2017 Abstracts

Alexander V. Libin, Scientific Director, Veteran Affairs DC Medical Center & Department of Rehabilitation Medicine, Georgetown University
Predictive Analytics for Embedded Assessment Framework: Developing Data-based Multimedia Technologies

Games are humans’ inherited first choice when it comes to mastering the world, whether they are aimed at everyday life learning, understanding other people’s actions and motivation, or striving to succeed in everything that we do.
Two main features – virtuality and engagement – provide the player with the wide range of gaming experiences. According to the Libin Game Model, each game can be presented as a complex engaging system functioning through the configuration of exchanges between a player and gaming environment mediated by a goal-setting mechanism. A special class of Well-being Focused Games originates in playing activities of a therapeutic value making it possible to provide relief to elderly nursing home residents via systematic individualized interventions. The foundation for such naturally-occurred personalized connection between humans and gaming agents is rooted in empathy as the most basic human quality. A continuing question within the robotics community concerns the degree of human-likeness robots ought to have when interacting with humans. Finally, an ultimate embodiment of gaming experience – a personalized robot – is a promise of a true companionship, enhancing the game with life-like qualities and engaging Alzheimer’s patient in a unique game of touch, empathy and trust. Well-being Focused Gaming is an ever expanding area of both the conceptual merging of simulated reality and everyday life and a multiplicity of practical applications based on the concept of positive experiences that is necessary for effective learning in a variety of existing realms.

Summary Incorporating the elements of training, education, and therapy into the entertainment process leads to the development of an enhanced constructive model of entertainment. A therapeutic and training effect of the artificial agents is influenced by (1) one’s current needs and individual preferences, (2) a gaming agent’s physical (embodied) or digital (virtual) features and behavioral configurations defined through the intensity of simulations and responses, and (3) the situated context created by the entertaining environment which defined by such factors as intensity of involvement, mode of emotional experiences, and individual psychological profiles.

Andrew Hughes, Founder, Designing Digitally
Immersive Learning and the Future of Workplace Learning

The days when employers could dictate messages and working practices to employees are long gone. Now workplace learning is a two-way relationship between companies desire to stay competitive, and balancing the demand of information by employees to engage job functions. With the struggle for competitive advantage set to continue throughout the age for business, it pays dividends to create a flexible and technology-enabled learning ecosystem that can foster the future generations in the workforce.

During this session we will discuss the best practices that companies should consider include the use of mobile technology, adoption of social learning tools, alignment with corporate objectives, use of adaptive learning principles, and the ability to measure effectiveness. We will also discuss the short term and long term approaches to workplace learning including Virtual Reality, Gamification, Serious Game, and Augmented Reality for the workplace. This session will talk about planning, developing, implementing, and supporting the future of workplace learning to assist companies ensure they do not end up behind the innovation curve.

Alicia Sanchez, Games Czar, Defense Acquisition University
Complying with 508 for Government Contracting

Amber Coleman-Mortley, Digital Media Manager, iCivics
Herding Cats: Community Management and Social Media for Successful Gaming

If you build it, they will come… False. In this session we will discuss the importance of involving your community of users in each step of your company’s growth. We’ll discuss how users become “evangelicals” for your mission; and ways to create meaningful relationships that benefit all parties.

Andrew Hughes, Founder, Designing Digitally
Immersive Learning and the Future of Workplace Learning

The days when employers could dictate messages and working practices to employees are long gone. Now workplace learning is a two-way relationship between companies desire to stay competitive, and balancing the demand of information by employees to engage job functions. With the struggle for competitive advantage set to continue throughout the age for business, it pays dividends to create a flexible and technology-enabled learning ecosystem that can foster the future generations in the workforce.

During this session we will discuss the best practices that companies should consider include the use of mobile technology, adoption of social learning tools, alignment with corporate objectives, use of adaptive learning principles, and the ability to measure effectiveness. We will also discuss the short term and long term approaches to workplace learning including Virtual Reality, Gamification, Serious Game, and Augmented Reality for the workplace.

This session will talk about planning, developing, implementing, and supporting the future of workplace learning to assist companies ensure they do not end up behind the innovation curve.

Bernard François, PreviewLabs
Why you shouldn’t pursue your first idea

This talk will cover how you can use brainstorm techniques in combination with rapid prototyping to avoid pursuing your first idea and instead of going for your best idea.
Brainstorming, as well as rapid prototyping, will be explained based on inspiring, practical examples from serious games. A common mistake in the development of a new product is that people tend to go for their first idea, without really considering many other ideas or without putting it to the test.

In this talk, Bernard Francois, the founder of PreviewLabs, a unique company specialized in rapid prototyping, will cover how you can use brainstorm techniques in combination with rapid prototyping in order to avoid pursuing your first idea and instead going for your best idea.

Brainstorming as well as rapid prototyping will be explained based on inspiring practical examples from serious games.

Beth Rogozinski, Pear Therapeutics
The Challenges of Creating Mobile Games for Regulated Health Situations

For the past several years, game and media producer Beth Rogozinski has turned her attention to making games for mental and behavioral health – some of which have been submitted to the FDA to be regulated as a Class Two medical devices and are available only with a prescription. These games are based on clinical data and random control trials – making the process of developing fun and engaging games even more challenging. Add to that the FDA oversight and rigorous testing and QA specifications and game making becomes serious business indeed. But well worth it. Outcomes with these games and apps can far exceed treatment as usual and for mental and behavioral health patients these games can provide the privacy, dignity and access that they’re never before had.

