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Game-based learning (GBL) is an interactive form of training in which instructional elements are combined with motivational elements within one GBL-environment. Under the right circumstances, GBL can contribute to both learning and motivation. It is, however, unclear which elements in the design of GBL-environments can encourage effective and efficient learning. Metacognition is cognition about cognition: knowing about one’s own knowledge and applying that knowledge in practice. While research has found that learners can benefit from metacognitive support within learning environments, it is unclear how to encourage metacognition in GBL-environments to improve learning effectively and efficiently. In this paper, we present a qualitative review of metacognition within GBL. We discuss the objectives, interventions, and effects reported in studies that address metacognition in GBL-environments. The aim of this review is to inform educational designers, researchers, and other professionals who want to address metacognition in GBL, and the review concludes with concrete implications for design and research. (PsycINFO Database Record (c) 2020 APA, all rights reserved)

To have sustainable societies, we need to accelerate the energy transition towards clean energy solutions, however, awareness and understanding of the process is still limited, especially among young people. In addition, the topic has mainly been approached from an engineering angle, ignoring the social challenges: lack of public support for solar farms and large wind turbines could stop the need to act. An optimal balance considering the point of view from all parties involved is out of sight without a focus on social structures and a dialogue among all parties. In this context, universities have a critical role to play: these institutions build capacity through the development of new knowledge, new understanding and new insights, and can therefore provide effective solutions to complex societal challenges. In search of innovative approaches to reach young people, whose communicative paradigm has become more interactive and participatory, the use of serious gaming in formal education is gaining attention among scholars and practitioners: they can foster skills and abilities, contribute to content development of complex issues by integrating insights from different disciplines, and permit learning experiences that are not possible in real life. In this paper, we introduce “We-Energy Game”, which aims to create understanding on the urgency and complexities in the provision of affordable energy from renewable sources for an entire town. During the game, players negotiate, from their respective roles, which energy source they want to employ and on which location, with the goal to make a village or city energy neutral. Then, we present findings from a pre-test and posttest completed by a hundred university students in The Netherlands to analyze the effects of the game on players awareness and understanding. Results reveal positive outcomes on awareness, as well as understanding of the complexity of energy transition and the importance (and difficulty) of collaboration among stakeholders.

To have sustainable societies, we need to accelerate the energy transition towards clean energy solutions, however, awareness and understanding of the process is still limited, especially among young people. In addition, the topic has mainly been approached from an engineering angle, ignoring the social challenges: lack of public support for solar farms and large wind turbines could stop the need to act. An optimal balance considering the point of view from all parties involved is out of sight without a focus on social structures and a dialogue among all parties. In this context, universities have a critical role to play: these institutions build capacity through the development of new knowledge, new understanding and new insights, and can therefore provide effective solutions to complex societal challenges. In search of innovative approaches to reach young people, whose communicative paradigm has become more interactive and participatory, the use of serious gaming in formal education is gaining attention among scholars and practitioners: they can foster skills and abilities, contribute to content development of complex issues by integrating insights from different disciplines, and permit learning experiences that are not possible in real life. In this paper, we introduce “We-Energy Game”, which aims to create understanding on the urgency and complexities in the provision of affordable energy from renewable sources for an entire town. During the game, players negotiate, from their respective roles, which energy source they want to employ and on which location, with the goal to make a village or city energy neutral. Then, we present findings from a pre-test and posttest completed by a hundred university students in The Netherlands to analyze the effects of the game on players awareness and understanding. Results reveal positive outcomes on awareness, as well as understanding of the complexity of energy transition and the importance (and difficulty) of collaboration among stakeholders.

Game-based learning can motivate learners and help them to acquire new knowledge in an active way. However, it is not always clear for learners how to learn effectively and efficiently within game-based learning environments. As metacognition comprises the knowledge and skills that learners employ to plan, monitor, regulate, and evaluate their learning, it plays a key role in improving their learning in general. Thus, if we want learners to become better at learning through game-based learning, we need to investigate how metacognition can be integrated into the design of game-based learning environments. In this paper we introduce a framework that aids designers and researchers to formally specify the design of game-based learning environments encouraging metacognition. With a more formal specification of the metacognitive objectives and the way the training design and game design aims to achieve these goals, we can learn more through analysing and comparing different approaches. The framework consists of design dimensions regarding metacognitive outcomes, metacognitive training, and metacognitive game design. Each design dimension represents two opposing directions for the design of a game-based learning environment that are likely to affect the encouragement of metacognitive awareness within learners. As such, we introduce a formalised method to design, evaluate and compare games addressing metacognition, thus enabling both researchers and designers to create more effective games for learning in the future.

