Papers by Heinrich Soebke
The term Serious Game includes a wide, heterogeneous field of digital games with varying purposes... more The term Serious Game includes a wide, heterogeneous field of digital games with varying purposes and objectives and for a multitude of different application areas. All in common is the underlying software. This chapter gives an overview on the technical aspects of serious games including their software architectures and engines. As the general topic is manifold and the technical aspects of serious game software are quite comprehensive, this chapter covers the basic principles of and requirements for serious game software. It depicts selected software architectures and provides examples for game engines including a description of selected components.
Proceedings of 17th International EWA Symposium “WatEnergyResources – Water, Energy and Resources: Innovative Options and Sustainable Solutions” during IFAT, 5-9 May 2014, May 5, 2014
Water infrastructure systems (WIS) are an essential and costly component of urban infrastructure.... more Water infrastructure systems (WIS) are an essential and costly component of urban infrastructure. Under increasingly instable general conditions it becomes necessary to adapt WIS accordingly. This can be accomplished by innovative WIS. However in the field long diffusion times of innovative WIS are observed. Based on Rogers’ well-known theory of Diffusion of Innovation we have identified limited triability of those systems as a reason which hinders their spread. Furthermore we have concluded from an analysis of the decision making process, that city councils and honorary boards are relevant decision makers in the field of WIS. This constellation results in non-experts (laypersons) making suboptimal decisions with a huge and long-lasting impact mainly in terms of the available financial and ecological resources. One the other hand video games are known as motivating learning machines: Players voluntarily deal with complex systems and solve hard problems. Therefore we suggest a video game which includes WIS in its simulation model as an aid for non-expert decision makers. Such a video game will improve the triability of those systems tremendously. In this paper we analyze requirements for a simulation game used by usually non-gaming persons as virtual prototype of WIS. Finally we propose a concept for such software.
Cat King’s Metamorphosis - The Reuse of an Educational Game in a Further Technical Domain
Games for Training, Education, Health and Sports, Apr 2014
In general the development of educational video games is costly. Reuse of existing games is an ap... more In general the development of educational video games is costly. Reuse of existing games is an approach which may lower development efforts in some cases. In this paper we present such a case: The original game is a mobile app which supports memorizing basic knowledge of the law domain. Starting with a description of the software architecture and the game mechanics of the mobile app we outline the necessary steps and methods to extend the software to an own, new app with content from an engineering discipline. The provided clone of the original educational game is a fully usable mobile educational game. We compare the efforts needed for the development of the original and the new app. Finally we discuss the limitations and requirements of this approach as there are legal issues, limitations to the knowledge which is transferred by the game, the systematic use of the game, change of the context and an appropriate game structure. Nevertheless our result is a generic procedure to extend that game to arbitrary further technical domains – at a considerably smaller fraction of the original effort.
Abstracts and Conference Materials for teh 7th European Conference on Games-Based Learning, Porto, Oct 3, 2013
* Contribution to the Games Competition at th 7th European Conference on Games Bsed Learning
*... more * Contribution to the Games Competition at th 7th European Conference on Games Bsed Learning
* Finalist at the Games Competition
* JuraShooter StGB (“Jagd nach dem Katzenkönig”) is an iOS based game for graduate law education. It uses drill & exercise game mechanics. Supported by appropriate sound and graphics it fosters engagement among players. Currently holding only content related to the field of German criminal law the game is designed to host additional content. Also the game can be extended to support further knowledge domains. This would require exchanging sound, graphics and the narrative. The game stems from an extra-university context: its production was financed by venture capital, currently it is sold on the iTunes App Store. The game’s efficacy can be derived from observed high scores which indicate mastered content and informal and formal feedback. This game’s unique pedagogical contribution is the support of mobile and casual game play in the field of graduate law education - including the possibility to extend it to other domains.
