2018 Abstracts

Ahmed Hossam, Gamification Consultant, Gamfed/Gampact
Learning Experience Journey Using Gamification & Serious Games

For the past 20 years Serious Games have been one of the most successful strategies to create an impact, and since 2011 Gamification has been one of the most successful strategies to increase Learning Engagement.
In this session we will learn how to combine both strategies into 1 framework to design a complete Learning Experience Journey, that would be fun, engaging and with measurable ROI.

Ahmed Morsy, e-Content Development Manager, Ministry of Communications and Information Technology, Cairo University, Egypt
Designing Educational Games: Challenges and Best Practices

This session gives practical experience and the best practices of designing an educational game. We will discuss the design process, phases and the challenges that instructional designers and game developers might face during the different phases. The relation between the pedagogical aspects and game system and elements will be discussed as well.

Alexandria Wiltjer, Senior Instructional Designer, StrongMind
From Simple Gamification to Game-Based Learning

Gamification is a hotly debated and a highly sought-after teaching approach. Gamification is a term that many people use, but many get wrong. So what is it? And how can you incorporate it into your course without completely redesigning your content or your LMS? What are some of the simplest ways to incorporate gamified experiences in your course when your technology is not where you want it to be? Come join this session to learn how to transform your learning experiences.

Alice Jefferson, Multimedia Learning Producer, Capital One
Designing and Developing Serious Games 101

Many learning professionals would like to incorporate games into their learning experiences but aren’t sure how to get started and often find the prospect of designing a game to be intimidating, time consuming and expensive. This session will explain how to design and integrate serious games into your training programs. You will be introduced to game related terms and mechanix, learn the importance of creating a design document and see how e-learning development tools can be used to create serious learning games. Session participants will leave with ideas to begin formulating a strategy for creating games.

Alvaro Uribe Quevado, Assistant Professor, University of Ontario Institute of Technology
Custom-made User Input Devices in Serious Game Design

Interactions in games play an important role in gaming experiences. With regards to digital games, common user input devices employ keyboards, mice, gamepads, and most recently, touch screens and inertial measurement units. However, serious games can require unique forms of interaction depending on their goal towards developing cognitive and psychomotor skills, in which case, custom-made interfaces are needed. In this session, I will discuss the role of maker spaces (e.g., 3D printing, open electronics) in serious game design.

Amanda Seccia, Manager, Neurocognition Science Laboratory, University at Buffalo
The Psychology Behind Serious Games

Research shows serious games positively impact children’s abilities to learn complex material. Human psychological functioning is a key to making this style of learning especially beneficial. Engagement with game play also has positive, lasting effects on psychological well-being such as promoting the ability to think critically and facilitate learning in an enjoyable manner. This presentation will explain the how learning occurs via game play and offer suggestions on how teachers and parents can capitalize on these effects to best benefit the intellectual development of children.

Amber Muenzenberger, Director of Learning, Triseum
I Can Really Get College Credit for Playing Games?

Texas A&M University has made games the center of the learning experience – the games themselves are the courses, rather than curriculum extensions. We will explore game-based courses in Art History and Calculus, how Texas A&M secured full college credit approval, how the aspects of the games transferred to the syllabi, and how students are performing. Learn why game-based courses offer alternatives to traditional classes, speeding time to graduation and reducing the cost of education.

Anastasia Goodstein, Senior VP of Digital Innovation, The Ad Council
Game On: What We Learned from Launching Our First Location-Based Game

A lively case study and conversation about the advantages and challenges of creating a geo-location based “serious game.” As a way to extend its Love Has No Labels PSA campaign, the Ad Council launched its first geo-location game at PAX West this past fall with the goal of engaging gamers around issues of unconscious bias, diversity and inclusion. Goodstein will share key learnings and insights from the experience.

Andrew Hughes, President, Designing Digitally
Serious Game Secrets – Best Practices for Company Games

Everyone is working to make the best serious game that will enhance the learning objectives and retain learning. The biggest setbacks for some of these serious games and gamified learning experiences have been little-to-no planning, tough to pinpoint metrics, little-to-no implementation strategy, and insufficient or nonexistent post-deployment support. Serious Games are living, breathing, evolving things, unlike our e-learning modules we put on the shelf. This session will talk about planning, developing, implementing, and supporting serious games for companies that have never gone down the route of serious games and gamified learning experiences.


Andy Cargile, Senior Director of User ExperienceSMART Technologies
Bringing Gaming into Classrooms at Scale

This session will explore the complexity of implementing game-based learning pedagogies in classroom environments. Delivering research on current tools and techniques being used in classrooms in North America, the session will discuss the best practices to help engage students, support teachers and explore strategies with software to help with this transition.

Ann DeMarle, Associate Dean, Director of Emergent Media Center, Champlain College, VT
ALT-Classroom: Building a Dev Studio Inside Academia for Student and Partner Success

Much of education delivery is through formal coursework; pre-set learning objectives, and grading systems but what happens when that model is flipped and students possess the expertise? Recently celebrating its 10th anniversary, Champlain College’s Emergent Media Center is a fearless learning community designing dynamic processes and tools. In its interdisciplinary studio, students work alongside partners including IBM, Ford, and the United Nations developing games, apps, VR, and blended media solutions to complex issues. For the client this has meant successful, innovative approaches. For the students this has meant 95% persistence to graduation and career placement in 6 months of graduation.

Avery Rueb, Chief Operating Officer, Affordance Studio
Designing and Selling Conversation Games for the Language Learning Classroom

Multi-player games like Keep Talking and Nobody Explodes, Heads Up as well as Spaceteam motivate players to speak together to solve a common problem like deactivating a bomb or flying a spaceship! They can also help language learners overcome foreign language anxiety and develop conversation skills. In this workshop, you’ll learn about the research and practice for using conversational games in the second language classroom. You’ll also learn about the business of selling a conversation game through a case-study of a game currently in 500 schools in Quebec.

Bernardo Letayf, M.B.O., BLUErabbit
How NOT to Gamify a Classroom

Saying there is a formula to gamify EVERY classroom is a LIE. All classes are different in many ways, however thanks to the experience in over 70 classes with more than 800 students from different countries and backgrounds, I learned many things that really don’t work in the class

Bette Gardner, Founder, CEO, Breakthrough Learning, Makers of Friday Night at the ER
Rx for Organizational Performance: Using a Tabletop Game to Teach Cross-Function Collaboration

In the 1990s, healthcare consultant Bette Gardner became an accidental game developer when she designed a board game to help a California hospital with overcrowding in its emergency room. The game taught management that patient flow from the ER ” and the hospital’s overall performance ” would improve only if all the hospital departments were more effective at high level collaboration. Today, Friday Night at the ER is used by 1,000+ organizations in 40 countries to teach people to team, innovate and use data more effectively.