Game-based learning can motivate learners and help them to acquire new knowledge in an active way. However, it is not always clear for learners how to learn effectively and efficiently within game-based learning environments. As metacognition comprises the knowledge and skills that learners employ to plan, monitor, regulate, and evaluate their learning, it plays a key role in improving their learning in general. Thus, if we want learners to become better at learning through game-based learning, we need to investigate how metacognition can be integrated into the design of game-based learning environments. In this paper we introduce a framework that aids designers and researchers to formally specify the design of game-based learning environments encouraging metacognition. With a more formal specification of the metacognitive objectives and the way the training design and game design aims to achieve these goals, we can learn more through analysing and comparing different approaches. The framework consists of design dimensions regarding metacognitive outcomes, metacognitive training, and metacognitive game design. Each design dimension represents two opposing directions for the design of a game-based learning environment that are likely to affect the encouragement of metacognitive awareness within learners. As such, we introduce a formalised method to design, evaluate and compare games addressing metacognition, thus enabling both researchers and designers to create more effective games for learning in the future.

A key concept within 21st-century skills is knowing how to acquire new knowledge and skills. Metacognition is the knowledge a person has of their own learning combined with the skills to apply that knowledge to enable more efficient and effective learning. Game-based learning can stimulate motivation as well as learning, but while various reviews have pointed out the opportunity for digital games to promote metacognition, little is known about how games can be designed to accomplish this. If we want learners to become better at learning with games, we need to investigate how metacognition can be supported and trained through game-based learning. Previous research has identified generic principles for designing metacognitive training, while only a few principles specific to game-based learning have been suggested. We designed the mobile game MeCo based on these design principles. MeCo was inspired by the mobile game Reigns and replicates its mechanic of exploring a dynamically branching story through choice-making by swiping cards left or right. However, in MeCo the objective is to learn as much as possible about different planets and their inhabitants, by planning, performing, and evaluating space exploration missions. Two metacognitive interventions were added to promote the transfer of metacognition to real-world learning situations: metacognitive question prompts and metacognitive feedback. A preliminary evaluation of the game was conducted using questionnaires and focus groups. Players found the game motivating enough to engage with the story and to be willing to play the game in their free time. Furthermore, they found that their in-game choices mattered, although more linear parts were preferred over more dynamically branching parts of the game. However, the humour in the narrative interfered with the more serious nature of metacognitive questions, resulting in players not taking the questions seriously enough to have an impact on metacognitive awareness. The implications for designing motivating digital games to enhance metacognition are discussed.

In this paper, we study cross-cultural differences in strategic reasoning in turn-taking games, as related to game-theoretic norms as well as affective aspects such as trust, degrees of risk-taking and cooperation. We performed a game experiment to investigate how these aspects play a role in reasoning in simple turn-based games, known as centipede-like games, across three cultures, that of The Netherlands, Israel and India. While there is no significant main effect of nationalities on the behaviour of players across games, certain unexpected interactive effects are found in their behaviour in particular games.

In this paper, we study cross-cultural differences in strategic reasoning in turn-taking games, as related to game-theoretic norms as well as affective aspects such as trust, degrees of risk-taking and cooperation. We performed a game experiment to investigate how these aspects play a role in reasoning in simple turn-based games, known as centipede-like games, across three cultures, that of The Netherlands, Israel and India. While there is no significant main effect of nationalities on the behaviour of players across games, certain unexpected interactive effects are found in their behaviour in particular games.

Naar aanleiding van een aantal workshops met inwoners en een groep uit het bedrijfsleven van Lopikerwaard zijn er een tweetal rapportages opgemaakt. Deze rapportage bevat een stukje verslaglegging en reflectie over de resultaten.

Naar aanleiding van een aantal workshops met inwoners en een groep uit het bedrijfsleven van Lopikerwaard zijn er een tweetal rapportages opgemaakt. Deze rapportage bevat een stukje verslaglegging en reflectie over de resultaten.

