planning tasks in container terminal operations. The microgame approach allows for an enjoyable game activity, while providing a meaningful situated learning experience towards SA.

This study is a cooperation between the authors and a teacher who works with pupils affected by autism spectrum disorders (9-12 years old) in a primary Danish school. The aim was assess the benefits... Show More

This study is a cooperation between the authors and a teacher who works with pupils affected by autism spectrum disorders (9-12 years old) in a primary Danish school. The aim was assess the benefits of game-based learning with respect to teachers' main challenges: facilitating the discussion of curricular subjects and enabling learning through conceptual thinking and social interaction. An existing digital and tangible installation called MicroCulture, originally created by the authors to bridge history learning across museums and schools was re-contextualised and placed at the school's disposal, in a three weeks study involving 15 pupils. Data was gathered unobtrusively, with qualitative methods. Through mediated play and teacher's facilitation, children occasionally engaged in interactions leading to conceptual thinking, cooperation, and forms of role play. The authors present both problems and positive experiences the pupils and teachers had in playing at MicroCulture; the findings allowed us to outline guidelines for developing similar installations.

The authors present a novel way of oral language training by embedding the English as a foreign language (EFL) learning process into a generic 3D Cooperative Virtual Reality (VR) Game. Due to lack... Show More

The authors present a novel way of oral language training by embedding the English as a foreign language (EFL) learning process into a generic 3D Cooperative Virtual Reality (VR) Game. Due to lack of time, resources and innovation, the language classroom is limited in its possibilities of promoting authentic communication. Therefore, the researchers investigated how to induce a VR setting with information gaps, for which they designed a template which intrinsically promotes communication and the students' confidence in using EFL. Thereby, VR enables the simulation of real life situations, creating both comfortable and authentic training environments. The game content is based on the internationally approved Graded Examination in Spoken English (GESE) Trinity Exam and can be adapted to the needs of the learners or the given curricula. The empirical analysis shows that the designed game trains the students' communication skills, evoking a high amount of speech and a qualitative linguistic output.