Boris Willis, Associate Professor of Experimental Game Design, George Mason University
How Choreographic Thinking Can Improve Game Design

Christopher J. Hazard, CEO / Founder, Hazardous Software
The Intersection Between Serious Games and Cyber Security

Chrystian Vieyra, Vieyra Software
Workshop: Mobile Apps and Sensors for STEM Teaching

Dan Turner, CEO, Clarity Health Assessment Systems, Inc.
Using Psychological Measures to Train for Police Officer Well-Being

Police officers experience stresses and pressures that result in disproportionate rates of suicide, divorce, post-traumatic stress disorder and premature mortality. Officers are typically reluctant to come forward and address their psychological health due to concerns about appearing weak or negatively impacting their careers. According to the U.S. Department of Justice, increasing pressures on first responder mental health require new approaches to training for well-being and resilience. Well-being data collection from officers in the field requires mental measures that are brief, easy and transparent in their intentions; with understandable and actionable results. Dan Turner will describe the efforts underway at Sacred Heart University in Fairfield, CT and nearby police departments to build a mobile mental health app that engages officers to address these challenges.

Dan White, Filament Games
How VR Changes Learning

Filament Games CEO Dan White will discuss the potential of Virtual Reality to facilitate interactive, inquiry-based learning. Through the lens of Filament’s recently awarded SBIR project “STEM Finest Hour,” White will demonstrate how VR can build students’ interest in STEM and other content areas through identity, embodiment, and immersion.

Daniel Greenberg, Game Designer, Media Rez
Moving from Entertainment to Serious Games as an Indie, and Finding Funding

David Crusoe, Senior Director – Youth Digital Engagement and Education Technology, The Boys & Girls Clubs of America
Boiling the Ocean: BGCA’s Digital Youth Engagement Learning Distilled

In 2014, Boys & Girls Clubs of America set out to incorporate digital elements into the Club visitor experience as a means to recruit and retain youth, and to enhance Club youth outcomes. In this session, we will share what we’ve learned through our significant undertaking. Specifically, we were challenged to overcome internal inertia, expand internal skillsets, expand and elaborate policies, commission and produce digital media–including games–internally and externally, and identify how to measure ROI in the out-of-school time educational space.

David Metcalf, Institute for Simulation and Training, UCF
Mobile Games Developed for Military Healthcare Training

David Wortley, CEO / Founder, GAETSS – Gamification and Enabling Technologies Strategic Solutions
Trends in Serious Games for Health and Well-Being

This presentation looks at the trends in the development of serious games for health and well-being applications and seeks to illustrate how advances in disruptive emerging technologies such as wearables and virtual reality are influencing the types of games being developed.

Dmitriy Babichenko, Lorin Grieve, Jonathan Velez, University of Pittsburgh
To Scope or Not To Scope: Challenges of Gamifying Clinical Procedures Training

ScopingSim is an interactive alternate-controller-based serious game that uses off-the-shelf open-source components that can be plugged into virtually any computer and is designed to leverage engaging gaming elements to motivate learners to practice both mechanical and diagnostic aspects of scoping procedures.

This presentation will address a number of challenges that we had to overcome in order to develop a useful working prototype, including collecting requirements, underestimating costs, dealing with student developers and continuity of support, setting up experiments to identify models of expertise and feedback mechanisms, and making decisions on whether or not to use VR technologies. Physical medical simulators (mannequins) are widely used for training medical students and medical personnel to perform specialized procedures, hone diagnostic techniques, and improve clinical decision-making skills in critical situations. Such mannequin simulators, however, are often extremely expensive, require development of complex teaching scenarios, support of technical staff, and presence of a clinical expert for debriefing and feedback.

To address these issues we began to develop ScopingSim – an interactive alternate-controller-based serious game that uses off-the-shelf open-source components, can be plugged into virtually any computer, and leverages engaging gaming elements to motivate learners to practice both mechanical and diagnostic aspects of scoping procedures.

This presentation will address a number of challenges that we had to overcome in order to develop a useful working prototype, including collecting requirements, underestimating costs, dealing with student developers and continuity of support, setting up experiments to identify models of expertise and feedback mechanisms, and making decisions on whether or not to use VR technologies.

Doris C. Rusch, DePaul University
Blood Myth – Designing a Sickle Cell Anemia Awareness Game

Designing for an audience with a completely different socio-cultural context and a genetic blood disorder is tricky. This session deals with how we included members of the sickle cell community as well as a world leading hematologist into the design process to create an accurate, resonating, helpful experience. It also describes the use of metaphor to stimulate curiosity and motivation to play.

Doug Whatley, CEO, BreakAway Games
Ethics in Serious Games

Dov Jacobson, CEO, GamesThatWork
A 100-year-old Corporation makes its First Game

Edward Metz, Dept of Ed
SBIR Grants

Elizabeth D Jones and Shipley Owens, Stonewall MIddle School and George Mason University Game and Technology Academy
Teaching Reading Strategies and Video Game Design to Adolescent Students

My greatest challenges were overcoming institutional norms and limited technology. I had to secure academic and financial instructional support, partner with subject matter experts in the gaming community, develop a curriculum that supported Virginia’s learning outcomes, select students, and secure appropriate technology. With the support of my administration, the Game and Technology Academy at George Mason University, and trusting in the reading process, I shared the computer lab, and the students and I problem-solved how to overcome the technology shortages and slow network services. More than 27% of teens spend three hours or more a day connected to video games. (ESA, 2016, p. 3). As the number of students participating in the gaming community increases and the gaming culture becomes an integral part of adolescents’ social context, middle school teachers must decide how to incorporate video games into the classroom without sacrificing curriculum and discover effective strategies to remove the social stigmas associated with struggling readers and remediation. Video games are often used in the classroom to support basic skill practice and reading remediation. However, gamification extends beyond literacy skill practice. According to Gee (2003), video games provide “an alternative way to think about learning and knowing that makes the content view seem less obvious and natural.” My presentation will share the findings of a pilot reading program developed in collaboration with the Game and Technology Academy at George Mason University. The reading program focuses on teaching reading strategies while examining narrative video game design.

Evert Hoogendoorn, IJsfontein
Make it work: Validation of applied games.

