1. Electronic Commerce Group Institute for Software Technology and Interactive Systems Vienna University of Technology Favoritenstraße 9-11/188-1. 1040 Vienna. Austria/Europe Tel.: +43 (1) 58801 - 18822, Fax: +43 (1) 58801 - 18896 http://www.ec.tuwien.ac.at Design and Evaluation of a Serious Game for Immersive Cultural Training Josef Froschauer, Ingo Seidel, Markus Gärtner, Helmut Berger, Dieter Merkl Vienna University of Technology

2. Outline  Motivation  What‘s so Serious about Games?  Game-based Learning  Design of ICURA  Gameplay Video  Evaluation  Conclusion and Future Work 2

3. Motivation Video games are part of our culture 3D Virtual Worlds have the potential to expand knowledge of a foreign country Combine aspects of learning and fun Great opportunity to teach „Cultural Diversity“ 3

4. Games, Seriously? 4 A mental contest, played with a computer in accordance with specific rules, that uses entertainment to further government or corporate training, education, health, public policy, and strategic communication objectives. „ “ Mike Zyda: "From Visual Simulation to Virtual Reality to Games“, 2005

5. Some Examples... Educational, Corporate, Political & Religious, Healthcare, Government, Military... 5 Tactical Iraqi Virtual Iraq

6. Game-Based Learning  Follows a constructivist perspective Knowledge is constructed, not transmitted to the user. Learner plays an active role in the learning process.  Highly motivating Increases the motivation and compels the player to think about, organize and use information. („stealth learning“) 6

7. What is ICURA? 7 ICURA - Immersive Cultural Training  Serious Game that is targeted at understanding contemporary Japanese culture and etiquette.  3D adventure game that teaches cultural awareness in a safe environment.  Learner plays an active role in the learning process. (Constructivist learning theory)

8. A 3D e-Tourism Environment 8  Game-like e-Business application that enables interaction between participants including trading of tourism products.  Book flights, hotels, take part in auctions, talk to other travellers...  Design of 3D Virtual Environment (Torque Game Engine)  Some additional content... http://www.itchy-feet.org/

9. Some Itchy Feet Screenshots 9

10. In-Game Movie 10

11. Design Principles 1/2 5 design principles for ICURA I.Integrating a constructivist perspective: Learner plays an active role in the learning process II.The player‘s motivation: Leveling-up, adaptability of the game‘s difficulty, clear goals, interaction with other players, shared experience 11

12. Design Principles 2/2 III.Usability: „the degree to which a player is able to learn, control, and understand a game.“ II.The Agent principle: The idea of a „Virtual Tutor“ I.The element of fun 80% rate the „element of fun“ as important (Michael 2005) 12

13. Evaluation of ICURA - Goals 13 5 Steps: pre-questionnaire, pre-test, playing ICURA, post-test, post questionnaire.  How much information does the game communicate? (Comparison of pre- and post-test results)  Associations with the term „Serious Game“  Does ICURA spark the interest in Japanese culture? (Questionnaires)

14. Evaluation Results 1/3 20 participants, 16 male, 4 female  Average age: 29, heavy computer users, but only 3.15 hours a week playing computer games.  9 people have never heard the term Serious Game before, the rest associates it with learning and education.  ICURA is „Fun to play“ (4.2 out of 5)  Did spark interest in the Japanese culture (3.55 out of 5) 14

15. Test Question You want to enter a temple in Japan. What do you have to keep in mind? To wear traditional Japanese clothing To wash your hands before entering Only enter, if the temple priest requests you to do so To cover as much skin as possible To put on the slippers provided at the entrance 15

16. Evaluation Results 2/3 16

17. 17

18. Future Work 18 http://vsem.ec.tuwien.ac.at/

19. Kamsa Hamnida, Arigato, Xièxie, Thank You! Contact: Josef Froschauer Email: josef.froschauer@ec.tuwien.ac.at Web: http://www.itchy-feet.org/ or http://vsem.ec.tuwien.ac.at/ 19