2020 Abstracts

Speakers' Sessions and Workshops

 

Aditya Vishwanath
How Do We Make Immersive VR More Scalable, Accessible
Inspirit Learning & Stanford University
Amrutha Vasan, Inspirit Learning & Stanford University My research at the Stanford VHIL Lab (vhil.stanford.edu) and at the Graduate School of Education focuses on developing technologies that support universal access to immersive learning content. I focus on studying the educational and learning affordances of high-fidelity immersive VR, and very often in our field experiments, we see VR being used a few times in the classroom and then it subsequently collects dust on a shelf. My presentation would answer the following questions: how do we make immersive VR more scalable and accessible? How can we align with existing agencies of participants, existing curricula and systems, and existing beliefs about the technology, to support more meaningful and long-term integration? What does it take to bridge the best practices of academic research in VR with practical considerations for making this technology work in a real-world setting?

In my talk, I will discuss a range of VR learning experiences we have developed: (1) I will first describe our findings from a storytelling experiment we ran with students in two districts in Georgia where they created VR movies and stories using 360 cameras on local topics of social justice. (2) I will then describe our research on science curriculums in VR and gamifying physics education, which led to the creation of InspiritVR.com. And (3) I will also discuss my work with the Google Education team on bringing Expeditions VR to low income classrooms in urban India.

Adrian Cox
Motivation: What Is It and How Do We Know If It’s Happening?
JHT, Inc
  The concepts of gamification and motivation are often intertwined in the discussion of serious games applications. There is a common expectation that learning will be more fun, more engaging, and more motivational purely by virtue of its being “gamified.” But what are we really looking for when we seek to motivate players – Is it a behavior? An experience? A feeling? And how can we tell if it’s happening? This session addresses the science and art of motivation, looking at models from the cognitive and social sciences, instructional systems design, and commercial video game development. I’ll discuss a cluster of interconnected constructs including “motivation,” “engagement,” “satisfaction,” “flow,” “immersion,” and “presence.” And I’ll look at the available methods and instruments for measuring these constructs, from post-game assessment to in-game biometrics capture.
Ajay Balakrishnan
Games for Community Engagement – Will it work for you?
AMMACHI Labs, Amrita University
Ajay Balakrishnan, Associate Director, AMMACHI Labs, Amrita University This talk will start with an orientation on games designed for civic engagement. Games for civic engagement are seen as an effective way to constructively engage citizens in policy discussions, solve community issues, increase volunteer motivation and citizen science. Serious games for enhancing the civic engagement processes is an active area of interest in the communities of research and practice. Recent trends have been encouraging as more games are being used to engage the public around climate change, urban planning and policymaking. However, the presence of social, economic, technological and emotional barriers to successful civic engagement needs to considered for informing game design. A case study of a tabletop game designed for rural communities of India will also be presented. A short discussion on the participatory approaches such as Participatory Rural Appraisal (PRA) will follow. The talk will close with remarks on factors that make or break purposeful games for civic engagement.
Albert Liu
How to Measure Success From Your VR Training Programs
Cognitive3D
Tony Bevilacqua A number of studies have concluded that training in VR is more effective than traditional methods. But measuring the right metrics and defining success isn’t as simple as it seems. A poorly structured training process is still limited no matter how it’s presented. Enterprises need proof of ROI for the millions of dollars they’re investing and superficial metrics aren’t enough.

In this session, we will be discussing ways to measure compliance and completion against a set of sequential steps. This way, enterprises can directly measure results by identifying workflow bottlenecks. We will present an industrial safety compliance use case to demonstrate best practices for training users in VR. With the right systems in place, enterprises can train users more effectively and at lower costs.

We will cover a use case where we worked with an electrical utility company to train workers in VR based on industrial workplace safety procedures.

Through the program we saw:
A 59% increase in knowledge retention.
A 40% increase in compliance.
A 20% decrease in task duration

In the presentation we will discuss actionable strategies for improving compliance and learning outcomes. Attendees of the presentation will learn how to better plan and evaluate behavior within 3D environments like VR.

We will also highlight some common mistakes we have seen from companies using VR for training workers. Directly measuring results is not as easy as it seems and improper methods can be disastrous and expensive.
We can provide digital hand outs in the form of our VR training case studies to attendees after the presentation.

Alexander Salas
eLearning Beyond the Abstract: The Quest for Better Learning Analytics in Serious Games
StyleLearn eLearning
  Corporate learning environments often face similar challenges experienced in academic settings i.e. low engagement, poor performance despite elaborate training efforts. Although much time is spent on the creation of gamified learning experiences, not much is often spoken about learning analytics. How can learning professionals track and measure learner interactions with educational content? This presentation discusses several learning design strategies leveraging the use of the Experience Application Programming Interface or xAPI to capture learner activities at the interaction level rather than at the completion of learning objectives.
Alice Formwalt
Current State of Firearms Training Simulators
StreetSmartsVR
  All simulations provide increased safety, savings and security measures over live physical training, but Virtual Reality provides the greatest depth of experiential immersion.

Why is that important? How does this lead to more realistic stress responses? When the simulation is internalized as actual experience rather than just passive observation, is the value and retention of that information improved? How does the use of Virtual Reality impact affordability, portability, and other practical considerations?

These are the trade-offs we had to consider when Street Smarts VR developed our Virtual Reality training program for civilian and military law enforcement. We wanted to create effective, realistic lethal force decision-making scenarios. The speaker will take you through our development process.

Our final program could easily apply to other Virtual Reality training programs for first responders and emergency personnel or any other situations where stress is high and ordinary training is either unrealistic or unsafe.

Alicia Sanchez
Developing Research Methodologies for Grant and Funding Submissions
Defense Acquisition University
Jennifer Murphy, CEO, Quantum Improvements Consulting In this session, you will learn how to appropriately design, document and execute research programs that will help you win those proposals you’ve been submitting. Focusing on funding appropriate levels of research protocol, this session will give you practical takeaways that to take your proposals to the next level.
Alicia Sanchez
How to Make Memorable Games
Defense Acquisition University
  This session will inform on the use of human affordances and storytelling to make games more memorable. How human’s store and recall information is critical to ensuring that the information in serious games is consumed, remembered and transferrable. By leveraging our understanding of how memory creation and recall works; the ability to design games that will be authentic and relevant can be enhanced. Stories and lessons learned are the central focal points of this presentation.
Amina Kator-Mubarez
The Do’s and Don’ts of Facilitating Serious Games Effectively
Dept. of Defense Analysis Naval Postgraduate School
Sally Baho, Dept. of Defense Analysis Naval Postgraduate School Members of the Global ECCO (Education, Collaboration, Community, Online) team from the Naval Postgraduate School located in Monterey, CA will delve into the lessons they have learned over the years in facilitating serious games they have developed.

Facilitating a serious game is not simply watching students play war games, it is much more multi–‐faceted and dynamic than it may appear: from the initial brief, to understanding the technology, to overcoming operator error and technical issues, to the debrief.

After conducting over 100 strategic gaming facilitations at various institutions and schoolhouses, this presentation will also provide the best practices gleaned.

Amrutha Vasan
How Do We Make Immersive VR More Scalable, Accessible
Inspirit Learning & Stanford University
Aditya Vishwanath, Inspirit My research at the Stanford VHIL Lab (vhil.stanford.edu) and at the Graduate School of Education focuses on developing technologies that support universal access to immersive learning content. I focus on studying the educational and learning affordances of high-fidelity immersive VR, and very often in our field experiments, we see VR being used a few times in the classroom and then it subsequently collects dust on a shelf. My presentation would answer the following questions: how do we make immersive VR more scalable and accessible? How can we align with existing agencies of participants, existing curricula and systems, and existing beliefs about the technology, to support more meaningful and long-term integration? What does it take to bridge the best practices of academic research in VR with practical considerations for making this technology work in a real-world setting?

In my talk, I will discuss a range of VR learning experiences we have developed: (1) I will first describe our findings from a storytelling experiment we ran with students in two districts in Georgia where they created VR movies and stories using 360 cameras on local topics of social justice. (2) I will then describe our research on science curriculums in VR and gamifying physics education, which led to the creation of InspiritVR.com. And (3) I will also discuss my work with the Google Education team on bringing Expeditions VR to low income classrooms in urban India.

Anders Gronstedt
The Half-Life of Training: How Mobile Gaming and VR Are Disrupting Learning
Gronstedt Group
  How does the largest employer on the planet, Walmart, attract and develop a new generation of managers who have spent more time playing games than they have in the classroom? How does pharmaceutical industry leader Novartis quickly train hundreds of people on best practice production and aseptic procedures for a new leukemia treatment, where mistakes have life and death consequences? How do you train a workforce when the half-life of skills is rapidly falling? With learning games and VR experiences that offer the engagement of the Half-Life franchisee of course!

In this session you’ll go inside medical VR simulations where mistakes have life and death consequences. You’ll be able to download and play Walmart’s “Spark City” Sims-style game on your phone. The session will inspire with examples from industry leaders who are ushering in a new era of experiential and visceral learning. Leave the glowing desktop screen and classroom behind and step into a new world of immersive learning.

Andre Thomas
Panel: an Industry Association to Help GBL Developers
Triseum
  Digital Game-Based learning has been around for almost 50 years now and our industry has grown significantly. Today there are many companies focusing on DBGL and many government incentives and grants available. Currently the DGBL industry has no industry association representing our interests. We asked many DGBL companies to fill out a survey on their interest in establishing an association that represents the interests of our industry. In this panel we will share the results from the survey and discuss with company CEO’s and government representative the history, present and future of our industry and the pros and cons of having an industry association.
Andrew Easton
Alternate-Reality Game Design: How-to Create Immersive Learning Experiences
Westside Community Schools
  ARGs take game-based learning to another level! In this session, we will explore six design tips and ten tech tools that can be used to create an immersive, multimedia experience that blurs the lines between the four walls of the classroom and this game-as-learning experience.
Andrew Easton
A Video Production Power-Up for You Gamification Skills
Westside Community Schools
  This workshop will be committed to equipping educators with knowledge of the tools, skills, tech, resources, and examples necessary for them to develop their own video content to enhance their game and, as a result, the learning within it. I am passionate about encouraging educators to utilize the power of video to create engaging, authentic, and immersive learning experiences/games, and this workshop will serve as a sort of video-for-educators bundle, broken down into three segments. The workshop will begin with somewhat of a reverse-design approach by sharing examples of teacher-created video content implemented in a single lesson, in a gamified unit, in an alternate reality game (ARG) unit, etc. The thinking here is that this will provide attendees with examples, context, and a vision for what they might aspire to do in their own practices (30 minutes). From there, the second segment will explore all-things pre-editing related before the third segment shifts to turning that raw content into a finished piece (20 minutes combined). At the conclusion of each segment, educators will create a reflection video clip that we will combine by the end of the session as their takeaway check for understanding piece (3×5 minutes).
Angela Malicki
From Game Design to Production in 4 Months
Johns Hopkins Hospital
Sharon Bildstein (ISD) and Christian Clausen (ISD), Johns Hopkins Hospital We have nothing to sell but our enthusiasm for creating games, and we are happy to share that with you. We will present the process we went through to design a game that we currently use as part of The Johns Hopkins Hospital’s orientation for Clinical Technicians. If you are like us, you may find that getting started is the hardest part to game design. However, like any learning content development, it gets easier once you know what the learner needs to know. We plan to demonstrate how we got started and help you to brainstorm game play ideas based on your current training needs. Then, we’ll show you the rapid prototype process we went through to develop our game, both digitally and physically (as a board game). Finally, we’ll break the process down so you can get started creating a game, too. NOTE: all of these processes we share will be extremely low budget with practical application.
Ashley Parker
Not Just Soft Skills: Unlocking the Power of Branching Games
Harvard Business Publishing
  I’ll present three games which use different quantitative features “under the hood” to enrich the pedagogical impact of game play.

