Serious Games Interactive | Købmagergade 11A, 4. sal | DK-1150 Kbh. K | Create next generation of educational computer games Vision

Serious Games Interactive | Købmagergade 11A, 4. sal | DK-1150 Kbh. K |  Growing out of international groundbreaking research  Strong testing, validation and user involvement  Strong mix of competences: Game developers, researchers, educators and content experts  Global outreach through strong network  Strong technology and access to support  Good media coverage on company and project  Good response from target group Teaser

Serious Games Interactive | Købmagergade 11A, 4. sal | DK-1150 Kbh. K | Team Simon Egenfeldt-Nielsen (CEO) Nicholas Francis (Director) Keli Hlödversson (Lead Programmer) Danni Tell (Lead graphics) Anders Haldin (Animator) Tasha Buch (Education cordinator) Troels Folmann (Music/sound) Joe Ante (Engine) David Helgason (Engine)

Serious Games Interactive | Købmagergade 11A, 4. sal | DK-1150 Kbh. K | Overall Pc/Mac platform Ultimo 2006 (personal) Ultimo 2007 (strategic) 13+ both educational and commercial Strategy/personal

Serious Games Interactive | Købmagergade 11A, 4. sal | DK-1150 Kbh. K | Project: Global conflicts: Middle East The strategic levels involve domestic policy, foreign policy, intelligence, public relations and military. The player takes the position as Prime Minister of Israel or leader of the Palestine region performing strategic actions to further different goals. This is about statesmanship bringing the most important issues and areas to the player’s control. The personal level evolves around smaller, mundane events, and quests. These quests and events can potentially have the same influence as the more strategic decisions. The personal level will evolve around topics like document discrimination, sabotage facilities or marriage across religious divides. Strategic Abstract Overview Dynamic Personal Concrete Emotional Engaging Real life Encyclopedia Primary sources Links

Serious Games Interactive | Købmagergade 11A, 4. sal | DK-1150 Kbh. K | Global Conflicts: Middle East Ingame Screendumps

Serious Games Interactive | Købmagergade 11A, 4. sal | DK-1150 Kbh. K | Global Conflicts: Middle East Ingame Screendumps

Serious Games Interactive | Købmagergade 11A, 4. sal | DK-1150 Kbh. K | Intro Choose side Overview and immersion into historical background of the conflict. Description of sides in conflict with background, strengths and weaknesses. Handle a number of policy choices: Domestic, foreign, military, PR, economy etc. Choose approach to religion in society - see consequences for different population groups Set Religious Policy Game flow (examples) Choose Mission Explore universe You can improve relations with specific factions to further your policies especially by solving personal missions. You must locate the right people, information, object, pictures and statistics to solve the mission. You walk around on different locations talking to people and carrying out different missions related to relevant subjects. Mission have several goals you must achieved followed by debriefing and testing. Students also have to make notes and ask questions, which the teacher have access to. Debriefing Talk to people Overview Policy

Serious Games Interactive | Købmagergade 11A, 4. sal | DK-1150 Kbh. K | Learning approach  Experiential: From concrete to abstract by observation, application, testing and reflection.  Learning styles: Dynamic feedback, interaction that makes differences, multimodal, safe to make mistakes, challenging throughout.  Strong game universe: Compelling, realistic, engaging & dynamic.  Integrated approach: Game, talks, group, debriefing, testing and evaluation. Experiential Learning Concrete experience Reflection & Observation Abstraction & Generalization Applying & Testing

Serious Games Interactive | Købmagergade 11A, 4. sal | DK-1150 Kbh. K | Teaching  Cross-disciplinary: Bridge between history, religion, citizenship, psychology and geography offering students different ways in depending on preferences and abilities.  Single subject: Overall feel for the conflict while steering students to the most relevant subject areas, conversations and missions shifting between different teaching forms.  Supplementary material: Students can engage with the game and material at home supporting the teaching in the school and extending education to the home.

Serious Games Interactive | Købmagergade 11A, 4. sal | DK-1150 Kbh. K | LessonMondayTuesdayWednesdayThursdayFriday 1Course introduction (teacher) Game w. Logbook entries & Class discussions (students) Own subject - Read, prepare, explore 2 pages report 15 min. talk (students) 15 min. student talks w. opponents. (students) 2Overview conflict related to game (teacher) 3Teacher talk based on student game questions (teacher) Class discussion (teacher) 4Game w. Logbook entries & Class discussions (students) Own subject - Read, prepare, explore 2 pages report 15 min. talk (students) 15 min. student talks w. opponents. (students) Test (student) 5Class evaluation (student/teacher) HomeTextbook chapter Game questions (students) Course plan (cross-disciplinary) The students read a basic introduction to the conflict before this course. Different courses can prepare students more or less (i.e. religion, history, psychology etc.)

Serious Games Interactive | Købmagergade 11A, 4. sal | DK-1150 Kbh. K | Global Conflicts: Middle East Next generation of educational computer games