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GAMES: Virtual Worlds and Reality
Selected Papers of ISAGA 2008
Eugenijus Bagdonas & Irena Patasiene (eds.)
2009
Editorial Board
Prof. Eugenijus Bagdonas, Kaunas University of Technology – Editor-in-Chief
Associated professor dr. Irena Patasiene, Kaunas University of Technology – Editor-in-Chief
39th ISAGA Conference Scientific committee
Prof. Dr. Arata Ichicava Ryutsu Keizai university, Japan
Dr. Elyssebeth Leigh The University of Technology, Sydney, Australia
Prof. Dr. Jan H. G. Klabbers KMPC, The Netherlands
Dr. Jeremy J. S. B. Hall Churchill Fellow, Managing Partner, Hall Marketing, UK
Prof. Dr. Raimundas Jasinevicius Kaunas University of Technology, Lithuania
Assoc. Prof. Dr. YY Cai Nanyang Technological University, Singapure
Prof. Dr. Richard D. Teach Georgia Institute of Technology, US
Assoc. Prof. Dr. Maria Angeles Andreu Universidad Politecnica of Valencia, Spain
Prof. Dr. Beverly Rising Universidad Pontificia Comillas de Madrid, Spain
Assoc. Prof. Dr. Igor Mayer Delft University of Technology, The Netherlands.
Dr. Pieter. van der Hijden Sofos Consultancy, The Netherlands
Dr. Amparo Garcia-Carbonell Universidad Polit'ecnica de Valencia, Spain
Prof. Dr. Willy C. Kriz University of Applied Sciences, Austria
Prof. Dr. Dmitry Kavtaradze Moscow state University, Russian Federation
Prof. Dr. Shigehisa Tsuchiya Chiba Institute of Technology, Japan
Assoc. Prof. Dr. YEO Gee Kin National University of Singapore, Singapore
Anne Villems, Tartu University, Estonia
Prof. Dr. Viktorija Barsauskiene Kaunas University of Technology, Lithuania
Assoc. Prof. Dr. Raimonda Minkute Kaunas University of Technology, Lithuania
Assoc. Prof. Dr. Danguole Rutkauskiene Kaunas University of Technology, Lithuania
Prof. Dr. Eugenijus Bagdonas Kaunas University of Technology, Lithuania
Assoc. Prof. Dr. Irena Patasiene Kaunas University of Technology, Lithuania
Editorial Board address:
The Editorial Board of “ISAGA 2008 Selected Papers”
K. Donelaičio str. 20-101,
LT-44239 Kaunas, Lithuania
Telephone +370 37 300118; fax.: +370 37 300102
e-mail: rpk@ktu.lt, irena.patasiene@ktu.lt
Cover design: Laimute Varkalaite
© 2009 Eugenijus Bagdonas & Irena Patasiene (eds.) Kaunas University of Technology. All rights
reserved. No part of this publication may be reproduced, stored in the retrieval system, or transmitted,
in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without
the prior permission in writing from the proprietor.
ISBN 978-9955-25-682-3
CONTENTS
EUGENIJUS BAGDONAS, IRENA PATASIENE
Preface ....................................................................................................................................
i
JAN H.G. KLABBERS
Virtual worlds and reality: knowing through imitation ......................................................................
1
ELYSSEBETH LEIGH
Exploring questions for facilitators of learning in simulations ........................................................................
11
ELIZABETH J TIPTON MURFF
Unexpected multicultural experiential learning................................................................................................
19
MIKA IGARASHI
Developing a Research Methodology for the Quantitative Analysis of In-Game Social Behavior ...................
23
MIKA IGARASHI, YOSUKE NAGASHIMA, AKIRA BABA
Are Tendencies in Real–World Social Behavior Reproduced in the Virtual World? – Investigation and
Implications.......................................................................................................................................................
27
GINTA RAILIENĖ, RIMANTĖ HOPENIENĖ
The Assessment of Key Pedagogical Objectives using ProfitPlanner Board Game in Diversified Environment
31
GERT JAN HOFSTEDE, TIM VERWAART, CATHOLIJN M JONKER
Lemon car game................................................................................................................................................
39
KLAUS-PETER SCHULZ, RALPH RIEDEL, MICHAEL FOX
Playing and Reflecting the Firm .......................................................................................................................
