Presentation during my visit at the Serious Games Institute in Coventry, UK.

1. Curtin University is a trademark of Curtin University of Technology
CRICOS Provider Code 00301J
Torsten Reiners
Authentic Simulation using Gamification
(and search for collaboration)
2013-07-15

2. Curtin University is a trademark of Curtin University of Technology
CRICOS Provider Code 00301J
(1)
Who am I ??? Torsten Reiners
• What and Where?
• Senior Lecturer, Curtin University
• School of Information Systems, Logistics and SCM group
• Lectures
• Information Systems
• Meta-Heuristics, Production and Logistics, Simulation
• Information Management and Data Mining
• Operations Management, Procurement, Transport
• Research Areas
• Virtual Worlds, Gamification, Emerging Technology, Vocational Training, Automatic
Assessment, Sentiment Analysis, Logistics, Machine Translation, e-Learning with
Focus on Adaptivity/Individuality, Operations Research, Simulation, Web 2.0/3.0
• E: t.reiners@curtin.edu.au
• E: torsten.reiners@gmail.com
• H: http://torsten-reiners.de

3. Curtin University is a trademark of Curtin University of Technology
CRICOS Provider Code 00301J

4. Curtin University is a trademark of Curtin University of Technology
CRICOS Provider Code 00301J

5. Curtin University is a trademark of Curtin University of Technology
CRICOS Provider Code 00301J

6. Curtin University is a trademark of Curtin University of Technology
CRICOS Provider Code 00301J
Project

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CRICOS Provider Code 00301J
Projects

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PREX
Lead
Sue Gregory

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CRICOS Provider Code 00301J
Lincoln C. Woodnow at Auckland University of Technology

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CRICOS Provider Code 00301J
Lincoln C. Woodnow at Auckland University of Technology
Curiosity
Our main motivation

11. Curtin University is a trademark of Curtin University of Technology
CRICOS Provider Code 00301J
Lincoln C. Woodnow at Auckland University of Technology
• understanding complexity in SCM
• use available information
(sentiment analysis)
• simulation / automation
• education
• academic teaching
• vocational training
• fun, play, and passion

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CRICOS Provider Code 00301J
Why did we select
Gamification?

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CRICOS Provider Code 00301J
Interest. And potential
Why did we select
Gamification?

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CRICOS Provider Code 00301J

15. Curtin University is a trademark of Curtin University of Technology
CRICOS Provider Code 00301J

16. Curtin University is a trademark of Curtin University of Technology
CRICOS Provider Code 00301J
70% of Global 2000 have at
least one Gamified application
50% of companies with innovative
processes will gamifiy those processes
By 2015

17. Gamification
Integrating game dynamics
into your site, service, community, content or campaign,
in order to drive participation.

18. Gamification
Integrating game dynamics
into your site, service, community, content or campaign,
in order to drive participation.
motivational elements of games + learning
activities + communicate and share
accomplishment + goals
= direct the attention + motivate for action

19. Gamification
Integrating game dynamics
into your site, service, community, content or campaign,
in order to drive participation.
the use of game design elements in non-game contexts
motivational elements of games + learning
activities + communicate and share
accomplishment + goals
= direct the attention + motivate for action

20. Gamification
Integrating game dynamics
into your site, service, community, content or campaign,
in order to drive participation.
the use of game design elements in non-game contexts
motivational elements of games + learning
activities + communicate and share
accomplishment + goals
= direct the attention + motivate for action
fun, play, passion

21. GAMIFICATION IS ALREADY HERE.
.
EVERYWHERE.

24. Games
in the Classroom

25. • one pic a day, every day!
• driven by comments and likes
The new Apple 4.5. Smaller, shinier, and
faster (too eat). And bio-degradable ....
Gamification
we experience(d)
• points per publication
• „expected“ motivation by admin
• punish internal collaboration
RPI

26. Gearbox for Gamification

27. Components
• non-game, real-world contexts are enhanced with
concepts from games to engage, encourage, focus, and
guide users
• Scores
• Leaderboards
• Badges
• Quests
• Competition
• Levels
• ...
what the learner sees

29. Advanced
• Game over
• Next life
• Save points
• Rewind
• Multi-player
• NPC / Ghosts
• Slow motion
• Awards
Gaming Components

30. We need failure

31. We need failure

32. We need failure

33. Authenticiy, Authentic Learning,
Realismnticity
authentic learning: require learning to occur within environments that
replicate actions and requirements as they may be presented or experienced
in a real working environment. Enables experiences and learning to be more
contextualised. Thinking and problem solving, driven by student decision.
authenticity: often assumed to imply ‘realistic’, this is not necessarily the
case; it is most important that the learning and activities reflect the
development and use of the knowledge as required in the given real or
virtual environments. Thus, a process can be highly authentic, but in a non-
realistic setting.
realism: fidelity is a measure of resemblance to real environments; thus, high
fidelity environments have a high degree of resemblance to real
environments, where a very realistic simulation has been employed.