Traditional validation is thorough and slow, and does not comply with the fast and agile development of games. Successful games need to be both validated and profitable. This talk is about our quest for strategies that let us develop agile, but thorough on effectiveness and safety at the same time. Our games have been subject to validation studies for over a decade. This used to be done by researchers in universities with our finished products. Whatever the outcome would be, was uncertain and if it were to be negative we couldn’t do anything about it anyway.
In 2010 we delivered a game for training medical specialists to stabilize patients with the “abcde method”. This game was validated by the Erasmus university with traditional validation strategies. The results (positive) came out in 2015. In the mean time we were working on the 7th expansion of the game and it had been accredited to the highest level for several years.
First of all, in a typical lifetime of a game the time it takes to validate anything with traditional methods just takes too long. Second the traditional methods like RCT are primarily developed for drag validation and not very suitable for complex interventions like games.
We set out to look for new strategies with experts from different institutions and (medical) universities. After several attempts and iterations, we are now applying a strategy for validation in which every iteration of the game, from paper prototype to beta-version is subject to a test (as we have been doing in game development for years) that is designed not only for gameplay and usability purposes, but also complies to the academic rules for validation.
We have been doing this with a game for the prevention of PTSD with the Free University of Amsterdam with very promising results. We have just started a new project with Radboud University and Trimbos Institute about depression with High schoolers, and we will start with an awareness game for Dementia with the Geriatric Centre of the Academic Medical Centre in Groningen.

Ira Sockowitz, CEO, Learning Games Studios
How to Deliver Measureable Learning in Social Mobile Games

Ira Sockowitz, CEO of Learning Games Studios, will discuss how his company, and the research network it evolved from, relies on an evidence-based approach to integrating social networking and game mechanics with instructional design and the learning sciences to deliver curricular materials in a fun and engaging manner that results in improved academic outcomes. He will also discuss the importance of testing and a continuous improvement cycle in the development of games that follow this approach.

J. Mark ‘Atis’ Lozano, ATIS Consulting
Serious Play, Serious Training: Warriors As Your Student-Users

Mr. Lozano will largely present discoveries from an ongoing research project I’m investigating, which addresses the uniqueness of the military community of warriors as a body of learners/students in today’s Ed-Tech dependent environment.

The research outcomes include “student body” profile information (and demographics), which is of value to content developers in knowing their audience.

The above will be offered within the overarching context, theme of Serious Games, focused on;

  1. their usefulness and their limitations,
  2. a touch on game theory (it’s origins and purpose),
  3. military use of games for training (current and historical), and
  4. how playing games can help with;
    1. learning and retention,
    2. issues of resistance to learning,
    3. and certain peculiarities in adult education which present themselves particularly in military teaching-learning environments.

James Gatto, SheppardMullin
Handling Legal Issues Around Game Design

James Lester, North Carolina State University
Narrative-Centered Learning Environments

James Piechocki, Instructional Designer/Interactive Cyber Content Producer, Raytheon Blackbird Technology

Jennifer McNamara, VP Serious Games, BreakAway Games
Developer Secrets: How to Avoid Common Mistakes when Contracting for Serious Games

Jesse Schell, CEO, Schell Games
Superchem: the VR Chemistry Lab

Jessica Pilsner, Educator, Renton Prep
Games-Based Learning. Isn’t it just learning after all?

This presentation will challenge the term “”Game-Based Learning”” and propose an alternative perspective to traditional technology-use. This perspective breaks down the barriers between subjects by developing a multidisciplinary and collaborative approach, using the learning potential already inherent in games and technology. It will address challenges innovative teachers face in implementation.

From faculty and parent buy-in, to access, to game systems, those who have utilize have time and time again run into the same challenges as they implement games into the classroom, particularly those that were not originally designed for education.

Not only will this presentation challenge the title “”game-based learning”” it will also address how this change in perspective provides (reason) and the research to support educators use of games in the classroom setting. From my experience using VR, PS3 and PC games in the classroom I will address how I overcame limited access to gaming systems, resistance of coworkers and helping to students understand what they were learning.
-Documentation of learning and connections using free resources such as SWAY and Office Mix to share publicly and to parents the showcase student make connections to multiple subjects.
-Utilizing student-centered teaching model to allow for students working on multiple activities as students filter through game experience with limited number devices.
-Walking teachers through multi-subject connections and having my own students document them within their projects

Jett Black, Dynepic & The Internet of Kids
Enabling Safe, Personalized, Social Gaming for Kids

Joelle Pitts, Instructional Design Librarian and Associate Professor, Kansas State University Libraries
The Not-Quite Epic Fail: Lessons Learned from Five Years of Campus Game Design

John Burwell, Business Development Director, Bohemia Interactive Simulations

Joseph DeLappe, Abertay University, School of Art, Media and Games
Killbox – A Game about Drone Warfare

“Killbox” is an interactive installation and downloadable computer game that critically explores the nature of drone warfare, its complexities and consequences. It is an experience that explores the use of technology to transform and extend political and military power, and the abstraction of killing through virtualisation. “Killbox”, involves audiences in a fictionalized interactive experience in a virtual environments based on documented drones strikes in Northern Waziristan, Pakistan. The work is an international collaboration between U.S. based artist/activist, Joseph DeLappe and the Biome Collective, including artists and game developers, Malath Abbas, Tom Demajo and Albert Elwin. Team participant and leader, Joseph DeLappe will describe the process of development of Killbox from the process of ideation, collaborative design and implementation of the game.

There were many unique challenges in creating Killbox. How to create a playable experience from such an asymmetrical event – that is, the drone pilot has all the power, the civilian on the ground is quite simply helpless. The primary challenge was to develop both points of view as playable and connected. We did so by creating an experience where you first play either as the pilot or the civilian – after the drone strike, these roles are switched – pilot becomes civilian, civilian becomes pilot. These and many other design challenges were met thru and intensive collaborative process – I’m eager to share my experiences as a novice game designer (I’ve worked with games for well over a decade, this is the first I’ve actually been involved in making).