Join Bette and co-presenter Jeff Heil for a look into the original problem Bette sought to solve, how she designed the game, and lessons they’ve learned in marketing the game to healthcare, education and corporate clients.

Bill Culbertson, Associate Professor, New England Institute of Technology & Owner of Whooplah, LLC
Cooperative Game Development Projects Between Industry and Education

Our University’s Video Game degree program often hosts individuals, companies or organizations to work with our faculty and students to help them create and develop video games or simulations. These “special projects” involve the students as the main work-horses for developing the project. Students gain valuable experience working on real-world projects for real clients. The clients hopefully get a product that will help them to reach their project goals. We will look at the what the client expectations should be, legal agreements and how they might help to optimize the experience for both the students and themselves.

Bill Culbertson, Associate Professor, New England Institute of Technology & Owner of Whooplah, LLC
Early Learning Game Design and Production for the Indie Developer

Using our game, Pollywog Pond as an example, we will dive into the design and production concerns associated with producing an early Learner game for market. We’ll look at the hurdles we encountered with porting our game from desktop to mobile platforms, back-end creation challenges, curriculum guidelines and more. We’ll talk about our greatest successes and our very epic fails as we transitioned from development to marketing the completed project.

Bill Kapralos, Associate Professor, University of Ontario Institute of Technology
Embracing The Future Of Serious Gaming and Immersive Technologies In Medical Education

Recent technological advances have given rise to a variety of consumer-level immersive technologies including virtual and augmented reality headsets such as the HTC VIVE that provide the opportunity to develop highly interactive and immersive serious games and virtual simulations. In this presentation a discussion of immersive technologies and their application in serious games and virtual simulations for medical education and training will be provided.

Bradley Tanner, MD, HealthImpact.studio
Experience Building an Entertainment-Quality VR Experience and Sneaking in Positive Impact

Today’s game players are a sophisticated lot. They want challenge, advanced mechanics, engagement and a novel experience. When they get that they bring enthusiasm and energy. The talks provides a specific example of a game called “Food Fight in VR” that built and is refining a game that meets their expectations for an entertainment quality product but has a positive “serious” outcome for the player.

Bradley Tanner, MD, HealthImpact.studio
Engaging Tomorrows Learners with Impact Focused Virtual Reality Games

Headset based immersive virtual reality technology offers a powerful opportunity to engage and motivate adolescents and emerging adults in game experiences that impact skills and decision-making.

Brenda Sherry, Upper Grand District School Board
The Power of Play – How the Learning Sciences Support Innovation

Innovative learning environments are essential in order to serve the students of today and tomorrow and to support equity, well-being and achievement. This session will explore some of the lessons Ontario educators are learning: the fundamental role of exploration, play and inquiry in learning in face-to-face and virtual spaces, how a focus on deeper learning fosters the development of global competencies, and what we know about professional learning models that have been most effective to help educators deepen their practice.

Chitra Sarmma, Organisations & Alternatives, Partner – Culture, Leadership and Organisation Development
Using Traditional Games for Organizational Culture Building

From diagnosis to sustained change, how can we adapt traditional games to make Organizational Culture Change an immersive-effective experience?
This presentation chronicles successful, real experiences of systematic application of traditional games for collaborative co-creation of change in an organization’s existing work culture; influencing key shifts towards behaviors essential to the organisation’s desired culture; enabling a whole-system transformative experience for the members.

Using insightful, practical case-examples, the session covers techniques-processes associated with leveraging traditional games to impact organisation culture.

Christopher Lazzaro, MetaMythic Founder & CEO, and Michael Dockery, Game Designer
Applied Fiction: A New Hope For Corporate Training
Transform Employees into the Heroes They Were Meant to Be

Commercial games are powerful because they let users step into the body of a fictitious hero character ‘be it a space marine, crowbar-wielding engineer, or mustached plumber’ but few realize that corporate training has the potential to take this engagement concept even further, bridging fiction and reality. By leading employees to understand, feel, and believe that they are the heroes of a corporate initiative and applying fictional storytelling liberally, the celebrated and internationally-recognized Applied Fiction methodology has amplified serious games to transform thousands of employees across dozens of training topics into the heroes they were meant to be. This session demonstrates the power of Applied Fiction through a case study of how one of the largest utilities in the nation solved their employee cyber-security compliance engagement problem, and then equips audience members with the essential building blocks to create their own Applied Fiction. This session is led by Christopher Lazzaro and Michael Dockery, MetaMythic game designers and inventors of the Applied Fiction methodology.

Dan White, CEO, Filament Games
How VR Changes Learning

In this session, Filament Games CEO Dan White will discuss the potential of Virtual Reality (VR) to facilitate interactive, inquiry-based learning. Through the lens of Filament’s VR research, development, and ongoing dialogue with leading VR manufacturers like HTC, Oculus and Google, White will demonstrate how VR can engage users in authentic learning through identity, embodiment, and immersion. Audience members will learn how the technological capabilities of VR can be applied to schools’ and libraries’ educational missions, delivering transformative experiences that create lasting results.

Dave Mark, President & Lead Designer, Intrinsic Algorithm LLC
Generating Immersive Experiences Easier with Emergent AI and Procedural Content

Characters on pedestals or rails, manually placed path waypoints, timed spawn points, hand-scripted attack sequences, and hand-authored events are staples of simulations and other open world games. This often results in repetitive content and poor replayability. This lecture shows how better AI can enable more engaging characters (in and out of combat) and continuously dynamic content with less work from the design team resulting is a world that can be “alive” and constantly engaging for the players.

David Deeds, DIrector of Information and Learning Technologies, Schutz American School
Don’t Tell Your Mom You’re Playing Games: Using ILEs in K-12

Pundits have been writing obituaries for Immersive Learning Environments (ILEs) for years now, but they’re still being used in education. In fact, the additional (sorry, can’t resist) dimension of Virtual Reality (VR) just might guarantee their comeback, and in ways even bigger and better than before. This session will start with some definitions and distinctions (e.g., between ILEs and VIrtual Learning Environments or VLEs), then proceed to an overview the hows, whys and whens of the ILEs that have been used most in education. There’ll be lots of boring stuff about pedagogy and stuff, of course, but the prez will conclude with some possibilities for ILE-in-education usage for the future.

