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Wednesday, August 17 • 3:30pm - 4:30pm

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How Do Presence, Flow, and Identification Affect Players’ Empathy and interest in Learning from a Serious Computer Game? 
Bachen, Hernandez-Ramos, Raphael, & Waldron

This study develops and tests an integrated model of how several psychological aspects of serious game play contribute to interest in learning and empathy with people from other cultures. Data are drawn from a study of U.S. college students’ experience of playing one of two roles (an American journalist or Haitian survivor) in Inside the Haiti Earthquake, a simulation game that allows players to experience the aftermath of a recent disaster in a foreign land. Our results suggest that serious game designers should prioritize inducing empathy and immersive presence in players, giving secondary attention to designing for flow and character identification. To overcome barriers to empathy, educators should supplement games that challenge students to play characters from distant cultures and social backgrounds with additional lesson planning and instructional materials.

Culture-narration games: a definition and pilot study
Gestwicki, Rittichier, DeArmond

We are inspired by the educational potential of the board game "Tales of the Arabian Nights," a popular game based on the eponymous folk tale. Considering this game and others like it, we identify the characteristics that define a genre of culture-narration games, which we consider to have untapped potential for educational and transformative games. We describe a design experiment through which a multidisciplinary team followed an iterative and incremental process, in collaboration with a community partner, to investigate the potential of this genre. The result is a game that uses a theme of monsters from around the world to teach cultural empathy. This pilot project reveals both the promise and several complications with the genre, which lead to recommendations for future work.

A Cross-Cultural Evaluation of a Computer Science Teaching Game
Folajim, Horn, Hoover, Barnes, Smith, Harteveld

The use of games for education has attracted a lot of attention in developed nations worldwide, and is gradually penetrating the developing world. Despite that there are educational and efficiency benefits from the cross-cultural implementation of educational games, most educational games are not designed for cross-cultural usage. This paper seeks to contribute to designing cross-culturally relevant educational games, and examine this in the particular context of computer science (CS) education through a CS teaching game for middle school students. We implemented this game in the USA and Nigeria in order to find what cross-cultural differences may need attention for future work. Results highlight that both populations find the game enjoyable yet challenging. However, a clear difference is noticeable in the learning outcomes, which may have been a result of the game’s design and the evaluation instruments. Therefore, a cross-cultural perspective is needed to both educational game design and its evaluation.

avatar for Constance  Steinkuehler

Constance Steinkuehler

Chair, Games+Learning+Society Conference
Constance Steinkuehler is a Professor in Digital Media at the University of Wisconsin–Madison, Co-Director of the Games+Learning+Society (GLS) center at the Wisconsin Institute of Discovery, and Chair of their annual GLS Conference. She currently serves as President of the Higher... Read More →

avatar for Christine  Bachen

Christine Bachen

Associate Professor, Communication, Santa Clara University
Games and civic engagement, serious games that promote empathy, games for learning. Best place for rhubarb pie in Madison?
avatar for Jackie  Barnes

Jackie Barnes

Postdoctoral Researcher, Northeastern University
I've spent my years in grad school designing educational games, and my dissertation years looking into the diversity of user experience in a specific educational games. I want to keep designing, and to better understand how players see games differently, and whether they see educational... Read More →

Austin DeArmond

Ball State University

Yetunde Folajimi

Boston, Massachusetts, USA, Northeastern University
avatar for Paul Gestwicki

Paul Gestwicki

Associate Professor, Ball State University
I am in the Computer Science department, where I teach advanced programming as well as game design and development. I regularly form multidiscplinary teams of undergraduates to work with community partners on serious game projects.
avatar for Casper Harteveld

Casper Harteveld

Boston, Massachusetts, USA, Northeastern University
Dr. Casper Harteveld is an Assistant Professor of Game Design at Northeastern University, and author of Triadic Game Design (Springer, 2011), a book about serious game design. He earned his PhD degree from Delft University of Technology in Systems Engineering, Policy Analysis & Management... Read More →
avatar for Pedro  Hernandez-Ramos

Pedro Hernandez-Ramos

Santa Clara University

Amy Hoover

Assistant Professor, New Jersey Institute of Technology

Britton Horn

Student, Northeastern University
avatar for Chad  Raphael

Chad Raphael

Professor, Santa Clara University
Chad Raphael is a scholar of political communication, including games for civic education and engagement, public deliberation, and journalism. He is interested in meeting and learning from anyone who shares an interest in how games can contribute to civic learning, discussion, and... Read More →

Kaley Rittichier

Ball State University
avatar for Gillian  Smith

Gillian Smith

Boston, Massachusetts, USA, Northeastern University
craft games sewing procedural content generation computational creativity feminism and games

Amanda Waldron

Brookings Institution

Wednesday August 17, 2016 3:30pm - 4:30pm CDT
Agriculture Union South