47
JYLDYZ TABYLDY KYZY, BRIDE MALLON, DAVID NEWMAN, PHILIP DAWID
“World of Uncertainty”: A Computer Game for Decision Makers ..................................................................
53
ELI LINDBLAD REM
How can the multi-focused methodology applied to role plays improve educational learning / professional
knowledge in higher education? .......................................................................................................................
57
WILLY C. KRIZ, EBERHARD AUCHTER, HELMUT WITTENZELLNER
Evaluation of Simulation Games in the German entrepreneurship education program “exist-priME-cup”....
63
ELLEN HIJMANS, VINCENT PETERS, MARLEEN VAN DE WESTELAKEN, JEANNETTE HELDENS,
ANGELINE VAN GILS
Encounters of a safe environment in simulation games ....................................................................................
71
RICHARD TEACH, ELIZABETH JT MURFF
Confounded learning in business simulations...................................................................................................
83
JUOZAS PATASIUS, IRENA PATASIENE, MARTYNAS PATASIUS
Simulation of economic factors in public sector ...............................................................................................
89
GRAZVYDAS ZAUKAS
Simulation of bank operations using “Powersim Studio” ................................................................................
95
HARALD WARMELINK, GEERTJE BEKEBREDE, CASPER HARTEVELD, IGOR MAYER
Understanding Virtual Worlds: An Infrastructural Perspective ......................................................................
99
SHINNOSUKE KAWAKAMI
Science Rooms : Developing a New Digital Game to Learn Science ..............................................................
105
iii
EVA KEERIS
Combining concepts from Modeling and Simulation and Game research: Realismic Virtual Environments...
109
Mª ÁNGELES ANDREU-ANDRÉS, MIGUEL GARCÍA-CASAS
A Problem-Based Task becoming a Simulation ................................................................................................
115
ELENA V. ZARUKINA
Simulation and gaming methods in educational process at a higher school: enhancing students’ scientific
research activity ................................................................................................................................................
121
ARATA ICHIKAWA
A Game: real and virtual worlds ......................................................................................................................
125
ADRIAN MALLON
Pleasure, Responsibility and the Ideated Author in Virtual-World Gaming .....................................................
129
MASAMI IDO, SHINTARO HAYASHI, MASAKO SASAKI, YOSHIO HAYASHI
University Education Reform by Employing Gaming-Simulation: A Case Study at Akita University
in Japan............................................................................................................................................................
137
MAAIKE DE JONG
The World, Your Playground; students at play in reconstructing reality..........................................................
143
ELENA LIHACHEVA, DMITRY KAVTARADZE
What is Uncertainty in Games and Simulations................................................................................................
153
MIKHAIL KRYUKOV, ELENA LIKHACHEVA, ANDRII MIROSHNYCHENKO, DMITRY KAVTARADZE
Defining Strategy in Natural Resource Management on Simulation Game CoMPAS ......................................
157
YEO GEE KIN, BIMLESH WADHWA, VU TRUONG VINH, NGUYEN PHUC KHANH LUAN,
TRAN QUOC TUAN
In-process Assessments in Serious Games ........................................................................................................
165
JUSSI HOLOPAINEN, STAFFAN BJÖRK
Gameplay Design Patterns for Motivation........................................................................................................
169
JEANNE TOLORDAVA
Business Games and Modern Training Technologies in University Education ................................................
173
BEGOÑA MONTERO FLETA, BEVERLY RISING, CARMEN PÉREZ-SABATER
New Insights into Group Work Assessment.......................................................................................................
179
EUGENIJUS BAGDONAS, IRENA PATASIENE, VALENTINA DAGIENE, VYTAUTAS SKVERNYS,
MARTYNAS PATASIUS
Web-based Business Game for multidisciplinary teaching ...............................................................................
189
JOAN K. TEACH
TEACHING TEACHERS TO TEACH: A Game-Frame approach...................................................................
195
CASPER HARTEVELD, HARALD WARMELINK, MICHELE FUMAROLA, IGOR MAYER
Bringing Concepts Alive in Second Life: A Design Based Experiment .............................................................
199
LIN ZHIYUAN, CHOW NAM CHI, YEO GEE KIN
Towards An Ontologically-Supported Collaborative SGX ...............................................................................
205
GERT JAN HOFSTEDE, VINCENT PETERS, LÉON DE CALUWÉ, DENNIS MARTENS
WHY DO GAMES WORK? In search of the active substance .........................................................................