The first is simple: every decision the user makes tips the scales between three values, and the resulting (im)balance illustrates the application of the framework being taught.

The second is more complex: the amount of information, and the order in which the user encounters it in the storyline, highlights their “distance” from the perfect path; this is distilled into a facilitator-facing score. (Last year’s Gold Winner, IT Management Simulation: Cyber Attack!)

The third is an example of how an engrossing branching story is all but a distraction: users work in groups to make decisions, and the resulting debrief focuses on their ability to adapt and lead, rather than their “success” in the story.

I have an alternative third example: how timers and interruptive elements (including conflicting decisions) add to cognitive load and push the user to make trade-offs, which are quantitatively tracked and captured for self-analysis. Both of these third example games are currently in progress, and I’m happy to present whichever one sounds more interesting to you, or wait-and-see. They should both be finished by Spring.

Ben Chang
Collaboration on Campus: A Mobile Game about Drug Discovery and Development
Rensselaer
  CureQuest is an adventure game about drug discovery and development, taking players through the process from medical discovery and laboratory research to clinical trials and patient treatment. As they journey across the lands of a mystical island, players must use the skills of ethical research and team science to find a cure for a mysterious new ailment. The game is being developed through a collaboration between the CONDUITS Translational Science Hub at Mt. Sinai Hospital and the Games and Simulation Arts and Sciences Program at Rensselaer Polytechnic Institute.

This talk will discuss the unique challenges of creating a learning game for this topic, design process and solutions, and the nature of collaboration and crossover of expertise in the specialized domains of game design and translational science.

Benjamin L. Noel
UCF FIEA, Host
UCF
   
Bernard Francois
VR Prototyping: Best Practices
PreviewLabs
  Having overseen the development of prototypes for over 200 concepts, Bernard has learned a lot about the best practices for rapid prototyping with game technology. A recurring pursuit while prototyping for VR is to find a way of interaction that feels ‘natural’ – as opposed to ‘realistic’. By using more intuitive ways of interaction, this can be taken to a new level in VR. Bernard will talk about what he and his team have learned over the years, and will show how these best practices apply to VR projects using a few related project cases.
Bradley Tanner
Using Simulation to Prepare for and Anticipate the Challenges of an ICU
Clinical Tools Inc., Health Impact Studio
  Potential and future physicians and other health care workers must assess and revise their interest and intent, establish confidence, define barriers, and build a plan to overcome the challenges of clinical care. Simulation offers an excellent means to investigate the multiple factors that impact and impede a future in medicine and their personal goals and preferences. A game framework lets potential health care professionals explore and challenge assumptions and external limitations.
Objective: What will your audience learn from attending your presentation
• Envision how interactive gaming experiences can assist with personal exploration.
• Clarify how best to connect real-world challenges with simulation-based equivalents to assure engagement and heighten impact
Talk Outline
The talk will help you answer the questions
• Can a simulation assist with something as complicated as career change or decision?
• How can simulation be more than an exploration? How can we connect the experience to active planning to impact real-world change?
As is all to clear in the pandemic we are dependent on a pool of motivated and energized health care workers. The potential pool of health care workers is stymied by a system with barriers that impedes easy assessment of interest, engagement, and confidence. Some with a potential interest in health care are ignored. Others enter the profession without a clear understanding of the emotional and physical challenges of health care versus other professions.
The talk will highlight the Clinical Encounters: ICU, a 3D simulation product that engages potential health care professionals in a simulation and training experience. As they role-play challenges to established barriers and seek guidance from simulated advisors, they
• define their interest
• establish their level of intent,
• identify barriers,
• build self-efficacy.
• define a pathway to enhance or revise interest, intent and self-efficacy, acquire necessary skills, and overcome barriers.
Brandon Baker
Essential ICU Nurse Training Forced Online During a Pandemic
AdventHealth University
Dan Mapes Being locked out of the Advent Health University (AHU) training facilities in April coincided with a conflicting directive to increase the number of ICU trained nurses within a 2-3-week window where covid-19 cases were predicted to spike. What followed was a collaboration between AHU and FullSail where a training design approach, started as a collaborative research the month before, became an essential deliverable overnight.

While AHU researched, designed and produced “instructor in the loop” 360 training videos/scripts, FullSail embarked on a 7 day “game jam” that resulted in a deployable, networked, VR training platform where instructor and students could review materials together from their homes or hospitals in safety. As this is being written we don’t know the end of this story, but in this session, we will present our approach to rapid prototyping of training materials during an unforeseen crisis.

Brian Stensrud
Essential ICU Nurse Training Forced Online During a Pandemic
SoarTech
Dan Mapes Being locked out of the Advent Health University (AHU) training facilities in April coincided with a conflicting directive to increase the number of ICU trained nurses within a 2-3-week window where covid-19 cases were predicted to spike. What followed was a collaboration between AHU and FullSail where a training design approach, started as a collaborative research the month before, became an essential deliverable overnight.

While AHU researched, designed and produced “instructor in the loop” 360 training videos/scripts, FullSail embarked on a 7 day “game jam” that resulted in a deployable, networked, VR training platform where instructor and students could review materials together from their homes or hospitals in safety. As this is being written we don’t know the end of this story, but in this session, we will present our approach to rapid prototyping of training materials during an unforeseen crisis.

Bron Stuckey
Immersive and Virtual Environments: Are we aiming for the floor or the ceiling?
Innovative Educational Ideas
  When asked to describe the gains from using games and immersive environments (virtual worlds, virtual reality, augmented reality etc) in their classrooms, teachers primarily raise issues of increased engagement. They describe students as being ‘engaged’; on task, excited and having fun. What exactly do we mean by ‘engaged’ and why are teachers only describing motivation and engagement and not the learning gains that motivated them to bring games into the classroom? What are learners engaged with, is it the intended curriculum knowledge or just the tool? Are we being seduced by the tools into adopting engagement as the measure of improvement? What more should teachers be doing to effectively leverage the affordances of immersive environments in learning? How can teacher better evaluate the role of immersive tools in learning environments? So many questions surround what we see in current classroom uptake of immersive environments, for example the one with the largest global uptake: Minecraft. Bronwyn’s research has examined teacher evaluations, their views of engagement and whether engagement represents the floor or the ceiling in student use of games and immersive environments.
Carlos Fabricore
Game Design in the Age of Coronavirus: Fostering Sustainable Futures through Gameplay
Huddlesfield University
  Our world is afflicted by global problems that threaten its preservation, and our preservation in it. These are complex problems that stem from the interplay of environmental, social and economic issues driven by conflicting needs, interests and constraints. COVID-19 is a notable example of such problems, also known as wicked problems. Our ability to constantly adapt to and manage wicked problem situations will ultimately define our preservation and evolution, as individuals and societies. This requires valuing and nurturing our connectedness with each other and our broader environment, in order to consequently think and act collectively to promote the common good.

Games can play a crucial role in this context, due to their potentialities to promote social connectedness through meaningful activities, develop capacities and sensibilities required to tackle wicked problems, and offer opportunities to collectively explore realistic scenarios and devise possible better futures. Deploying these potentialities require human-centric design approaches focused on players, their needs, and the broad impacts that playing games can have on individual and societal wellbeing and development.

This talk will explore the nature wicked problems through the example of the COVID-19 pandemics, highlighting key ways in which game-mediated human activity could influence the impacts of wicked problem on human development and wellbeing. The talk will then introduce a human factors design and analysis framework useful to design games for this purpose, demonstrating its application through real-world use cases.

Carlos Mario Zapata-Jaramillo
Creation of a Successful Educational Board Game in a Session
Universidad Nacional de Colombia
  I’ve developed a tutorial for designing and creating a serious game for educational purposes in a short session. I’ve also practiced this tutorial in some conferences with wonderful results.

The main steps of the tutorial are the following:
1. Selecting the study field
2. Defining the involved agents
3. Defining the processes agents develop
4. Defining the main objects and concepts the agents use
5. Designing the game avoiding words like “dice,” “cell,” “token,” “card,” etc. Tell the game story in the same words we use in the study field
6. Test and enjoy!

After the tutorial we expect to have a playable version of the games proposed by the attendants.

Carole Bagley
Game and Virtual Environment Design for Learning & Performance effectiveness
The Technology Group, Inc. and University of St. Thomas
  How do virtual and gaming environments have an impact on the user’s learning and on their daily and future life?

When creating Games and Virtual environments, Instructional design and the creation of relevant Goals and Objectives are critical and must be matched to the content and the evaluation/expected outcome so the product will have the impact on the learner that they need and expect.

Several virtual environments and games (Health Benefits Advisor virtual world, Emergency Management virtual world, Dentistry game, and Tobacco/Vaping prevention game) will be discussed and demonstrated and will describe how the design and evaluation results have impacted the user’s learning and their life.

Examples of design and evaluation of games and virtual environments will be discussed for products created for multiple sectors including: K-12, Corporate, Government, Health care.

Attendees in this session who have designed games and virtual worlds AND measured the student learning and effect when using and/or creating virtual and gaming environments will be asked to provide their results and how it impacted the users.

Carole Bagley
Design for Learning & Performance effectiveness
Technology Group and University of St. Thomas
  How do virtual and gaming environments have an impact on the user’s learning and on their daily and future life?

Several virtual environments and games (Health Benefits, Dentistry game, Tobacco/vaping prevention game) will be discussed and demonstrated and will describe how the evaluation results have impacted the user’s learning and their life.

Project based learning will be discussed as it is incorporated into K-12 and University classes where students create projects using and developing virtual and gaming environments.

Attendees in this session who have measured the student learning and effect when using and/or creating virtual and gaming environments will be asked to provide their results and how it impacted the users.