Proceedings of the 7th European Conference on Games-Based Learning, Vol. 2, Oct 3, 2013
Successful development of educational video games has to overcome plenty of challenges. In additi... more Successful development of educational video games has to overcome plenty of challenges. In addition to the requirements of a successful software development project, an attractive game experience has to be designed and implemented. However a failure in one of the most ambitious tasks of developing an educational game is known as "chocolate-dipped broccoli". This term was used by Bruckman (1999) to describe the unsuccessful integration of game mechanics and learning content. An alternative approach to avoid these problems is not new but still seems to be underrepresented in the field of Digital Game Based Learning: the use of existing, popular video games. Recent research has acknowledged several video games as educational media for the training of professional skills. Besides that video games can be used to spread domain knowledge. Such video games either already contain specific domain knowledge or they can be extended easily to embed domain knowledge. This paper presents case studies of four commercial video games, which are potentially eligible for educational extension. Each game represents a distinct category: Fliplife stands for simple, community enhancing Social Network Game (SNG) Triviador as a SNG is the synthesis of two well known board games (Risk and Trivial Pursuit). JuraShooter StGB - already designed as an educational game - exemplifies mobile device games. Lastly SimCity 5 is a representative of a classic strategy and simulation game with focus on systems. Each game is shortly introduced, our relevant gameplay experiences and the potential learning content is described. Finally we identify potential extensions regarding additional learning content for each game. Having these examples in mind we suggest a more systematic approach to use commercial video games as learning tools: if a game has been proven as a viable source for transfer of domain knowledge, we suggest categorizing it due to two characteristics: complexity of learning content and mainly attracted player types. Based on such a categorization a directory of games can be compiled. This directory then can be used in a concrete educational scenario to identify appropriate games. As a categorization for learning content we suggest Bloom’s revised taxonomy. A well known categorization for player types was proposed by Bartle. Although by far not every commercial video game can be enriched with educational content, the effort to customize existing games seems to be much smaller than the effort to create educational games from scratch. This paper argues for a systematic approach to facilitate commercial video games in educational settings as an additional option apart from individual implementations of educational games.
In the context of the iRecent years have shown the impressive rise of social gaming, i.e. digital... more In the context of the iRecent years have shown the impressive rise of social gaming, i.e. digital games based on social network services like Facebook. Social games have created a totally new group of players because of their low system requirements, their tight integration into existing social network services and their support of casual game play. Although it has been shown that they can foster learning, they are considered “Click & Reward games”, i.e. they provide rewards for tasks which are solvable without any mental effort.
Admitting that an automated click tool could play social games successfully, this paper uses selected examples from the social games FarmVille and Fliplife to demonstrate that there exist hard problems in these games that players themselves can choose to engage or not. Such problems require engineer-like problem-solving to achieve goals which are far beyond first easy rewards.
Areas which are subject to optimization and management - demonstrated by the examples – are structured in terms of a project management triangle consisting of Goals, Budget, and Time. Thereafter we give examples for the optimization of processes in game-play.
This paper argues that social games, from a player’s point of view, already provide an environment for spotting and tackling demanding problems. For this reason they are not only entertainment, but offer an opportunity to develop skills for those classes of players which are attracted to social games. Furthermore, if game designers are able to extend game-attractiveness to curriculum-related content, then social games could become an excellent media to support and foster learning: accessibility combined with promising easy first rewards may capture the player’s impulse to ultimately solve more demanding problems.ncreasing spread of the internet, the importance of e-assessment has gained momentum in the last years. E-assessment contributes to the efficiency of recruitment processes through computer-supported pre-selection of candidates. The set of e-assessment tools also includes video games, which allow observation of candidates in informal contexts. This paper presents a case study of the social online game Fliplife and its theoretical role as a tool in the recruitment process. As we have no access to the internals of this game, we describe a theoretically feasible approach to compiling a list of job candidates. We also identify restrictions of this method and suggest solutions to the problems identified. We draw the conclusion that video games can be valuable tools in the area of recruitment.
In the context of the increasing spread of the internet, the importance of e-assessment has gaine... more In the context of the increasing spread of the internet, the importance of e-assessment has gained momentum in the last years. E-assessment contributes to the efficiency of recruitment processes through computer-supported pre-selection of candidates. The set of e-assessment tools also includes video games, which allow observation of candidates in informal contexts. This paper presents a case study of the social online game Fliplife and its theoretical role as a tool in the recruitment process. As we have no access to the internals of this game, we describe a theoretically feasible approach to compiling a list of job candidates. We also identify restrictions of this method and suggest solutions to the problems identified. We draw the conclusion that video games can be valuable tools in the area of recruitment.
eLearning Baltics 2011, Jan 1, 2011
In the last two years, the introduction of social gamingplaying video games in the context of soc... more In the last two years, the introduction of social gamingplaying video games in the context of social media -has created new possibilities for playing and learning. Social games attract a huge playership that represents a different demographic than traditional video games. For this reason, it is worth asking whether or not they can be used for educational purposes. This paper examines the comments made on a single article within a wiki devoted to the characteristics of the Facebook-based social game FarmVille. In order to identify whether or not there is any evidence of learning or knowledge-construction around the game, this study explores and analyzes the conversations around the wiki article. Such evidence is reviewed with the goal of identifying the educational potential of social gaming in general, and FarmVille in particular.