In this paper, we study cross-cultural differences in strategic reasoning in turn-taking games, as related to game-theoretic norms as well as affective aspects such as trust, degrees of risk-taking and cooperation. We performed a game experiment to investigate how these aspects play a role in reasoning in simple turn-based games, known as centipede-like games, across three cultures, that of The Netherlands, Israel and India. While there is no significant main effect of nationalities on the behaviour of players across games, certain unexpected interactive effects are found in their behaviour in particular games.

A key concept within 21st-century skills is knowing how to acquire new knowledge and skills. Metacognition is the knowledge a person has of their own learning combined with the skills to apply that knowledge to enable more efficient and effective learning. Game-based learning can stimulate motivation as well as learning, but while various reviews have pointed out the opportunity for digital games to promote metacognition, little is known about how games can be designed to accomplish this. If we want learners to become better at learning with games, we need to investigate how metacognition can be supported and trained through game-based learning. Previous research has identified generic principles for designing metacognitive training, while only a few principles specific to game-based learning have been suggested. We designed the mobile game MeCo based on these design principles. MeCo was inspired by the mobile game Reigns and replicates its mechanic of exploring a dynamically branching story through choice-making by swiping cards left or right. However, in MeCo the objective is to learn as much as possible about different planets and their inhabitants, by planning, performing, and evaluating space exploration missions. Two metacognitive interventions were added to promote the transfer of metacognition to real-world learning situations: metacognitive question prompts and metacognitive feedback. A preliminary evaluation of the game was conducted using questionnaires and focus groups. Players found the game motivating enough to engage with the story and to be willing to play the game in their free time. Furthermore, they found that their in-game choices mattered, although more linear parts were preferred over more dynamically branching parts of the game. However, the humour in the narrative interfered with the more serious nature of metacognitive questions, resulting in players not taking the questions seriously enough to have an impact on metacognitive awareness. The implications for designing motivating digital games to enhance metacognition are discussed.

In this chapter, we propose an ethical framework for serious game design, which we term the Ecosystem for Designing Games Ethically (EDGE). EDGE expands on Zagal’s categorization of ethical areas in game design by incorporating the different contexts of design and their use. In addition, we leverage these contexts to suggest four guidelines that support Ethical Stewardship in serious game design. We conclude by discussing a number of specific areas in which ethics plays a role in serious game design. These include games in (a) a military context, (b) the consideration of privacy issues, and (c) the evaluation of game design choices.

Part of the Let's make research great again series of the Professorship of User-Centered Design

Gamification heeft de afgelopen jaren een flinke opmars gemaakt in het onderwijs en in het bedrijfsleven. Een bekend voorbeeld waar gamification wordt toegepast is de app Duolingo. Met deze app worden gebruikers gemotiveerd om taaloefeningen te maken door gedrag te belonen met punten. Maar er is ook kritiek: veel toepassingen missen hun uitwerking, vooral door slecht ontwerp. De vraag is nu hoe we, voorbij de hype, handig gebruik kunnen maken van inzichten uit game design om gedragsverandering te bereiken.In deze middag neemt Eelco Braad MSc ons mee in de zin en onzin van gamification. Eelco is Senior Researcher bij het lectoraat User-Centered Design van de Hanzehogeschool Groningen en heeft ruime ervaring, in bedrijfsleven en onderwijs, met het ontwerpen, ontwikkelen en onderzoeken van toegepaste games. Met uitleg maar ook veel uitproberen en ervaren krijg je een indruk van wanneer en op welke manier gamification kan werken.

The helpless & the masters, a subversive game experiment

The implementation of computer games in physical therapy is motivated by characteristics such as attractiveness, motivation, and engagement, but these do not guarantee the intended therapeutic effect of the interventions. Yet, these characteristics are important variables in physical therapy interventions because they involve reward-related dopaminergic systems in the brain that are known to facilitate learning through long-term potentiation of neural connections. In this perspective we propose a way to apply game design approaches to therapy development by “designing” therapy sessions in such a way as to trigger physical and cognitive behavioral patterns required for treatment and neurological recovery. We also advocate that improving game knowledge among therapists and improving communication between therapists and game designers may lead to a novel avenue in designing applied games with specific therapeutic input, thereby making gamification in therapy a realistic and promising future that may optimize clinical practice.