36. 2012-11-29 Gamification in logistics and supply chain
education

38. nDiVEOLT Grant 2013-2014
(AUD 220,000)
Torsten Reiners, Lincoln C. Wood, Vanessa Chang
Christian Guetl, Jan Herrington, Hanna Teräs,
Natasha Petter

39. nDiVEOLT Grant 2013-2014
(AUD 220,000)
Torsten Reiners, Lincoln C. Wood, Vanessa Chang
Christian Guetl, Jan Herrington, Hanna Teräs,
Natasha Petter
n-Dimensional Immersive Virtual Environment
• increase authenticity through inclusion of real-life complexity
• use scenarios linked into a comprehensive supply chain
• include gaming mechanisms to increase student engagement

40. Supply Chain
A supply chain is a system of organizations, people, activities, information, and
resources involved in moving a product or service from supplier to customer.
Supply chain activities transform natural resources, raw materials, and components
into a finished product that is delivered to the end customer.

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L&SCM
 Difficult to observe for the learner
 Long time-periods without events before the outcome of
decisions becomes visible
 Consequences that are not desirable to replicate in real-
life environments
in Education and Training

42. Story

43. Story

44. Narratives
• teacher / expert
• „perfect“ solution
• hard to beat
• exploration
• guidance by bots

45. Gamification
rewind (Machinima, interactive)
time (break-down to sectors)
score (commands, meter, task switch)
comparison (self, friends, world)
ghost (learn from experts)
next life (being able to „die“)
Slow motion (understanding processes)

46. Units are using ...
• real world data
• link to theory
• database with scenario descriptions

47. Units are ...
• using information from previous steps
• simulation results
• keeping a track record

48. • using information from previous steps
• simulation results
• keeping a track record
• progressing this through the complete supply chain
Units are ...

49. Projects
• nDive
• Complexity reduction
• Bots
• Health and Safety
• CubeSim (Sifteo Cubes)
• Oculus Rift
• Vocational training
• Health and Safety
• Distant Brainstorming Room
• Controller Training
• Abstraction of real context to a simple game
• Gamified Academics
• evaluation and redesign of RPI scheme

50. Sifteo
• Simulation of queues (configuration of queue)
• Negotiaton (setting strategies / offers)
• UML diagrams
• MPR II (order sizes)
• ...
CubeSim

51. nDiVE: 3D Environment
• Presence
• Feeling of being part of the environment
• Increase of motivation and productivity
• Awareness of others
• Immersion
• First experiments: Awesome!!!

52. nDiVE: 3D Environment
• planned scenarios Container Terminal
• inspecting container stack, identifying risk areas
• ‚experience‘ the danger of walking on container terminals
• layout planning

53. • Hebbel-Seeger, A., Reiners, T., & Schäfer, D. (Eds.). (2013). Synthetic Worlds: Emerging
Technologies in Education and Economics. Berlin: Springer.
• Masters, Y., Gregory, S., Reiners, T., Knox, V., & Dalgarno, B. (2013). VirtualPREX: Developing
Teaching Skills in Second Life. In C. DeCoursey & S. Garrett (Eds.), Studies in Virtual World
Learning and Practice. Oxford, UK: Inter-Disciplinary Press.
• Reiners, T., & Alexander, P. (2013). Social network perception alignment of e-recruiters and
potential applicants. In 46th Hawaii International Conference on System Sciences (pp. 4576–
4585). Presented at the HICSS, Wailea, Maui.
• Reiners, T., & Wood, L. C. (2013). Immersive Virtual Environments to facilitate authentic
education in Logistics and Supply Chain Management. In Y. Kats (Ed.), Learning
Management Systems and Instructional Design: Best Practices in Online Education (pp. 323–
343). Hershey, PA: IGI Global. Retrieved from 10.4018/978-1-4666-3930-0
• Reiners, T., Wood, L. C., Chang, V., Guetl, C., Herrington, J., Teräs, H., & Gregory, S. (2012).
Operationalising gamification in an educational authentic environment. In P. Kommers, T. Issa, &
P. Isaías (Eds.), IADIS International Conference on Internet Technologies & Society 2012 (pp. 93–
100). Presented at the IADIS International Conference on Internet Technologies & Society 2012,
Perth, Australia: IADIS Press.
• Wood, L. C., & Reiners, T. (2012). Gamification in logistics and supply chain education: Extending
active learning. In P. Kommers, T. Issa, & P. Isaías (Eds.), IADIS International Conference on
Internet Technologies & Society 2012 (pp. 101–108). Presented at the IADIS International
Conference on Internet Technologies & Society 2012, Perth, Australia: IADIS Press.
• Wood, L. C., & Reiners, T. (2013). Game-based Elements to Upgrade Bots to Non-Player
Characters in Support of Educators. In A. Hebbel-Segger, T. Reiners, & D. Schäfer (Eds.), Synthetic
Worlds: Emerging Technologies in Education and Economics. Berlin: Springer.
• Wood, L. C., Teräs, H., Reiners, T., & Gregory, S. (2013). The role of gamification and game-based
learning in authentic assessment within virtual environments. In The Procedings of HERDSA
2013. Presented at the HERDSA 2013, Auckland, New Zealand: HERDSA.
Publications since Mid 2012
1/3

