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.
This is a preview of subscription content, log in via an institution to check access.
Similar content being viewed by others
Notes
We will only focus on digital Serious Games, which are played with a computer.
http://www.secom20.eu (Website).
http://platform.secom20.eu (Gaming platform).
For the first two passes, the online-assessment system from http://www.surveymonkey.com was used.
This time Google forms was used: http://docs.google.com.
References
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 York
Barbe WB, Swassing RH, Milone MN (1979) Teaching through modality strengths. Concepts and practices. Zaner-Bloser, Columbus
Bloom BS, Füner E (1976) Taxonomie von Lernzielen im kognitiven Bereich, 5th edn. Beltz (Beltz-Studienbuch, Weinheim u.a., p 35
Bloom BS, Krathwohl DR, Masia BB (1984) Taxonomy of educational objectives. The classification of educational goals. Longman, New York
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
European University Association (2008) European Universities’ charter on lifelong learning. European University Association, Brussels. http://www.worldcat.org/oclc/770519825. Accessed 23 Dec 2015
Fleming ND (2015) VARK: a guide to learning styles. http://vark-learn.com/. Accessed 23 Dec 2015
Gee JP (2007) What video games have to teach us about learning and literacy. Rev. and updated. Palgrave Macmillan, New York
Honey P, Mumford A (1992) The manual of learning styles, 3rd edn. P. Honey, Maidenhead
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, TX
Johnson L, Adams S, Cummins M (2012) NMC Horizon Report: 2012 Higher Education Edition: Deutsche Ausgabe (Übersetzung: Helga Bechmann). The New Media Consortium, Austin
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, TX
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, TX
Kaden S, Dannowski R, Macchi F (2016) ANAWAK—ein On-line-Simulationsspiel zum Wassermanagement im Klimawandel. KW Korrespondenz Wasserwirtschaft 9(5):312–318
Kolb DA (1984) Experiential learning. Experience as a source of learning and development. Prentice-Hall, Englewood Cliffs
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 23–25
Michael D, Chen S (2006) Serious games. Games that educate, train and inform. Thomson Course Technology, Boston, MA
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, NY
Ritterfeld U, Cody MJ, Vorderer P (eds) (2009) Serious games: mechanisms and effects. Routledge, New York
Schüppel J (1997) Wissensmanagement. Organisatorisches Lernen im Spannungsfeld von Wissens- und Lernbarrieren. Nachdr. Wiesbaden: Dt. Univ.-Verl (Gabler-Edition Wissenschaft)
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.
Author information
Authors and Affiliations
Corresponding author
Additional information
This article is part of a Topical Collection in Environmental Earth Sciences on “Water in Germany”, guest edited by Daniel Karthe, Peter Chifflard, Bernd Cyffka, Lucas Menzel, Heribert Nacken, Uta Raeder, Mario Sommerha¨user and Markus Weiler.
Rights and permissions
About this article
Cite this article
Breuer, R., Sewilam, H., Nacken, H. et al. Exploring the application of a flood risk management Serious Game platform. Environ Earth Sci 76, 93 (2017). https://doi.org/10.1007/s12665-017-6387-1
Received:
Accepted:
Published:
DOI: https://doi.org/10.1007/s12665-017-6387-1