211
ULRICH NORBISRATH, IVAR MÄNNAMAA, ANNE VILLEMS, KÜLLI KALAMEES-PANI
Mullivelled – Wrapping Computer Games into Educational Gaming Environments ......................................
iv
219
ELISABET M NILSSON
Simulated real worlds: science students creating sustainable cities in the urban simulation computer game
SimCity 4...........................................................................................................................................................
227
CĂTĂLINA CIUCE, ELYSSEBETH LEIGH, HIDEHIKO KANEGAE
The development of a frame-game designed for organizational change management processes .....................
233
IRENA STANISLAVA BAJORUNIENE, VIKTORIJA BARSAUSKIENE, IRENA PATASIENE, AGNE
KAZAKEVICIUTE
The Implementation of Business Game for Stimulating Socially Discriminated People Integration into Labour
Market ...............................................................................................................................................................
237
QINGQING DONG, ZHONGYI SUN, BRIAN MAC NAMEE
Physics-Based Table-Top Mixed Reality Games ..............................................................................................
243
RAIMONDA MINKUTĖ, RIMA ŽITKIENĖ, DALIA KUNIGĖLIENĖ
The Analysis of the Importance of Students’ Practice during Their Studies: Case of the Study Programme
in Business Administration ...............................................................................................................................
249
KLAUS-PETER SCHULZ, MICHAEL FOX
Creating Understanding and Meaning across Cultures: Playing a Business Game with Groups from the US,
South Africa and Germany ...........................................................................................................
257
ARTHUR VAN BILSEN, GEERTJE BEKEBREDE, IGOR MAYER
Understanding complex infrastructure systems by playing games: Is it possible? ...........................................
265
SHINTARO HAYASHI, AKIRA TASUNE, AKIHIKO FUJINAWA , MASAMI IDO, YOSHIO HAYASHI
Libra 2: a Gaming Simulation for Learning Evacuation during Volcanic Eruption Crises .............................
271
v
Science Rooms: Developing a New Digital Game to Learn Science
Science Rooms: Developing a New Digital Game to Learn Science
Shinnosuke Kawakami
Abstract
In this paper I propose an efficient use of Digital Game to learn science aims to encourage student who is
hard to deal with science experiment, and give them an opportunity of virtual science experiment. I
developed a new game "Science Rooms" which consist of 5 stages for simulation and one stage for analysis.
This contains five regions: mechanics, fluid mechanics, sound, electric, cosmic science. Generally, a learning
procedure of science experiment education is firstly learning the theory, secondly carrying out experiment,
finally analyze the data. This Game gives a opportunity and experience of a virtual science experiment and
analysis with easy operation.
Keywords: Digital Game; Edutainment; Science Education; Game-based learning; Serious Game.
Introduction
Recent situation of mathematics and science education in Japan, it is said that from primary school
to junior high school students are not all have interested in mathematics and science in comparison
with other nations [1]. Approaching this problem using a digital game is valuable attempt because
students in Japan touch many digital games in their life today.
The signature of this digital science game ‘Science Rooms’ is to support learning science by virtual
experiment with changing parameter and data analysis, and which represents the natural
phenomenon on the personal computer. It doesn’t need real instrument for experiment and science
specialist. There is a discussions and research about learning and understanding science trough the
virtual reality using physics engine [2], and refer the possibility of digital science game to learn
science. I believe that the use of digital game for education and development of a digital science
game is very significant thing.
This game consists of five stages, mechanics, fluid mechanics, sound, electronics, cosmic science
and one stage of analysis. At each stage, it must carry out three times experiment with each
parameter setting and after experiment automatically change the stage to stage of analysis.
Therefore we can only plot three data sets at stage of analysis. Finally pushing the ‘Fitting button’
the regression line which obtained by least squares method will draw on the graph. It is necessary
for students to learn analysis because only play a science simulation is a good exercise to observe a
science phenomenon but not a training to investigate. An important thing to learn science and
understanding a phenomenon is analysis after carrying out a science experiment.
Developing Environment and Operation
This game build by C++ language programming with Microsoft DirectX9.0b and AGEIA physics
engine “PhysX” using Microsoft Visual Studio 2005 on Windows Vista. Before play it is necessary
for player to download DirectX9 and PhysX runtime. Operation of this game is only three buttons
of a mouse device excepting cosmic science stage.
