atw - International Journal for Nuclear Power | 2.2024

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32 Operation and New Build Fig. 2. The Learning Mechanics-Game Mechanics Model. The nodes are specific LM-GM items that can be used to analyze and design games. (Based on work developed by Arnab et al. [11] ) learning as the primary objective; Game Mechanics define the essential gameplay activity and can be based on learning mechanics, assessment mechanics, or both.” [11] Put simply, GM = rules of the game LM = learning goals from the game The overall framework also includes a detailed description of the meaning of each featured mechanics. [9][10] While some of the definitions may be self-evident, the meaning of each term is grounded in the academic framework created by Bedwell et al [9] and Lim et al [10] See Appendix A for definitions of the mechanics. The overall model is somewhat overwhelming, so it is helpful to look at an example of it used to illustrate how it works. 3.3. Case Study – Circuit Warz Game Circuit Wars is a fictional game involving an apocalyptic scenario for teaching electronics and electrical engineering. [12] The Circuit Warz project was created to investigate if creating a compelling, engaging, immersive and competitive environment to teach electronic circuit theory and principles would increase student engagement. [13] The authors (Callaghan et al) analyzed the game using the LM-GM model and created a mapping of the two aspects as shown in Table 2. The Learning Mechanics desired in the game were identified, and then the appropriate Game Mechanics to meet the Learning Mechanics goals were identified. The Game Mechanics were clarified by some suggestions on how they might be implemented. The result of the exercise provides an effective map of how the game might be designed. Often the next exercise in the design process would be to create a map of how each level in the game might flow while using the implementations. At the end of this discussion on LM-GM, it should be noted that according to Arnab, “Future game designers should note that the Learning Mechanics and Game Mechanics model is not meant to be a “silver bullet” for creating games. Additionally, Arnab et al. (2017) notes, “naively transcribing instructional methods to gamebased learning may be detrimental to gameplay. Instead, this model simply allows users to freely relate mechanics and learning by drawing a map and filling a subsequent table.” [11] 3.4. Demographics There are not a lot of studies of the age demographics of the current nuclear workforce but a representative data set is shown in Figure 3. The age of the workforce is highly skewed to a demographic that did not grow up playing video games at a young age. However, the age demographics in video game play show that a wide range of ages are regular players. It can be seen shown in Figure 4 (study developed by Statista), that even at the 51 – 64 year age (i.e. the oldest cohort of NPP workers) they represent 9% of the players. Taking the entire cohort of 35 – 64 years which represents the more senior demographic of the NPP, the total percentage of gamers is 40%. This shows that we can’t focus on only the young employees in designing a training serious game for nuclear workers. Ausgabe 2 › März
Operation and New Build 33 Game mechanic Implementation Learning mechanic Description Cut scene/Story Pre-rendered videos explain the game objectives, mechanics and outcomes through storytelling Instructional Backstory sets game scenario. Planet is under imminent threat of invasion. Player must fix the giant laser to defeat the invaders Tutorials Cascading information Tutorials at start guide user through basics mechanics of movement etc. Guidance/Tutorial Player is guided through the initial stages of game by informative graphics and cut scenes. Simulate/Response Player must select correct value of component(s) in circuit to achieve required output values/response. Observation, Analyse Experimentation Modelling, Hypothesis Game play tasks such as correctly biasing circuits provide the player with a sense of empowerment. Movement Time pressure Capture/elimination Navigate player quickly in levels using first person shooter approach Time constraints on level. Add tension, pressure/urgency with sentinel attacks Action/Task Performing interactive tasks successfully and completing levels/destroying sentinels provides a sense of progress, player satisfaction and game mastery. Strategy/planning Flexible design of level layout and circuit puzzles to allow different game completion strategies to emerge. Explore, modelling Explore level layout and complete in timely manner. Deeper understanding of circuit theory/ analysis through modelling/heuristics Levels, Feedback Assessment Meta-game Advance to next level. Score shows time taken, stage, accuracy and level of understanding of task completed Feedback Motivation Assessment, Reflect Level score reinforces sense of understanding and progress to maintain motivation. Provides benchmark for reflection process Competition Rewards Game leader board and achievements Competition Motivation, Incentive Public leader board/achievement allows student to com pare their score/performance. Behavioural Momentum Game play repeats itself through multiple levels to cause a shift in player behaviour. Repetition Repetitive gameplay reinforces behaviour change. Score improvement using multiple strategies Tab. 2. The LM-GM Breakdown of the Case Study. [12] It seems obvious that age demographics should play a role in both game design and the effectiveness of a game. Birk et al (2017) writes “There are clearly vast differences in the historical, cultural, technological, and game experiences of an 18 – 55 year-old demographic, yet we tend to treat them as a single group in games user research.” [16] It seems that at least until recently (2017), game design did not take age into account. Fig. 3. The age demographics of the Nuclear workforce in the United States [14] Fig. 4. Distribution of video gamers in the United States in 2022, by age group. Based on work by J.Clement and Statista. [15] However, based on research by Birk et al (2017), it seems like this is a missing design factor. The authors found [16] : “As age increases, there is: ⁃ An increasing preference for casual and puzzle games and a declining preference for performancerelated games. ⁃ A decline in performance as a motive to play. ⁃ An increase in completion-focused player styles like achiever, mastermind, and seeker, and a decline in performance-focused player styles like conqueror, survivor, and daredevil. ⁃ A decline in the identification as a ‘gamer’. ⁃ An increase in enjoyment, effort, and tension and greater satisfaction of autonomy, relatedness, and presence. ⁃ A decline in competence (which normally co-varies with other experiential factors), which is partially explained by an accompanying decline in experienced intuitive control.” Vol. 69 (2024)
Page 1: ISSN: 1431-5254 (Print) | eISSN: 29
Page 4 and 5: 4 Contents Inhalt Editorial Abschie
Page 6 and 7: 6 Calendar Kalender 2024 07.03.2024
Page 8 and 9: 8 Feature: Energy Policy, Economy
Page 18 and 19: 18 Energy Policy, Economy and Law
Page 30 and 31: 30 Operation and New Build Meta Qu
Page 34 and 35: 34 Operation and New Build It woul
Page 36 and 37: 36 Operation and New Build VR Topi
Page 38 and 39: 38 Operation and New Build Fig. 8.
Page 40 and 41: 40 Operation and New Build [47] Bo
Page 42 and 43: 42 Operation and New Build [127] H
Page 44 and 45: 44 Environment and Safety Initial
Page 46 and 47: 46 Environment and Safety S/N Docu
Page 48 and 49: 48 Environment and Safety compared
Page 50 and 51: 50 Environment and Safety EPZ EPD
Page 52 and 53: 52 Environment and Safety Emergenc
Page 54 and 55: 54 Environment and Safety In 2015,
Page 56 and 57: 56 Environment and Safety populati
Page 58 and 59: 58 Environment and Safety [38] A.
Page 60 and 61: 60 Environment and Safety Evaluati
Page 62 and 63: 62 Environment and Safety Material
Page 64 and 65: 64 Environment and Safety EFPY (Ef
Page 66 and 67: 66 Environment and Safety Referenc
Page 68 and 69: 68 Research and Innovation replace
Page 70 and 71: 70 Research and Innovation 2.2 Mod
Page 72 and 73: 72 Research and Innovation fuel (U
Page 74 and 75: 74 Research and Innovation [12] Po
Page 76 and 77: 76 Spotlight on Nuclear Law auf Ko
Page 78 and 79: 78 KTG-Fachinfo KTG-Fachinfo 02/202
Page 80 and 81: 80 KTG-Fachinfo Regierungsbericht v
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82 Vor 66 Jahren Ausgabe 2 › Mä
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88 Kerntechnik 2024 Technical Sess
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90 Kerntechnik 2024 Technical Sess
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92 Kerntechnik 2024 Partner, Ausst
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94 KTG Inside Die KTG gratuliert a
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96 KTG Inside † Nachruf Die Kern
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98 KTG Inside † Nachruf Die Kern
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100 KTG Inside † Nachruf Die Ker
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102 Report ⁃ Seitens der Internat
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atw - International Journal for Nuclear Power | 2.2024

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