Building Up Serious Games with an Artificial Life Approach: Two Case Studies

2014 ◽  
pp. 149-158 ◽  
Author(s):  
Onofrio Gigliotta ◽  
Orazio Miglino ◽  
Massimiliano Schembri ◽  
Andrea Di Ferdinando
Keyword(s):  
Case Studies ◽  
Artificial Life ◽  
Serious Games

Drawing Circles in the Sand

2011 ◽  
pp. 288-301
Author(s):  
Matt Seeney ◽  
Helen Routledge
Keyword(s):  
Learning Outcomes ◽  
Case Studies ◽  
Subject Matter ◽  
Serious Games ◽  
Subject Matter Expert ◽  
Instructional Designer ◽  
Lessons Learned ◽  
End User ◽  
Fundamental Challenge ◽  
Game Designer

One of the most important differentiators between Commercial Games and Serious Games is content; delivered in a way that is successfully integrated with engaging game play and achieves the desired learning outcomes by delivering skills and knowledge effectively to the end-user. This ability to integrate content effectively is the key to producing “killer” Serious Games that deliver demonstrable learning outcomes, business benefits and overall value. However, achieving this nirvana is not a trivial task. Utilising lessons learned and case studies, this chapter provides an overview of why this process can be so challenging, including the differing experiences from the perspective of three stakeholders (game designer, instructional designer/learning psychologist and subject matter expert), how to manage preconceptions and balance their priorities. The case studies will also show how different methodologies, techniques and technology have been applied to help solve this fundamental challenge of delivering a successful serious game. Advice is provided on how to facilitate this process, capture the correct requirements andcreate a design that meets and exceeds the expectations of all the stakeholders involved, including the client/customer and the end user.

scholarly journals Business models for Serious Games developers - transition from a product centric to a service centric approach.

2014 ◽  
Vol 1 (1) ◽  
Author(s):  
Jannicke Baalsrud Hauge ◽  
Stefan Wiesner ◽  
Rosa Garcia Sanchez ◽  
Poul Kyvsgaard Hansen ◽  
Giusy Fiucci ◽  
...  
Keyword(s):  
Case Studies ◽  
Serious Games ◽  
Manufacturing Industry ◽  
Business Models ◽  
Software Industry ◽  
Time To Market ◽  
Individual Product ◽  
Technological Advances ◽  
Long Time ◽  
Game Industry

In the context of the serious games industry, up to now the most commonly used BM among developers representing SMEs consists in offering an individual product to the customer, based on tailored one-of a kind production. Such production has high costs and low re-usability and leads to a long time-to-market. For an industry dealing with products highly dependent on technological advances, this implies high risks for failure and thus being put out of business. Consequently, an increasing number of Serious Games developers are struggling to survive. These trends are not specific for the SG development sector, but can actually be observed in several others, like software industry as well as the manufacturing industry, where a transition to less product-oriented BM can be observed. This article is based on an analysis of cases studies to outline how such a transition might be possible also within serious game industry, but also to discuss the threats and opportunities of the transition, both based on case studies as well as on comparison with experiences in other industries

scholarly journals A Case Study of Augmented Reality Serious Games

2010 ◽  
pp. 178-191 ◽  
Author(s):  
Fotis Liarokapis ◽  
Sara de Freitas
Keyword(s):  
Augmented Reality ◽  
Case Studies ◽  
Serious Games ◽  
The Real ◽  
Design And Implementation ◽  
The Way

The study introduced in this paper examines some of the issues involved in the design and implementation of serious games that make use of tangible AR environments. Our motivation is to understand how augmented reality serious games (ARSG) can be applied to some very difficult problems in the real gaming world. Emphasis is given on the interface and the interactions between the players and the serious games themselves. In particular, two case studies are presented, ARPuzzle and ARBreakout. Results from both case studies indicate that AR gaming has the potential of revolutionizing the way that current games are played and used as well as that it can help educate players while playing.

