GeoEduc3D: Mind your game, game your mind!

ED-MEDIA 2011Lisbon

JUNE 27-30

Michael POWERSylvie BARMASylvie DANIEL

©GéoEduc3D

GeoEduc3D project – Online meeting – June 10th, 2009

2

The GeoEduc3D Project

A university research project involving Geomatics & Education (Educational Technology, Science &

Technology AND Social Sciences Education)

Geomatics Education

Geography

ComputerScience

Sc. & TechEducation

Educational Technology

Soc. Sc.Education

GeoEduc3D project – Online meeting – June 10th, 2009

3

A university research project involving Geomatics (Geography + Computer Science) , and Education (Ed Tech, Science Ed. and

Social Sciences Ed.) focused on Serious Gaming

Geomatics Education

Geography

ComputerScience

The GeoEduc3D Project

Sc. & TechEducation

Educational Technology

Soc. Sc.Education

Mobile serious gaming

Activity that allows game-playing ANYWHERE …

Based on gamer location

geo-positioning geotagging

geo-caching

Photo:http://www.henryjenkins.org/klop5.jpg

For Kaufman & Sauvé (2010), a serious game

– is a pedagogical vehicle within

a realistic or artificial environment;– Players may compete or cooperate;– Rules structure interaction; – The goal is to win.

■ Practical apps in Geomatics ubiquitous, even commonplace, like GPS;

■ Yet, Geomatics, as a field, low visibility;■ Raising awareness among teenagers is

crucial.■ Goals: attract youth to careers in science

and technology;■ achieve a higher level of awareness

among youth about geomatics by developing interactive, mobility-enhanced, augmented reality-based, educational games.

The GeoEduc3D Project

Sylvie Daniel

LAVAL Univ.Rob Harrap

QUEEN’s Univ.Michael Power

LAVAL Univ.

Project management

Canadian Team

Canadian Team

Main team at Laval University

• International Collaborators

International Collaborators

Province of Québec CANADA

Education Reform in QuébecTechnology and Science Education

ISSUES•Climate Change •Drinking Water•Deforestation•Energy Supply•Food Supply•Waste disposal

Sources : Google images

Education Reform in QuébecTechnology and Science Education

■ Priority: context-based learning;■ Avoiding content-centered learning

alone;■ Active student participation in choice

of learning activities;■ Closer School-Community links;■ Focus on implementing knowledge to

investigate issues rather than on simply “covering the program”UNESCO (2010)

Gouvernement du Québec (2006)

Curricular Foundations

Education Geomatics

Useable Classroom Content

Pedagogical/Didactic Scenarios

Geospatial Data generation, retrieval &

processing

•Cross-disciplinary & discipline-based competencies •Environment-related issues •Scientific concepts

•Geopositioning, geotagging, geocaching;•Augmented Reality integration•New smartphone, GPS-equipped technologies

Education Geomatics

Useable Classroom Content

Pedagogical/Didactic Scenarios

Geospatial Data generation, retrieval &

processing

•Cross-disciplinary & discipline-based competencies •Environment-related issues •Scientific concepts

•Geopositioning, geotagging, geocaching;•Augmented Reality integration•New smartphone, GPS-equipped technologies

A Serious Gaming

approach------------Attractive gaming

interface for youth

21st century, cross-disciplinary competencies & serious gaming

• Teamwork

• Communicative ability

• Context-related decision-making

fastcompany.com

Problem-solving through SERIOUS

GAMING

http://www.photoshopcstutorial.com/tutorials/magnify/images/magnifyingglass.gif

21st century, cross-disciplinary competencies & serious gaming

AND

• What curricula-based issues could best be examined using a serious gaming approach implementing M-learning?

• How best could mastery of geospatial data generation and retrieval be achieved and harmonized with curricular science and technology concepts appropriation while generating dynamic interactions between players using a workable gaming prototype?

Research questions

Methodology: Design-based research

Current phase 2011 (prototype dev. & testing)•design research approach (Jonassen, Cernusca & Ionas, 2007; Sandoval & Bell, 2004). •Design research focuses not only on design products generated but on the entire design process through to delivery and ongoing, follow-up assessment;•Necessarily encompassing a larger reality, thereby contributing greatly to theory-building (Brown, Collins, & Duguid, 1989; Jonassen et al., 2007). •Involves intensive in-the-field, observation-based, iterative prototyping and data collection (Cobb, Confey, diSessa, Lehrer & Schauble, 2003; Joseph, 2004).