Justin Leites, Chief Learning Officer, Touch Press
Interruptions: Hardware, Operating Systems and Connectivity Interfering with Serious Play

Karen Schrier, Assistant Professor/Director of Games and Emerging Media, Marist College
Design Principles for Knowledge Games

Kat English and Rebecca Mir, Ad Council
Social Cause Gaming: Helping Millennials Develop Positive Saving Habits

How do you motivate someone to change their behavior to impact positive long-term change? One way is to encourage people to “game for good” by designing a game that changes people’s perceptions and behaviors around a social cause. In this presentation, the Ad Council’s digital team will share challenges and lessons learned when developing a narrative game about financial literacy. Given the changing financial landscape, saving is more important than ever. But for many young working adults, it feels overwhelming and impossible. The “Feed the Pig” campaign from the Ad Council and the American Institute of CPAs encourages young adults to adopt positive saving habits and provides simple tools to help them save for their goals, whatever they may be. In 2016, the Ad Council partnered with Games for Change to launch a Game Design Challenge inviting game designers and developers to propose a game idea that encourages young adults to make saving part of their daily lives. The winning concept Yesterday’s Tomorrow: Your Financial Adventure, is a narrative game experience that allows players to jump between life stages and ages to see how financial decisions have a tangible impact. Over the course of the project, we encountered many challenges, from navigating legal concerns to reducing implicit bias within the game’s storyline to be sensitive to the unique and distinct economic challenges that millennials face. Late in the game cycle, we made a big decision to cut stories and edit the copy to make sure the game embraced the humor and personality that are hallmarks of the “Feed the Pig” campaign, while remaining a useful learning tool. We will share best practices from our experience with Yesterday’s Tomorrow and the Game Design Challenge as well as other Ad Council gaming projects.

Kenneth Bibbins, Founder/CEO, PrepWorld LLC
Trauma Informed Game Based Learning for Kids

Traumatic life events experienced in early childhood can result in a wide array of adverse outcomes that may extend well into adulthood. Game-Based learning can help to ameliorate trauma by instilling competence, confidence, and connectivity in end users. Integration of Technology in Trauma Informed Game Based Learning

BACKGROUND: Understanding game based learning and its effectiveness in building resilience beyond anecdotal evidence is a practical issue, a research issue, as well as, increasingly, a scholarly pursuit. Regardless of the increasing amount of hype and scholarly articles, there still is a gap of coherent understanding whether game-based learning works, and if it does, under which circumstances. To address this gap, we reviewed empirical studies on game-based learning, it uses and the outcomes. We focused on how game-based learning is being used in education, the work place and how game based learning is being used in disaster literacy and trauma informed solutions. We looked at what were independent variables as well dependent variables (psychological and behavioral outcomes), how game-based learning was used, as well as the methods and results of these studies.

In spit of the overwhelming fact that each year millions of children are disproportionately impacted by disasters disrupting their lives, families, schools, and communities; from simple house fires—to the levels of devastation witnessed in the 2004 Tsunami or the 2005 Hurricane Katrina disasters, and the recent FBI study reports that shows “active shooter”” incidents have tripled in recent years—with 29% of these attacks occurring at schools creating the need for school lock-down measures, which are now commonplace in school districts I had to overcome hurdles from the school system as well as the business leaders and practitioners that typically intervene post event. Schools are very resistant to change, however in the last 200 years the only change schools have embraced is “”technology.”” There is overwhelming research that suggests schools should not wait to deal with the enormous difficulty of explaining disasters or hazards to children, kids, and youth for the first time after they occur, yet due to implementation and cost I’ve learned schools will put their head in the sand and follow the status quo. Innovation in schools are not the norm. When looking at the desired outcome of the PrepBiz solution which is to ameliorate disasters trauma, we began speaking to the outcome of our solution instead of its functionality and it is then we were able to gain traction. In spite of the fact that 32 states mandate school systems educate their students on more than fires, hurricanes, earthquakes and floods getting buy-in was difficult. With the landmark Compton lawsuit where students are suing the school system to make all schools trauma informed the interest has opened with key stakeholders looking for solutions. We’re still fighting to overcome specific industry self interest, however in the past few months we’re getting super traction not only from schools but investors and organization that support youth wellness and preparedness.

STUDY DESIGN: The primary study hypothesis is that gamification can build resilience in youth to combat the negative effects of “toxic stress,” “post-traumatic stress disorders” and loss some youth experience post disaster. Using PrepBiz™ trauma informed gamification app which recognizes the emotional and trauma effects of disasters on youth are not always immediate and can last for years and may also affect their academic attainment. PrepBiz™ provides collaborative guidance in the form of “”engagement knowledge”” to build resilience through gamification infusing emergency preparedness principles across the entire educational experience to help kids build confidence when faced with these types of incidents and may help ameliorate psychological morbidity that some youth may experience post disaster. The main goal is to provide practitioners, educators, parents, and schools with gamified trauma informed strategies for future prevention interventions. A secondary goal is to enhance scientific understanding of the use of gamification in building resilience to adverse childhood experiences. In summary, the current empirical research on gamification largely supports the popular view that, indeed, gamification does produce positive effects, but many caveats exist. Most frequently, the studies bring forth three categories of caveats: the context of gamification, qualities of the users using the system and possible novelty effects. The findings of the review provide insight for further studies as well as for the design of gamified systems. We feel gamification can be a great strategic partner to emergency preparedness and as such deserves fundamental investment of time, capital, and attention from key stakeholders in both the public and private sector. The field needs more funding and research activities to grow this budding field.

