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An innovative approach towards researching story-telling and its relevance in games design has resulted in cultural and economic impact in the creative sector and generated novel approaches that have influenced creative practice in the games industry. As a direct result of the research, an independent games development studio has been established and two commercial game titles have been released, with commercial sales to date of approximately £1.65m. The first release, Dear Esther, has been a major commercial success, has also won several industry recognition awards and is cited as directly responsible for the genesis of a new gaming genre.
The use of technology to enhance student learning is known to have a significant impact on achievement in all subject areas and across all stages of schooling and learning. Educational computer games and online tools help engage students — making learning enjoyable and therefore more effective. Computer scientists at Leicester are expert in the analysis of online learning tools and educational games. They have used this expertise to evaluate whether and why such games or tools work and, most importantly, how they can be improved.
The research has been used by:
The ICTE Research Centre at UWS has transformed the way advanced technologies are used as tools within education and training, covering a range of sectors across Europe, and has contributed to policy formation, economic impact and benefits to society. Focussing on Web 2.0 technologies and specifically serious games, underpinning technologies have been applied to a range of educational disciplines at all levels of education and within organisations. External engagement has ranged from the level of individual teachers to the level of regional and national policy, and individual partner organisations have benefited economically from adopting and adapting these underpinning technologies.
Research on forms of agency in digital games has been directly applied to major game releases in Facebook and social-mobile development, demonstrating substantial and measurable commercial impact with global potential within a highly competitive industry. Specific research insights have affected key aspects of the design of individual games, resulting in higher than usual success rates for the titles involved. These insights have also improved the playing experiences of large numbers of players, as demonstrated by the level of take-up, creating a broader cultural impact. The impact is significant, in substantially improving the performance of games, and has extensive reach via the numbers of players who have benefited from an improved experience.
To date the research has had impact on more than one million players and helped to secure multiple contracts worth more than £2 million for the British game company Mediatonic. It has the potential (based on the user-bases of the companies involved) to reach more than 300 million users. Social-mobile games are at the forefront of the contemporary games industry. Mediatonic is a world leader in this form of gaming and this research has substantially influenced the company's design strategy.
The research of Richard Stevens and Dave Raybould has had significant worldwide impact on the curricula for, and teaching of, audio for video games. The research conducted by, and under the stewardship of, Stevens by the IASIG's education working group defines the scope of this new discipline and outlines the syllabi required to meet the needs of the economically powerful computer games industry. Based upon this framework, and including additional research into specific creative and technical practices, Stevens and Raybould's book `The Game Audio Tutorial' (Focal Press) has become a core text for both game audio and game design programmes.
Our research studies demonstrate the efficacy of using Interactive Systems in cognitive and functional rehabilitation, including working memory, functional skills, choice reaction time, decision making and upper limb function. Stroke is the third most common disease in the UK with over 100,000 cases annually costing the UK economy £8.9 billion/year, and around 25/1000 people have mild or moderate Intellectual Disabilities (ID) in the UK. Our research has changed practice in schools, improved the employment skills of people with disabilities, informed standards, helped sustain a social enterprise, and has influenced the way practitioners across the EU conduct their own vocational training.
Our research explored the ways the emerging Semantic Web can support teaching and learning. It identified case based learning as a key area and outputs were used to enhance the unique research council funded Economic and Social Data Service public collections and pioneers pages. Results informed the thinking of accountancy bodies on e-assessment via the Association of Chartered Certified Accountants/International Association for Accounting Education. An exemplary user case study derived from the research was selected by World Wide Web Consortium (W3C). The research supported the aggregation and presentation of Open Educational Resources via JISC. Project software and documentation was released as open source. Outcomes provided the `Liverpool, City of Radicals' Project timeline.
A persistent issue in UK government and policy has been national performance on development and improvement of workforce skills for international competitiveness, highlighted by The Learning Age (1998) and the Lisbon Agenda. Strengthening and alignment of workplace dialogue have been shown to lead to better understanding between those designing and those receiving training and development programmes. This case shows how research part-funded by trade unions has contributed to directly and indirectly shaping policy, leading to further funding targeted at changes in support by the Department for Business, Innovation and Skills (BIS). The result is improved performance in learning and training.
Robertson's research in learning via game-authoring demonstrated sustainable success in bringing programming into schools. This subsequently catalysed (i) creation of a whole new suite of qualifications by the Scottish Qualifications Authority; (ii) inclusion of the requirement for games development experience in the new Scottish Technologies Curriculum; (iii) the development of `Computing at Schools Scotland' in terms of its successful annual conference and provision of specialist CPD for Computing teachers. Having so far influenced the education of over 500,000 Scottish pupils, Robertson's work is also cited in the key document underpinning Obama's programme for STEM training in the US via game-authoring.
SubSafe is a high-fidelity, real-time interactive simulation of a Royal Navy (RN) submarine. The SubSafe programme has improved the delivery of spatial awareness and safety training for RN recruits, over and above legacy practices (such as PowerPoint, "chalk-and-talk" and technical manuals). It has also played a major role in influencing industrial and defence agency uptake of simulation technologies across a range of applications. UK (MoD), Australian and Canadian national strategies relating to future exploitation of simulation in training and concept visualisation have been positively influenced by the success of this programme. SubSafe has also been instrumental in launching a new, innovative games-based simulation company.