David Wortley, Founder & CEO, GAETSS
360 Degree Video and Images for 21st Century Immersive Education

This session is intended to be a practical workshop on how to combine the latest consumer 360 degree video and image technologies with storytelling and gamification to develop 21st century skills in a multidisciplinary approach which facilitates engaging peer to peer, collaborative and self-directed learning. The session aims to provide a legacy of digital 360 degree content which can be used by participants with a passion for digital culture and heritage. It will share the experiences of using this approach in workshops at previous conferences.

Dennis Glenn, Dennis Glenn LLC
Collaborative Techniques to Design and Market 3D Virtual Healthcare Simulations.

Virtual 3D simulations are difficult enough to design and create by a single vendor. The advent of virtual and augmented reality now requires the expertise of advanced skills that most institutions find expensive and extremely difficult to implement. This session will address the integration of Virtual Skills outside vendors to successfully and profitably provide the latest tools and techniques to your project.

Learning Objectives:
1. Finding project-based virtual skills partners
2. Creating a business model that compliments each partner
3. Management techniques to ensure project cohesiveness

Dina Markowitz, University of Rochester, Professor of Environmental Medicine
NIH Funding Opportunities for STEM Education: SEPA, SBIR, and STTR Grants

The National Institutes of Health (NIH) awards several types of grants for pre-kindergarten to grade 12 STEM education projects. Learn about NIH Science Education Partnership Awards (SEPA), NIH Small Business Innovation Research (SBIR) grants, and NIH Small Business Technology Transfer Research (STTR) grants.

Dmitriy Babichenko, University of Pittsburgh
Games4Health: University Game Jam to Address Clinical Research and Practice

Games4Health was a game jam held at the University of Pittsburgh to address clinical and research needs in healthcare by assembling interdisciplinary student teams. The winning teams had a variety of opportunities to further develop their concept through conference presentations, University support fundraising, and grant opportunities with the original stakeholder. This session will review the planning/outcomes, fostering interdisciplinary teams, stakeholder roles, and lessons learned for future iterations.

Douglas Whatley, CEO, BreakAway, Ltd.
What is a Game Designer (And Why Do You Need One)?

What does a game designer really do. And, more importantly, how do they make the products better. How does a designer contribute and what how do you work with them to solve your problem.

Dov Jacobson, CEO, Games that Work
Learning with Boeing: A 100-year-old Corporation Makes its First Game

When a powerful manufacturer works with a nimble game studio, they each can learn a lot. Hopefully, they learn how to work together.

What might that look like for the game maker?

First, you listen:
– What are they asking for?
– What do they really want?

Then you pitch. If you pitch a game, you must communicate its value –

What makes a game different from other kinds of learning?
What’s the difference between a game and a gamification?
The game costs a whole lot more! …Is it worth it?
Once you sign an agreement, you must maintain agreement.

How do you ideate together? How do you decide?
How do you support the training professionals, not threaten them?
How do you test your game on their users?
The hardest part comes at the end:

How can you facilitate deployment?
When are you done?

Dr. Bron Stuckey; Global Consultant Specialist in Game Play, Game Inspired Learning, Communities of Practice and Learning Communities; Innovative Educational Ideas
Making an Impact with Gameful Practices: A Few of the Best Examples I’ve Seen

Learn how play in our classrooms motivates learners to create new visions for their role in world. Explore how Self-Determination Theory becomes a force for good in K-12 play based learning. While games will be showcased, the heroes are the teachers whose pedagogy and creativity give context, authenticity, agency and opportunity for real world impact. This about moving beyond learning about the world to learning to have impact on it and turning engagement into civic efficacy and career opportunity.

Eduard Babulak, Professor Panelist Expert in Computer Science and Cyber Security, National Science Foundation
Role of Computer Emergency Response Teams (CERTs) in the Future Cyberspace and Cyber Security

The subject of Cyber Security and CERTs is directly related to field of Computer Engineering and Science, as well as, Information Technology and Business. The research proposal will promote foundation for the new curriculum in the subject of Cyber Security and Informatics, as wells as, promote close research collaborative links with the universities overseas.

Ellis Bartholomeus, Game alchemist, Ellis in wonderland
Would You Wish to Become Old and Happy?

From 2005 to 2010 we developped a puzzle platform for elderly to bridge the technologgy gap plus cope with loneliness, with these and other learnings i have also introduced games as tools in elderly homes, to create bonding and togetherness, for the care people plus families. How play can make a patient feel more autonomous where the feeling of being helpless is experienced mainly, how play can empower and connect. Plus lastly my personal experience with my own mother, before she was diagnosed with Alzheimers and how we maintain a playful lifestyle together with this always new obstacles providing disease. The learnings: how we can create adaptive play and the important role of user testings in development…

Ellis Bartholomeus, Game Designer and User Experience Researcher, Internet of Elephants
We Aim to Make Wildlife a Global Phenomenon and Engage Millions of People with Conservation

IoE was founded with the purpose of making wild animals a part of daily life for millions of people currently unconnected to wildlife while generating a new revenue stream for conservation. We work with different nature and animals organisations with different ambitions and try to move ahead in the playfield of wildlife, preservation, education, technology, and innovation. We created multiple prototypes using data, gameplay, augmented reality and continue having dialogs with all stakeholders to make sure to benefit all, while prioritising the preservation of the animals and their resources (which is big location data holding their stories and identities) as our main treasure. We aim to create playfull and interactive tools since there is space for a giant in your pocket. We continue discovering new challenges as we continue to develop the ultimate game to interact with real life and wild data of animals.

Eric Bauman, Assistant Dean, Adtalem Global Education
Embedded Subject Matter Expertise in Game Development Processes in Healthcare

This session will discuss best practices in game-design for clinical education in the health sciences. The session will be facilitated by award winning educators and games designers and will walk session participants’ through best practices in pedagogical and design processes for game development that supports healthcare education. This session will frame content via a case study related to a recent game-development process for CPR education and will encourage active participation discussion.

Hanadi Chehabeddine, Public Speaker, Hanadi sbc
Muslim Kids Representation in the Classroom

Named “World-Class Peacekeeper” by the Star Tribune, Hanadi is a public speaker and media professional. She is a Human Rights Award recipient from the city of Eden Prairie city for her efforts in dismantling misconceptions about Islam and building bridges of unity.
She has been featured in the Star Tribune for her community building projects and had been published The Washington Times, the Huffington Post, The Star Tribune, MinnPost, The Guthrie Theater, the Minneapolis Institute of Art and recently Cosmopolitan magazine and Pantsuit Nation book.
Hanadi is also a U.S. State Department international speaker and a TEDx speaker.

Hanadi is currently pursuing a Master’s degree in International Leadership at St Thomas University while changing perceptions in the corporate world as a keynote speaker and diversity trainer on inclusion. Her recent session at the National SHRM Diversity and Inclusion Conference and Exposition on demystifying Islam and Muslims attests to her caliber and outspokenness.