Kevin Dill, Lockheed Martin Rotary and Mission Systems
AI Is the Game: Crafting Behavior that Creates an Experience that Drives Learning

Kevin Miklasz, BrainPOP
Moveable Game Jams for Kids: Coding for Social Change

Kim Berthiaume, Affordance Studio
Morbus Delirium: A Case Study for Transmedia Games and Rethinking the Museum Experience

Kimberly Hieftje, Yale Center for Health & Learning Games, play2PREVENT Lab
Re-purposing Serious Games: Making it Count Twice (or More)

PlayForward: Elm City Stories is a risk-reduction videogame that has been modified to focus on unique adolescent health behaviors. Like PlayForward, serious games can be developed early on with the intention of repurposing them for multiple uses, thus increasing their potential use and reducing time and costs associated with development. Development and evaluation of high-quality serious games is often a lengthy and expensive process, yet important for the expansion of the field. At the Yale Center for Health & Learning Games, our play2PREVENT Lab builds and evaluates videogames that prevent adverse outcomes and promote healthy lives in youth and young adults, using the most rigorous scientific methods available. We build our games by combining health and research expertise with professional game designers and developers.

PlayForward: Elm City Stories (PlayForward) is an evidence-based, theory-driven, engaging iPad game developed for the purpose of HIV prevention and risk reduction in young adolescents. In the game, players “travel” through life, facing challenges and making decisions about friends, offers, and situations that bring different risks and benefits. The player navigates challenges, not by picking the right answer, but by practicing the associated skills of refusal, future forecasting, and prioritization – that give his or her character the chance to build a great life. The game allows players to see how the choices one makes in life impact both short and long-term goals. PlayForward has been evaluated in a full-scale randomized controlled trial of 333 at-risk youth (11-14 years) attending after-school and school-based programs. Data was collected from the iPad and offline standardized instruments. Players were followed for up to two years post-play to evaluate if playing the game would result in significant changes in attitudes, knowledge and behaviors and data analyzed over the first 12 months demonstrates efficacy. PlayForward is now entering a distribution and sustainability phase with the goal of implementing the game broadly in schools, after-school and youth programs.

Using our existing game as a model, we are currently developing and evaluating adapted versions of the game that focus on specific adolescent health behaviors, such as the promotion of HIV testing and counseling (PlayForward: Testing!) and the prevention of tobacco/electronic cigarette use (PlayForward: smokeSCREEN). By using our existing game system, we are able to create new high-quality, evidence-based games with different foci, but at a reduced cost and decreased development time. The goal of this presentation is to share our experience with conference attendees, providing new insight into how serious games can be developed early on with the intention of re-purposing them for multiple uses, thus increasing their potential use and reducing costs and time associated with development.

Kristen DiCerbo, Vice President, Education Research, Pearson R&D
Building Engaging Games for Learning AND Assessment

This session will describe findings and lessons learned from a research program investigating the use of games as both learning and assessment tools. Key questions around process, such as who are the right people to have on the team and how to balance conflicting views from engagement, learning, and assessment perspectives will be discussed. In addition, research-based examples will be provided of: specification of learning progressions, task design to align with learning progression stages, identification and summarization of evidence from log files, and reporting to inform instructional decision-making.

Lisa Marriott, Assistant Professor, OHSU/PSU School of Public Health
Working with Local Schools on Nutrition Education

Games for improving health and education: approaches for integrating data collection and persuasive system design on an academic budget

Lucas Blair, Co-founder, Little Bird Games LLC
The Importance of Understanding and Designing for the Meta-game

M A Greenstein, Ph.D., Founder/Chair / Executive Director, Art Center College of Design, George Greenstein Institute / RotoLab
Title Neurons Sparking!: Generating 3-D brain game narratives: A 3 step method.

Workshop Session: Participants will engage in human centered design thinking, story-telling and a mini intro to neuroplasticity in order to generate 3-D game narratives. Three BIG narrative and game mechanic Ideas will be explored; 1 Define Your Time/Space Continuum, 2 Define your Epic Challenge and 3) strategizing outcomes for overcoming your Achilles Heel. Participants will leave the conference session with a wider scope of how to use the teaching of science by means of growing science informed game narratives. We will touch on VR enhanced brain game industry and the basic design mechanics that govern serious games that are also good for our brain.

Matt Nolan, Assistant Professor, George Mason University
Arcology and Games: Design the future

This lecture consists of three parts: Defining Arcology, outlining Paolo Soleri’s design principles based on Arcology, and revealing how games can be used to model, simulate, and refine the design of future villages.

Matthew Farber, Author, Ed Games Book, Denville Township School
Moveable Game Jams for Kids: Coding for Social Change

The Moveable Game Jam initiative was a series of student game jams in the New York City area led by Games for Change, as part of its Student Challenge. The Hive Digital Media Learning Fund at the New York Community Trust supported the game jams, and it took place at different locations—hence, moveable. Session partners included the Institute of Play, the SpazeCraft, CoderDojoNYC, Global Kids, Museum of the Moving Image and Mouse. Themes included Future Communities, Climate Change, and Local Stories and Immigrant Voices. Each session was documented onto the Moveable Game Jam Curriculum Guide. The document is an excellent resource for anyone who replicates a game jam afterschool, or in a classroom. This workshop is hands-on, and the Guide will be shared with all.

Michael DiPonio, Team Leader,Tech, Serious Games Dev, Quicken Loans
Working with Business Partners in Developing Serious Games for Enterprise

This session will cover how our Serious Games team works alongside our internal business partners in the conception, planning, development, and deployment of games for the enterprise. We’ll cover our pipeline from start to finish, using practical examples wherever possible to illustrate the process.