Item does not contain fulltext The implementation of computer games in physical therapy is motivated by characteristics such as attractiveness, motivation, and engagement, but these do not guarantee the intended therapeutic effect of the interventions. Yet, these characteristics are important variables in physical therapy interventions because they involve reward-related dopaminergic systems in the brain that are known to facilitate learning through long-term potentiation of neural connections. In this perspective we propose a way to apply game design approaches to therapy development by "designing" therapy sessions in such a way as to trigger physical and cognitive behavioral patterns required for treatment and neurological recovery. We also advocate that improving game knowledge among therapists and improving communication between therapists and game designers may lead to a novel avenue in designing applied games with specific therapeutic input, thereby making gamification in therapy a realistic and promising future that may optimize clinical practice.

Presentatie

© 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.

This chapter discusses educational aspects and possibilities of serious games. For researchers as well as game designers we describe key learning theories to ground their work in theoretical framework. We draw on recent metareviews to offer an exhaustive inventory of known learning and affective outcomes in serious games, and to discuss assessment methods valuable not only for research but also for efficient serious game design. The implementation and design of serious games are outlined in separated sections. Different individual characteristics that seem to be strongly affecting process of learning with serious games (learning style, gender and age) are discussed with emphasis on game development.

This chapter discusses educational aspects and possibilities of serious games. For researchers as well as game designers we describe key learning theories to ground their work in theoretical framework. We draw on recent metareviews to offer an exhaustive inventory of known learning and affective outcomes in serious games, and to discuss assessment methods valuable not only for research but also for efficient serious game design. The implementation and design of serious games are outlined in separated sections. Different individual characteristics that seem to be strongly affecting process of learning with serious games (learning style, gender and age) are discussed with emphasis on game development.

Een (korte) introductie op educatieve spellen. Presentatie voor de Stad en Toga bijeenkomst over serious games (in het onderwijs), 7 oktober 2015.

Presentatie USE Conferentie 2015.

Presentatie USE Conferentie 2015.

For over thirty years, there has been a discussion about the effectiveness of educational games in comparison to traditional learning materials. To help further this discussion, we aim to understand ‘how educational games work’ by formalising (and visualising) the educational and motivational aspects of such games. We present a model that focuses on the relationship between three different aspects: user properties, game mechanics, and learning objectives. In two example cases, we have demonstrated how the model can be used to analyse existing games and their game/instructional design, and suggest possible improvements in both motivational and educational aspects based on the model. As such, we introduce a novel approach to analysing educational games and, by inference, a novel design process for designing more effective educational games.

Posterpresentatie USE Conferentie 2015.

Posterpresentatie USE Conferentie 2015.

For over thirty years, there has been a discussion about the effectiveness of educational games in comparison to traditional learning materials. To help further this discussion, we aim to understand ‘how educational games work’ by formalising (and visualising) the educational and motivational aspects of such games. We present a model that focuses on the relationship between three different aspects: user properties, game mechanics, and learning objectives. In two example cases, we have demonstrated how the model can be used to analyse existing games and their game/instructional design, and suggest possible improvements in both motivational and educational aspects based on the model. As such, we introduce a novel approach to analysing educational games and, by inference, a novel design process for designing more effective educational games.

Presentation USE Conference 2015.

For over thirty years, there has been a discussion about the effectiveness of educational games in comparison to traditional learning materials. To help further this discussion, we aim to understand ‘how educational games work’ by formalising (and visualising) the educational and motivational aspects of such games. We present a model that focuses on the relationship between three different aspects: user properties, game mechanics, and learning objectives. In two example cases, we have demonstrated how the model can be used to analyse existing games and their game/instructional design, and suggest possible improvements in both motivational and educational aspects based on the model. As such, we introduce a novel approach to analysing educational games and, by inference, a novel design process for designing more effective educational games.

Presentation USE Conference 2015.

With the increased adoption of real-time objective measurements of player experience, advances have been made in characterising the dynamically changing aspects of the player experience during gameplay itself. A direct coupling to player action, however, is not without challenges. Many physiological responses, for instance, have an inherent delay, and often take some time to return to a baseline, providing challenges of interpretation when analysing rapidly changing gameplay on a micro level of interaction. The development of event-related, or phasic, measurements directly coupled to player actions provides additional insights, for instance through player modelling, but also through the use of behavioural characteristics of the human computer interaction itself. In this study, we focused on the latter, and measured keyboard pressure in a number of different, fast-paced action games. In this particular case, we related specific functional game actions (keyboard presses) to experiential player behaviour. We found keyboard pressure to be higher for avoidance as compared to approach-oriented actions. Additionally, the difference between avoidance and approach keyboard pressure related to levels of arousal. The findings illustrate the application potential of qualifying players’ functional actions at play (navigating in a game) and interpret player experience related to these actions through players’ real world behavioural characteristics like interface pressure.