Books by Heinrich Soebke
Konzept einer Spielplattform zur Ausbildungsbegleitung in der Bauphysik
articles by Heinrich Soebke
Gaming a Non-Game? A Long Term (Self-)Experiment about FarmVille
A Browser-based Advergame as Communication Catalyst: Types of Communication in Video Games
Video games are a comprehensive, interactive media. Online games foster communication and extend ... more Video games are a comprehensive, interactive media. Online games foster communication and extend the range of communication types considerably. We examine prevailing types of communication in video games using the browser-based advergame Fliplife. This game provides all a clear, delimited structure, an unpretentious user interface and the characteristics of a multiplayer online game. Thus Fliplife is an excellent frame to demonstrate the wide range of communication initiated in a video game. Among contained types of communication are verbal and non-verbal communications using graphics and actions/non-actions. Found communication typically serves controlling and coordination of the game play, however private discussions and social banter exist also besides demonstration of player status and community identification. In our work we draw on the basic definition of communication as conveying information from a sender to a recipient. We categorize the found types of communication according to an abstract model of communication derived from common definitions. The compiled enumeration of communication elements and possible manifestations represents a draft of categorization for communication in video games in general. Although it still needs extended validation, this enumeration demonstrates that video games provide frameworks which host and initiate a wide variety of communication. As a significant difference compared to other media, video games and their notion of interactivity allow players to communicate through action and to change roles of sender and receiver.
Prime Example Ingress: Reframing the Pervasive Game Design Framework (PGDF)
inproceedings by Heinrich Soebke
A video game as virtual prototype of water infrastructure systems: vivid support for decision makers
Illustrating decisions to end-users: The case of agent-based simulation for stormwater management
FarmVille. Testing limits. Four years. Level 1446.
The Facts Started playing FarmVille in February 2010 daily – just interrupted by vacations when t... more The Facts Started playing FarmVille in February 2010 daily – just interrupted by vacations when there was no access to the internet. Using no money. Taking notes on progress, game mechanics and playing experiences from the start. Main target: levelling up as fast as possible. Right now (January, 29th 2014) level 1446 reached, daily income more than 40 million Farm Coins (1). Still alive – no long-term damages noticeable yet. Many experiences.
One Size Could Fit It All: a Common Infrastructure for Quiz Apps
Enabled by the rise of smartphones, quiz apps have become a very popular form of casual and colle... more Enabled by the rise of smartphones, quiz apps have become a very popular form of casual and collective game play. The majority of quiz apps shares a common system structure. Quiz apps and their supporting infrastructure are open to content of most technical domains. There is evidence that playing quizzes induces learning results. This leads us to proposing a common infrastructure for quiz apps with an educational purpose. We present a concept incorporating a system architecture, a definition of the roles of involved parties and organizational framings for development and operation of such a system. The system architecture's extensible and customizable approach facilitates the use of this infrastructure in many educational settings. Further we discuss building blocks of the common infrastructure, as there are quality assurance of content, player adaptivity, question design, game design and monitoring. We conclude that the proposed infrastructure can be implemented and successively and incrementally refined. It would lower the effort to provide educational quizzes considerably. However, we consider the engagement of a non-profit organization as operator as an important prerequisite for the successful implementation of this infrastructure.
Principles of Transition Paths: Purposeful Conversion of Water Infrastructure Systems to Multi Stream Variants
Aims: The introduction of New Alternative Sanitation Systems (NASS) in existing structures requir... more Aims: The introduction of New Alternative Sanitation Systems (NASS) in existing structures requires often severe system changes. On the other side, water infrastructure systems (WIS) are known for their cost-intensiveness and durability. We consider phenomena as path de-pendency and lock-in costs as one major barrier for the successful spread of NASS, which increase the efficiency of WIS. For these reasons we develop a framework to overcome these obstacles by means of transfer of the underlying technical systems. Methodology: We develop the concept of transition paths. A transition path transfers a WIS from the current status over a probably long period of time into a future-oriented, adaptable WIS using system-enhancing technology and adhering to edge conditions as uninterrupted functionality and affordability. We propose a pattern language as a framework for the devel-opment of such transition paths and identify design principles (“patterns”) for the by and by introduction of NASS-oriented water infrastructure. A case study of a village in a rural German area is used to demonstrate the applicability of the proposed principles. Results: Results of our work are the idea of a transition path and the description of a pattern language. The applicability of both concepts is demonstrated in a case study. Conclusion: Transition paths are an instrument to overcome path dependency. Their design can be supported by patterns. Therefore the provided pattern language provides a documen-tation tool, which could support the diffusion of knowledge about successful implementation of NASS into the field.
