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¿Qué es un videojuego? Aplicaciones: videojuegos educativos y gamificación (Parte IV)

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Videojuegos: ¿de qué hablamos?

Universidade Autônoma de Barcelona

4.3 (340 classificações) | 8.5K alunos inscritos

Curso 1 de 6 no Design e Criação de Jogos Digitais Programa de cursos integrados

VERSIÓN EN ESPAÑOL Probablemente, todos hemos jugado a algún videojuego, pero ¿qué hay detrás de él? Podemos decir que - con independencia del videojuego - hay un árduo trabajo multidisciplinar que incluye desde aspectos de diseño hasta la programación como tal del videojuego. Este curso pretende ser un curso introductorio que muestre qué aspectos hay que considerar en el videojuego, y que permita con posterioridad abordar individualmente los temas que se consideran nucleares: diseño, arte, motor del videojuego y 'game play'. Al completar este curso introductorio, podrás identificar, nombrar y explicar la importancia de los diferentes aspectos que hay que considerar al diseñar un videojuego. Pretendemos también que puedas evaluar qué partes del videojuego te interesan más, de cara a que puedas seguir un curso específico sobre esa temática, o bien, si deseas el conocimiento global, puedas abordar todo el programa especializado. Estarás listo para abordar más en profundidad estos temas nucleares (diseño, arte, motor del videojuego y 'gameplay') que se cubren de forma individualizada y en detalle en el resto de cursos del programa especializado. IMPORTANTE Puedes seguir el curso también en Inglés (subtítulos y cuestionarios). __________________ ENGLISH VERSION We have all probably played a video game at least once in our life, but... what's behind them? We can say that -no matter what game it is- there's a difficult multidisciplinary work that involves factors that go from the design to the video game's programming. This is an introductory course that will show you which aspects we must consider in the video game, and it will subsequently help you to individually study the different videogames creation's nucleus: design, art, video game engine and gameplay. When you finish this introductory course, you will be able to identify, tell and explain the importance of the many aspects we must consider when designing a video game. We also want you to be able to avaluate which parts of a video game you're most interested in, so that you can later take the specific course on this topic -if you seek global knowledge you can see all the specialised program. Then you'll be ready to study more deeply these main topics -design, art, video game engine and gameplay- which are individually studied with detail during the other courses of the specialized program. IMPORTANT You are able to follow this course in English (subtitles and quizzes).

Visualizar o programa do curso

Habilidades que você aprenderá

Computer Programming, Video Game Development, Video Game Design, Game Design

Avaliações

4.3 (340 classificações)

5 stars
186 ratings
4 stars
104 ratings
3 stars
36 ratings
2 stars
8 ratings
1 star
6 ratings

MP

Sep 26, 2016

Genial, es una introducción muy completa para hacerse una idea del mundo de los videojuegos. ideal para los que quieren empezar a desarrollar y diseñar videojuegos.

RQ

May 29, 2017

Excelente curso, ofrece un primer acercamiento al proceso de creación de un videojuego. Me ubicó bastante para empezar con mi proyecto de grado. Gracias.

Na lição

Presentación e introducción

«De las industrias audiovisuales, la de los videojuegos es una de las más importantes. Incluso ha llegado a sobrepasar al cine en volumen de negocio». Pero, ¿qué es un videojuego? ¿quiénes están detrás de los videojuegos? ¿qué aplicaciones tienen?

¿Qué es un videojuego? (Parte I)7:12

¿Qué es un videojuego? Características de los videojuegos (Parte II)6:36

¿Qué es un videojuego? Aplicaciones: entretenimiento (Parte III)2:38

¿Qué es un videojuego? Aplicaciones: videojuegos educativos y gamificación (Parte IV)17:30

Ministrado por

Enric Martí Gòdia
Associate Professor
Pere Nolla Rodríguez
Freelance y Colaborador docente
Jordi Arnal Montoya
CEO en Kaneda Games y Colaborador docente

Transcrição

We defined educational video games as a computer application

developed with video games technology, under non-leisure, educational,

formative, video games design principles, created to earn capacities.

The idea here is the convergence of three kind of areas: first of all we have theory,

the way of learning concepts which are the psychology of

the learning, all along with the contents we want to

transmit to the players. And all that by using game design techniques

at the level of objectives, at the level of scoring, at the level of the incentives

so that the player can learn those contents in a more ludic way.

Those educational video games characteristics are basically three:

the idea of simulating reality as close as it's possible so that with this realistic

simulation the player assumes a role in the game in which he is

trying out, he is testing whether he has the needed capacities or not.

This role has the incentive of lives, scores or game

mechanics so that the player can get those knowledges or capacities.

