Dr. Philip Mildner
- Serious Games
- Mobile applications
For an overview of all recent projects visit knowledge-gaming.de. There you can find all games and projects related to my Serious Games research:
Philip Mildner. 2016 Generation of Effective Serious Games with Static and Dynamic Content. Mannheim
With video games being a huge market, attracting and engaging millions of players, it is tempting to use these motivational aspects not just for entertainment. After all, play as the basis of games has inherent learning aspects, for example seen at the way how children play and learn. The serious games movement that took off at the beginning of the 21st century wants to achieve exactly that: provide playful learning environments and utilize the motivational aspects of games to transport serious content to players. Getting from such an idea to an actual game, however, is far from trivial. A fundamental problem is how to integrate serious content and game parts. Finding ways how to improve the game creation process to produce applications that are both fun to play and effective in delivering a serious content is the main focus of this thesis. Therefore, the problem is approached in two ways: by providing best practice tips for the creators of serious games and by presenting results of different practical game implementations and studies. Two sets of serious games — seven in total — have been developed within the course of this thesis. The first set comprises games with static serious content. These games depict the regular development approach. Here, a static game concept is created and implemented by professional game developers. This approach allows for a high degree of freedom in the game creation process. Nevertheless, emphasis has to be put on combining serious content in the right way to produce effective and fun serious games. Best practice tips are given along with presenting results from user studies that are based on the implemented game prototypes. The second set of games features dynamic learning content. In contrast to static variants, these games support changing the learning content at runtime. This allows for more accessible creation methods: Once created, any domain expert can create own custom games without the need for expertise in game development. On the other hand, special emphasis has to be put on designing the frameworks in a manner that game scenario and learning content are well integrated, despite not having a thematic connection. Different approaches are examined by developing games with dynamic content. The games are evaluated in terms of their usefulness. Different user studies look at the motivational aspects as well as at the learning outcome. Furthermore, the effect of not having a connection between game scenario and learning content is examined to compare the effectiveness of static and dynamic variants.
Philip Mildner, Nicolas Stamer and Wolfgang Effelsberg. Springer International Publishing, 2015 From game characteristics to effective learning games : evaluation of a component-based quiz game. Lecture notes in computer science. Cham [u.a.]
When developing learning games, emphasis should not only be put on a good integration of the learning content, but also on an engaging game design, in order to create learning tools that both train and motivate. In this paper, we examine the influence of specific game elements to both factors. Therefore, we first analyze models for the characterization of game elements. We then apply an adapted model to the design of a component-based learning game based on a quiz. Various game elements can be added to the game dynamically. This includes, among others, different forms of presentation, challenge, competition and constraints. Using this application we performed a user study to evaluate which game elements are most effective in delivering knowledge as well as in fostering motivation. Results show that a combination of game elements is suited best for influencing both factors positively.
Philip Mildner, Christopher Campbell and Wolfgang Effelsberg. Springer Internat., 2014 Word Domination: Bringing Together Fun and Education in an Authoring-Based 3D Shooter Game. Lecture Notes in Computer Science. Cham [u.a.]
In this paper, the multiplayer serious game Word Domination is presented. The key aspects of this project are to create one fixed game scenario with strong emphasis on motivational aspects and to combine this with a variable learning content. Therefore, a web based authoring tool has been created that allows for the integration of arbitrary quizzes into the game. This frees teachers from hassling with game design details. At the same time, it offers players the same level of engaging gameplay throughout different learning scenarios by making use of the popularity of 3D shooter games. Apart from the beneficial aspects of in game learning, the game also offers rankings and statistics, which might serve as a motivational aspect on the one hand, and as an evaluation tool for instructors on the other hand. In addition to a description of game mechanisms and the technical background of the game, this paper will present suggestions for application scenarios and further development possibilities. Some player impressions and reactions were gathered in a study at the University of Mannheim and at the Darmstadt GameDays 2013 exhibition, during which the game was played by a broad audience.
Philip Mildner, Benjamin John, Alexander Moch and Wolfgang Effelsberg. IEEE, 2014 Creation of Custom-made Serious Games with User-generated Learning Content. . New York, NY [u.a.]
Integrating user-generated content into digital games helps to increase re-usability and to decrease development effort. In terms of learning games, the content creation can be extended to the learning parts of the game as well, e.g., allowing teachers to create custom games for their students. In this work, we propose a method of how to create learning games with arbitrary user-generated learning content. This includes not only different topics of learning content, but also different types of knowledge acquisition. To do this we combine a static game scenario with lightweight HTML5-based mini games. Learning content can be conveniently added through a web-based authoring tool that does not require any programming or game design knowledge. In addition to that, we created a game prototype based on the Unity3D engine that uses a tower defence game setting to integrate the learning content. These mini games are retrieved from the backend service at runtime. The implemented solution already allows for the integration of arbitrary content and can easily extended without altering the game client.
Daniel Schön, Philip Mildner, Stephan Kopf and Wolfgang Effelsberg. Gesellschaft für Informatik, 2014 SMASH: Ein generisches System für interaktive Szenarien in der Vorlesung. GI-Edition / Proceedings. Freiburg, Br.
Philip Mildner, Frederik Claus, Stephan Kopf and Wolfgang Effelsberg. ACM, 2013 Navigating Videos by Location. . New York, NY
Philip Mildner, Christopher Campbell, Mark Himmelsbach, Christoph Malassa, Marco Miczka and Wolfgang Effelsberg. 2012 A Serious Game for Architectural Knowledge in the Classroom. Springer, Lecture Notes in Computer Science, E-learning and games for training, education, health and sports : proceedings / 7th International Conference, Edutainment 2012, and 3rd International Conference, GameDays 2012, Darmstadt, Germany, September 18 - 20, 2012. Berlin [u.a.], 72-77
Philip Mildner, Tonio Triebel, Stephan Kopf and Wolfgang Effelsberg. ICST, 2011 A scalable Peer-to-Peer-overlay for real-time massively multiplayer online games. . Brussels