Chris Crowell
 
Crowell Interactive Inc
   
Christian Clausen
From Game Design to Production in 4 Months
Johns Hopkins Hospital
Sharon Bildstein (ISD) and Angela Malicki (ONPP), Johns Hopkins Hospital We have nothing to sell but our enthusiasm for creating games, and we are happy to share that with you. We will present the process we went through to design a game that we currently use as part of The Johns Hopkins Hospital’s orientation for Clinical Technicians. If you are like us, you may find that getting started is the hardest part to game design. However, like any learning content development, it gets easier once you know what the learner needs to know. We plan to demonstrate how we got started and help you to brainstorm game play ideas based on your current training needs. Then, we’ll show you the rapid prototype process we went through to develop our game, both digitally and physically (as a board game). Finally, we’ll break the process down so you can get started creating a game, too. NOTE: all of these processes we share will be extremely low budget with practical application.
Cynthia Sanner
Assessment & Data Utilization in Game Based Nursing Program
Elsevier
  Trying to meet the needs of new nurses with static, pre-set curriculum can cause both learning and productivity concerns. Some new nurses spend too much time going over topics they’ve already mastered, while others feel unprepared because they’re not sure where to focus. All the while, the learning experience doesn’t translate into what they’re dealing with on the clinical floor every day. We have developed standardized, evidence-based training that is more engaging and better aligned with the needs of individual nurses by simulating the kind of complex-care situations that new nurses are likely to find themselves facing. The course integrates self-reflection, as well as daily information sharing between nurse residents and their preceptors to foster a more supportive relationship and allowing the preceptors real-time insights into how their new nurses are progressing. This includes giving your nurse residency coordinators, preceptors and nurse managers a way to identify a nurse’s learning challenges at both the cohort and individual level, provide appropriate remediation, and then measure its impact.
Dan Mapes
Essential ICU Nurse Training Forced Online During a Pandemic
Full Sail University
Brandon Baker Being locked out of the Advent Health University (AHU) training facilities in April coincided with a conflicting directive to increase the number of ICU trained nurses within a 2-3-week window where covid-19 cases were predicted to spike. What followed was a collaboration between AHU and FullSail where a training design approach, started as a collaborative research the month before, became an essential deliverable overnight.

While AHU researched, designed and produced “instructor in the loop” 360 training videos/scripts, FullSail embarked on a 7 day “game jam” that resulted in a deployable, networked, VR training platform where instructor and students could review materials together from their homes or hospitals in safety. As this is being written we don’t know the end of this story, but in this session, we will present our approach to rapid prototyping of training materials during an unforeseen crisis.

David Metcalf
Serious Games for BioDefense
 
  The world is changing as we Reopen America and prepare for our Post COVID environment. Training will change too. Come see early examples of health and security training using novel gaming techniques to rapidly tune and realign our workforce to be safe and well across smart buildings, military installations and health facilities.

Dennis Glenn
Workshop: Micro-Learning, the Next Great Innovation in Healthcare Training
Dennis Glenn LLC
  Despite all the new high-tech businesses being created today, the vast majority of new jobs are in workaday service industries, like health care, hospitality, retail, and building services, where new technology is constantly being introduced to the workforce. This workshop is designed specifically for corporate trainers who need an introduction to interactive simulations that are quick and easy to create. These apps employ the latest engagement techniques including augmented reality. This workshop will offer three current solutions on how micro-learning can be implemented to your learning portfolio to rapidly create interactive task mastery simulations that are limited to one or two learning objectives.

After the conference, I will provide an individualized one-hour online session to discuss your progress and suggest next steps to mastery.

Cost: This 4-one hour virtual workshop plus a one-hour next-steps evaluation is priced at $200.00.

Doug Whatley
Devoper Driven Business Models and the Ethical Use of Data
Breakaway Games
  To survive and thrive, serious games companies need to profit from modern software business practices. Over the past two decades venture capital backed technology companies have revolutionized the business world. However, many of the pillars of these new business models conflict with the principles that provide academic rigor, personal privacy, educational validity and transparent funding.

Historically, serious game products were custom built for clients and the data collected regarding their application, successes and failures, and user experiences was only available to the end-user organization. In the past year, we’ve turned that business model upside down through the introduction of the vHealthCare Portal, a storefront providing access to COTS medical training games and simulations. Under this new COTS Commercial Off The Shelf) model, which is similar to many modern technology platform business models, the developers are receiving user and usage data at a level we’ve never been privy to before.

In this session, the vHealthCare Portal will be used to provide an example of these business models and the types of data and metrics that can be tracked in a serious game application and to provide a backdrop for the discussion of our ethical responsibilities surrounding the use of collected data. Participants will be invited to participate in a discussion of what we can learn from the available data, who should have access to the data and analysis results, as well as how we should benefit from these modern business methods while staying true to principles that protect everyone.

TakeAway: Introduction to optional business models for serious game distribution

Dov Jacobson
Win the Boss Fight: Getting to Greenlight
Games That Work
  Win the Boss Fight: Getting to Greenlight

The toughest part of any game contract is getting it to greenlight. You have a great game idea to fix their issue, but Higher Ups don’t get it. They talk tight budgets and tight schedules- but the real problem is you have not sold them.

Believe me, more passion ain’t the answer. They won’t come to you. You go to them.

In this session we consider a Boss’s point of view. By the time we are done, you will learn how to:
• Educate yourself to their needs
• Estimate the business case
• Eliminate details
• Elevate learning objectives
• Escalate delivery
• Evaluate success metrics
• Eradicate impediments [or objections or uneasiness]

Ed Metz
Federal Funding for Education Games
Institute of Education Sciences
US Department of Education
  In this session, attendees will have the unique opportunity to hear Edward Metz from the US Department of Education’s Small Business Innovation Research program share insights in crafting compelling proposals that meet federal funding priorities. Attendees will also have a chance to ask questions.
Elisa Navarro Chinchilla
Who’s Really Investing in educational Games?
Gargamel Studio
  Coming from the developers side, I’d like to create some awareness of the affordances and disadvantages of games developed intentionally for learning, and how are they different from commercial video games used for learning.Parallel to the entertainment industry, learning video games have a 54 year old history, but the story amongst them isn’t quite the same. Even if big developing companies made their bet on educational games at first, after 3 decades they basically quit and edutainment became outdated. New, but very different agents summed as developers: NGOs, foundations, governments, universities, museums. How is this different? Are learning games within the Gaming Industry or nearer to the Educational Services Industry? Should we keep adding almonds to the chocolate covered broccoli or what have we learned as developers that can help us create truly engaging challenging games for learning?
Enrique Cachafeiro
Enter the Serious E-scape Room: A Cost-Effective Serious Game Model for Deep and Meaningful E- learning
Duke Health
  Escape rooms are a phenomenon that has taken the world by storm in the last decade and the model has been used effectively for instruction in schools. However it can sometimes be challenging to enact as traditional escape rooms require space and quite a bit of materials to implement. Virtual environments are a promising technology for innovation in education, training and e-learning. This presentation talks about how we combined these two concepts for a high quality, deep and meaningful learning – the Serious E-scape Room. In this form, the escape room doesn’t take up physical space and materials.
In this case study “Room of Keys”, a serious virtual escape room for biology concepts, we test the assumptions of the model with 143 students in a US high school using one of the Biology common core objectives, Enzymes. In this presentation we will explore performance and satisfaction results from the trial, as well as the modalities utilized through this medium. I will also share advice on how to produce your own virtual learning environments in a cost effective way.
Eulani Labay
Choose Your Own Adventure in Government Benefits
The Lab at OPM (Office of Personnel Management)
Sarah Hughes, Communications Designer Imagine you are brand new to the world of government benefits. Which benefits are most relevant to you? How do make choices about “spending” your benefits? What are the consequences of spending a benefit “this way” as opposed to “that way”? In this presentation, we’ll share our prototype of an interactive story game that uses the Choose-Your-Own-Adventure story format. The goal of our game is to help citizens practice decision-making in a low-stakes virtual setting first, before they have to decide these things in real life.
Frank Kelley
Finding Funding from the Department of Defense
Defense Acquisition University
Michelle Currier, Professor of Contract Management, DAU; Diana Teel, Central Florida Tech Bridge Director, Chief Evangelist, Naval Warfare Center Training Systems Division In this session, representatives from the US Department of Defense will discuss funding opportunities, contract vehicles, and how to find the right opportunities for your game ideas.
Frank Kelley
What the Military Needs Now from Game Developers
Defense Acquisition Univ.
  While games and simulations have evolved in their usage in military settings, this session seeks to explore practical applications designed to inform decision makers involved with military operations. Specifically the use of games and simulations to inform military leaders on warfighter and operational requirements by employing games and simulations geared that might be instrumented to make data driven decisions based on user behaviors within those games. From determining the desired capabilities and requirements of unmanned vehicle characteristics to making organizational decisions based on game and simulation based data, this session seeks to open new areas of potential impact for exploration and discussion.
Garth Jensen
Complexity and How it Applies to Learning
Naval Surface Warfare Center, Carderock Division
  Starting with his “Singularity mmowgli” game in 2017, Garth Jensen has been on a journey to help the Navy, DoD, and FedGov become more “complexity aware.” Milestones on that journey include presenting at the Ninth International Conference on Complex Systems (2018), organizing his own workshop in 2019, and launching the FedGov Complexity Community of Learning and Practice in 2020.

A recurring lesson from that journey is that Complexity is a dauntingly abstract concept. Although it can be conveyed by presentation, the actual “uptake” of these ideas using presentation methods alone is slow or lacking.

In response, Mr. Jensen started designing, practicing, and collecting exercise and activities that would help participants experience Complexity at a visceral, intuitive level.

Gary Frost
Opportunities for Developers with the Army’s Synthetic Training Development
U.S. Army
  The Army’s Future Command is devloping a virtual world in which to train soldiers for war in a common synthetic environment that includes complex and real-life terrain. It will be collective training across all military units: air, ground, sea, cyber and space, tobe used not only as a trainer but also as a mission-planning tool. The Army is seeking innovative training tools that can expand its current capabilities.
Georgi Tsvetanov
Designing and Using Games to Teach Business Skills to Children
Silega Global Inc.
  In this session, I will focus on the value of fostering business skills in children and draw focus to how games and simulations can be used for that purpose. We live during a time of accelerated technological change. Shifting demographics, global competition, and automation are eroding wages and job stability. In fact, automation alone is threatening 25% of the jobs in the United States. Given these considerations, it is becoming increasingly urgent to teach business skills at an early age to prepare the next generation of employees and foster continued economic growth. I will share specific examples of using business classroom games that were designed or adapted for children aged 9-12 and what were the results from those games.
Ginny Smith
Designing In-game Supports to Facilitate Learning
Florida State University
  Over the course of a three-year NSF project, I worked with a research team to design and develop a set of learning supports in a 2D digital physics game. We wanted to support both gameplay and physics understanding. Incorporating learning supports into game play without disrupting the flow state is tricky but has been shown to increase students’ learning and engagement in learning games. In a recent meta-analysis on the use of learning supports in such games, researchers identified ten distinct types of learning supports. In our project, we focused on three types: modeling, modality, and advice. Modeling supports provide example solutions or explanations about solutions. Modality refers to offering multiple representations, such as auditory and visual presentation of information. Advice supports aim to focus the students’ attention on an important aspect or aspects of the game level or activity. Design and development of the learning supports was an iterative process with both failures and successes. After three rounds of usability testing our final set of learning supports contained eight distinct supports. The lessons we learned have implications for the design of next-generation STEM learning games.
Jeff Berkley
Measuring Effectiveness in Healthcare Simulations
Mimic Simulation
  Adopting new technologies can be very disruptive to operating room efficiency. This disruption is compounded when the technology is not easily accessible outside of the operating room for training. This is certainly the case for robot assisted surgery, which is gaining significant traction as an alternative to open surgery and traditional laparoscopic surgery.