They are usually low-cost video games which don't require specialized

devices. They can be used on different platforms and they also have a

very important educational or formative component.

As well they provide the ability acquisition expected in video games.

Sometimes, some of those video games can subject

the player to critical situations in aim to see

his reaction when facing those critical situations.

Educational video games can be used in different fields. One of them is

the educational field in the pedagogic field, both in basic levels such as

elementary or high school, or even in community colleges or universities.

As an example, we will speak about

our experience with Medgame project.

Some other educational games are critical simulation applications to

evaluate the players' capacity. There is a public web called

publichealthgames.com, where we can find video games about catastrophic

situations where the player is an Emergencies manager and they

somehow evaluate his ability to react to critical situations.

In the health field there are a lot of applications in the field

of educational video games, especially in the part of

encouraging cognitive or motor activities,

both for elder people or people with motor or mental disabilities.

An example of this kind of video games is our experience in CIPOActivity,

a video game for handicapped people. There is also

a web called healthgamesresearch.org where

you can find a project from the USA in different sanitary fields

to encourage elder people's capacities.

Or games in solidarity fields, which strengthen solidarity and altruism

such as gamesforchange, a video game

which tries to make people aware of inequality situations.

Our experience... well, we will quickly explain

a little bit our experience in the field of educational video games with three

specific projects we have made during the last five years:

Laia.Cat, Medgame y CIPOActivity.

Laia.Cat is an educational video game made to give advice about

inequality behaviors to people between 13 and 16 years old.

The main character, called Laia, is a young girl who is around 13-14 years old. She lives

different situations at home, at the cinema, at school... so she

faces different situations and the player gets a test to know how would he

as himself react if facing the situation Laia is living on the screen.

This situation is introduced via a question and some multiple choice options

in which they value and give points based on the answer given,

the best score or the worst score.

When the player gives an answer, he gets a feedback,

an explanation of this score so that the student,

which is the player, understands the

reason of this score and finds out which is the best choice.

In the slide, we can see the part of

drawing design made in the

artistic part of the video game, and at the left a specific case of

Laia's room in which we can see the situation introduced and the part of the

text boxes in which we can choose the different options.

This video game is being tested in teenagers between 13 and

16 years to help in their learning on equality-inequality situations.

Medgame is a video game in the university field in medical school at the

University of Girona in which students are expected to learn to understand

radiographic images from the radiology department. The concept is a simulation

video game where the student takes the emergency responsibility in an

emergency service and he faces different concrete

situations based on real cases and based on this casuistry he has

to follow certain steps. Each of those steps shows a quiz with multiple choice

options about which is the situation and which is the choice the player must take.

It's similar to Laia.Cat, each option has a

score based on the cause or the answer's importance.

We can see different challenges set out to the players

at the image on the left, such as cervical trauma, appendicitis,

etc. and at the image at the right a specific case in which the person in charge

is talking with a coworker on the concrete case and a specific question and the

answer the player must give to this coworker during the suggested situation.

As we said, this video game is being used at the medical school in the

University of Girona in the training field based on problems

and it has been a great success between the students during the last two years .

CIPOActivity is a video game which wants to potentate the physical and emotional

welfare of people with intellectual disabilities. Due to interaction

issues it uses a Kinect© device which makes the game more accessible

and it tries to work on concentration, memory, balance,

flexibility and sensory stimulation using different games divided

in three specific fields:

a ludic field through aerobic and games, a stretching field based on rehabilitating

physical activity, and another field based on relaxation and sensory stimulation.

At the left we can see the main menu used to pick games,

there's the aerobic part at the left;

the middle one, which is the orientation part,

which has games which stimulate the jumping and balance motor part;

the third icon corresponds to the memory game based on colors and

color sequences; and the last icon corresponds to the

relaxing part where the player relaxes through

music and relaxing images.

In the image at the middle we can see an example of the aerobics part,

where we have a virtual instructor which makes the right movements.

Those movements are marked on the screens at the right,

and the player has to repeat them.

The score:

the main part of the game is the score. The closer the player's

movement is to the one on the screen, the higher the score will be.

The image at the right corresponds to the motor activity game. It consists

on running through a path with obstacles. You can even collect flowers

and you go through the different paths there are.

The idea here is encouraging the motor activity either by jumping or bending

down to get objectives,

dangerous zones, to avoid obstacles

or to collect points and get rewards.

This video game is being used in a cooperative in Sabadell called Cipo,

with a notorious success among its players, as the scores,

the music and the memory parts are topics and games in which they are very

interested and they have stimulated a lot both their cognitive and motor abilities.