Educational Opportunities of a Social Network Game - A Review of Possible Learning Outcomes
Social network games (SNG) constitute a game genre with both easy accessibility and low developme... more Social network games (SNG) constitute a game genre with both easy accessibility and low development costs. However, their educational usage is impacted by their reputation as effortless, click-and-reward games. In this case study we apply a taxonomy of learning outcomes in serious games to an elementary SNG (Fliplife). The work is based on long-term gameplay experiences and two online surveys. Each taxonomy component can be mapped successfully to examples from Fliplife. Therefore we argue that SNGs in general, notwithstanding their limited game appeal, can have educational potential. They can be a cost-efficient tool in the context of game-based learning.
A Social Network Game as virtual Third Place: Community Enabler in Virtual Learning Environments?
Virtual Learning Environments (VLE) are essential components especially in distance learning. How... more Virtual Learning Environments (VLE) are essential components especially in distance learning. However they show shortcomings in terms of community building. Because (community induced-) social interactions are considered as a fundamental part of learning, there is still a need for strategies to mitigate this weakness. On the other hand video games have proven to be community-enabling catalysts. Combining both facts leads to the idea to use a video game as community-builder. Therefore we present the case of a simple Social Network Game (SNG). We evaluate this SNG (Fliplife) as a virtual Third Place. Also we match an accepted set of rules for building virtual communities to characteristics of Fliplife. In sum we found evidence that it facilitates social interactions. As consequence we propose integration of a Fliplife-like game into a VLE for fostering community-building and thus to improve learning success.
Space for seriousness? Player Behavior and Motivation in Quiz Apps
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Papers by Heinrich Soebke
* Finalist at the Games Competition
* JuraShooter StGB (“Jagd nach dem Katzenkönig”) is an iOS based game for graduate law education. It uses drill & exercise game mechanics. Supported by appropriate sound and graphics it fosters engagement among players. Currently holding only content related to the field of German criminal law the game is designed to host additional content. Also the game can be extended to support further knowledge domains. This would require exchanging sound, graphics and the narrative. The game stems from an extra-university context: its production was financed by venture capital, currently it is sold on the iTunes App Store. The game’s efficacy can be derived from observed high scores which indicate mastered content and informal and formal feedback. This game’s unique pedagogical contribution is the support of mobile and casual game play in the field of graduate law education - including the possibility to extend it to other domains.
Admitting that an automated click tool could play social games successfully, this paper uses selected examples from the social games FarmVille and Fliplife to demonstrate that there exist hard problems in these games that players themselves can choose to engage or not. Such problems require engineer-like problem-solving to achieve goals which are far beyond first easy rewards.
Areas which are subject to optimization and management - demonstrated by the examples – are structured in terms of a project management triangle consisting of Goals, Budget, and Time. Thereafter we give examples for the optimization of processes in game-play.
This paper argues that social games, from a player’s point of view, already provide an environment for spotting and tackling demanding problems. For this reason they are not only entertainment, but offer an opportunity to develop skills for those classes of players which are attracted to social games. Furthermore, if game designers are able to extend game-attractiveness to curriculum-related content, then social games could become an excellent media to support and foster learning: accessibility combined with promising easy first rewards may capture the player’s impulse to ultimately solve more demanding problems.ncreasing spread of the internet, the importance of e-assessment has gained momentum in the last years. E-assessment contributes to the efficiency of recruitment processes through computer-supported pre-selection of candidates. The set of e-assessment tools also includes video games, which allow observation of candidates in informal contexts. This paper presents a case study of the social online game Fliplife and its theoretical role as a tool in the recruitment process. As we have no access to the internals of this game, we describe a theoretically feasible approach to compiling a list of job candidates. We also identify restrictions of this method and suggest solutions to the problems identified. We draw the conclusion that video games can be valuable tools in the area of recruitment.
Books by Heinrich Soebke
articles by Heinrich Soebke
inproceedings by Heinrich Soebke