Simulation training has proven to be an effective alternative to learning “real time” on patients in the operating room. Most high-risk disciplines, such as aerospace, aviation, hazmat and military, require simulation for training and high stakes testing. However, medicine has been slow to embrace simulation in a meaningful way. Most hospitals do not enforce a structured simulation training curriculum or simulation testing for privileging and credentialing. However, the C-Suites of many hospital systems are now looking to simulation as a means of increasing OR efficiency while reducing surgical risk and costs. We therefore may be less than a decade away from a time where simulation testing will be required for surgeons as it is for pilots.

Jeff Berkley, PhD, will present on efforts by Mimic Technologies to create a common simulation training platform for surgical robots. Mimic began developing simulation for Intuitive Surgical’s da Vinci© robot in 2003 and has more recently adapted its simulation platform for use with many of the new robots pending FDA approval. Dr. Berkley will review current and future application of simulation to robot assisted surgery. The presentation will emphasize the utilization of data analytics for identifying and remediating high risk surgeons. Dr. Berkley will also discuss Mimic’s use of gamification for the purposes of encouraging surgeon engagement.

Jenn McNamara
Making the Case for Serious Games: Why is it So Hard?
BreakAway Games
  The theme of this year’s conference is Evaluation, Assessment & ROI of Serious Games. The modern application of digital games to meet real world needs began over 20 years ago and organizations are increasingly turning to games to meet their selection, education, training, and assessment needs. Yet, it remains difficult to find validation data supporting their adoption, hard numbers to demonstrate impact, or guidance for successful alignment of games to real world needs. This session will explore the reasons behind a lack of evidence supporting the use of serious games, share a summary of the available data, and open a dialogue about how we should do better as a community in the future.
Jennifer Scianna
All Day, Every Day Analytics for Design, Evaluation, and Understanding
Field Day Lab
  Data plays an integral role in the background of all of our lives. This session will focus on how to make data work in any phase of a project from play-testing to final evaluation and beyond using Lakeland, the latest science systems-thinking game from Field Day as a model. During design, the use of lightweight, third-party analytics allowed the team to streamline decision-making based on real player data from sample populations. As the project continued to evolve, embedded logging allowed our team to create predictive, real-time analytics that assess student behaviors and process them into a dashboard for teacher viewing. There is a spectrum for how much investment you can make into your data collection and analysis, and this session will provide concrete examples for implementation with your goals in mind.
Jim Kiggens
Assessment for Immersive Learning Experiences
(Workshop)
Immersive Learning Experience Team, Adtalem Global Education
  In this workshop, attendees experience and discuss how the patent-pending Immersive Learning Experience Design (ILXD) methodology is used to design learning outcomes assessment for immersive learning experiences (learning delivered in VR supported by AI). Attendees will experience the process first-hand through a case-study analysis of the award winning myVRscope™ immersive microscopy lab enterprise. Using Oculus Go headsets, workshop attendees will experience how the tools and processes in the ILXD model were applied in the development of learning outcomes assessment for myVRscope™ in use at Chamberlain University.
The workshop is Intended for educators and designers that are interested in designing and developing immersive learning for higher education. Previous experience with VR/AI is not required, but experience in learning design and delivery is strongly recommended.
John Fallon
Using Games to Make Better Readers and Writers
Notre Dame High School
  Video games have reached a level of artistic maturity that allows them to be read, studied, and analyzed like traditional texts in English class. Bringing a video game into the class is both familiar and incredibly different. This talk will show how I used the interactive game Her Story and What Remains of Edith Finch (remotely) to teach the unreliable narrator, identity, and new media and engage students in reflective, critical writing. The audience will walk away with a practical case study and advice on how to bring a narrative-focused video game into the classroom.
John Findlay
Why Game-based Learning Will Thrive in the Post Pandemic Surge of Distance Learning
LemonaidLXP
  COVID-19 has forced many organizations to experiment with working from home. Companies whose remote working programs have been successful are likely to continue with part time, or permanent, work from home arrangements. The increase in distributed workforces will cause a surge in distance learning, bringing new challenges for corporate L&D departments. Traditional elearning programs, whose learning experiences are typically static, will have trouble competing with the myriad of distractions that tempt the home worker. Learning departments will need more engaging training tactics to have an impact, and well executed game-based learning programs will be an integral part of the mix. In this session we’ll examine the key elements of an effective remote learning and why game-based learning will thrive in the post-COVID world.
John Kolm
Augmented Serious Gaming In The Physical Universe
Team Results USA
Dr Leslie Gruis, Team Results USA Serious play extends far beyond just the online world. There is a universe of corporate leadership development and discovery that is based on simulated scenarios executed in the real world, using a variety of augmented cognition techniques to provide practice and rehearsal of desired team and leadership behaviors. This universe meets the modern challenge to go beyond the limitations of classroom training and teambuilding approaches in a way that leverages modern scientific discovery about cognition and which also satisfies far higher demands and expectations of “useful” team development now coming from better educated C-level management that regards most classroom training and team building as useless.
This session will investigate aspects of cognition and team evolution from both a theoretical viewpoint and the viewpoint of 25 years of practical experience and practice in the field with work teams from some of the world’s best-known corporations and government agencies. Practical case studies and a practical demonstration and experiment using EEG with attendees are both included.
Come along and experience an application of augmented cognition in a real-world team environment, while also inspiring your own ideas and development talent to create the teaming and leadership solutions that will be needed tomorrow.
John Shulman
Using data from scenario-based games to demonstrate business impact
Alignor
Sue Blaske
Talent Development, Allina Health
What can you do when leaders question the business impact of training? In this session, you will learn proven tools and strategies for using data generated through online scenario-based learning games to demonstrate business impact and make a compelling business case to leaders. Presenter John Shulman has worked with L&D teams in numerous Fortune 100 organizations to develop learning games that address key skills for sales negotiations, managing through change, and difficult conversations. John will share how leaders often challenge L&D teams to prove business impact and question the value of training investments. The session will explore how you can use diagnostic data from learner game playing to identify learner strengths, diagnose gaps to be addressed, and partner with leadership to support training interventions.
Jonathan Peters
Delivert Fun: A Purposeful Approach to Gamifying Learning Experience
Sententia Gamification
  When it comes to creating gamified or game-based learning experiences, most practitioners throw game mechanics at a program without a methodology or rational strategy. They assume that what is fun for them will be fun for their participants. The result is hit-or-miss. When budgets and time are in short supply, organizations cannot afford such an approach.
This session outlines a practical approach to determining which game mechanics will motivate a targeted audience. You learn how an empirically based taxonomy of core human desires predicts what will be “fun” for specific participants, why some people like competition while others prefer quiet concentration, and still others enjoy letting it all ride on black.
Now, instead of trying to force everyone to play, you create experiences they want to engage with.
Katharine Hargreaves
Flex: Impossible Stories and Speculative World Building
ARKO LLC
  Flex is an interactive narrative workshop that explores how cultural roles and creative archetypes influence the ability to innovate at your edges. Speculative scenarios, archetypal characters, and impossible problems collide in this 60-min creative problem solving game.

An exercise in flexing your exponential imagination, this workshop provides a playful opportunity for groups to develop and flex their empathy skills, collective sense-making, and speculative world building as a new “society” of strangers.

Kevin Miklasz
How Reward Structures can Aid Assessment without Harming Learning
BrainPOP
  Although reward structures have generally been successful in games, the types of rewards used in education typically impede the learning process. New forms of assessment, like badges and micro-credentials, have generally failed to take root in education because of deep-seated design constraints in schools- the fact that you are using a badge is far less important than how you use a badge. This talk offers the idea that in general, games have used well-designed, meaningful, intrinsic reward structures, while educational systems have often used poorly-designed, not meaningful, extrinsic reward structures. Without dissecting and addressing the reasons for this discrepancy, attempts to revolutionize educational assessment in a game-based manner are doomed to failure.

This talk will first describe how reward structures are used in the game industry. I will then offer a taxonomy for characterizing the design of rewards systems, which has high relevance to assessment systems in schools. Next I will discuss a framework for understanding how to design rewards in a meaningful way for their intended play or learning objectives as well as assessment objectives, with examples offered from the game and education worlds.

Kimberly Hieftje
XR in Health & Education: Are We Ahead of the Game?
play4REAL XR Lab at Yale
Bernard Francois, PreviewLabs, Inc. The play4REAL XR Lab recently launched Invite Only VR, a vaping prevention game for teens. Developed for the Oculus Go, the player must navigate different types of peer pressure, including the pressure to vape in various social situations. The game covers several topics related vaping including: health and safety concerns, nicotine addiction, and the influence of social media and marketing. The game is currently undergoing an effectiveness trial with 280 teens, with an expected completion date of early June, 2020.

But are we ahead of the game? While our lab is adding to the current dearth of experiential, skill-based learning experiences for health education that are greatly needed, unfortunately few schools may have access to our intervention or other similar XR experiences. Even if that gap were to close in the near future, are teachers ready to use them in their classroom? While optimistic about XR in education and health, our lab is cautious, too. There is still a lot of research to do before we can make strong claims about the effectiveness of XR in improving learning and health outcomes. And we really need to be talking to those that will be using it the most – our teachers.

Leslie Gruis
Pokémon Stop: Why More HIPAA-like Privacy Laws Are Coming to Serious Games
 
  In 2016, Pokémon Go made a considerable splash with its augmented reality gaming format. Many heralded it as a harbinger of future game play without considering the privacy implications.

This is but one example of how gaming environments are leveraging more and more personal information. First it was things like your name, home address, and current GPS coordinates. Then it was information about your friends, the sites you browsed, and the products your bought. By 2020, scores of vendors at the Consumer Electronics Show demonstrated the value of VR access to EEG information for clinical and educational purposes. While the privacy of clinical usage is governed by HIPAA, what about privacy in an educational setting? What does the Children’s Online Privacy Protection Act (COPPA) cover? What if the student is over 18?

This is one of the things the new federal privacy law will address in the United States. New privacy law is coming now because other forces – like the European General Data Protection Regulation (GDPR) and state laws like the California Consumer Privacy Act — are declaring increased privacy a norm. Vendors support such Congressional legislation because a single federal law is far easier to conform to than 50 separate state laws.

This talk will highlight the erosion of individual privacy by technology and commercial interests. It will then focus on the international norms for privacy and ethical design of algorithms. Such norms encapsulate the key attributes of any new U.S. privacy law which will apply to serious gamers.

Lina Shanley
Let’s get better at blending technology and high-quality instruction
Center on Teaching and Learning, University of Oregon
Lina Shanley, Center on Teaching and Learning, University of Oregon We will share the story of our organization’s work toward scaling evidence-based elementary math instruction through the development, deployment and efficacy testing of three technology-delivered programs. KinderTEK, NumberShire, and Precision Mathematics each have a unique student audience, approach to instruction, and development process, yet all were developed with federal funding, were driven by research and needs of classrooms, and culminated in rigorous studies of student learning.

What was clear from the start (and is still true today) is that the university research enterprise (including research designs and methodologies, funding mechanisms, and researchers themselves) is not perfectly-suited for rapid, yet rigorous development and testing of individualized technologies. Nonetheless, research teams across the country have done a laudable job navigating this space. We will share the variety of ways our university-based teams infused evidence-based instruction principles, agile development, formative evaluation, mixed designs, and data mining into our design, development and research process to develop and examine the effects of those programs. Given that the field still has far to go, we will lead a discussion about how to propel this type of work forward, perhaps with new, realistic models of private/public partnerships and supports to promote product sustainability after grant funding ends.

