Getting Into Position: Serious Gaming in Geomatics
Sylvie Daniel, Laval University, Canada ; Rob Harrap, Queen's University, Canada ; Michael Power, Laval University, Canada
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Vancouver, Canada ISBN 978-1-880094-76-1 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA
The aim of this paper is to present an international research project – the GeoEduc3D Project - targeting High School students and focused on science education, specifically geomatics. While practical applications of geomatics are increasingly commonplace, ex. GPS, geomatics, as a disciplinary field, suffers from low visibility. By means of educational gaming (serious games) and mobile geomatic technology, subjects of interest to teenagers, such as climate change and sustainable development, can be addressed. The GeoEduc3D Project is a response to the need to effectively implement a higher level of awareness among youth with regard to science and technology by developing highly interactive, mobility-enhanced, augmented reality-based, educational games. The scope of research is thus wide-ranging, from educational problem-solving activities development to supporting technological solutions-building. The educational issues being addressed by researchers involve peer-to-peer collaboration, computer-supported collaborative learning and serious gaming strategy and narration-building.
Daniel, S., Harrap, R. & Power, M. (2009). Getting Into Position: Serious Gaming in Geomatics. In T. Bastiaens, J. Dron & C. Xin (Eds.), Proceedings of E-Learn 2009--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 213-219). Vancouver, Canada: Association for the Advancement of Computing in Education (AACE).
© 2009 Association for the Advancement of Computing in Education (AACE)