Jaehee Cho, Creative Director, Stitchbridge
Examining the Holocaust through Interactive Storytelling and Virtual Reality

How do you teach using interactive storytelling? How can the classroom use virtual reality effectively? How do you make these experiences and where do you start? These are some questions that Prof. Ralph Vituccio and Jaehee Cho will cover as they talk about their experience creating a multimedia room for Carnegie Mellon University, and developing the content within it, starting with its inaugural experience about the Holocaust.

James Kiggens, Director, Engaged Learning Technology, Adtalem Global Education
Leveraging the Uplift in VR to Enhance Game-based Learning

The session will examine the research results showing how immersion in VR creates an ‘engagement uplift’ that can significantly improve flow and foster empathy, and how that can be leveraged to enhance game-based learning. Commercially available VR titles for Oculus Touch and GearVR will be used to demonstrate work being done by researchers, developers, and practitioners that attendees can investigate first-hand.

Jane Ji, President, Springbay Studio Ltd.
Games That Can Have Social Impact

Passion should be what drives the creativity behind our games. When you deal with subject matter that rarely would become a theme for a game expected to be a commercial success, you need passion and perseverance to make games that have social impact.

Our genuine concern about biodiversity and ecosystems inspired us to create innovative game mechanisms that fit well with the nature of the content we would need to create iBiome, a game series that teaches kids about environmental science.

Worried about the future of our children, two concerned moms decided to fight back with educational games that they believe will engage kids in environmental stewardship. With none partnership and less than $2000 of marketing budget to start with, we went through a path that has led us to where we are today: awards, iTunes store features and two games in the series. Find out how far we are from success after four abandoned prototypes, countless failure to sell to k-12 schools and struggle to raise funds.

Jeff Levy, CEO, CaseNetwork
The Future of Medical Education: From Dreams to Reality (VR, AR, AI)

With three decades of e-learning experience, Dr. Levy will present innovations in technology-enhanced education from the past, present, and into the future. He will highlight some of his medical education inventions and advances including some of the first laser discs, CD-ROMs, online case-based education, 3-D anatomical and procedural animations, robotic-assisted surgery, and virtual reality surgical simulation. He will describe the role of artificial intelligence and machine learning in medical education and clinical decision support and some future work in augmented reality. It is true that what were once dreams are now reality, but there are certainly more dreams to come.

Jeff Meador, COO, Portico
XR Training Best Practices

This talk serves as a getting started guide for organizations looking to implement XR training in the workplace. We’ll cover a series of best practices and how you can make informed decisions about these new methods for training and skills development. Topics include finding the right use case, defining appropriate metrics and goals, understanding the various technologies available to use in XR training, and how to structure training content for better learning in XR.

Jennifer McNamara, Vice President of Serious Games, BreakAway Games
Client-Centered Serious Game Design

Serious game developers must consider client needs and constraints. To most, it is obvious that the end users’ desired training, behavior change, assessment, or experience outcomes shape the focus of the game. But the client organization’s funding, IT infrastructure, data needs, and personnel impact design as much, if not more, than end users’ needs. This session will share experiences where these factors significantly impacted game design and make recommendations for identifying and addressing these needs early in the design process.

Jennifer Tripp, PhD Candidate, CISL Science Ed. program at UB; Grad. Asst. at UB’s Neurocognition Science Lab
Virtual Games in Science Education

This session will attend to virtual games in science education. It will highlight the aspects of gamification that are present in addition to users’ perceptions of and experiences with these games. Suggestions for development and implementation, in relation to learning, motivation, and engagement, will be delineated, with insights from the literature and philosophy of technology (PoT) perspectives.

John Kolm, CEO, Team Results USA
Serious Gaming is Not Just About Computers and Screens

The ideas of serious gaming and computer science have become conflated. The core concepts have become confused with the delivery platform. Serious Gaming is a bigger and more powerful subject than just computers, covering everything from the training of surgeons to CEOs to special forces. John Kolm is a former NSA mathematician and a gaming specialist. You will emerge from this session with a much broader grasp of the possibilities for Serious Gaming as a tool in industry and government.

John Fallon, English Teacher, Fairfield Country Day School
Learning Lies: Using Her Story to Develop Skeptical Students

Fiction lies to tell the truth, and unreliable narrators may be the best epistemological tool of all. But, Sam Barlow’s 2015 game “Her Story” allows students to directly duel with one. A fragmented narrative is challenge enough, but the game’s multimedia delivery adds an essential visual analytical challenge that the Youtube generation needs in an era of “fake news”. This session’s project that has been taught by an experienced GBL teacher and will guide attendees from inception to reflection.

Jonathan Southgate, Program Manager for Experiential Learning, Robert H. Smith School of Business, University of Maryland, College Park
Leveraging Branching Simulations in Management Education

In this session, the speaker will share his experience with leveraging serious games and other simulations to address the learning needs of the students in the Smith School of Business. Participants will gain a better understanding of how games and sims can augment a traditional college course in innovative ways.

Jonathan Estes, CEO, Smart Game Systems, Inc.

Traditional training approaches to behavior change and innovation are proving inadequate given the scale and speed technology and risks are increasing. New thinking and tools are needed to increase resiliency, adaptability, and continuity of the learning. The solution: building a game culture. A game culture has the potential to shift thinking at a deeper level about how choices and behaviors impact the organization as a whole: improve performance outcomes, facilitate innovations, and better decision-making in the short- and long-term.

Joshua Jordan, Teacher, North Forney High School
Evaluating Games and Applications for English Language Learners

I will describe the practical classroom limitations and benefits of the various video games, board games, and software applications I have used in my high school English language learning classroom over the past three to four years, from Duolingo to Rosetta Stone to Scattergories and beyond. I will summarize the features that increased student engagement the most, and I will briefly highlight a few key elements that game developers should include in order to help teachers use games in the English language learning classroom.

Julio Álvarez, eHealth Business Development Manager, Virtualware
How Virtual Reality Improves Disease Treatment and Management

Virtual rehabilitation is a concept according to which a rehabilitation therapy is based entirely on simulation exercises through virtual reality technology or it is complemented with them.

The term Virtual Rehabilitation was coined in 2002 by Professor Daniel Thalmann of EPFL (Switzerland) and Professor Grigore Burdea of Rutgers University (USA). In the opinion of these experts, the term applies to both physical therapy and cognitive interventions. Since 2008, the “community” of virtual rehabilitation has been supported by the International Society of Virtual Rehabilitation.