Lindsay Grace
Designing Interactives, Toys and Games for Optimal Engagement
University of Miami
  Highlighting concepts from my 2019 book, Doing Things with Games, Social Impact through Play, and drawing from lessons learned completing projects for a variety of game projects in education, news, arts and social impact – the talk highlights core design tenets for effective, play based design. Beginning with the core distinctions between toys, interactives and games, the talk provides real world examples from projects I’ve lead (good and bad) from prototype to completion to both inspire and focus others looking to do complimentary work.
Louise Bennett
Using Games in Higher Education / Running Serious Game Dev Programs
King’s College London
  In 2018, King’s Online – the e-learning development team within King’s College London – were lucky enough to be given funding to invest in game-based learning to support fully online postgraduate programmes. Having already built a reputation for building internal capacity rather than outsourcing, it was a natural decision to create a new team to specialise in this. The team was fully in place by the beginning of 2019, with a mandate to produce short, single-session, replayable browser games that supported skills-based learning.

Eighteen months on, success in this has been variable ” but work continues. This paper seeks to review the successes (and failures) of this initiative, and identify areas for improvement. It will explore how we went about the creation of the team, chose projects, and went about attempting to build this work into our existing workflows ” as well as how we went about getting others on board.

Magy Seif El-Nasr
Data-Driven Design of May’s Journey: A programming game for non-programmers
Northeastern University
Chaima Jemmali In this talk, we will address the design choices for May’s Journey, a narrative game that teaches beginners how to program through puzzle solving. Players in the game move game pieces and interact with them through code written in a programming language we developed similar in syntax to Java. We will discuss the design choices including the programming language the players code in, the narrative elements, the level design and progression mechanics. We will also talk about how we used data-driven visualization and analysis techniques to allow us to evolve the game design. We will discuss the methodologies and techniques we used and how they helped us understand player debugging strategies and inform our design for new levels, and a help system. Finally, we will conclude by showing how our findings can be beneficial for educational games and computer science education.
Mahesh Joshi
Creating an Interactive Table Top Business Strategy Game
GMU School of Business
  Business education today requires an approach towards teaching that enhances the problem-solving and decision-making skills of students. These skills are hard to provide through lectures and traditional pedagogy, specifically in a strategy management course. Traditional methods of teaching that use lectures and case-based study provide a partial learning experience especially in an exceedingly practical subject like strategy management (for a detailed discussion. Experiential learning methods and simulations can be a complement to traditional teaching methods, especially in the field of strategic management.

Simulation games engage students and allow them to have a realistic interaction involving strategic decision making, problem solving and implementation of their theoretical knowledge. However, most of the time, simulations lead to a linear pathway rather than a dynamic interplay as the software responds to decisions taken by players in a linear pre-decided manner dictated by the logic programmed into the simulator. Also, the decision making is primarily focused on analysis and logic in a simulation and the critical role of an institutive gut feel practiced by most General Managers is missing.

Given these limitations of a standard simulation game, “BiggieBills” the interactive strategy board game was invented in 2016 and received a patent from USPTO in December 2019. This game uses a dynamic (not static) framework to ensure that decisions of one team impact those of its competitors. The objective was to provide yet another option for students to use their theoretical knowledge on strategy management in a close to real life situation to increase student learning.

This is game is played four teams of two to six players using four different cards: Growth Cards- allow players’ entity to grow if it suffices given criteria, Challenge cards- allow teams to challenge competitors’ actions and enhance player interactions, Industry Conditions- provide changes in business environment to which teams must adapt, and, Bonus Cards- provide bonus opportunities with which teams can challenge their opponents or defend against a competitor’s challenge card. Each team is responsible for a business entity with a pre-determined amount of bank balance.
Of course, the critical aspect of any educational game is the efficacy. From its early development time, the beta testing involved efficacy of the game through a reflective exercise by students at the end of the semester. Results will be discussed in the session.

Maja Pivec
Games for Sustainability: RIO and other mitigating factors
FH Joanneum University of Applied Science
  The UNESCO roadmap states that we are altering our planet’s environment in an unprecedented manner and wholesale change in the way we think and the way we interact with the ecosystems that support our lives is urgently required. So what would motivate each of us for more sustainable behaviour and consumption? How can we gain a better understanding and awareness on sustainability in a variety of different cultural settings, and topics like waste separation, energy and water consumption? How can we use the potential of serious games as a means of facilitating sustainability teaching and learning in the area of sustainability?

This presentation will detail the results of several European game development projects focused on sustainability and green skills for different age groups, using formal and informal education. We will discuss academic research collaborations applying game mechanics and playful solutions, and report on teaching activities focused on developing intercultural and interdisciplinary solutions in the area of Gamifying Sustainability. These are topics we all need to think about, and Serious Games, due to their interactive and extremely immersive nature, are excellent vehicles to promote, foster and educate on the investment in our future.

Marc Ruppel
Federal Grant Opportunities in the Arts
National Endowment/Arts
   
Marcia Downing
Turning Games/Activities into Learning and Engagement
Marciaz Consulting
  Are your activities and games engaging? Do they capture the attention of the audience and provide memorable content, or do they check a box that says, yes there’s interactivity in my presentation? This session will provide educators, facilitators and trainers ideas and examples of activities and games to include in presentations and training that will engage and educate the audience.

The information presented during this session will minimize employer hesitation in including “FUN” in presentations of all types. Session participants will leave with engaging ideas, information and examples of activities and games they can immediately implement in various training and/or presentations.

Learning during engagement, what a Concept!!!!

Mari Strand Cary
Let’s get better at blending technology and high-quality instruction
Center on Teaching and Learning, University of Oregon
Lina Shanley, Center on Teaching and Learning, University of Oregon We will share the story of our organization’s work toward scaling evidence-based elementary math instruction through the development, deployment and efficacy testing of three technology-delivered programs. KinderTEK, NumberShire, and Precision Mathematics each have a unique student audience, approach to instruction, and development process, yet all were developed with federal funding, were driven by research and needs of classrooms, and culminated in rigorous studies of student learning.
What was clear from the start (and is still true today) is that the university research enterprise (including research designs and methodologies, funding mechanisms, and researchers themselves) is not perfectly-suited for rapid, yet rigorous development and testing of individualized technologies. Nonetheless, research teams across the country have done a laudable job navigating this space. We will share the variety of ways our university-based teams infused evidence-based instruction principles, agile development, formative evaluation, mixed designs, and data mining into our design, development and research process to develop and examine the effects of those programs. Given that the field still has far to go, we will lead a discussion about how to propel this type of work forward, perhaps with new, realistic models of private/public partnerships and supports to promote product sustainability after grant funding ends.
Michael Beall
Designing Games for Professional Development (Workshop)
Gear Learning, University of Wisconsin
  Game-based learning is becoming an increasingly common and impactful option for professional development. Traditional professional development games like trivia and quizzes are effectively just assessments. A deeper gameplay experience that leverages a situated learning experience may better engage learners and increase the learning outcomes. Since the range of possible professional development activities can be vast, depending on the subject matter, this workshop will focus on the mapping of learning objectives to gameplay mechanics, specifically in the space of professional development. Working in small groups, participants will be guided by the University of Wisconsin – Madison’s Mike Beall, as you learn about and experience the high level game design process.
Michael DiPonio
How Identifying the Right Stakeholders will Make or Break Your Serious Game
Quicken Loans
  As developers, we often get lost in the problems we’re trying to solve or the methods we’re using to solve them, because those are the exciting parts. What’s often missed in the process but is vital to your success is finding the right person in-organization to champion your training game, so that when all the hard work is done, everyone will see that all-important ROI.

Using practical examples from enterprise gaming solutions my team has built over the years, we’ll cover what it looks like when you have a strong champion; how things can go wrong when you don’t have one, and how you can identify red flags during development.

Michelle Zimmerman
Moving a Middle School to Integrated, Multi-Discipline Learning
Renton Prep
  Where do you start? What learning do you want to achieve? What role should computeres have? What different kind of teachers did you need; what new skills? Will the teachers you had accept doing things differently? What kind of training did it require, to change their mind set? What should you change the first year, the second year? How did students respond, parents respond?

Michelle will walk you through the process at Renton Prep, a highly regarded private middle school in the state of Washington.

Mike Washburn
Fostering Affinity Spaces and Community in Academic Esports
Participate
  Esports is exploding in popularity. Groups, companies, and non-profits are forming throughout North America, yet the work is just beginning on how to get everyone talking to each other as we move forward. Join Mike Washburn, Director of Engagement at Participate, in a discussion on what is being done to build community and affinity spaces at all levels of Academic Esports.Michelle will walk us through the process at Ranton Prep in the State of Washington.
Miranda Verswijvelen
Game-inspired narrative design to support compassion training with virtual patients
Auckland University of Technology
Nataly Martini
University of Auckland
Research shows that compassionate health care improves patient outcomes, and that this behaviour and the related emotions can be taught. Virtual patients can simulate real-life clinical scenarios and provide healthcare students and professionals with a safe environment in which to practice communication and actions. However, it is not an easy task to approach the authenticity, unexpectedness and complexity of real patients in the narrative and dialogues.

To learn how to improve the virtual patient experience, this research aims to investigate the narrative techniques used by experienced game writers. Since the first text-based adventure games in the eighties, these writers have perfected ways to create deep characters, compelling choices and meaningful consequences that engage and surprise their players. Their experience gives us insights into how we can improve story-based learning experiences, heighten engagement and evoke learner emotions. They show us that higher fidelity technology like AI or VR is not the only path towards creating more engaging virtual patient experiences.

In this session, you will learn about specific techniques that you can apply immediately in writing better situations, dialogues and choices that increase learner immersion in virtual patient scenarios to teach compassion, and in scenario-based learning in healthcare in general.

Mitch Weisburgh
Immersive Classrooms in Middle and High School
Academic Business Advisors
Scott Brewster How do you best mash up VR, AR, 360 photos, game-based learning, assessment, and pedagogy in order to engage students and accelerate their learning? We will review some of the lessons we’ve learned from creating and implementing immersive classes and curriculum in the US and Finland.
Monica Cornetti
Play with a Purpose
Sententia Gamification
  Is it possible that the opposite of play is not work – that they are in fact mutually supportive, and when we stop playing, we stop creating and developing? Games are often talked about as if they were a relief from serious learning. But in the make-believe world of games we are in charge, making decisions, as we assess risk to master a range of challenges. Are games and gamification in reality… serious learning?

Because play helps create new connections between neurons and between different parts of the brain, perhaps we have a neurological imperative to allow our learners to play.

In this featured session with gamification educator and designer Monica Cornetti, you’ll learn:
· Simple strategies to inspire curiosity and encourage experimentation in your learners
· How to incorporate play to deal with difficulties, promote mastery of skills, and provide a sense of purpose
· How to allow play to drive your work – as we are built to do – and begin to find opportunities for play everywhere.

Learn how you can use gamification to help learners not only feel better while engaged in your learning experiences, but you’ll also encourage creativity, expand their brains (literally), and help them better survive their complex world.

In a world continuously presenting unique and ever-changing problems, can play prepare us to better understand the opportunities and challenges in the world around us?
The real question remains – is play useful in the workplace?