With the increased adoption of real-time objective measurements of player experience, advances have been made in characterising the dynamically changing aspects of the player experience during gameplay itself. A direct coupling to player action, however, is not without challenges. Many physiological responses, for instance, have an inherent delay, and often take some time to return to a baseline, providing challenges of interpretation when analysing rapidly changing gameplay on a micro level of interaction. The development of event-related, or phasic, measurements directly coupled to player actions provides additional insights, for instance through player modelling, but also through the use of behavioural characteristics of the human computer interaction itself. In this study, we focused on the latter, and measured keyboard pressure in a number of different, fast-paced action games. In this particular case, we related specific functional game actions (keyboard presses) to experiential player behaviour. We found keyboard pressure to be higher for avoidance as compared to approach-oriented actions. Additionally, the difference between avoidance and approach keyboard pressure related to levels of arousal. The findings illustrate the application potential of qualifying players’ functional actions at play (navigating in a game) and interpret player experience related to these actions through players’ real world behavioural characteristics like interface pressure.

Pressure at play: measuring player approach and avoidance through the keyboard.With the increased adoption of real-time objective measurements of player experience, advances have been made in characterising the dynamically changing aspects of the player experience during gameplay itself. A direct coupling to player action, however, is not without challenges. Many physiological responses, for instance, have an inherent delay, and often take some time to return to a baseline, providing challenges of interpretation when analysing rapidly changing gameplay on a micro level of interaction. The development of event-related, or phasic, measurements directly coupled to player actions provides additional insights, for instance through player modelling, but also through the use of behavioural characteristics of the human computer interaction itself. In this study, we focused on the latter, and measured keyboard pressure in a number of different, fast-paced action games. In this particular case, we related specific functional game actions (keyboard presses) to experiential player behaviour. We found keyboard pressure to be higher for avoidance as compared to approach-oriented actions. Additionally, the difference between avoidance and approach keyboard pressure related to levels of arousal. The findings illustrate the application potential of qualifying players’ functional actions at play (navigating in a game) and interpret player experience related to these actions through players’ real world behavioural characteristics like interface pressure.

Dit proefschrift is het resultaat van een explorerend onderzoek naar de ontwikkeling en het gebruik van e-mental health bij mensen met een psychotische aandoening. E-mental health kan worden gedefinieerd als het gebruik van informatie- en communicatietechnologie ter verbetering van de geestelijke gezondheidszorg. Het doel van dit proefschrift was tweeledig: onderzoeken van de bestaande e-mental healtinterventies en het ontwikkelen en evalueren van een gepersonaliseerd, web-based adviessysteem. Resultaten laten zien dat, hoewel er een scala aan computer- en internetinterventies bestaan, e-mental health een relatief onderontwikkeld gebied is in de psychosenzorg. Deze onderontwikkeling is ongunstig omdat het kan bijdragen aan de groei van de ‘digital divide’, de kloof tussen mensen die wel en niet toegang hebben tot computers en internet en weten hoe ze er gebruik van kunnen maken. De hoofdvraag van dit proefschrift was of e-mental health een rol kan spelen in het versterken van de eigen regie van patiënten. Het antwoord is: ja, dat kan, maar het omgekeerde is ook mogelijk. Deze contradictie komt naar voren in het meest recente buzz word seamless care waarvan wordt gezegd dat het ‘overal en altijd’ is. Deze vorm van zorg impliceert dat zorggebruikers 24/7 toegang hebben tot zorg en zichzelf met allerlei slimme apparaatjes continu kunnen monitoren en managen. Maar het kan ook impliceren dat zorggebruikers zichzelf onderwerpen aan een medisch regime waarin gezondheid meer wordt gewaardeerd dan alle andere waarden in het leven. Zo bezien brengt e-mental health zorg dichterbij mensen, maar het zou mensen daarmee ook tot permanente patiënten kunnen maken.

Invited talk.