Virtual rehabilitation offers a series of advantages compared to conventional therapeutic methods:

• It is entertaining, which motivates the patient.
• Provides data that objectify the effectiveness of the therapy (limb speed, range of motion, error rates, game scores, etc.);
• Can be performed in the patient’s home and controlled remotely (becoming telerehabilitation)
• The user feels more actively involved

The session includes success cases of medical applications based on virtual reality technology for mental and neurological disorders treatment and management such as Hemianopsia, Psychosis or Multiple Sclerosis.

Jurriaan van Rijswijk, MSc, Founder & Chairman, Games for Health Europe Foundation
It’s Happiness Stupid! – How Games Contribute to the Healthcare Value-Chain

The need for transformation is a global call. We are shifting towards a purpose economy. Ever thought of putting happiness before health profit? The central theme for healthcare will be about the impact it has on peoples’ happiness instead of how many patients are successfully cured. A mayor component of healthcare is about lifestyle interventions. And what better instrument for behaviour change we can use than a game? Yes of course two games 😊. How games can be part of the existing healthcare value and distribution chain will be the topic of this presentation.

Karen Schrier Shaenfield, Asst Professor of Media Arts, Marist College
Digital Games as Empathy Machines

Kevin Hulme, Senior Research Associate, University at Buffalo
Game-based Experiential Learning for Road Vehicle Dynamics Education

The project’s theoretical underpinnings are based on situated learning where new educational material is presented in an authentic context, and social interaction and group collaboration are required for learning to occur. Through a learner-centered approach, students use a physics-based simulation and large-scale visualization presented in a gaming-inspired format to discover the impact that design decisions have on a dynamic system.

Leon Young, Founder CEO, Cogniss

The Rise of No-Code Platforms and the Democratization of Serious Games

No-code platforms are disrupting how we use game technology to solve pressing challenges.

This session tracks the rise of platforms that combine simple visual app building interfaces with powerful gamification, AR, and VR capabilities, allowing anyone without coding knowledge to become a serious games creator. This democratization not only amplifies the generation of user data, but when paired with deep learning technology, turns these platforms into intelligent, predictive systems with the potential to diagnose learning or health issues.

Liana Simpson, Teacher / Primary Curriculum Coordinator, Suncoast Christian College
Learning: Its Child’s Play! Designing Play-based Programs that Engage and Inspire Students.

This session addresses the importance of play in learning. Based on an article, I published, it will focus on the natural curiosities, trials and discoveries that children make when working within the freedom and safe realms of play. I have many examples (blogs, pictures, videos etc) to share as examples of how the curriculum was used to inspire play-based, maker, problem-based, inquiry units within a growth mindset culture/environment. Examples of units I share offer tips on small and large group engagement (from single classes to 180 students) and looks closely at how teachers can guide learning while students engage in play-based learning. I will also share what “play” looks like in learning, for older students.

Lisa Buckley, Simulation Manager, Ross University School of Medicine
Embedded Subject Matter Expertise in Game Development Processes in Healthcare

This session will discuss best practices in game-design for clinical education in the health sciences. The session will be facilitated by award winning educators and games designers and will walk session participants’ through best practices in pedagogical and design processes for game development that supports healthcare education. This session will frame content via a case study related to a recent game-development process for CPR education and will encourage active participation discussion.

Lisa Castaneda, Co-founder and CEO, foundry10
VR in Educational Settings: Findings from Real Schools and Students

Foundry10 is a research organization studying the experiences of educators and students using commercial VR content across several platforms. Interest in VR for schools continues to grow, particularly as educators better understand the potential of VR. At the same time, there is seldom direct feedback for developers about what is working well (or not) in educational settings. We will share findings from two studies involving over 3,000 students and teachers across the country using VR for education.

Marc Ruppel, National Endowment for the Humanities
Playing the Past, Seeing the Future: Game Design in the Humanities

This session will explore the role of the humanities– history, literature, philosophy, civics, jurisprudence– in the practice of designing serious games. While serious games have long and storied history (no pun intended) with engaging the humanities, recent humanities-based games such as Assassin’s Creed Origins, 1979 Revolution, Walden, a game, and others have opened up new possibilities for not only reasserting game-based learning in humanities contexts, but also re-evaluating the design paradigms through which these games are made. This session will explore the process of designing games in the humanities, the challenges and affordances of doing so, and the possibilities for developing and producing humanities games through grant funding, including the National Endowment for the Humanities.

Marigo Raftopoulos, Founding Partner, Strategic Innovation Lab
Win Conditions for Gamification Design in the Enterprise

Technology innovations alone will not drive change or impact in your organization, you need a systems approach that balances the three key elements of Design, Management and Technology. In this session, Marigo will share the learnings gained from research into over 300 best practice industry examples on the core capabilities required by organisations to create, develop and implement a successful game or gamification project.

Michael DiPonio, Senior Instructional Technologist – Serious Games Development, Quicken Loans
Serious Games in the Enterprise Learning Ecosystem

At Quicken Loans, we consider games as a major part of our learning process, and we use them in many facets of the company. One of Training’s goals for 2018 is a complete redevelopment of what we refer to as the learning ecosystem, of which serious games is a major pillar. This session will cover the lessons learned as we developed our gamification hub, and cover specifics that range from badges and experience systems to LMS and LRS integration.

Micheal Peters, Director of Interactive Experiences, Crosswater Digital Media
Overcoming the Obstacle Course of Virtual Reality (VR) Content Development

In this session, we will present some of the barriers to the development of high-quality VR content. Specifically, we will discuss how to make the educational or training content you have been thinking about come to virtual life. We will address aspects of the information, skills, and knowledge needed for a high-quality virtual reality production. The discussion will include building an understanding of commonly used terms in the production process; what “it will be easy” really means, and how to meet your expectations instead of running into limitations.

Michelle Goodridge, Liaison Librarian, Game Design and Development, Wilfrid Laurier University
Conversational Gamers: Developing Language Skills and Connections Through Board Games

As the number of international students entering North American universities grows there is an increasing need to develop programs that help with their transition to a new community. International students are not only making the leap from secondary to post-secondary education, they are also entering a new country and culture and may struggle making connections with their domestic peers. This session plans to summarize the research surrounding relationships between international and domestic students and using games for language learning. It will also present a case study on the implementation of a conversation partners program that paired domestic and international students together with board games to not only improve language skills, but to bridge the gap between these two student groups. Research shows that learning through play, including multiple examples of language learners learning through gaming, is a highly successful endeavor. The literature largely focuses on using digital games in the classroom with limited research on using board games or role-play games for a similar purpose. This program was created as a partnership between the Wilfrid Laurier University Library, Laurier International and the Laurier English and Academic Foundation (LEAF) program.