Nataly Martini
Game-inspired narrative design to support compassion training with virtual patients
Auckland University of Technology
Miranda Verswijvelen,
University of Auckland
Research shows that compassionate health care improves patient outcomes, and that this behaviour and the related emotions can be taught. Virtual patients can simulate real-life clinical scenarios and provide healthcare students and professionals with a safe environment in which to practice communication and actions. However, it is not an easy task to approach the authenticity, unexpectedness and complexity of real patients in the narrative and dialogues.

To learn how to improve the virtual patient experience, this research aims to investigate the narrative techniques used by experienced game writers. Since the first text-based adventure games in the eighties, these writers have perfected ways to create deep characters, compelling choices and meaningful consequences that engage and surprise their players. Their experience gives us insights into how we can improve story-based learning experiences, heighten engagement and evoke learner emotions. They show us that higher fidelity technology like AI or VR is not the only path towards creating more engaging virtual patient experiences.

In this session, you will learn about specific techniques that you can apply immediately in writing better situations, dialogues and choices that increase learner immersion in virtual patient scenarios to teach compassion, and in scenario-based learning in healthcare in general.

Ollie Rundgren
Using Science, Analytics and Psychology to Make Games that Work
Psyon Games, Finland
   
Olufunmilola Abraham
Harnessing the Power of Serious Games to Improve Medication Use
University of Wisconsin-Madison School of Pharmacy
  Medication misuse often leads to poor health outcomes, including injury and death. Educating patients and families about safe and appropriate use of medications is critical to reducing errors and managing chronic and acute conditions. Serious games provide an innovative and effective approach for improving health outcomes. We will discuss the value of developing, disseminating, and implementing serious games to improve medication use through a multidisciplinary team of experts (pharmacists, physicians, youth, game designers and developers, and behavioral health experts). The presentation will describe a theory-driven approach for the design and development of a serious game (MedSMA℞T:Adventures in PharmaCity) to educate youth and families on prescription opioid safety. We will present insights from community-based feedback using mixed-methods research techniques. Our presentation will highlight the process for engaging with a variety of clinics and schools in rural and urban settings to incorporate serious games in science and health classes.
Paul Darvasi
Teach like a
Dungeon Master:
How RPGs Can Transform Education
York Academy
  Dungeons & Dragons, the iconic tabletop role-playing game, has enjoyed a massive resurgence in recent years. The Dungeon Master, or DM, is the game’s referee, worldbuilder, and storyteller-in-chief, guiding players on their campaigns and adventures. This session will explore what teachers can learn from Dungeon Masters to make classes more engaging and invigorate their own practice.
Paul Darvasi
From Cathedrals to Virtual Reality: (Un)Structuring Spatial Narratives for Video Games, AR, and VR
York Academy
  Open virtual worlds challenge traditional narrative conventions, and redefine how stories are told and received. A vital way to advance storytelling while still affording agency is to enlist the environment itself as a narrative tool to inform and shape user experiences. This session will recruit from diverse sources, including Inca city planning, cathedral architecture, theme park arrangement, video game design, and scholarly work on environmental authoring to explore the fertile and inspiring intersections of story, artifact, and space.
Paul Thurkettle
Innovation in NATO – VR for Pre-deployment Training
NATO Allied Command Transformation
  Following NATO’s development of policies for Protection of Civilians and Children in Armed Conflict, a innovative way to deploy this training to ensure the concepts and rules were understood was required. NATO ACT Training Technologies suggested doing this by developing a VR game which “dropped” the users into the environment and had them work through the scenarios with the correct actions. This was accepted and we now have a VR/PC and SCORM compliant versions. The presentation will walk through the ideas, challenges and solutions leading to this exciting new way to train.
Paula Kelly
Onboarding Gen Z and Millennials with Experiential Training
NExT, a Schlumberger company
  This is game is played four teams of two to six players using four different cards: Growth Cards- allow players’ entity to grow if it suffices given criteria, Challenge cards- allow teams to challenge competitors’ actions and enhance player interactions, Industry Conditions- provide changes in business environment to which teams must adapt, and, Bonus Cards- provide bonus opportunities with which teams can challenge their opponents or defend against a competitor’s challenge card. Each team is responsible for a business entity with a pre-determined amount of bank balance.
Peter Leveille
Making a Serious Game about Organizational Agility
The MITRE Corporation
Sarah Miller
The MITRE Corporation
Government agencies are increasingly asked to do more with less and continue to operate in the same manner as they did decades ago, while having a broader mission and fewer resources. Agencies must find ways to organize to accomplish the mission while balancing constant change. Organizational Agility is a new paradigm for accomplishing work in a way that emphasizes both flexibility and stability, or structure and innovation. We developed a serious game that enables participants to experiment with new ways of organizing their work and reaching their goals and then transfer that learning to their actual organizations.

This talk will introduce the key elements of Organization Agility and describe the method used to incorporate these concepts into a serious game for teaching government leaders about Organizational Agility. We tour the process of designing and developing a serious game from both the perspective of the designer and the customer. We share insights into the shaping and refining of the game to promote engagement for a government audience. The audience will get an opportunity to touch and feel the final printed tabletop version of the game as well as ask us questions about the end to end process.

Peter Smith
Integrating Hardware into Serious Games Design
University of Central Florida
  We will cover best practices lessons learned for:
– Interfacing with custom hardware both in general and with our controllers
– The importance of solid and easy to use calibration
– How EMG works and why it is useful for prosthetics and games
– Usability concerns in gameplay and out
– Game play preferences for arm flexing games
– One handed vs conventional controllers for users with limb difference
– The importance of being able to play a game with both limbs.

We will cover user data collected on usability of the controller; preferences for various game play styles; and training effectiveness. We will also include use cases for EMG Control for players with limb difference, including our participatory design process, our training philosophy and the positive impact on bionic kids.

This presentation will follow our journey developing games that utilize custom EMG controllers to train children to use their prosthetic arms. The arms are all designed and 3D printed at Limbitless Solutions in Orlando, Florida. Their designs are intended to empower through creativity. The individualized designs reflect the personality of the kids and provide them with a fully functioning multi-gestural prosthetic. These arms can be complicated to control, but we use gaming to make the training process enjoyable and strengthen the muscles by turning flexes into game input.

This presentation will cover how the Limbitless Games controller works, as well as the Microsoft Adaptive Controller and other accessibility controls.

Peter Stidwill
The Future as Now, Games as Assessment (Panel)
FableVision Studios
Yoon Jeon Kim, A growing body of research suggests the efficacy of games as tools for learning and perhaps even more interestingly as tools for assessment. Drawing on decades of experience in the commercial game-based learning industry, panelists will share their perspective on how games can not only cultivate, but assess future-facing skills (popularly known as 21st century skills) through the lens of 5 games developed by the studios in the panel.
Takeaways

Understand best practices for designing games to evaluate future-ready skills
Determine guidelines for assessing player skills in ways that are accountable
Identify strategies to help ensure learners understand their game skills are transferable to the real world

Phaedr Boinodiris
INTERACTIVE DISCUSSION: The Good, the Bad and the Ugly: A Personal Tale about Leadership, AI & Ethics
IBM
  Artificial Intelligence (AI) enhances and amplifies human expertise, makes predictions more accurate, automates decisions and processes, optimizes employees’ time to focus on higher value work, improves people’s overall efficiency, and Will be KEY to helping Humankind travel to new frontiers and solve what feels now like insurmountable problems. But- We’ve got to get AI right…
Can you trust the decisions made by an AI? Just because a decision is made by an AI does not mean that the results are morally or ethically squeaky clean. This talk will introduce listeners to the very real dangers of unmitigated bias in AI, told in a very personal way through storytelling. The talk will conclude by giving very tangible steps that organizations can take to best leverage this technology to your advantage WHILST mitigating the risks.
Rachel Slivon
Create an Escape Room, Producing a More Active Learning Environment
University of Florida
  By creating a series of puzzles or problems for students to work through in teams, we can transform our classrooms into escape rooms. Escape rooms are flexible: you can build one that is just right for your students. For example, when you introduce a new concept to your students, you may use an escape room as an experiential learning strategy. Or, you may use an escape room to review course material with your students. Whatever you use an escape for, you will be promoting an active, fun learning environment that fosters hands-on experience.

During this workshop, I will discuss how we can transform our classrooms into escape rooms to engage students and create an active learning environment. After this brief introduction, we will analyze step-by-step instructions for creating an effective escape room. Next, we will participate in an escape room, which will take most of the workshop time. At the end of the session, we will reflect on our experiences and brainstorm our own escape rooms.

Randy Brown
Operational VR: From Play to Simulation to Military Operational Use
Virtual Heroes Division of ARA
  Today’s military operators must “Train as They Fight.” New VR solutions must interoperate with existing deployed solutions, to ease the learning curve for Soldiers in the field. Virtual Tactical Assault Kit (VTAK) is the VR platform developed for and integrated with the 10,000+ strong TAK ecosystem in use today. This platform provides the same interface and functionality as standard Android (ATAK) and Windows (WinTAK) devices, while greatly expanding operators’ ability to interact with, collaborate, view, mark up, and perform mission planning and rehearsal in full 3D space. This talk will provide an overview of VTAK’s functionality and multi-user collaboration capabilities.
Rhonda Bruce
Selecting a Vendor for an Adult Learning Project, Outlining and Monitoring the Process, Measurement
Defense Acquisition University (DAU)
  a. Requirements and Contract Language
b. Vendor Selection
c. Monitoring Project Processes
d. Measuring Learner’s Effectiveness
Richard Boyd
PANEL: Achieving Deep Learning in Serious Games and Simulation
Tanjo
  Deep Learning is one of the newest and most powerful tools in the AI arsenal. It is being used to automate and improve performance in every industry. In this session, three practitioners in the field will share some of the ways they are using AI and deep learning for interactive simulation and serious game projects. The audience is invited to bring their own problems for discussion and brainstorming on how deep learning techniques might be applied to them.
Richard Van Eck
How Games Work Well for Healthcare Training
Associate Dean for Teaching and Learning, Monson Endowed Chair in Medical Education, Professor, University of North Dakota
Scott Brewster, COO, Triad Interactive Media It is widely accepted that games have a role to play in promoting health, but why and how do they do this for individual patients and populations as a whole? In this session, representatives from the University of North Dakota School of Medicine and Health Sciences and Triad Interactive Media will present two case studies of federally-funded games developed through public-private partnerships. Project RAHI was designed to teach the public about radon. Approximately 21,000 Americans die needlessly each year from lung cancer due to exposure to radon in their homes (EPA, 2003). This is the largest cause of lung cancer after smoking and twice the number who die from drunk driving. Yet despite thousands of public education campaigns, those under the age of 30 do not know what radon is (Vogeltanz-Holm & Schwartz, 2018). Project RAHI relied on agency and evidence-centered design to teach key principles of radon exposure, testing, and remediation in less than 30 minutes of gameplay. As part of a larger HRSA-funded project, a game is being designed to educate physicians about the short and long term costs and benefits of gerontology principles of patient care. Gerontological interventions that begin with patients in their 50s produce dramatic increases in patient health and equally dramatic decreases in health care costs over decades, but these lessons are hard to learn under todays patient care models. The presenters will articulate the key steps and principles used in the design and development of these two games to illustrate how games can solve health problems where other interventions fail.
Rob Alvarez
From Games to your Learning Experience: A Practical Workshop
Business School, IE University, Spain
  During this workshop, you will understand the five steps of creating a solution using games. This is a summarized version of a 1-2 day workshop where we will focus on the creation and testing phases of a single iteration. These steps are applicable to a wide variety of sectors and during our time together we will focus on its application for learning. These steps have derived from interactions with over 100 experts of games-based learning and gamification through the Professor Game Podcast as well as my own experience with games-based approaches at IE Business School in Madrid with interactive learning materials (that have been in creation and evolution since 2001) and beyond. Come join us and get a hands-on experience you can apply to your practice the day after!
Roger Smith
PANEL: Achieving Deep Learning in Serious Games and Simulation
Model Benders
Richard Boyd, Tanjo (Corp)
Brian Stensrud, SoarTech (Military)
Deep Learning is one of the newest and most powerful tools in the AI arsenal. It is being used to automate and improve performance in every industry. In this session, three practitioners in the field will share some of the ways they are using AI and deep learning for interactive simulation and serious game projects. The audience is invited to bring their own problems for discussion and brainstorming on how deep learning techniques might be applied to them.
Ronald Dyer
Measurement & Evaluation – Strategies for Measurement of Serious Game Integration
University of Sheffield, Business School
  Serious games are now pervasive across all sectors, yet a challenge remains regarding both identification and measurement of their impact at the individual and organizational levels. While increased engagement and motivation are commons elements cited as it relates to games, the question remains as to how to capture the relevant qualitative & quantitative data requisite for identification of return on investment as well as sustainability of serious games integration in the corporate ecosystem.