And last we will talk about the gamification.

This idea is a strategy based on the use of game mechanics in

non-ludic environment and uses to try to potentate motivation,

concentration, effort, loyalty, as well as other positive values.

In this case we are not using video games in a ludic field,

instead we are using techniques based on video games.

An example of it can be seen in this Youtube video which you should watch.

You can see how they try to stimulate people leaving a

subway stop to use the normal stairs instead of

the escalator to make them walk more or

use more often the normal stairs and not the escalator.

This example is, clearly, a way to foment this use and it is

really worth to watch the video because people tend to give in when they

see that something is playable. This idea that we people are, as I said

at the beginning, a bit sensitive to the chance of playing.

Gamification's objectives are mainly influencing and motivating

people to acquire the habits of reaching objectives

and go from the connectivity to the compromise.

This means, not only having a group of people,

not having a group of people connected and transmitting information to each other,

but having another grade of compromise and collaboration between teams.

The high video games acceptance between people of all ages, different

age ranges, has waken up the professionals' interest to know those

secrets, those game mechanics, and to apply them in other fields.

And which are those gamification keys?

Basically, two aspects:

Mechanics and dynamics.

Mechanics are the actions and techniques suggested to the users so that

they get the objectives, what they know about those objectives and

which tools are they given in aim to get them.

And about dynamics,

they are the aptitudes and abilities which the user should get,

so it is, they are rewards,

status changes, victories or altruism, which is what we want to achieve.

Where is gamification used?

It is used in different activities such as group works,

projects that can be strategics in group works.

I would dare to say that, in some reality shows broadcast on the TV,

those gamification techniques are applied as well.

As mechanics, we can say, the idea of assigning, giving scores, giving

points for each achieved goal, encourages this competitive will,

either between players or between groups.

Every objective or group of objectives

that can be reached, allows some difficulty levels to be beat, so that this

level definition changes and much more complex objectives can be defined.

We can give points or we can pay prizes, as long as they are

certifications, given to a group when they reach those objectives.

Virtual objects can also be defined, as long as

they can somehow customize the user,

as long as they can identify the group with those objects obtained as a prize.

Establishing rankings based on this punctuation, on those prizes,

setting up rankings between different teams.

Defining challenges between couples of groups,

particularly between contestant couples,

so that they do competitions

more individualized between groups or persons.

Facing missions or concrete roles to achieve those goals.

Or establishing a gifting mechanism in which the game provides

those gifts, or players can gift things to the rest.

As game and gamification dynamics we can speak about a reward

or benefit given in exchange for an action,

the fact of getting points or a certain status,

which is a prestige, a prize for a

certain action or for any other provided objective.

The fact of completing missions or challenges.

The building of a very own identity regarding the rest,

being able to build with elements or own objects a very own identity for

a player or a group.

Setting up competition dynamics between different players,

so if the competition is in groups, those groups

will be more cohesioned to get those objectives.

And also in certain altruism dynamics,

which allow to help other players to get objectives, which also gives

points or capacities to the group that led them there.

Let's say these are the dynamics, and after that, in every

test or plan given, it must be clear that

each of those dynamics is shown in the exercise.

So, to sum up all we've said in this unit,

games are a very attractive ludic activity for people.

Since we are child until we are old, video games are

something that attracts people.

In a technological level video games have

allowed games to evolve and develop.

And the video game provides an alternative scenario,

audiovisual, with a story waiting to be told, that during the last years has

evolved and had a very important social and economical impact.

More recently, this ludic video games success has made that

enterprises or research groups use the video game

as an educative tool, either for formation in different levels of

school and university education or in different areas,

taking advantage of the fact that young people are born in the Digital Age

and so their adaptation ability to video games is really high.

Also, using this success video games have had as a ludic element,

those video games techniques in other fields,

in other non-ludic purposes,

to improve the capacities and attitudes of different collectives.

What we call gamification, in group works in an enterprise,

in certain collectives, is defining certain exercises, certain

plans, which help them improve their capacities and group attitudes.

I insist i believe that in some reality shows seen on TV,

they also use those gamification techniques,

in this case to entertain or give audience to their channel.

And this is all on this first introduction to

video games.

Here we define some of the references we have used, and

some of the images we have used in the different slides.

We've obtained the information from the Spanish Video Games Association,

and the images from Laia Cat and MedGame,

the games we have developed along with the

Catalan Activity Center and Kaneda Games.

You can also find a link with more information on CIPOActivity,

the classic gamification example I recommend you to see in the video,

and the web www.gamification.com, which is a web in which you can find some of

the information we have exposed, and has a lot of interesting information as well.

[NO_AUDIO]

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