Internet, cell phones, PDAs, smart phones

the “Connected” Generation (CEFRIO, 2009)

Environment-related Issues

New Competencies Development (School Reform)

Educational activities based on mobile serious gaming

Competency development & technologymobile smartphones & software

Google imagesGoogle Android

Apple iPhone

+

A GeoEduc3D screen view under development

Auteurs : Azuma, 1997; Milgram, 1994, MacIntyre, 2001

Reality is augmented by superimposing virtual images.

GPS combining AR

©GéoEduc3D

mobilewhack.com

Client-Server Logic - Player Dynamics

Client : Desk computer

Mobile Plateform Client:

AndroidPDA, iPhone

Android

PDA, Iphone+ outils

Calculatrice, Google map

Commander

Scout

Comms (Twitter)

3 Experts

-energy efficency

-environment prot.

-retrofittingmaterials

VideoFeed

-Validates calculations, - Provides info on building energy consumption.-Positions geo- tags

Server database:determines

geotag positioning,energy availibility, etc.

DetectsGeo-tags

Community WIKI

Communication w/ Comms

©GéoEduc3D

Positioning of geo-tags

• Overview of the geotag database obstacles

Game

Geotag

Team

Bonus points

Building

Traps

Game area

Commander

- Registers as Commander;

- Creates teams;- But even the

Commander does not see all geotags in the field...

Oy, did any one see that ?(*&(*% French

ship?

French ship

Commander’s map

©GéoEduc3D

Commander’s map

The Commander can access only some of the geo-tagged-information on the map

©GéoEduc3D

ROLES: Experts

A- Energy Efficiency Expert

B- Environmental Expert

C- Retrofitting Expert

©GéoEduc3D

ROLES: Experts

• Logs in as an expert

• Accesses budget

• Accesses experts’ tools from options

• Can buy extra ‘options’ (as funds accumulate)

©GéoEduc3D

ROLES: Comms

• Selects team

• Choose name and psuedonym

• Chooses role

©GéoEduc3D

Comms

Commander and Comms interact via Twitter

©GéoEduc3D

Comms

A-twittering I shall go…

And a-skyping too!

Comms Map

Similar to Commander’s… but Comms’ map is updated by another player, the SCOUT.

©GéoEduc3D

ROLE: the Scout

Must find unseen geotags

models2u.co.uk

©GéoEduc3d

ROLE: the Scout

©GéoEduc3D

Budget

• Information on available funds, appearing as real-time visual gauges

©GéoEduc3D

Logbook

A logbook is kept by all players listing all events

Log entryLogbook

©GéoEduc3D

Funding gauges

• When a player is standing next to a building:

©GéoEduc3D

Options• List of building retrofits

©GéoEduc3D

Option purchases

• Lists the options purchased by players

©GéoEduc3D

ControlThe commander must oversee ‘expert’ estimates

©GéoEduc3D

whatdaphuk.com

Just in case someone ….. up!

Alerts

When an « event » occurs,

« You have just fallen in a trap(…loser)  ».

this screen comes up.

©GéoEduc3D

Comms Options

©GéoEduc3D

Capturing a building

• The Commander knows the coordinates where players must position themselves to capture a building (to access known geotag-based information);

• Transmits coordinates to Comms;

• Comms informs the experts.

Capturing a building

Experts surround a building

Experts are positioned around the building to capture it.Line-of-sight.

©GéoEduc3D

Capturing a building

The Commander can access geospatial feedback clues on the experts positions (i.e. 10 meters direction NW) are transmitted to and then via Comms to experts.

When the experts are in position and the geospatial coordinates are entered AND subsequently recognized by the program, the building is captured.

Scientific and technological culture

Moving from an elitist vision of science & technology

Towards a culture as an adaptive process, seeking solutions to frequently-encountered problems …

(Hutchins, 1995)

and which emerges and manifests itself within interactions between individuals.

Sylvie DANIEL – Principal Investigator/Directorsylvie.daniel@scg.ulaval.ca

Rob HARRAP – Co-directorharrap@mac.com

Michael POWER - Co-director-Educationmichael.power@fse.ulaval.ca

Sylvie BARMA Researcher in Science Educationsylvie.barma@fse.ulaval.ca

http://geoeduc3d.scg.ulaval.ca/

Thank you!

michael.power@fse.ulaval.ca

Obrigado!