Real-Life Contexts in Learning Games

2018 ◽  
Vol 8 (4) ◽  
pp. 18-31
Author(s):  
Alex Moseley
Keyword(s):  
Case Studies ◽  
Serious Games ◽  
Learning Experiences ◽  
Real Life ◽  
Contextual Learning ◽  
Research Needs ◽  
Pervasive Games ◽  
Learning Games ◽  
Central Interest ◽  
Theoretical Developments

The use of real contexts in learning has been of central interest to educational developments such as experiential learning, case studies, work placements and simulations. They centre around the benefits of putting students in realistic situations, using real tools to solve real/realistic problems. A growing number of learning games are making use of context in this way: initially focused around serious games (many close in character to simulations) and most recently distilled into immersive and pervasive games, which mix real and imagined contexts for apparently deep learning experiences. This article reviews the existing literature around the use of context in learning, considers the applicability to learning games, and proposes new theoretical developments through the consideration of four models for the integration of context into learning experiences, based on a typology of existing contextual learning experiences and games. To illustrate the models and begin to strengthen the typology, a number of existing case studies are referenced, and further research needs highlighted.

Gamification, Serious Games, Ludic Simulation, and other Contentious Categories

2013 ◽  
Vol 5 (2) ◽  
pp. 1-19 ◽  
Author(s):  
Brock Dubbels
Keyword(s):  
Conceptual Framework ◽  
Case Studies ◽  
Serious Games ◽  
Feature Analysis ◽  
Game Play ◽  
Cognitive Feature

This paper provides a conceptual framework for gamification, ludic simulations, and serious games. Central to this framework is the spectrum of design that differentiates work and play. Work and play help define software in purpose as games, productivity software, and entertainment. These categories are informed through cognitive feature analysis of narrative and game play structure. Both can be analyzed to determine the degree of work or play in an activity, as well as issues that influence sustained engagement, which is essential for avoiding game abandonment. To demonstrate the framework for the design and analysis of gamification, ludic simulations, and serious games, several case studies are presented with feature analysis to substantiate the categories.

Designing and Deploying 3D Collaborative Games in Education

2018 ◽  
pp. 89-106
Author(s):  
Apostolos Mavridis ◽  
Thrasyvoulos Tsiatsos ◽  
Theodouli Terzidou
Keyword(s):  
Collaborative Learning ◽  
Virtual Environments ◽  
Case Studies ◽  
Serious Games ◽  
Educational Games ◽  
Evaluation Process ◽  
Collaborative Virtual Environments ◽  
Specific Category ◽  
Research Gap

This paper focuses on methodologies of serious games deployment and evaluation. Particularly, this study will present a specific category of serious games that are based on Collaborative Virtual Environments and they aim to support Collaborative Learning. We call these serious games Collaborative Virtual Educational Games (CVEG). The paper aims to analyze the deployment and evaluation process, through the study of relevant bibliography, and by doing so to reveal the existing research gap, which fails to evaluate the threefold nature – game, collaboration, and software - of CVEG. The proposed framework aims to support the design, deployment, and evaluation of a CVEG, by incorporating two consecutive and recurrent cycles, each consisting of distinct phases. Furthermore, each phase is designed to address specific goals. Finally, the paper presents four case studies, applying the proposed theoretical methodology for designing, deploying and evaluating a pragmatic CVEG.

The Virtual Scylla: an exploration of “serious games”, artificial life and simulation complexity

2008 ◽  
Vol 13 (1) ◽  
pp. 13-25 ◽  
Author(s):  
Robert Stone ◽  
David White ◽  
Robert Guest ◽  
Benjamin Francis
Keyword(s):  
Artificial Life ◽  
Serious Games

Designing and Deploying 3D Collaborative Games in Education

2016 ◽  
Vol 6 (1) ◽  
pp. 43-57
Author(s):  
Apostolos Mavridis ◽  
Thrasyvoulos Tsiatsos ◽  
Theodouli Terzidou
Keyword(s):  
Collaborative Learning ◽  
Virtual Environments ◽  
Case Studies ◽  
Serious Games ◽  
Educational Games ◽  
Evaluation Process ◽  
Collaborative Virtual Environments ◽  
Specific Category ◽  
Research Gap

This paper focuses on methodologies of serious games deployment and evaluation. Particularly, this study will present a specific category of serious games that are based on Collaborative Virtual Environments and they aim to support Collaborative Learning. We call these serious games Collaborative Virtual Educational Games (CVEG). The paper aims to analyze the deployment and evaluation process, through the study of relevant bibliography, and by doing so to reveal the existing research gap, which fails to evaluate the threefold nature – game, collaboration, and software - of CVEG. The proposed framework aims to support the design, deployment, and evaluation of a CVEG, by incorporating two consecutive and recurrent cycles, each consisting of distinct phases. Furthermore, each phase is designed to address specific goals. Finally, the paper presents four case studies, applying the proposed theoretical methodology for designing, deploying and evaluating a pragmatic CVEG.

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