Dit proefschrift is het resultaat van een explorerend onderzoek naar de ontwikkeling en het gebruik van e-mental health bij mensen met een psychotische aandoening. E-mental health kan worden gedefinieerd als het gebruik van informatie- en communicatietechnologie ter verbetering van de geestelijke gezondheidszorg. Het doel van dit proefschrift was tweeledig: onderzoeken van de bestaande e-mental healtinterventies en het ontwikkelen en evalueren van een gepersonaliseerd, web-based adviessysteem. Resultaten laten zien dat, hoewel er een scala aan computer- en internetinterventies bestaan, e-mental health een relatief onderontwikkeld gebied is in de psychosenzorg. Deze onderontwikkeling is ongunstig omdat het kan bijdragen aan de groei van de ‘digital divide’, de kloof tussen mensen die wel en niet toegang hebben tot computers en internet en weten hoe ze er gebruik van kunnen maken. De hoofdvraag van dit proefschrift was of e-mental health een rol kan spelen in het versterken van de eigen regie van patiënten. Het antwoord is: ja, dat kan, maar het omgekeerde is ook mogelijk. Deze contradictie komt naar voren in het meest recente buzz word seamless care waarvan wordt gezegd dat het ‘overal en altijd’ is. Deze vorm van zorg impliceert dat zorggebruikers 24/7 toegang hebben tot zorg en zichzelf met allerlei slimme apparaatjes continu kunnen monitoren en managen. Maar het kan ook impliceren dat zorggebruikers zichzelf onderwerpen aan een medisch regime waarin gezondheid meer wordt gewaardeerd dan alle andere waarden in het leven. Zo bezien brengt e-mental health zorg dichterbij mensen, maar het zou mensen daarmee ook tot permanente patiënten kunnen maken.

Dit proefschrift is het resultaat van een explorerend onderzoek naar de ontwikkeling en het gebruik van e-mental health bij mensen met een psychotische aandoening. E-mental health kan worden gedefinieerd als het gebruik van informatie- en communicatietechnologie ter verbetering van de geestelijke gezondheidszorg. Het doel van dit proefschrift was tweeledig: onderzoeken van de bestaande e-mental healtinterventies en het ontwikkelen en evalueren van een gepersonaliseerd, web-based adviessysteem. Resultaten laten zien dat, hoewel er een scala aan computer- en internetinterventies bestaan, e-mental health een relatief onderontwikkeld gebied is in de psychosenzorg. Deze onderontwikkeling is ongunstig omdat het kan bijdragen aan de groei van de ‘digital divide’, de kloof tussen mensen die wel en niet toegang hebben tot computers en internet en weten hoe ze er gebruik van kunnen maken. De hoofdvraag van dit proefschrift was of e-mental health een rol kan spelen in het versterken van de eigen regie van patiënten. Het antwoord is: ja, dat kan, maar het omgekeerde is ook mogelijk. Deze contradictie komt naar voren in het meest recente buzz word seamless care waarvan wordt gezegd dat het ‘overal en altijd’ is. Deze vorm van zorg impliceert dat zorggebruikers 24/7 toegang hebben tot zorg en zichzelf met allerlei slimme apparaatjes continu kunnen monitoren en managen. Maar het kan ook impliceren dat zorggebruikers zichzelf onderwerpen aan een medisch regime waarin gezondheid meer wordt gewaardeerd dan alle andere waarden in het leven. Zo bezien brengt e-mental health zorg dichterbij mensen, maar het zou mensen daarmee ook tot permanente patiënten kunnen maken.

Guest lecture on December 3, 2013 for an international group of students from The Hague University to illustrate design principles of a game for a specific target group (children with visual impairments).

Presentatie gehouden tijdens Games for Health Conference in Boston (USA) op 26 juni 2013.In opdracht van organisatie HelpHeal zijn educatieve computergames ontwikkeld, getest bij de doelgroep in Kenia en uiteindelijk gedistribueerd bij lokale basisscholen.

Professional playground werpt een blik in de keuken van verschillende spelers in de game-industrie. Verschillende professionals uit deze industrie zijn aan het woord, waardoor een beeld ontstaat van het krachtenveld waar zij mee te maken hebben. Welke kennis van theorieën, concepten, procedures en processen zijn er nodig om het werk in de dagelijkse praktijk goed te kunnen doen?

Professional playground werpt een blik in de keuken van verschillende spelers in de game-industrie. Verschillende professionals uit deze industrie zijn aan het woord, waardoor een beeld ontstaat van het krachtenveld waar zij mee te maken hebben. Welke kennis van theorieën, concepten, procedures en processen zijn er nodig om het werk in de dagelijkse praktijk goed te kunnen doen?