This workshop’s focus is on development of a measurement framework to support construction of an appropriate model using the following:

1. Play assessment diagnostic
2. A scorecard (Scoring Rubic). i.e GPAI (Game Performance Assessment Instrument)
3. Pre/Post Knowledge Assessment &
4. Gamified Performance Assessment Review (GPAR)

These four components will form the basis for the development of a comprehensive model, integrating the key variables for a measurement methodology to assess the benefits of serious games both empirically and as a value-added component across learning environment.

Ronald Kantor
How China’s After School Education Industry Leverages Digital Gaming
KantorConsulting
  n November 2018, Dr. Ron Kantor was invited to attend the Global Educational Technology Summit in Beijing, China. In addition to attending the conference, Kantor was also invited to participate in a Chinese Ed Tech Eco Tour which led to his visiting five key Chinese Ed Tech companies including iFlyTek, Class In, TAL, NetEase and the Chinese Governments Mooc development center, an entity whose purpose is to incubate Ed Tech start ups and create educational materials (learning objects) that can be used across different on line learning products. As part of the EcoTour and Conference, Dr. Kantor collected field data including slides, interview data and videos. What he discovered through this initial research was the widespread use of gamification, serious play being used in self-paced as well as virtual classroom learning environments. In this session, Dr Kantor will share his findings from 2018 as well as additional research he has continued to pursue investigating how the Chinese use gaming to sustain learning focus, enhance motivation and increase learning outcomes. The current Corona virus crisis means that schools are closed and parents are encouraging and paying for their children to take on line education in lieu of attending face to face classroom session. In all probability, the health crisis will result in an exponential increase in the use of on line K-12 education. Stock prices of key companies that provide educational services have risen strongly in the past two weeks and will continue to, especially if the health crisis continues to grow in
Ronald Stevens
Assessing the Neurodynamics of Uncertainty during Serious Play
UCLA School of Medicine / The Learning Chameleon, Inc.
  Every human decision, whether conscious or not, has its origins in uncertainty. Despite its ubiquity, uncertainty has been difficult to dynamically track in real-world settings. This is due, in part, to uncertainly being based on each individual’s perception of the situation, and what might be highly uncertain for one person may be trivial for another. We really can’t assess the importance of uncertainty for task design and adaptive training until we have ways to rapidly, and quantitatively track its dynamics in natural settings.

Our presentation will describe how the neurodynamic organizations modeled from real-time EEG-based data streams can provide quantitative estimates of momentary team, and team member uncertainty. Looking forward, these fluctuating periods of uncertainty may provide a language that intelligent agents can be trained to recognize, providing automated understandings about when individuals are becoming uncertain, how long the uncertainty will last, what were the triggering event(s), and ultimately the mitigation the machine could provide.

Ross Smith
Games, AI and Worker Displacement — i.e. Why We need More Play in the Workplace
Microsoft
  In 2016, McKinsey forecast that by 2030, as many as 800 million jobs could be displaced by AI and automation. More recent students suggest maybe 375 million by 2030. To put that in context, that’s a little more than everyone in the US and Canada losing their jobs. OK, that’s a bummer. How can games and play help? In his book on Play, Stuart Brown said, “Stepping out of a normal routine, finding novelty, being open to serendipity, enjoying the unexpected, embracing a little risk, and finding pleasure in the heightened vividness of life. These are all qualities of a state of play.”
A lot of advances in AI are based on machine learning – taking large datasets and looking for patterns to predict the future. Play is different. Bernard Suits, in his book “The Grasshopper” talks about game playing as the selection of inefficient means. If the goal of the game of golf is to put the ball in the hole, why use a golf club when you can pick the ball up with your hand, walk to the whole, and drop it in – a hole in one on every hole! Playing a game requires adherence to the rules of the game.
Creative adjustment to changing rules is where humans add value and where games and play can teach us all how to add value in the coming AI revolution. What can we learn from DeepMind and AI playing the game of Go. Why choose a game? – What about AlphaZero? DeepMind and Go – discussing Watson and Jeopardy, Deep Blue and Gary Kasparov – why are games the test bed for AI progress? Games and play represent the frontier of human intelligence – we experiment and test ideas using play. We pretend, fantasize, and ideate using play.
This talk will look back at how weavers and spinners adapted to the arrival of the power loom, how the printing press changed the way creators created – and how games and play are uniquely human. Our ability to step outside the magic circle of rules, as Johann Huizinga described “the arena, the card-table, the magic circle, the temple, the stage, the screen, the tennis court, the court of justice, etc., are all in form and function play-grounds, i.e. forbidden spots, isolated, hedged round, hallowed, within which special rules obtain. All are temporary worlds within the ordinary world,. dedicated to the performance of an act apart.” – as humans we have the ability to create, to be spontaneous, to imagine. Play is unique in that sense – and with the coming fourth industrial revolution, powered by AI, play is more important than ever.
Russ Shilling
Keynote Pandemics to Psychological Health: What Developing Games Can Teach us About Social Impact
 
   
Sam Adkins
The 2020-2025 Global Game-based Learning Market
Metaari
  Adkins will provide key findings from the new Metaari report distributed by the Serious Play Conference called The 2020-2025 Global Game-based Learning Market. That report includes an analysis of the market in 122 countries across seven regions. He will provide five-year revenue forecasts and identify primary revenue opportunities, market catalysts, and the buying behaviors for six buying segments in each region. He will also discuss the recent worldwide boom in investment activity.

Metaari has revised its revenue forecasts for the global Game-based Learning market significantly upward from previous forecasts. This is due to the impact of major global market catalysts that are creating very favorable market conditions for suppliers. Of the seven advanced learning technology products tracked by Metaari, Game-based Learning has the highest growth rate.

Samatha Bond
Serious Games through the Eyes of a Certified Medical Illustrator (Workshop)
University of Illinois at Chicago
  Serious games have the noteworthy potential to change lives with elegant storytelling and meaningful educational balance. When applied to healthcare, particularly in patient and caregiver education, these games can open a door to massive change in doctor-patient communication, anxiety, and autonomy. However, without a deep understanding of the science content by the developer, accuracy of material can be compromised; what’s more, the balance between game mechanics and learning objectives can skew player understanding, over-simplifying a healthcare narrative, or worse yet, increasing anxiety by shining a light on the complex facets of an ailment or patient decision without proper scaffolding. Certified Medical Illustrators spend years training in the sciences and the arts to attempt to create a perfect, elegant balance that can be wholly applied to serious games.

The University of Illinois at Chicago Biomedical Visualization program (BVIS) is one of only four accredited medical illustration programs in North America, and we pride ourselves on our focus on forward-thinking interactive technologies for holistic, impactful patient education. Attendees of this workshop will gain an insight into the vital principles of medical game development through principles and case studies by myself and my student researchers.

Sarah Miller
Making a Serious Game about Organizational Agility
The MITRE Corporation
Peter Leveille,
The MITRE Corporation
Government agencies are increasingly asked to do more with less and continue to operate in the same manner as they did decades ago, while having a broader mission and fewer resources. Agencies must find ways to organize to accomplish the mission while balancing constant change. Organizational Agility is a new paradigm for accomplishing work in a way that emphasizes both flexibility and stability, or structure and innovation. We developed a serious game that enables participants to experiment with new ways of organizing their work and reaching their goals and then transfer that learning to their actual organizations.

This talk will introduce the key elements of Organization Agility and describe the method used to incorporate these concepts into a serious game for teaching government leaders about Organizational Agility. We tour the process of designing and developing a serious game from both the perspective of the designer and the customer. We share insights into the shaping and refining of the game to promote engagement for a government audience. The audience will get an opportunity to touch and feel the final printed tabletop version of the game as well as ask us questions about the end to end process.

Sarah Moffat
Developing High Performing Leaders
U.S. Dept of Veterans Affairs
  Leadership, when it’s all said and done is really just one thing: the ability to influence others. Its an individual’s ability to inspire confidence and action from teams. Gifted leaders know how to tie mission and values to the performance goals of their teams. Motivating leaders know how to use charisma, reward, and opportunity to get the best from their teams. Transformational leaders inspire and help people attain goals and understand change is necessary. But what about high performance leaders? How can an organization create a culture and norms around high performance leaders? How do you find the next generation leader that will fill that high-performance goal. And, what’s more, how do you build and train leaders who are both high-performing and contexutally effective, inspirational, and — of course, influential.

Join this session with leadership development expert and coach, Sarah Moffat, who will delve into the world of leadership development and high performance habits and share:
– What are high performance habits?
– How to identify and develop leaders to be high performance leaders?
– How to measure influence and effectiveness in leadership

Scot Osterweil
The Future as Now, Games as Assessment (Panel)
MIT Education Arcade
YJ Kim, Peter Stidwill A growing body of research suggests the efficacy of games as tools for learning and perhaps even more interestingly as tools for assessment. Drawing on decades of experience in the commercial game-based learning industry, panelists will share their perspective on how games can not only cultivate, but assess future-facing skills (popularly known as 21st century skills) through the lens of 5 games developed by the studios in the panel.

Takeaways:
– Understand best practices for designing games to evaluate future-ready skills
– Determine guidelines for assessing player skills in ways that are accountable
– Identify strategies to help ensure learners understand their game skills are transferable to the real world

Scott Provence
Functional Failure: How We Learn More by Getting It Wrong
Grand Rounds
  What role should failure play in training environments? How often should learners be allowed to fail? And when dealing with compliance topics or sensitive industries like the field of healthcare, is ANY failure worth encouraging?In this session, attendees will learn how the feedback structure of games can be used to challenge the way we typically look at failure. Attendees will learn a new system for “fail-safe” training that creates more collaborative environments, more creative problem-solving, and more long-lasting learning.
Scott Provence
Functional Failure: How We Learn More by Getting It Wrong
Grand Rounds
  What role should failure play in training environments? How often should learners be allowed to fail? And when dealing with compliance topics or sensitive industries like the field of healthcare, is ANY failure worth encouraging?