Michael Sutton, Chief Gamification Officer/Chief Knowledge Officer, FUNIFICATION LLC
Game-based Learning Through Flow and Flow-based Leadership: the FLIGBY Simulation

The presentation will outline and illustrate the game-based learning value proposition and cases where this simulation teaching tool has been applied successfully. FLIGBY was designed by experts to be the globe’s top leadership development game; it won the Gold Medal Prize of the International Serious Play Awards in Seattle in 2012. FLIGBY’s credentials as a game-based leadership teaching and training tool has evolved to prominence in the last 2 years. The Game offers a unique databank, generated by thousands of player decisions linked to skill measures, ready to be exploited for academic and practitioner research purposes. Creativity, flow and happiness are core concepts of positive psychology. These traits are particularly relevant for organizations, especially in forming value-based business management practices. A significant thought leader, Csikszentmihalyi, stated: “the best way to manage people is to create an environment where employees enjoy their work and grow in the process of doing it.” The concept of Flow and Flow-based leadership have been incorporated into new serious gaming format: FLIGBY (FLOW is Good Business for You”).

Michelle Barthelemy, Greenfield Community College
How to Fund Serious Game Subscription Services

Michelle McIntyre, University of Massachusetts Boston
How to Fund Serious Game Subscription Services

Michelle Zimmerman, Innovation, Microsoft Education
Classroom Innovation Using Games

Mitch Weisburgh, Founders, Academic Business Advisors
The Game of Selling to Schools

Pascal Nataf, Affordance Studio
Morbus Delirium: A Case Study for Transmedia Games and Rethinking the Museum Experience

Patrick Cerria, TumbleJam, LLC
Dalcroze Eurhythmics & Classroom Management in Today’s Developmentally Diverse Classrooms

Participants will not be sitting listening to a power point presentation. They will be up, moving and participating in music and movement based games. These games demand input and reactions. We share experiences and ask how games could be adapted or changed based on experience. It is an interactive workshop. According to the National Center for Educational Statistics (NCES) 13% of the American Public School population receives special education services. That translates roughly to 6.5 million children nationwide.

A 2013 report from the Center for Disease Control (CDC) breaks the NCES numbers down even further. This report found that amongst American children ages 3 – 17 years there is a 1.1% rate of Autistic Spectrum Diagnosis (ASD). In addition there is a 2.1% rate of depression diagnosis, 3.0% rate of anxiety, 3.5% rate of behavioral or conduct problems, and 6.8% rate of ADHD. In essence, our classrooms are more developmentally diverse than they’ve ever been. Teaching, which has always been a dynamic profession, now demands even more dynamic professionals.

Classroom management is one of the biggest challenges facing teachers today. It is not uncommon for a singular classroom to contain multiple diagnoses of students. Teachers must be able to not only identify classifications, but know how to address needs in addition to creating a healthy group dynamic. A healthy dynamic is essential before any learning can occur and yet – this is rarely discussed during teacher training.

Imagine a classroom full of at-risk inner-city high school students. Many are coming to school out of poverty; some have been incarcerated and are still on probation; others have home lives that are beyond difficult. The one thing they all have in common is they have no idea of who they are or what they can be. The word “”potential”” isn’t even in their vocabulary. In addition, the idea of sitting in a classroom and developing a love of learning is beyond their scope of reality. This is what I faced my first day of school as a music teacher in an alternative education high school.

The first thing I did was ask all of the students to stand up. Next, I handed them all small bean bags and asked them to pass their bags from hand to hand. This request was met with rolled eyes as well as less than enthusiastic participation. Then I said to them “”OK, now you have to pass your bean bags in time with my drums””. My students were shocked when I began playing a hip-hop beat on a small drum set I had in the corner. Once they were able to do this, IO had them pass their ben bags with a partner in groups of two. This grew into groups of three and eventually they were asked to pass a single beanbag around the room as a group…in time. If they messed up – they weren’t allowed to point fingers or curse (a tall order) but, rather, had to correct the problem and signal me when to start the beat again. In the span of one class period this tough group of at-risk students (some as old as 19 and 20) were laughing, moving, and passing a beanbag around the room in time. I added quick reaction elements – a small sound that meant they would change direction – and the class was working together and laughing uproariously (so much so, a security guard ran into the room to make sure there was no nonsense going on). The exercise allowed the students to see they could work together, solve problems, listen, focus, and enjoy. At the end of the class I reminded them of these things and how they were able to accomplish them. This served as the basis for a healthy class where learning and self discovery could occur. I was able to introduce a school strings program (the first ever in the school) as well as a music history curriculum – all because of the inclusion of music and movement.

Paul Darvasi, Ludic Learning
How Serious Games Aid Peace Education and Conflict Resolution

Pedro Pablo Cardoso Castro, Senior Lecturer, Leeds Beckett University
Methodology to Assess the Fitness of Commercial Games for Higher Education

Development of a comprehensive framework to evaluate the designing of commercial games and its fitness for their use in Higher Education Immersive learning environments are gaining terrain in education in the form of advanced applications of virtual reality, the use of transmedia approaches and computer applications to simulate realistic environments for training (e.g. military, aviation, security, medical training). However, despite the increasing application of digital technologies, their use in Higher Education (HE) has not been properly documented and the methodological foundations to effectively use computer-assisted immersive learning environments in HE are underdeveloped.

As such immersive learning environments have been used in higher education (Freina and Ott, 2015) to include computer-based simulations (e.g. for financial data scenarios), Virtual reality (such as Second Life), physical simulations of medical situations (for degrees such as in nursing) or transmedia practices (as seen in interactive Web series such as Inanimate Alice where the experience is spread across multiple platforms).

This paper explores the use of a modified commercial application of a computer-assisted immersive learning environment developed by the Hydra Foundation at a Higher Education institution in the North of England – Leeds Beckett University. Using a range of business situations (e.g. Fracking in the North of the UK and a Fast Fashion manufacturing business), both undergraduate and postgraduate students take part in the immersive learning simulation in order to develop critical decision making skills, including exposure to ethical issues.

