Sylvester Arnab
Sylvester is a Professor of Game Science (Applied Games), based at Coventry University’s Disruptive Media Learning Lab (DMLL.org.uk) and an associate of the Centre for Post-Digital Cultures. His research interests include the application and impact of play and games science (playful learning, serious games, gamification, game design thinking) in teaching and learning as well as social innovation. He is also a trained LEGO® SERIOUS PLAY® facilitator.
To date he has over 100 academic publications. He has keynoted at various national/international events related to play, serious games, gamification incl. TEDx and Gamification World Congress ( http://sylvesterarnab.com/speaking/ ).
He co-founded and is leading the GameChangers programme (http://gamify.org.uk), which includes spin off projects -Mobile GameChangers (HEFCE) and CreativeCulture In Malaysia (NEWTON, AHRC). This initiative has achieved impact in innovative and creative teaching and learning from primary through to higher education by championing open educational game resources and the co-creation of these resources.
He successfully coordinated the Beaconing project funded by the EU’s Horizon 2020 Research and Innovation programme (€5.9 million, 15 partners, 2016-2019). The project is breaking barriers in the co-creation of gamified learning resources and opening up opportunities for ‘anytime anywhere’ learning using pervasive and gamified techniques ( http://beaconing.eu ). He is currently pursuing the exploitation of the suite of products developed in the project.
He also led the DMLL’s contribution to the EU H2020 Crowd4Roads project (http://C4Rs.eu), where an innovative data-driven gameplay has been developed alongside a smart sensing application.
He coordinated the R&D work package of the EU FP7 GALA and co-founded the Serious Games Society. He also project-managed the development of the £70K 'PR:EPARe' game, which won the Outstanding Contribution to Health Psychology award 2013.
To date he has over 100 academic publications. He has keynoted at various national/international events related to play, serious games, gamification incl. TEDx and Gamification World Congress ( http://sylvesterarnab.com/speaking/ ).
He co-founded and is leading the GameChangers programme (http://gamify.org.uk), which includes spin off projects -Mobile GameChangers (HEFCE) and CreativeCulture In Malaysia (NEWTON, AHRC). This initiative has achieved impact in innovative and creative teaching and learning from primary through to higher education by championing open educational game resources and the co-creation of these resources.
He successfully coordinated the Beaconing project funded by the EU’s Horizon 2020 Research and Innovation programme (€5.9 million, 15 partners, 2016-2019). The project is breaking barriers in the co-creation of gamified learning resources and opening up opportunities for ‘anytime anywhere’ learning using pervasive and gamified techniques ( http://beaconing.eu ). He is currently pursuing the exploitation of the suite of products developed in the project.
He also led the DMLL’s contribution to the EU H2020 Crowd4Roads project (http://C4Rs.eu), where an innovative data-driven gameplay has been developed alongside a smart sensing application.
He coordinated the R&D work package of the EU FP7 GALA and co-founded the Serious Games Society. He also project-managed the development of the £70K 'PR:EPARe' game, which won the Outstanding Contribution to Health Psychology award 2013.
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Papers by Sylvester Arnab
This requires effort in tracking how students learn. This paper explores the use serious games in order to help understand
the learning process, where interaction data during a play-learn session can be captured. The focus is on the use of ingame
data, analyzed using Learning Analytics techniques, and discusses the potential of such an approach to predict
learners’ performance. Gameplay data were collected from various play-learn sessions based on a First Aid Game. Results
indicate that in-game measures can help to understand students’ progress and predict their performance, providing
opportunities for individual support to be provided to learners.
This requires effort in tracking how students learn. This paper explores the use serious games in order to help understand
the learning process, where interaction data during a play-learn session can be captured. The focus is on the use of ingame
data, analyzed using Learning Analytics techniques, and discusses the potential of such an approach to predict
learners’ performance. Gameplay data were collected from various play-learn sessions based on a First Aid Game. Results
indicate that in-game measures can help to understand students’ progress and predict their performance, providing
opportunities for individual support to be provided to learners.