In this session, attendees will learn how the feedback structure of games can be used to challenge the way we typically look at failure. Attendees will learn a new system for “fail-safe” training that creates more collaborative environments, more creative problem-solving, and more long-lasting learning.

Sharon Bildstein
From Game Design to Production in 4 Months
Johns Hopkins Hospital
Angela Malicki and Christian Clausen (ISD), Johns Hopkins Hospital We have nothing to sell but our enthusiasm for creating games, and we are happy to share that with you. We will present the process we went through to design a game that we currently use as part of The Johns Hopkins Hospital’s orientation for Clinical Technicians. If you are like us, you may find that getting started is the hardest part to game design. However, like any learning content development, it gets easier once you know what the learner needs to know. We plan to demonstrate how we got started and help you to brainstorm game play ideas based on your current training needs. Then, we’ll show you the rapid prototype process we went through to develop our game, both digitally and physically (as a board game). Finally, we’ll break the process down so you can get started creating a game, too. NOTE: all of these processes we share will be extremely low budget with practical application.
Shawn Clybor
Teachers as Game Designers: Games in the High School History Classroom
Dwight-Englewood School
  Games and gameful learning have great potential to enrich critical reasoning and analytical skills in high school history classrooms. However, game-based approaches to the teaching of history have focused predominantly on the use of commercially developed simulation games and virtual worlds, such as Civilization, Assassin’s Creed, or Second Life. But what happens when history teachers begin creating their own content? Where do they begin? How do we merge “best practices” for history as an academic field with games and game-based learning? Offering concrete examples from my own classes, and several of my colleagues’ in the history department at Dwight-Englewood School, I will explore various approaches to instructional design, including assessments and outcomes, for history teachers who are seeking ways to create their own games and simulations (even if they have limited tech experience). I will also offer a few examples of how historians and history teachers have taken a more active role in the game-development process, and what that means for the future of game-based learning in the history classroom.
Sreeram Kongeseri
Games for Community Engagement – Will it work for you?
Amrita University
Ajay Balakrishnan, Associate Director, AMMACHI Labs, Amrita University This talk will start with an orientation on games designed for civic engagement. Games for civic engagement are seen as an effective way to constructively engage citizens in policy discussions, solve community issues, increase volunteer motivation and citizen science. Serious games for enhancing the civic engagement processes is an active area of interest in the communities of research and practice. Recent trends have been encouraging as more games are being used to engage the public around climate change, urban planning and policymaking. However, the presence of social, economic, technological and emotional barriers to successful civic engagement needs to considered for informing game design. A case study of a tabletop game designed for rural communities of India will also be presented. A short discussion on the participatory approaches such as Participatory Rural Appraisal (PRA) will follow. The talk will close with remarks on factors that make or break purposeful games for civic engagement.
Steve Guynup
Designing Innovative Virtual Spaces
Hayfield Isovista
  Build creative functional virtual spaces. Learn to use reality as a tool to create belief and behavior in your users. By blending game design, the development of early cinema, and examples from award winning virtual art galleries, this session takes you on an immersive journey and will expand your understanding of VR.
Steve Isaacs
Fortnite Creative: Leveraging Student Expertise in Content Creation
Bernards Township Public Schools
Mike Washburn
Participate
Students love games and thrive when we make learning meaningful for them. Fortnite Creative Mode allows students to create their own content (games, learning experiences and so much more!) in the Fortnite sandbox. Educators in all content areas are embracing the use of tools like Fortnite Creative! In this workshop, participants will learn about Creative mode and create their own minigame or project to explore the possibilities.
Sue Blaske
Using data from scenario-based games to demonstrate business impact
Allina Health
John Shulman, Alignor What can you do when leaders question the business impact of training? In this session, you will learn proven tools and strategies for using data generated through online scenario-based learning games to demonstrate business impact and make a compelling business case to leaders. Presenter John Shulman has worked with L&D teams in numerous Fortune 100 organizations to develop learning games that address key skills for sales negotiations, managing through change, and difficult conversations. John will share how leaders often challenge L&D teams to prove business impact and question the value of training investments. The session will explore how you can use diagnostic data from learner game playing to identify learner strengths, diagnose gaps to be addressed, and partner with leadership to support training interventions.
Tammie Schrader
From a Few Games to Multi-Discipline GBL Program
Northeast Washington Education Service District 101
  This presentation will highlight the extended work that our education service agency, NEWESD 101, has done across the State of Washington. I will be showing the model we are using to roll our game based learning program, working with our state agency as well as several game developers and our Washington State Teachers Union, to introduce, expand, and integrate games in education on a statewide scale. We will be showcasing the work that has taken, including finding funding, and working with all the education districts, teachers and game developers, and the support we’ve had from from the state.

Teresa Thomas
Testing a Narrative Serious Game to Improve Cancer Patient Self-Advocacy
University of Pittsburgh
  Individuals with advanced cancer represent a patient population that is extremely burdened by their illness, its treatments, and the impact of their diagnosis on their life. Patients must learn to advocate for their needs and priorities, otherwise they are at risk of poor management of their cancer and treatment side-effects. Our research team developed a narrative-based serious game, Strong Together, to teach women newly diagnosed with advanced gynecological or metastatic breast cancer key self-advocacy skills including how to engage in decision-making, effective communication, and strength through connection with others. We will report on a pilot study among n=84 women assessing the feasibility, acceptability, and initial efficacy of this 6-month randomized clinical trial. Feasibility and acceptability data include participant recruitment, retention, engagement in the trial and intervention, and satisfaction. Patient-reported outcomes include self-advocacy, symptom burden, quality of life, and healthcare utilization (verified through the electronic medical record) collected at baseline, 3-months, and 6-months. We will share our lessons learned about the trial’s design and implementation in a comprehensive cancer center and how we plan to adjust the trial and intervention for an upcoming large-scale multi-site study.
Thierry Karsenti
Minecraft and Makecode: how to combine coding and serious play
University of Montreal
  With our team, we have conducted numerous studies on the impact Minecraft on school achievement. The goal of this presentation is to show how students can have fun playing, creating and building in Minecraft while they learn how to code with Microsoft’s MakeCode platform. Microsoft MakeCode is a free, open source platform for creating engaging computer science learning experiences that support a progression path into real-world programming. Simply put, with MakeCode, students will program an Agent robot to complete challenges and even change the weather, or as they say in the world of Minecraft: they will make it rain Ocelots and Wolves! My objective is to show how Microsoft MakeCode can bring computer science to life, in a fun, engaging way, for all students with cool projects, immediate results, and both block and text editors for learners at different levels. We will also show examples of how some schools and educators are creating inclusive, engaging learning experiences with Microsoft MakeCode.
Thomas Burelli
The Use of Pervasive Games in Graduate School
University of Ottawa
Alexandre Lillo, David Macdonald  
Thomas Talbot
Artificial Intelligence Demystified
University of Southern California
  For the layperson, discussion of artificial intelligence can be intimidating. Vendors & scientists are throwing around fancy phrases. You would like to ask what those things mean but are afraid. Artificial Intelligence Demystified starts at ground level and teaches your all about the basics of Artificial Intelligence with simple examples and lots of application videos. The goal is to turn you into a reasonably informed AI consumer.
Tim Welch
Rules of the Game: How to Ensure Training Outcomes
Naval Air Warfare Center Training Systems Division (NAWCTSD)
  Games are fun. They can make learning fun. But it is not as simple as just making a game of it. The challenge of fitting education and training into the construct of game design can be challenging, even impossible. This presentation will discuss games for learning challenges, some best and worst case examples, and an open discussion on how to avoid the pitfalls of a bad game.
Tobi Saulnier
What I’ve Learned as an Educational Game Developer
1st Playable
   
Tony Beck
Serious STEM Games SBIR, STTR Funding Opps and Grant Writing Workshop – Finding Funding for Healthcare and other Qualifying Games under Federal Grant Programs
NIH/SBIR Programs
  Dr. Beck, with 19 years of NIH program and review expertise, will provide a detailed and interactive workshop focused on:

1. NIH SBIR/STTR and R25 funding programs for serious STEM games,
2. The NIH grant review process and
3. The gold standard for development of competitive NIH grant proposals

Tony Crider
Using Games in Higher Ed
Elon University
  Games in Higher Ed; What works Best
Valary Oleinik
Gamification Cheat Codes: Strategies That Achieved Winning Results
Weil, Gotshal & Manges LLP
  Video gamers use cheats to do things in games in non-traditional ways or for the purpose of winning or scoring above their competition. In Gamification Cheat Codes, we will explore a series of strategies tested and proven over the years for getting you the best results for your learners and business.

By implementing the strategies from this session you will be ahead of the game when planning and implementing your next gamified (or even non-gamified) learning experience. You will save countless hours of research and trial and error by having the opportunity to learn from the successes and failures I have had using gamification in the learning space for the past decade.

Victoria Grieve
What Makes a Game Empathetic?
University of Pittsburgh
  This session will be somewhat different from a standard lecture. I will present a short amount of information on game study theory, definitions of empathy and sympathy, and games that report empathetic outcomes. The majority of the time will be an interactive discussion on the components of empathy, whether empathy games actually provide sympathy, misery tourism, and things to keep in mind when designing such experiences.
Vineet Raj Kapoor
Gamifying a Class; Gamifying Crowdsourcing; What Works, What Doesn’t
Chitkara University
  Simulation games engage students and allow them to have a realistic interaction involving strategic decision making, problem solving and implementation of their theoretical knowledge. However, most of the time, simulations lead to a linear pathway rather than a dynamic interplay as the software responds to decisions taken by players in a linear pre-decided manner dictated by the logic programmed into the simulator. Also, the decision making is primarily focused on analysis and logic in a simulation and the critical role of an institutive gut feel practiced by most General Managers is missing.
Wei-Fan Chen
Playable Design: The Play Space of Toys, Environments, Games, and More.
Fourdesire
  I will share my journey of writing my new book: Playable Design. This will encompass the core concept of my theory for successful game design, and include lots of case studies of other interesting game designs that I have collected over the world.
William Volk
The Climate Trail, A Game That Changes Hearts and Minds
Deep State Games
  Have a cause you care about? Want to inform and influence people? Learn how I turned my concern about climate change into The Climate Trail, described as a “good, realistic, and sobering” game about climate refugees fleeing ever-worsening conditions after inaction on climate has rendered much of the USA (and the world) uninhabitable.
Yoon Jeon Kim
Playful Assessments: Practical Design Considerations
MIT
Kevin Miklasz Of course, the critical aspect of any educational game is the efficacy. From its early development time, the beta testing involved efficacy of the game through a reflective exercise by students at the end of the semester. Results will be discussed in the session.

A handout with links to the various examples shown in the talk will be given to participants. Participants can use those resources in their own work, or use the principles or examples as a framework to create their own playful assessments.