Five Stages
First stage is a fluid mechanics stage deal with a fountain on the gravity (2.1). The aim of this room
is to observe how motion will occur many water drops are on the gravity. This room was developed
by using only ‘point sprite’ programming technique with DirectX technology because this is lighter
than other technique. At first player decide two parameters ‘gravity’ and ‘air resistance’ and
observing phenomenon after setting the parameters.
Second stage is Mechanics stage deal with momentum of box and sphere (2.2). There are four
parameters in this stage, ‘density’ of box and sphere, ‘bound coefficient’, ‘initial velocity’ of
throwing spheres. The motion of impacted boxes and spheres will decide by own mass without
105
Science Rooms: Developing a New Digital Game to Learn Science
resize, therefore setting each density to observe each rotating speed and analyze relation between
the density and the motion.
Figure 1: Fluid mechanics stage.
Figure 2: Mechanics stage.
A fountain on the gravity
Throwing apples to crash accumulated boxes
Third stage is Sound stage deal with a Doppler Effect. Here player will listen the Doppler shifted
sound with changing the sound source velocity (2.3). Why Doppler Effect here? This is because
difficulty of real experiment to observe this effect. On the personal computer, it is very easy to
realize this effect by using ‘direct sound’ programming technique with DirectX technology. In this
room there are two parameters, ‘vertical’ and ‘horizontal’ velocity of sound source. Setting these
two parameters, we can observe some Doppler Effect patterns here.
Forth stage is Electronics stage deal with moving electrons around the electric circuit(2.4). Player
can observe moving electrons in spite of these about light velocity. In the imagination world and we
are on the microscopic view, we can observe quantum phenomenon even if we couldn’t observe in
the real world. In this room there are two parameters, ’reactance’ and ‘voltage’ to learn Ohm’s Law.
Setting ‘reactance’ to be small or ‘voltage’ to be large, electric current to be large, so many
electrons will be observed.
Figure 3: Sound stage.
Figure 4: Electronics stage.
Doppler shifted wave of sound
Observing electrons going around the circuit
Fifth stage is Cosmic Science stage. Here, player try to lift up the rocket against gravity of the
earth(2.5) and finally orbiting the earth and observing a solar eclipse(2.6) and virtual Supernova
Explosion(2.7). There are two parameters, ‘initial velocity’ of rocket and ‘gravity’ of the earth at
only lifting up the rocket. At first, observing and carrying out a rocket rifting up experiment with
various values of two parameters. After orbiting the rocket around the earth, we can observe solar
eclipse with only a good align of the sun and the moon and the earth and we can observe planets
and stellar matter around the solar system, and other galaxies. Further we might observe a
Supernova Explosion which is a virtual phenomenon developed by using ‘point sprite’
programming technique with DirectX. The aim of this room is help to learn cosmic science and
rocket engineering, and growing a challenge spirits to solve the mystery of a star.
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Science Rooms: Developing a New Digital Game to Learn Science
Figure 5: Cosmic Science stage.
Lifting up the rocket to the space at
the particular velocity
Figure 6: Cosmic Science stage.
Observing solar eclipse
Figure 7: Cosmic Science stage.
Observing virtual Supernova Explosion
Analysis Stage
After carrying out three times experiments at each stage, automatically change to stage of analysis
to analyze data. In this stage analyzing based on the original rule of this game which is plotting
three observed data corresponded to ‘minimum’, ‘middle’, ‘maximum’ parameters about carried out
three experiments. It is necessary for students to learn science method by trying experiment and
observation corresponded to setting parameters. The main method of analysis is least squares
method because this method is most simple method of analysis. Many data sets have little analytical
error but it is difficult to carry out many experiments and analyze data, and it will have to take more
time. Three parameters data sets analysis is appropriate for digital game to learn science.
Figure 8: Data Analysis stage. Finally, player analyze result of experiment with least squares
method
107
Science Rooms: Developing a New Digital Game to Learn Science
Conclusion
I developed a new digital science game to learn science. The next plan is improving a function and
adding a network function to investigate the efficiency of learning science with students with a long
distance.
This development and research supported by Kozuki Foundation for Sports and Education 2006.
The next development and research for adding network function to this digital science game being
supported by foundation for the Fusion of Science and Technology (FOST) 2007.
Author information
Shinnosuke Kawakami, Graduate school of information technology, Kobe Institute of Computing (KIC),
JAPAN.
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