T-Xchange, TNO, the HKU and THALES have developed a web-based training game for mayors. Since this is a demographic not normally known for gaming, this posed quite some challenges for the designers. In this presentation the steps of the game design process are shown. Starting with the paper prototype, through a mockup to the final game. The design considerations and functional requirements for this particular game and audience are also discussed.
5. T-Xchange
Urban & Spatial Planning
Training/Awareness Games
Commercially and Subsidised
GATE
4
6. GATE
“To advance the state-of-the-art in gaming and to facilitate knowledge
transfer to companies, the Dutch government has funded the GATE
project with a total budget of 19 million Euros.”
gate.gameresearch.nl
5
7. Gate Pilot Safety
A new method to train mayors for future crisis situations.
www.burgemeestergame.nl (offline)
6
16. Two Types of Requirements
External conditions
Game/learning conditions
14
17. External Conditions
Game for mayors/deputy mayors
Playable by one person, individual
gaming
But also: Part of group training
Anonymous (safe)
Short, quick game
Playable anywhere
Alternative to large scale exercise
15
19. Learning Goals (cont.)
Spokesperson for council
Knowledge of personal tasks and responsibilities
Understanding of the required knowledge for personal tasks and
responsibilities
Aware of the need to prioritise
Assigning well-founded priorities
Conveying a clear message
Keeping the media informed (in a timely manner)
Keeping the people informed (in a timely manner)
Calm the people
Decide under time pressure
17
20. The Game
15 minutes duration
Player presented with dilemmas
Strictly yes/no
Crisis team offers advice, information and opinions
Dilemmas and information ‘appear’
Creating time pressure
When decision made: Enter some data on decision
18
21. The Game
Realistic
Dilemmas
Crisis team/Advisors
Advice
Non-Realistic
Only yes/no
Information is fixed
No clear date, time or location
Triggers reflection
19
27. Evaluation
Time-pressure felt
Design well received
“I feel the same kind of tension as with a real crisis”
Learning goals achieved
Questionnaires before, directly after, and a week after the experiment
Show a chance in attitude towards self-directed learning
25