Melissa Murfin, Chair and Program Director, Elon University
Wins and Fails in Designing Educational Games for the Classroom

Playing educational games in class is a great option for helping students wrangle the dense material in medical education. The variety of game formats available lends itself well to engaging with the information and improving retrieval practice. Evidence regarding student acceptance of the use of engaged learning techniques based on popular television and board games such as Catch Phrase and Clue will be presented along with the huge successes and epic fails encountered in implementing games in class.

Mitchell Weisburgh, Founder, Games4Ed

Pilots provide valuable feedback, and they can springboard into paid engagements, and they can support sales and marketing. Or, they can be a waste of time, they can lead to nowhere, and they can actually hinder growth.

We’re going to go through an exercise in how to screw up your pilots, so that it doesn’t happen to you in real life.

Monica Cornetti, Sententia Games
Preparing your Training Leads to Run Gamification Programs

There’s a lot of buzz around gamification, and plenty of confusion about what it really means to gamify a corporate training or eLearning program. One thing is clear: It’s much more than just adding badges to your training. It’s about finding the right motivators for your audience and promoting the desired actions or skill sets without getting bogged down in meaningless measurements and mechanics.

Real-life programs from organizations such as Brown University, Amazon.com, Wyndham Properties and more, will reveal how and why Gamification works, in what context it is most effective, and what the limits are to this approach of employee engagement in corporate training and talent development.

Use gamification mechanics and motivators to generate needed change and enable your organizations to meet your business objectives. Through hands-on application combined with anecdotal and empirical data, you will experience the good, the bad, and the ugly of gamification strategy design so that you can prepare your training leads to run their own gamification programs.

Morten Jaeger, Workz
Getting Serious Games to Tell the Story You Want

Monopoly is a game about real estate. Yet it doesn’t teach you about real estate. But how do we make a link between game narrative and real-world learning?

When designing serious games, we aim to create an experience in which players spend the most time thinking about the central purpose of the session, and less time getting distracted from it. Choosing game mechanics and narrative is crucial. This session is about making the right choices.

Nancy Fernandez, Director of VR for Education, Crosswater Digital Media
Practical Pedagogy: A Realistic Take on Maximizing VR in the Classroom

This session will take an honest approach to planning, implementing and assessing the use of emerging technology in multiple classroom environments. This interactive session is for those who are curious as to: how VR can be directly linked to academic standards, how VR can be used as a bridge across curriculum silos, how VR can be used for enrichment in after school settings and how VR can be used to build empathy and engagement.

Nate Stone, Third Grade Homeroom Teacher and Founder of Ottercation, LLC, Ottercation
Equity Games: Establishing a Love of Learning in Today’s Students

There will be three facets to this presentation that will all go hand in hand. First, Nate will share the research that promotes the regular use of games in the classroom. Second, Nate will share the practical, step-by-step approach toward running a successful game. Concepts like the pre-talk, bow tie, and clock theory will be covered in a manner that is clear for both educators and those not currently the classroom. Finally, Nate will engage the audience by modeling some of his most popular games, like Trashketball and Dynamite.

Pascal Nataf (CEO) and Kim Berthiaume (Creative Director), Affordance Studio
An Alternative Reality Game to Learn to Use the Tools in Microsoft Office 365

Wouldn’t it be fun to play a game to learn the different Microsoft Office 365 tools? It’s possible! Ants is an alternate reality puzzle game blurring the boundaries between fiction and the real world. Employees have to save their Anthill from catastrophe by solving puzzles as a team using Word documents, encrypted files, Sharepoint sites, Delve profiles, and more. All of the Office 365 tools are in the game! Ants has been developed with National Bank of Canada to support organizational change and encourage cloud-collaboration at a pan-Canadian level. Every week, players develop their Office 365 skills and learn best practices for remote collaboration.

Paul Darvasi
Live the Learning: Unlocking the Secrets to Transform Your Class into an Immersive Game

Converting a class into a game profoundly alters traditional instructional dynamics and engages students in an experience they will not soon forget. Increasingly, educators are unleashing the power of play by grafting game elements into their classes, but where does one begin? Paul Darvasi will draw from years of design experience to share the formula for creating immersive games that blend a modular combination of narrative, video game mechanics, social media, puzzles, interactive tools, reward systems, and embodied activities. Ideally, these tools are combined so that the form and structure of the game will creatively reinforce the content in an experiential manner. Educators can pick and choose the features that make sense to meet objectives in their unique classroom cultures, and recast their practice as a site for creative expression, design, and experimentation.

Paul Darvasi and James Donnelly
Everything is Negotiable: A Corporate Training Game’s Journey to a High School Classroom

Who wouldn’t benefit from becoming a better negotiator? This session will provide a compelling look at how Merchants, a sophisticated corporate training negotiation game, made its way into a high school Business Leadership class. Two high school teachers discovered Merchants by accident and embarked on their own elaborate negotiations to bring down the cost to license the game for classroom use. The story brings together a Canadian school, a Spanish company, an Irish salesman, and Italian Renaissance merchants in a fascinating case study that points to the mutually beneficial possibilities of joining corporate interests with K12 objectives. Participants will experience the game, learn some basic negotiation skills, explore the exciting possibilities for expanding the corporate training market, and you’ll get some great classroom assessment takeaways thrown into the bargain!

Wouldn’t it be fun to play a game to learn the different Microsoft Office 365 tools? It’s possible! Ants is an alternate reality puzzle game blurring the boundaries between fiction and the real world. Employees have to save their Anthill from catastrophe by solving puzzles as a team using Word documents, encrypted files, Sharepoint sites, Delve profiles, and more. All of the Office 365 tools are in the game! Ants has been developed with National Bank of Canada to support organizational change and encourage cloud-collaboration at a pan-Canadian level. Every week, players develop their Office 365 skills and learn best practices for remote collaboration.

Peggy Sheehy, Chief Learning Instigator, EPIC Learners
EXCALIBUR Story and Gaming Academy: The Best Laid Plans…”Gang aft agley”

This session will be a hindsight account of the maiden voyage of the 8th-Grade course, EXCALIBUR (Explore, Create, Analyze, Learn, Iterate, Break, Understand, Redo.) The course was initially designed to address STEAM but also honor real world expectations by including aspects of business acumen, brainstorming, team structure and agile development. Peggy will outline her initial plans and what exactly worked, what didn’t, and what contingencies she neglected to consider. She will conclude with the latest evolution of the Excalibur curriculum, written by her students.