54. • Bastiaens, T., Wood, L. C., & Reiners, T. (under review). New Landscapes and New Eyes: The Role
of Virtual World Design for Supply Chain Education. The International Journal of Learning in
Higher Education.
• Dalgarno, B., Gregory, S., Knox, V., & Reiners, T. (under review). Practicing teaching using virtual
classroom role plays. Computers & Education.
• Fardinpour, A., Reiners, T., & Dreher, H. (under review). Action-based Learning Assessment
Method (ALAM) in Virtual Training Environments. In ASCILITE 2013.
• Gregory, S., Gregory, B., Reiners, T., Fardinpour, A., Hillier, M., Lee, M. J. W., … Ellis, D. (under
review). Virtual worlds in Australian and New Zealand higher education: Remembering the past,
understanding the present, imagining the future. In ASCILITE 2013.
• Masters, Y., Gregory, S., Dalgarno, B., Campbell, M., Reiners, T., Dreher, H., … Knox, V. (in press).
VirtualPREX: Providing virtual professional experience for pre-service teachers. In S. Gregory, M. J.
W. Lee, B. Dalgarno, & B. Tynan (Eds.), Virtual Worlds in Online and Distance Education. Athabasca
University Press.
• Reiners, T., Dreher, C., & Dreher, H. (in press). Transforming Ideas to Innovations: A Methodology
for 3D Systems Development. In A. Hebbel-Segger, T. Reiners, & D. Schäfer (Eds.), Synthetic
Worlds: Emerging Technologies in Education and Economics. Information Systems. Springer.
• Reiners, T., Gregory, S., & Knox, V. (in press). Virtual Bots, their Influence on Learning
Environments and How They Increase Immersion. In S. Gregory, M. J. W. Lee, B. Dalgarno, & B.
Tynan (Eds.), Virtual Worlds in Open and Distance Education. Athabasca University Press.
• Reiners, Torsten, & Wood, L. C. (Eds.). (forthcoming). Gamification in Education and Business.
New York: Springer.
• Reiners, Torsten, Wood, L. C., & Bastiaens, T. (under review). Mobile Application to Create
Interactive Learning Environments in 3D Environments. The International Journal of Learning in
Higher Education.
2/3

55. • Reiners, Torsten, Wood, L. C., & Dron, J. (forthcoming). From chaos towards sense: A Learner-centric
Narrative Virtual Learning Space. In J. Bishop (Ed.), Gamification for Human Factors Integration:
Social, Educational, and Psychological Issues. Hershey, PA: IGI.
• Reiners, Torsten, Wood, L. C., & Gregory, S. (under review). Experimental study on technology-
induced authentic immersion in virtual worlds for education adn vocational training. In Proceedings
of the 47th Annual Hawaii International Conference on System Sciences (HICSS 2014). IEEE digital
library.
• Reiners, Torsten, Wood, L. C., Gregory, S., Petter, N., Teräs, H., Gütl, C., … Herrington, J. (under
review). nDiVE. The story of how Logistics and Supply Chain Management should be taught. In
ASCILITE 2013.
• Reiners, Torsten, Wood, L. C., Teräs, H., Gregory, S., Chang, V., Gütl, C., & Herrington, J. (forthcoming).
Skills Acquisition and Training Using Authentic Immersive Environments. New York: Springer.
• Reiners, Torsten, Wood, L., Gregory, S., & Teräs, H. (in press). Gamification design elements in
business education simulations. In M. Khosrow-Pour (Ed.), Encyclopedia of Information Science and
Technology. Hershey: IGI Global.
• Wood, L., Reiners, T., & Pahl, J. (in press). Manufacturing and logistics information systems. In M.
Khosrow-Pour (Ed.), Encyclopedia of Information Science and Technology. Hershey, PA: IGI Global.
• Wood, L., Reiners, T., & Srivastava, H. S. (in press). Sentiment analysis in supply chain management. In
J. Wang (Ed.), Encyclopedia of Business Analytics and Optimization. Hershey: IGI Global.
• Wood, Lincoln C., & Reiners, T. (in press). Gamification. In M. Khosrow-Pour (Ed.), Encyclopedia of
Information Science and Technology. Hershey, PA: IGI Global.
• Wood, Lincoln C., Reiners, T., & Srivastava, H. S. (under review). Expanding Sales and Operations
Planning using Sentiment Analysis: Demand clarity from social media. In ANZAM 2013.
• Wood, Lincoln Christopher, Reiners, T., & Bastiaens, T. (under review). Design Perspective on the Role
of Advanced Bots for Self-guided Learning. The International Journal of Learning in Higher Education.
3/3

56. Conclusion
Fun, Play, PassionHowever it is achieved

57. Conclusion