In this paper, we evaluate the instructional design and deployment of experiential models in both the commercial (Hydra model) and in the modified immersive learning platforms that use the same system. The scenarios used in the modified use of the commercial Hydra platform are based on the theory of “drama” and “cognitive realism” aiming not to generate realistic or ultra-realistic scenarios but to create meaningful and inspirational learning that involves emotional engagement.

The implications of the use of immersive learning and the repercussions for the further development of a proposed design methodology of instructional design for immersive scenarios in HE is discussed in this paper.

Peter Jenkins, MD, Centers for Disease Control (CDC)
CDC’s Program to Incubate Games for Public Health Awareness

CDC/HHS Game Jam 2014 Winning Entry: I’m Positive — Population Study Among Adolescents

Peter Shea, Middlesex Community College
How to Fund Serious Game Subscription Services

Phaedra Boinodiris, Cognitive Designer, IBM
Workshop: Using Games in Local, State Government

We are all living in a deluge of data, yet we have never felt more disconnected from each other. Some governments have made a concerted effort to move towards transparency by embracing open government, making many forms of government data publicly available for consumption. Yet even with such progressive programs, city, county, state, and national governments still struggle to understand the needs of their citizenry, which programs to invest in, how to track the impact of programs and how to best engage the public in general. In this session, IBM’s Global Lead for Serious Games, Phaedra Boinodiris will talk about ways in which Cognitive Design can transform open government.

Ran Hinrichs, 2b3d Studios
Using Games to Study the Psychological Impact of Military Deployment

Rebecca Vieyra, American Association of Physics Teachers
Workshop: Mobile Apps and Sensors for STEM Teaching

Richard Boyd, szl.it inc
Machine Learning in Serious Games

The Holy Grail for any learning system is personalization and adaptive intelligence. Think Neil Stephenson’s “Young Lady’s Illustrated Primer” Machine Learning is emerging as one of the most powerful tools to achieve personalization as well as making serious games and simulations more adaptive and intelligent. Serious Play Abstract
In this session we will discuss several applications of serious games driven by AI and machine learning, including a Kaizen simulator built for Toyota Motors Asia Pacific as well as a virtual reality water treatment plant. General lessons learned for applying machine learning to make more intelligent and personalized serious games will be discussed.

In 1962, Douglas Engelbart wrote about his conceptual framework for augmenting the collective intelligence of humanity. “The system we want to improve can thus be visualized as a trained human being together with his artifacts, language, and methodology. The explicit new system we contemplate will involve as artifacts computers, and computer-controlled information-storage, information-handling, and information-display devices. The aspects of the conceptual framework that are discussed here are primarily those relating to the human being’s ability to make significant use of such equipment in an integrated system.”

We will discuss methods for combining advanced machine learning technologies and gamification with sources of data, knowledge and experts to improve the collective intelligence of any organization and, furthermore, cause the current status of organizational knowledge to be made apparent to leadership of the organization with a powerful visual interface.

Richard Lamb, WA State
The Use of Measurement and Neuroimaging to Examine the Learning Affordances of VR

Rob Dieterich, Skyboy Games
Student-Developers and Teacher-Publishers: A Model for Project-based Learning

This presenter will outline a typical developer-publisher relationship in the entertainment games industry including a typical milestone schedule. He then describes how this relationship was applied to successfully teach game development and project management skills to high-school students in a two-week intensive summer class. In a partnership between Mason Game & Technology Academy (MGTA) and Envision Experience, the presenter and several others taught hands-on 3D game development skills to high-school students during the summer of 2016. By adopting a model that emulates the relationship between publishers and developers in the entertainment games industry, the teachers were able to maintain a high level of student engagement while mentoring them in the skills they need to develop their own computer games.

Acting in the role of publishers, the teachers had their students divide into small teams that were responsible for conceiving, pitching, and developing projects of their own design. Through a series of milestone checks modeled on a typical publisher-developer relationship in the entertainment games industry, the teachers were able to guide the students’ efforts to maximize their ability to finish their projects within the allotted time.

The aspirational quality of the game developer role-play inherent in the relationship between the publishers (teachers) and the developers (students) helped keep the students motivated during class. Because the students conceived the projects themselves, they were further motivated to complete them and most groups self-managed effectively as a result. This self-management freed the teachers to concentrate on helping the student groups with the particular game development needs of their projects.

This talk presents this developer-publisher model as a method to organize a project-based game development curriculum and describes the effectiveness of its application in the MGTA/Envision summer program.

Ross Smith, Director of Engineering – Skype, Microsoft
Using Games for Customer Relations

Ryan Harrell, Southern Adventist University Online Campus
Ready to Fly: Drone Racing as Motivation for Learning

Come explore the educational possibilities of drone racing across a range of learning environments. Take a close look at the educational potential available through these programs, as well as their goals and potential outcomes. Examine existing educational programs, methods for establishing new programs, avoidable pitfalls, and some fun flight footage. Drone racing has exploded in popularity in the last few years, spawning a growing international community thanks to its fast-paced competition and low barrier to entry. It has launched several new television programs on ESPN and other major sports networks in the process. The same elements that make this emerging sport so popular also make it a powerful tool for driving student engagement. The scope of various sciences and technologies used in drone racing deliver a broad range of applied learning, and the competition and results-oriented nature provide un-matched motivational tools for self-guided multi-disciplinary education.

This presentation explores the possibilities provided by launching programs designed to drive student learning and engagement using the sport of drone racing as a motivational force across a range of potential learning environments including community centers, K-12 schools, and higher education. It provides a close look at the areas of learning and educational potential available through these programs as well as their goals and desired outcomes. Existing educational programs, tools and methods for planning and establishing new programs, and avoidable pitfalls will be examined.

Sam S. Adkins, CEO and Chief Researcher, Metaari
Global Game Study

I will provide key findings from two Metaari reports distributed by the Serious Play Conference: “The 2017-2022 U.S. Consumer Mobile Educational Game Market” and “The 2017-2021 Worldwide Game-based Learning Market.” I will identify primary revenue opportunities and catalysts. I will discuss the recent worldwide boom in investment activity. I will also outline Metaari’s Educational Game Pedagogical Framework.

