Lessons Learned About Serious Game Design and Development

2016 ◽  
Vol 12 (3) ◽  
pp. 292-298 ◽  
Author(s):  
Tomek Strzalkowski ◽  
Carl Symborski
2021 ◽  
Author(s):  
Dominique Jaccard ◽  
Laurent Suppan ◽  
Félicia Bielser

BACKGROUND Multidisciplinary collaboration is essential to the successful development of serious games, albeit difficult to achieve. The co.LAB serious game design framework was created to support collaboration within serious game multidisciplinary design teams. Its use has not yet been validated in a naturalistic context. OBJECTIVE The objective of this study was to perform a first assessment of the impact of the co.LAB framework on collaboration within multidisciplinary teams during serious game design and development. METHODS This was a mixed-methods study based on two serious game design projects in which the co.LAB framework was used. The first phase was qualitative and carried out using a general inductive approach. To this end, all members of the first serious game project team who used the co.LAB framework were invited to take part in a focus group session (N=6). Results inferred from qualitative data were then used to define a quantitative instrument (questionnaire) which was designed according to the Checklist for Reporting Results of Internet E-Surveys. Members of both project teams (N=11) were then asked to answer the questionnaire. Quantitative results were reported as median [Q1;Q3] and appropriate non-parametric tests used to assess for between group differences. Finally, results gathered through the qualitative and quantitative phases were integrated. RESULTS In both phases, the participation rate was 100%. Verbatim transcripts were classified into 4 high level themes: influence on collaborative dimensions; impact on project course, monitoring and efficiency; qualitative perceptions of the framework; and influence of team composition on the use of the framework. Accordingly, the web-based questionnaire was then developed according to Burhardt's seven dimensions of collaboration. In both projects, the co.LAB framework had a positive impact on most dimensions of collaboration during the multidisciplinary design and development of serious games. When all collaborative dimensions were aggregated, the overall impact of the framework was rated on a scale from "-42" to "+42" (very negative to very positive). The overall score was 23 [20;27], with no significant difference between groups (P=.58). Most respondents also believed that all serious game design teams should include a member possessing a significant expertise in serious game design frameworks to guide the development process. CONCLUSIONS The co.LAB framework has a positive impact on collaboration within serious game development teams. However, expert guidance seems necessary to maximize development efficiency. Whether such guidance can be provided by means of a collaborative web platform remains to be determined.


2018 ◽  
pp. 256-277
Author(s):  
Elena Novak ◽  
Tristan E. Johnson

Considerable resources have been invested in examining the game design principles that best foster learning. One way to understand what constitutes a well-designed instructional game is to examine the relationship between gaming characteristics and actual learning. This report discusses the lessons learned from the design and development process of instructional simulations that are enhanced by competition and storyline gaming characteristics and developed as instructional interventions for a study on the effects of gaming characteristics on learning effectiveness and engagement. The goal of the instructional simulations was to engage college students in learning the statistics concepts of standard deviation and the empirical rule. A pilot study followed by a small-scale experimental study were conducted to improve the value and effectiveness of these designed simulations. Based on these findings, specific practical implications are offered for designing actual learning environments that are enhanced by competition and storyline gaming elements.


2014 ◽  
Vol 2014 ◽  
pp. 1-8 ◽  
Author(s):  
André F. S. Barbosa ◽  
Pedro N. M. Pereira ◽  
João A. F. F. Dias ◽  
Frutuoso G. M. Silva

The development of a serious game requires perfect knowledge of the learning domain to obtain the desired results. But it is also true that this may not be enough to develop a successful serious game. First of all, the player has to feel that he is playing a game where the learning is only a consequence of the playing actions. Otherwise, the game is viewed as boring and not as a fun activity and engaging. For example, the player can catch some items in the scenario and then separate them according to its type (i.e., recycle them). Thus, the main action for player is catching the items in the scenario where the recycle action is a second action, which is viewed as a consequence of the first action. Sometimes, the game design relies on a detailed approach based on the ideas of the developers because some educational content are difficult to integrate in the games, while maintaining the fun factor in the first place. In this paper we propose a new methodology of design and development of serious games that facilitates the integration of educational contents in the games. Furthermore, we present a serious game, called “Clean World”, created using this new methodology.