Peter Guenther, Bootcamp Instructor, Torrance Learning
Tracking Player Progress in Serious Games with xAPI

xAPI (The Experience API, also known as TinCan) is picking up momentum in the industry for tracking progress and completion. The xAPI standard has a flexible vocabulary for describing learning events, including specific elements for Serious Games and related (Virtual Reality and Augmented Reality) experiences. In this session, we’ll look at the structure of xAPI statements and delve into the vocabulary, focusing on how it can best be used within Serious Games, and we’ll take a brief look at specific implementation within Unity3D projects through open-source code created by the speaker.

Peter Shea, Director, Office of Professional Development, Middlesex Community College
Serious Games in Higher Education: A View from the Trenches

In this panel discussion, attendees will hear about the current state of immersive learning innovation in higher education from the view of several higher education professionals involved in promoting this work.

Quiana Bradshaw, Course Lead/Adjunct Faculty, Kaplan University
Learning Game Design Characteristics through the study of flow and the Elemental Tetrad in the World of Warcraft & Minecraft

My research focuses on the “Learning Game Design Characteristics through the Study of Flow and the Elemental Tetrad in the World of Warcraft & Minecraft.” This research studies popular commercial game in the context of the Flow model and the Elemental Tetrad Game Design model to identify the characteristics that is important to learning game design. The purpose of my research is to identify the characteristics that are relevant to learning game design from commercial multiuser games that support educational use.

Two models: Elemental Tetrad Model (Schell, 2008) and the Flow Model (Csikszentmihalyi, 2008)

Rajiv Vaid Basaiawmoit, Head of Sci-Tech Innovation and Entrepreneurship, Aarhus University
Teaching for “Disruption Resilience” in a digital age – Can Game-based learning and entrepreneurial principles help?

Can we, and should we, prepare our students to be Disruption-Resilient? i.e. to empower them with enough competency to be unfazed by any “Disruptive Innovation” present or future but to employ entrepreneurial principles of uncertainty navigation and face the future much more positively. To this end can we use knowledge from game based learning and entrepreneurial principles to increase the impact of experiential learning – a learning intervention that is now slowly establishing itself as a norm under pressure from students and policy makers?

Rich Marmura, Senior Gamification Consultant & Caitlin Robie, Senior Solutions Change Management Consultant, TiER1 Performance Solutions
5 Game Design Principles to Ensure Organizational Readiness Through Engagement

We believe that game design techniques increase initial user engagement and sustain long-term motivation. While simulations provide the opportunity to practice skills, gamified experiences encourage people to choose to participate. When rapid change is the norm, engagement ensures people actively learn new skills and behaviors while also maintaining readiness. We’ve distilled five game design principles that increase the engagement of your workforce with your gamified performance solutions to ensure readiness.

Richard Shear, CEO, ShearAdvantage Inc.
Simulation Games to Train the Brain

So you would like to be a principal. You have an art teacher who decides to challenger her students with expressing a political view through their art. A student decides to staple condoms to a cross as a protest to the Catholic Churches view on contraceptives. The art teacher places the art work in the main display case of the school. A community uproar on both sides, follows the display. What do you do Mr./Mrs. Principal? –You are a 17 year old who goes to a party. Everyone is smoking marijuana, including the girl you have a crush on. Then the girl decides to drive to get ice cream, and you are not sure she is capable of safe driving, what do you do? Simulation games, are the most effective learning tool as it actually changes the brain.

Richard Lamb, Associate Professor, University at Buffalo
& Elisabeth Etopio, Assistant Dean for Teacher Education, University at Buffalo

Virtual Environments for Teacher Training and Student Engagement

Richard Lamb will discuss the use of Functional Near Infrared Spectroscopy and Electroencephalography as a means to examine learning in multimedia and virtual reality environments. He will discuss the mechanisms underlying the interplay of perceptual, attentional, and cognitive factors that influence learning using multimedia and virtual reality by diverse populations in formal and informal learning environments. He will discuss his research on the design of next-generation adaptive multimedia and virtual reality-based learning environments and its implications for student learning and teacher training.

Roger Stark, CEO, BrainWare Learning Company
Building Learning Capacity with Serious Games

Sharing the challenges and successes of being the first to build the most comprehensive integrated cognitive skills training program in the world. Taking expensive one to one cognitive skills training clinical therapy and converting to a scalable, affordable, sustainable and transferable online cognitive training program, bridging the learning capacity gap, so everyone can access the opportunity to be the very best they can be. We will discuss the challenges and how we overcame them. Bringing medical/clinical folks together with video games folks can present very real challenges as they speak a totally different language.

Ross Smith, Skype / Microsoft
Play and Skype in the Classroom

Skype in the Classroom is a program to help connect K-12 classrooms around the world and to facilitate student interaction to build empathy and compassion. Games and play are a key component of these engagements. A simple game like MysterySkype engages thousands of classrooms around the world every month. This session will discussion some of the key elements of game design and implementation, challenges of deployment at scale, and gathering feedback at scale.

Sam Mazzaro, Chief Innovation Officer, Buffalo Niagara Medical Campus (BNMC)
Healthcare Games Using Augmented Reality

Session abstract to follow.

Sandra Urdaneta-Hartmann, Asst. Professor & Director, Center for Business & Program Development
& Mary Ann Comunale (MS, EdD), Drexel University College of Medicine
Mobile Game Design, Development, and Assessment on a “Bootstrap” Budget

Developing digital games is expensive, and usually cost-prohibitive for academic institutions and non-profits.  Our small, interdisciplinary team designed, develop and publish CD4 Hunter™, the first of a series of serious mobile mini-games based on topics commonly taught in microbiology, infectious disease and related disciplines; all on a “bootstrap” budget. This session focuses on how we achieved this, how we are evaluating the game as a learning tool in higher education, and our plans advance our game-based learning initiative.

Scott Price, Director of Product, BrainPOP
& Michael Gi (MKG), Game Designer & Project Mngr, BrainPOP

Lessons from Digitally Scaling a Good Learning Game

BrainPOP and the Institute of Play collaborated on a game-for-learning development process that was near-ideal: teachers worked alongside designers and developers and tested constantly, followed by broad distribution by a respected brand. We’ll share lessons from this case study in collaborative development involving the classroom, including: going from paper to tablets, in-person to multiplayer online; embracing the differences between intended and actual implementation in the classroom; and from a handful of classrooms to millions of users.

Sean Kearney, VP, Human Performance Innovation, TechWise
Getting Serious Games Seriously Funded (or How to Talk to “The Money People”)

Have you ever seen a “breakthrough idea” die on the vine?

Was it one of yours? I’ve been there. More than once. And it sucks!