Sande Chen, Consultant, Analyst, Independent
Designing Games For Social Impact

It’s becoming increasingly clear that it’s not so easy to convince others of a different viewpoint or to generate empathy for a cause. Within our social media bubbles, beliefs are constantly reinforced and entrenched. So how can social impact games break down these barriers? How can they go beyond preaching to the choir? This session will look at techniques used in games and other media to further impact and persuade without preaching or browbeating. In addition, attendees will gain an understanding of how games can cause introspection and growth through moral dilemmas.

Scott Brewster, ThinkZone Games
The Game of Selling to Schools

Scott M. Martin, Dean, George Mason University, Scriyb LLC
The System and Method for using controlled virtual student grouping, dynamic regrouping, and Deep Academic Learning Intelligence (DALI) advising and counseling to scale personalized learning opportunities and improve student academic outcomes.

Software learning systems, conferencing software, or MOOCs used to offer online degrees, courses, and seminars experience higher student attrition rates, and lower student academic achievement outcomes than traditional classroom learning models (Biwa, 2016, Tyler-Smith, 2006). Although new interactive forums and devices, as well as analytics and assessments tools are being overlaid and integrated into LMS platforms to better provide student-to-student and student-teacher interaction, and to measure, track, and assess student performance, online student learning outcomes still fall below traditional on-site classroom results. Moreover, current learning systems are difficult or impossible to scale and maintain quality and integrity of instruction, not to mention provide the necessary support resources for larger numbers of online students (Moloney et al, 2010). Lastly, software learning systems are not designed to allow the inherent collating, indexing, and analysis of learning data to provide personalized learning solutions to individual students (Ross, 2016). This presentation outlines a series of three inter-related and integrated learning engineering inventions that collectively propose to solve the problems outlined above, and provide preliminary evidence from these inventions of improved student academic outcomes from a small controlled randomized A/B trial sample set. The three learning inventions first virtually group students based on predetermined variables, and wall off each group from every other group within the same course of instruction. The second and third inventions then track, measure, and analyze each student’s academic achievement rates within a communication styles and social theory matrix, dynamically re-balances each virtual group, uses game mechanics to better engage students, and deploys intelligent (deep neural network) algorithms to provide personal advising, mentoring, and counseling channels to consistently guide the student, and optimize their learning environment throughout an academic experience.

Scott Simpkins, Johns Hopkins Advanced Physics Laboratory
Using Games to Improve Clinical Practice and Healthcare Administration

Seth Andrew Hudson, Assistant Professor—Game Writing, George Mason University
Implementing an Undergraduate Research Program

A case study on implementing an undergraduate games research and scholarship initiative, this talk outlines the formation, initiation, challenges, and future of the Games-Engaged Analysis and Research Group (GEAR) at George Mason University. The talk will address: the challenges and opportunities presented in collaboration between faculty from disparate disciplines; transdisciplinary and humanities approaches to games research; practical concerns involving funding and student participation non-credit-bearing activity, and the benefits of incorporating undergraduate researchers in serious games studies.

Sivasailam (Thiagi) Thiagarajan, Founder, The Thiagi Group
Workshop: Using Games to Teach Cultural Sensitivity

Spencer J. Frazier, Lockheed Martin, Rotary & Mission Systems – ASC
Assess and Augment: Toward Games & Training With Biophysical Sensors

The more you know about the mental state of a learner, player, or trainee, the better you can tailor an experience to their current state and progression over time. There are multiple non-invasive techniques for assessing trust, engagement, fatigue, emotions, and learning progress using biophysical sensors. After you collect and understand this data, many possibilities exist for augmenting their experience. Tracking learning progress with fNIR brain imaging and fatigue by measuring pupil dilation then subsequently scaling difficulty is one example. Automating certain user interface interactions through gaze detection is another. Virtual characters that react to eye contact (or its absence) are also a possibility. In the talk, the latest research on the efficacy of these techniques will be provided, along with potential use cases in games, training, and learning.

Steve Isaacs, Bernards Township Schools
How Teachers Can Use VR in the Classroom: Beyond the Novelty

Over the past three years, foundry10, an education research organization has been studying the potential of Virtual Reality in Education. The research has focused on the implementation, immersion dynamics, and integration of content across the curriculum.

Working with a variety of classroom curricular areas, with students and teachers from 30 schools, we have gathered data as well as anecdotal stories to help illustrate how VR functions in a learning environment. Students from all over the US, Canada and parts of Europe, completed pre/post surveys and educators participated in extensive qualitative interviews in order to better understand what it means to learn with virtual reality.

Please join foundry10 CEO Lisa Castaneda and teachers Steve Isaacs and Mark Suter as we share what we have learned about how to effectively utilize VR for classroom learning through content creation (both inside and outside of the virtual world), content consumption and content integration and overcoming the obstacles inherent in implementation.

Tammie Schrader, Regional Science Coordinator, State of WA AESD
Districtwide STEM Education, Using Games

Terrence Gargiulo, Chief Story Teller, Accenture
The Importance of Story in Game

Thomas Talbot, USC Institute for Creative Technologies
TIME TO LEAVE THE LAB: What will it take to make useful games viable for people and businesses?

In his keynote address, Time to Leave the Lab, medical gaming pioneer Thomas Talbot explores the success to date of serious games while sharing their shortcomings. He presents necessary advances to turn interesting experiments into viable, accessible experiences for people as well as providing a model to sustain businesses that create and market such games.

Tony Beck, NIH / SEPA
Getting Govt Funding for Your Healthcare Game

Trey Reyher, Deloitte Digital

Walter Greenleaf, Research Neuroscientist and Medical Product Developer, Stanford University
How Virtual and Augmented Reality Technology will Revolutionize Healthcare