Author(s):  
Elena Novak ◽  
Tristan E. Johnson

Considerable resources have been invested in examining the game design principles that best foster learning. One way to understand what constitutes a well-designed instructional game is to examine the relationship between gaming characteristics and actual learning. This report discusses the lessons learned from the design and development process of instructional simulations that are enhanced by competition and storyline gaming characteristics and developed as instructional interventions for a study on the effects of gaming characteristics on learning effectiveness and engagement. The goal of the instructional simulations was to engage college students in learning the statistics concepts of standard deviation and the empirical rule. A pilot study followed by a small-scale experimental study were conducted to improve the value and effectiveness of these designed simulations. Based on these findings, specific practical implications are offered for designing actual learning environments that are enhanced by competition and storyline gaming elements.


2021 ◽  
Author(s):  
Dominique Jaccard ◽  
Laurent Suppan ◽  
Eric Sanchez ◽  
Audrey Hugenin ◽  
Maxence Laurent

BACKGROUND Serious games offer teachers the opportunity to create meaningful learning scenarios and are increasingly used at all levels of education. Designing efficient and engaging serious games is a difficult process which requires a collaborative approach. Many design frameworks have been described, most of which are dedicated to the development of specific types of serious games. OBJECTIVE Our aim was to create a general serious game design framework which could be adapted to all kinds of serious games and implemented in a collaborative web platform. METHODS We combined the results of a literature review with our experience in serious game development to determine the basic building blocks of a design framework. We then organized these building blocks into categories and determined the features that a generic design framework should include. Finally, based on the paradigm of complex systems and systemic modelling, we created the co.LAB generic design framework and specifications to allow its implementation in a collaborative web platform. RESULTS Based on a total of 10 existing design methodologies or frameworks, 23 building blocks were identified and represent the foundation of the co.LAB framework. These blocks were organized into five categories: "context and objectives", "game design", "mechanics", "learning design" and "assessment". The arrangement by categories provides a structure which can be visualized in multiple and complementary ways. The classical view links game and learning design while other views offer project, systemic and process visualizations. For the implementation of the co.LAB framework in a web platform, we propose to convert the building blocks into “cards”. Each card would constitute a collaborative working space for the design of the corresponding block. To make the framework adaptive, cards could be added, adapted or removed according to the kind of serious game intended. Enhancing the visualization of relationships between cards should support a systemic implementation of the framework. CONCLUSIONS By offering a structured view of the fundamental design elements required to create serious games, the co.LAB framework can facilitate the design and development of such games by virtue of a collaborative, adaptive and systemic approach. The different visualizations of the building blocks should allow for a shared understanding and a consistent approach throughout the design and development process. The implementation of the co.LAB framework in a collaborative web platform should now be performed and its actual usability and effectiveness tested.


2017 ◽  
Vol 146 (1) ◽  
pp. 53-60
Author(s):  
Aarón Yael Ponce-Guzmán ◽  
María Lucila Morales-Rodríguez ◽  
Claudia Gómez ◽  
Nelson Rangel-Valdez ◽  
Laura Cruz-Reyes

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Bill Kapralos

PurposeVery little effort has been dedicated to the teaching of serious game design and development. At the post-secondary level, very few courses dedicated to serious game design and development exist. At the K-12 level, although (entertainment) game design and programming instruction are becoming more widespread, serious game design and development is ignored. This study aims to present a series of lesson plans that allow K-12 teachers to introduce students to serious game design and development.Design/methodology/approachThe lesson plans include both a didactic and applied component and are intended to provide students with an introduction to serious games and their design and development while making students aware of the many career paths within this exciting growing domain. They can also be completed entirely remotely lending themselves nicely to online instruction to facilitate the COVID-19 shutdowns and the resulting move to e-learning.FindingsAlthough several high-school teachers and several elementary school children were consulted during the development of the lesson plans, the lesson plans have only recently been made available, and therefore, there is a lack of any teacher or student feedback available regarding their use. Informally, several elementary school children found the lessons to be fun, interesting and informative.Originality/valueThere are currently no existing courses or lesson plans focusing on serious game design and development at the K-12 level, thus making this set of lesson plan novel and unique.


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