Advertisement

Exploring the application of a flood risk management Serious Game platform

  • Roman BreuerEmail author
  • Hani Sewilam
  • Heribert Nacken
  • Christiane Pyka
Thematic Issue
Part of the following topical collections:
  1. Water in Germany

Abstract

Based on the experience gained with SeCom2.0, we will explain the impact of game-based learning and provide an overview of the current use of Serious Games in teaching flood risk management in Germany. SeCom2.0 is a collaborative learning platform, which deals with a flood situation in Cologne. The use of Serious Games in flood risk management is still limited due to many factors. The article will give a deeper insight into the SeCom2.0 project, explaining the pedagogical design and the development. We will cover the pitfalls and possible suggestions for further development to facilitate wider use of such games by adapting the settings to local conditions. This article will also describe how a Serious Game can support lifelong learning for students and employees involved in flood risk management. The key components, design patterns and structure of or SeCom2.0 are described, along with ideas to implement selected topics in flood risk management in an engaging gaming environment.

Keywords

Serious Games Flood risk management Higher education Online learning Lifelong learning 

Notes

Acknowledgements

We wish to thank our partners from the consortium (RWTH Aachen, Politecnico Milano, TU Vienna, HochwasserKompetenzCentrum e.V. and Zone2Connect) as well as the European Commission (Reference: Project 519373-LLP-1-2011-1-DE-KA3-KA3MP/2011-4073) who made it possible to develop SeCom2.0 during two intense years.

References

  1. Anderson LW, Krathwohl DR (2001) A taxonomy for learning, teaching, and assessing. A revision of Bloom’s taxonomy of educational objectives, Complete edn. Longman, New YorkGoogle Scholar
  2. Barbe WB, Swassing RH, Milone MN (1979) Teaching through modality strengths. Concepts and practices. Zaner-Bloser, ColumbusGoogle Scholar
  3. Bloom BS, Füner E (1976) Taxonomie von Lernzielen im kognitiven Bereich, 5th edn. Beltz (Beltz-Studienbuch, Weinheim u.a., p 35Google Scholar
  4. Bloom BS, Krathwohl DR, Masia BB (1984) Taxonomy of educational objectives. The classification of educational goals. Longman, New YorkGoogle Scholar
  5. Ebbinghaus H (1885) Über das Gedächtnis. Untersuchungen zu Experimentellen Psychologie. Leipzig: Verlag von Duncker and Humblot. https://archive.org/details/berdasgedchtnis01ebbigoog. Accessed 23 Dec 2015
  6. European University Association (2008) European Universities’ charter on lifelong learning. European University Association, Brussels. http://www.worldcat.org/oclc/770519825. Accessed 23 Dec 2015
  7. Fleming ND (2015) VARK: a guide to learning styles. http://vark-learn.com/. Accessed 23 Dec 2015
  8. Gee JP (2007) What video games have to teach us about learning and literacy. Rev. and updated. Palgrave Macmillan, New YorkGoogle Scholar
  9. Honey P, Mumford A (1992) The manual of learning styles, 3rd edn. P. Honey, MaidenheadGoogle Scholar
  10. Johnson L, Smith R, Willis H, Levine A, Haywood K (2011) 2011 horizon report. Deutsche Ausgabe (Übersetzung: Helga Bechmann). Edited by NMC Horizon Project. The New Media Consortium, Austin, TXGoogle Scholar
  11. Johnson L, Adams S, Cummins M (2012) NMC Horizon Report: 2012 Higher Education Edition: Deutsche Ausgabe (Übersetzung: Helga Bechmann). The New Media Consortium, AustinGoogle Scholar
  12. Johnson L, Adams Becker S, Cummins M, Estrada V, Freeman A, Ludgate H (2013) NMC Horizon report: 2013 higher education edition. Deutsche Ausgabe (Übersetzung: Helga Bechmann). Edited by NMC Horizon Project. The New Media Consortium, Austin, TXGoogle Scholar
  13. Johnson L, Adams Becker S, Estrada V, Freeman A (2014) NMC Horizon Report: 2014 higher education edition. Deutsche Ausgabe. Edited by NMC Horizon Project. The New Media Consortium, Austin, TXGoogle Scholar
  14. Kaden S, Dannowski R, Macchi F (2016) ANAWAK—ein On-line-Simulationsspiel zum Wassermanagement im Klimawandel. KW Korrespondenz Wasserwirtschaft 9(5):312–318Google Scholar
  15. Kolb DA (1984) Experiential learning. Experience as a source of learning and development. Prentice-Hall, Englewood CliffsGoogle Scholar
  16. Mannsverk SJ, Di Loreto I, Divitin M (2013) Flooded: a location-based game for promoting citizens’ preparedness to flooding situations. In: Games and learning alliance: second international conference, GALA 2013, Paris, France, October 23–25Google Scholar
  17. Michael D, Chen S (2006) Serious games. Games that educate, train and inform. Thomson Course Technology, Boston, MAGoogle Scholar
  18. Rebolledo-Mendez G, Avramides K, de Freitas S, Memarzia K (2009) Societal impact of a serious game on raising public awareness: the case of FloodSim. In: Drew Davidson (ed) Proceedings of the 2009 ACM SIGGRAPH symposium on video games. ACM, New York, NYGoogle Scholar
  19. Ritterfeld U, Cody MJ, Vorderer P (eds) (2009) Serious games: mechanisms and effects. Routledge, New YorkGoogle Scholar
  20. Schüppel J (1997) Wissensmanagement. Organisatorisches Lernen im Spannungsfeld von Wissens- und Lernbarrieren. Nachdr. Wiesbaden: Dt. Univ.-Verl (Gabler-Edition Wissenschaft)Google Scholar

Copyright information

© Springer-Verlag Berlin Heidelberg 2017

Authors and Affiliations

  • Roman Breuer
    • 1
    Email author
  • Hani Sewilam
    • 1
  • Heribert Nacken
    • 1
  • Christiane Pyka
    • 1
  1. 1.Institute for Engineering HydrologyRWTH Aachen UniversityAachenGermany

Personalised recommendations