Building a pedagogical model for learning applied games design in UAS

Abstract

There is a need to improve Finnish applied games design skills and come up with pedagogical models that are suitable for teaching applied games design in Finnish Universities of Applied Sciences. The Finnish game industry is booming, and applied games and gamified applications provide an additional boost for the industry. They will also benefit Finnish companies and help tackle some of the important global issues we are facing today, such as sustainability and digitalization. However, learning applied games design requires a much wider skillset than entertainment games. In our research, we attempt to tackle the need for a broad pedagogical approach by looking at phenomenon-based and project-based pedagogy to learn applied games design skills. We also concretized the learning process by utilizing service design methods and tools in pilot projects. Our research questions are: What kind of pedagogy supports the learning of applied games design concepts and prototypes in UAS? Which methods and tools deliver desirable learning outcomes in applied game design in UAS? The first part of the paper examines the foundations of the pedagogical model for learning applied games design in UAS based on a literary review of similar projects and academic writings on applied games. The second part focuses on assessing two sets of pilot projects where the learning model and tools were utilized with multidisciplinary student teams focusing on health care and welfare client projects. We collected two sets of quantitative data: twelve student team service design tool evaluations and 88 student feedback forms assessing their learning process and outcomes after taking the course. The results were all-around encouraging: all twelve student teams successfully utilized service design tools to create an implementable applied games concept and prototype for a client company. The clients were very satisfied with the results and many of them will continue the concept further into a finished applied game together with participating applied games companies. Student feedback was also highly positive, both towards the chosen pedagogical approaches and the service design tools used in learning applied games concept design. The set of service design tools used was also iterated in between the two courses to take in student feedback. The research indicates that there is a need for a specific learning model and tools for applied games design and that the chosen approach can be pursued further both in terms of new research and more pilot projects with client companies. This research paper is part or Luo Hype – Creative skills from applied games project, funded by the European Social Fund (ESF).