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Project REPLAY

Project REPLAY Gaming Platform for the Assessment and Reintegration of Young People Marginalised by Anti-Social Behaviour A presentation by Jim Playfoot, Director of Strategy & Ideas, White Loop Ltd (UK) ICT Expo, Brussels, September 2010

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Project REPLAY

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  1. Project REPLAY Gaming Platform for the Assessment and Reintegration of Young People Marginalised by Anti-Social Behaviour A presentation by Jim Playfoot, Director of Strategy & Ideas, White Loop Ltd (UK) ICT Expo, Brussels, September 2010 Partners: Brainstorm, InnovaTec, AIJU, UAIC, Whiteloop, El Cerezo, Rotalent

  2. The aim of Project REPLAY • A highly immersive game as a support tool... • In Intervention programmes: • Supporting experts involved in rehabilitation and behavioural programmes • Providing experts with a pedagogically sound assessment tool • Reintegrating into society young people who have become marginalised due to anti-social behaviour (ASB) • In Preventative Programmes: • Supporting teachers involved in ASB programmes in schools • Creating a better awareness in young people of how and why they behave • Encouraging young people to take greater responsibility for the consequences of their decisions and behaviours

  3. How do we achieve this? • Creating a ‘child-centric’ context for discussion - honesty and openness • Using gaming technology as a mechanism for engagement • Creating a convincing, immersive end-user experience incorporating the latest technologies (Visualization/Interaction) • Embedding pedagogically-driven content into this highly immersive gaming environment • Building a feedback session into the process of the game • Analysing the impact on the player and the expert/professional

  4. Game Design & Development • What did the children we asked want from their game? • Sports/racing game • Challenges/missions to complete • Played in the first person • Multiplayer • High level of interaction level • Focus on graphics • Engaging, highly ‘playable’ game (not like Sims) • Something highly active to avoid boredom • Competitive Game

  5. Content Focus & Generation • The experts involved in the project wanted a game that could: • Provide stimulus for discussion • Integrate current types of activities/contents used in • assessment programmes • Address/assess lower level types of behaviour and target a younger target audience (10-14 years old) • Provide a new approach for ‘reaching out’ to these children • Provide a forum to review the answers given during the gameplay within a friendly, expert-controlled environment

  6. The REPLAY game • Futuristic ‘Segway’ simulation • Modular and multi-language game • ‘First-person racer’ game – against the clock/each other • Highly interactive (interactive board, game pad, Iphone, Ipad,…) • Integrates customisable educative/assessment activity ‘breaks’ into gameplay: moral dilemmas; consequential thinking; empathy • Includes traditional ‘game’ elements – power-ups; mini-games; navigation challenges etc. • REPLAY mode allowing feedback and reflection

  7. The REPLAY session • Review of all activities completed during the game session • Opportunity to explore issues • Chance to build trust between player and expert • Create a greater understanding of the player’s values • Begin to address the causes of anti-social behaviour

  8. Did it work...for kids? • Tested in 3 countries, 180 users (MYP), 60 secondary users (teachers/experts) • Feedback from testing sessions highly positive • Compared well to ‘real’ game titles • Created a buzz – children ‘wanted to play’ • Competition for best times • Interactive platform challenging but immersive • Players engaged fully with activities – took them seriously; answered fully; engaged • Many players actually enjoyed the REPLAY session – gave them ‘the chance to talk’; • Changed the dynamic

  9. Did it work...for experts? • Feedback and results from testing sessions highly positive • Provided a ‘completely new approach’ to engagement • Noticeable increase in openness of exchanges • Uncovering attitudes & beliefs that were sometimes surprising • Relationships began to change after one session • Creates a new type of bond between expert and player • Excitement about ‘what it could be’ – better/different content; user configured; different scenarios • No concerns over ethics or approach • Some cultural differences but nothing significant

  10. Implications for Serious Gaming Paradigm • Effectiveness of video gaming in creating engagement, immersion & relationships (we change the context) • Importance of design and playability in the development of serious games (we MUST compete or go home) • Equally important to conceptualise gaming activities that reflect and support pedagogical objectives (from the beginning) • Importance of human intervention - vital to bring intermediaries on board and to make them part of the concept (particularly with MYP or the socially excluded) • Ideal serious game works cognitively, emotionally and physically • Serious games can be part of a constructivist approach to learning (experience then reflect) • Serious games CAN be a driver for social inclusion (invest more)

  11. Next steps... • Further developments to the gameplay/configurability • Development of customised content • Content management interface for greater flexibility • Interest from a number of different organisations/contexts • Pre-commercial version for further testing • Seeking further funding for full commercial launch in 2011/12

  12. Thank you www.replayproject.eu www.youtube.com/ReplayEC QUESTIONS?

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