Every great solution starts with an idea. But even breakthrough ideas never become real solutions that succeed long-term without investments of time and money.

And that means for your idea to become a real solution, you’re going to have to get really good at talking to and influencing “The Money People.”

Sharon Gander, Director, ID Certifications, The Institute for Performance Improvement
Updating the Challenge of Certification: Providing More Robust Assessments through Games

Share stories and techniques about certifications for learning game designers and for games as learning and assessment products as technologies advance. Join the highly interactive discussion of the growing demand for games as assessment methods and as alternatives to traditional multiple-choice exams. Come discover the emerging world of assessments where games, gamification, augmented reality, virtual reality, and certifications are creating new assessment techniques. For those who attended this session in 2017, this version will discuss changes emerging in 2018.

Sonja Schmer-Galunder, Senior Research Scientist, Smart Information Flow Technologies
Psychology & Storytelling: How Games Can Be Used to Motivate Behavioral Change.

In this session we want to show how games can be used to reach segments of society that engage in unhealthy behaviors, but have no intention to change these behaviors, despite of long-term health consequences. With the integration of a psychological model into game storytelling, we show how game play can be tailored to personal needs, and how understanding individual levels of motivation can improve behavioral change outcomes through game play.

Stephen Baer, Managing Partner and Head of Creative Strategy, The Game Agency
Train Your Brain with Games

Most companies agree that people are their most important asset. In properly developing those human assets, companies seek long-term success through increased productivity, improved longevity, and other benefits. Then why are so many companies not realizing the best return from their training investment? The answer: poor retention of training materials.

During this session, You will learn how complementing your training materials with games will boost employee engagement and yield significantly increased retention. Games deliver lots of actionable data to measure effectiveness, both individually and through group learning, showing gaps and areas to optimize for a continuous cycle of improvement.

Stephen Yang, Assistant Professor, SUNY Oswego
Getting Serious(ly) Fit Playing With Apps & ExerGames

With more than 100k health apps and mobile games like Pokemon Go, getting fitter are can be playful and engaging and at the same time increase physical activity. There are numerous fitness gadgets such as FitBit, Nike+ FuelBand, and smartwatches that are extremely popular tools aiming to keep us healthy. With seven in ten people tracking a health indicator for themselves, there is a need to have effective fitness apps and games that can contribute to behavior change.

Tammie Schrader, Northeast Washington Education Service District 101, State of Washington
Gamifying a Middle School

This presentation will be discussing how we wrote a three year grant proposal and were funded to implement game based learning and gamification in an entire middle school. We will be discussing the steps and implementation of the project including how we got buy in from teachers and administration as well as data gathering. Finally, we will be discussing scaling the project to our region.

Dr. Teresa Hagan Thomas, PhD, RN, Asst. Professor, University of Pittsburgh
Strong Together: Piloting a Serious Game to Improve Self-Advocacy among Women with Advanced Cancer

Objective: Serious games are a growing form of psycho-education though few studies have evaluated serious games for patients with advanced cancer. The purpose of this study was to develop and assess the initial acceptability of a serious game to teach women with advanced cancer self-advocacy skills including communication, decision-making, and social connectivity to improve their quality of life with cancer.

Materials and Methods: We conducted a multi-stage, user-centered co-design process to develop the content and flow of the game consistent with our work in how patients self-advocate and patient’s preferences for the game. First, we conducted an open pilot of a mock paper version of the game by assessing patients’ interest in the serious game. Second, we organized a diverse expert panel to develop the serious game with a serious game with a serious games company, Simcoach Games, using patient-centered design approaches with multiple rounds of patient feedback. Finally, we performed acceptability testing of this newly developed game by asking women being treated for advanced cancer their perceptions of the game’s appropriateness, realism, and entertainment.

Results: During the three stages of game development, patients reported that the serious game was appropriate, informative, useful, and relevant to their challenges as a patient with cancer. Suggestions for improvement included tailoring the game to a patient’s specific situation, providing the game early in treatment, and including caregivers and other patients in the game play.

Conclusions: The Strong Together™ serious game demonstrates the potential to assist patients in advocating for their needs and priorities. Future testing will use patient suggestions to improve the game prior to efficacy testing.

Terrence Gargiulo, MAKINGSTORIES.net
The Importance of Story in Games

Stories are fundamental to how we communicate, learn and think. How do we go beyond the practice of using hero journeys and stories with clean beginning, middles and ends to access another whole dimension of storytelling. Bring your voice to this interactive conversation on how to tap into the natural power of stories in some counter intuitive ways to design, build and facilitate serious games with stories.

Thomas Talbot, USC Institute for Creative Technologies
State of the Living – Medical Games & Lifelike Patients

This seminar discussed tricks of the trade and methods that make patient characters that appear to be living. We will cover methods to achieve biological fidelity, interactivity, graphics and flow with the goal to introduce participants to techniques that deliver the appearance of active biology, a sense of urgency and responsiveness to game choices.

Tim Laning, CEO, Grendel Games
Designing entertaining and effective education with commercial viability

Challenges in the serious game industry range from developing the right product for a client to a successful implementation & commercialization. Surgical simulators are often found abandoned in skills centres because of lack of challenge and appeal. How can we achieve better results with residents by learning from the entertainment game industry, and create appealing services with a return on investment for both the client and the developer? Tim shares the results of 10 years of work in this field.

Todd Chang, Division Director for Research & Scholarship / Associate Professor of Pediatrics (Educational Scholar), Children’s Hospital Los Angeles / University of Southern California
Measuring Healthcare Outcomes using Serious Games, Gamification, and Virtual Reality

This session outlines the importance of data capture and using sound research methodology to determine the best use of your game-based learning intervention. We explore pertinent learning and behavioral theories, including outcome levels, elements of fidelity, and appraise different strategies that have both succeeded and failed in the use of games in healthcare education. More importantly, we explore the practical aspects of embedding data collection to prove the game’s impact to healthcare education and health.

Victoria Van Voorhis, Chief Executive Officer, Second Avenue Learning
Ms. Pacman and Lara Croft: Getting Beyond #GamerGate and #Metoo

Serious games frequently draw on the lessons learned in the entertainment game space; we look at game mechanics, motivational schema and aesthetics. Is it now time for the entertainment game industry to take a page out of the serious game book? Serious game companies focus on creating content and technology that supports users of diverse backgrounds and needs. However, designing inclusive games is not a focus for the entertainment industry. This presentation will explore what lessons serious game creators have to share with the entertainment games sector. We will explore what questions to ask during the design phases to include without alienating or patronizing. We will also discuss the characteristics of the workforce required to build games which are inclusive, as games often reflect the teams that build them.