| 授業科目名 | 年度 | 学期 | 開講曜日・時限 | 学部・研究科 | 全担当教員 | 単位数 |
|---|---|---|---|---|---|---|
| 51140:Gaming Simulation Method(P) § 51141:IR-EDS201 Special Lecture (Core Related Course)(RJ) § 51142:IR18‐FE201 Special Lecture (Core Related Course)(RJ) | 2022 | 春セメスター | 木1 | 国際関係学部,政策科学部 | OTIENO FRANCIS | 2 |
キャンパス
授業施設
授業で利用する言語
授業の概要と方法
This course is a course strongly recommended to take for students in "International PBL Program in ASEAN Countries."
受講生の到達目標
To be able to make use of Gaming Simulation to areas that the students are interested in
事前に履修しておくことが望まれる科目
授業スケジュール
| 授業回数/ 担当教員（複数担当の場合） |
テーマ |
|---|---|
| キーワード・文献・補足事項等 | |
| 1 | Introduction |
Game play experience |
|
| 2 | Designing Gaming Simulation 1 |
Experience in virtual world in safety, Comprehensive understanding, Recognition, Role-play, Debriefing, Role and situation, Model and simulation, Rule and objective, Gamification |
|
| 3 | Designing Gaming Simulation 2 |
5W process for design, Playability, Game components (cooperation, competition, dilemma) |
|
| 4 | Prisoner Dilemma (Otieno) |
Game development based on the prisoner's dilemma |
|
| 5 | Prisoner Dilemma Presentation |
Group 1 presentation (2 groups) |
|
| 6 | Prisoner Dilemma Presentation |
Group 2 presentation (2 groups) |
|
| 7 | Designing and Practicing Gaming Simulation VR part 2 |
Designing and developing Virtual Reality environment for policy design |
|
| 8 | Introducing the concepts of a metaverse |
Designing a virtual world for Policy implementation Game play experience |
|
| 9 | Gaming simulation Prototype develompent |
Using 360 degrees camera for design and development of VR environment |
|
| 10 | Designing Gaming Simulation prototype |
Group based gaming and simulation design |
|
| 11 | Designing Gaming Simulation prototype part 2 |
Group based gaming design and deveopment |
|
| 12 | Playing Gaming Simulation prototype (Toyoda) |
|
|
| 13 | Playing Gaming Simulation prototype |
|
|
| 14 | Playing Gaming Simulation prototype |
|
|
| 15 | Playing Gaming Simulation prototype |
|
授業実施形態
all the classes are to be taken Web only.
In the case of BCP Level 1 or 2,
【Classes in person ：10 times, Web Classes ：5 times】
授業外学習の指示
After the 3rd session, students are required to submit their Gaming Simulation ideas as a short report. Based on this report, instructors form students groups. The students work in group from the 4th session based on this formation.
成績評価方法
| 種別 | 割合(%) | 評価基準等 |
|---|---|---|
| 定期試験（筆記） | 0 | |
| レポート試験 （統一締切日を締切とするレポート） |
0 | |
| 上記以外の試験・レポート、平常点評価 （日常的な授業における取組状況の評価） |
100 | Participation in the course (30%), Presenting Gaming Simulation prototype (40%) and materials for Gaming Simulation (30%) |
成績評価方法(備考)
受講および研究に関するアドバイス
教科書
教科書(使用頻度、その他補足)
参考書
| 書名 | 著者 | 出版社 | ISBNコード | 備考 |
|---|---|---|---|---|
| A Framework of Simulation and Gaming for Enhancing Community Resilience Against Large-Scale Earthquakes: Application for Achievements in Japan "Simulation & Gaming" 2020;51(2):180-211 | Yusuke Toyoda | SAGE | doi:10.1177/1046878119899424 | |
| Handbook of Simulation Gaming in Social Education / Constitution Today (English Edition) | Ron Stadsklev | Amazon Services International, Inc. | 978-1492223986 | |
| Playing Games in School: Video Games and Simulations for Primary and Secondary Education (English Edition) | Atsusi "2c" Hirumi | International Society for Technology in Education (ISTE) | 978-1564842718 | |
| Gaming: The Future's Language | Richard Duke | SAGE | 978-0470224052 | https://www.slideshare.net/pvdhyden/74duke-gaming-the-futures-language |
| Reality Is Broken: Why Games Make Us Better and How They Can Change the World | Jane McGonigal | Penguin Books | 978-0143120612 | |
| The Gamification of Learning and Instruction Fieldbook: Ideas into Practice | Karl M. Kapp | Wiley | 978-1118674437 |
参考書(使用頻度、その他補足)
参考になるwwwページ
授業内外における学生・教員間のコミュニケーションの方法
備考
URL:http://www.ritsumei.ac.jp//students/pathways-future/course/curriculum.html