Utilizando la realidad aumentada y los juegos serios para la apropiación del patrimonio, un caso en la Ciudad de Popayán.

2021 ◽  
Vol 3 (3) ◽  
pp. 6-17
Author(s):  
M.I. Vidal Caicedo ◽  
M.C. Camacho Ojeda ◽  
P.D. Burbano Ceron ◽  
H.F. Muñoz Muñoz ◽  
V.H. Agredo Echavarria
Keyword(s):  
Augmented Reality ◽  
User Experience ◽  
Serious Games ◽  
Serious Game ◽  
Serious Gaming ◽  
Historical Sites

Los juegos serios y la realidad aumentada se han combinado para lograr potencializar el interés que despiertan en sus jugadores y poder alcanzar su objetivo educativo, publicitario o de difusión, en los últimos años se han desarrollado juegos serios que haciendo uso de la realidad aumentada enriquecen la experiencia de los jugadores al visitar un museo o sitios históricos, despertando el interés por la cultura y el patrimonio, brindando la oportunidad de que el jugador sean parte de la historia. En ese artículo se presentan inicialmente algunos juegos serios que han empleado la realidad aumentada para incrementar la experiencia del usuario, y luego se expone la experiencia de desarrollo de un juego serio que usa la realidad aumentada como un medio para propender la apropiación del patrimonio. The Serious gaming and the augmented reality have combined to achieve wake the interest in their players and reach its educational, advertising or dissemination goals. In recent years have developed serious gaming that making used of augmented reality for enrich the experience of players when visiting a museum or historical sites, increasing interest in culture and heritage by allowing that player be part of the story. In this article we present initially some serious games that have used augmented reality to increase the user experience, and then expose the experience of developing a serious game that uses augmented reality as a means to promote the appropriation of heritage.  

Exploring User Experience While Playing Educational Games

2012 ◽  
Vol 4 (4) ◽  
pp. 19-32 ◽  
Author(s):  
Panagiotis Zaharias ◽  
Christos Gatzoulis ◽  
Yiorgos Chrysanthou
Keyword(s):  
Empirical Study ◽  
User Experience ◽  
Serious Games ◽  
Educational Games ◽  
Serious Game ◽  
Complex Issue ◽  
Serious Gaming ◽  
Serious Educational Games ◽  
Game Industry ◽  
Over Time

The concept and methods of user experience (UX) are gaining momentum in the game industry. Designers and educational practitioners aim to provide rich and effective user experience through serious educational games. Nevertheless several phenomena that delineate the complex issue of UX in serious gaming remain unexplored. This empirical study sheds light on temporality of UX and attractiveness of serious games. More specifically it explores a) how pragmatic and hedonic UX quality affects attractiveness in a serious game and b) investigates differences between anticipated and episodic UX so as to capture how the UX develops over time. Key findings are presented and discussed.

scholarly journals Héroes y leyendas de Popayán: un juego serio basado en realidad aumentada para la apropiación del patrimonio.

2021 ◽  
Vol 4 (1) ◽  
pp. 64-73
Author(s):  
M.I. Vidal Caicedo ◽  
M.C. Camacho Ojeda ◽  
P.D. Burbano Ceron ◽  
H.F. Muñoz Muñoz ◽  
V.H. Agredo Echavarria
Keyword(s):  
Augmented Reality ◽  
Cultural Heritage ◽  
Serious Games ◽  
Social Function ◽  
Serious Game ◽  
The Past ◽  
The People ◽  
Historical Sites

El patrimonio cultural constituye una de las riquezas más importantes de los pueblos, preservar los espacios históricos es una función social, sin embargo la preservación de los sitios históricos depende de la apropiación que tengan las personas que residen en esos lugares. En los últimos años se han desarrollado aplicaciones que buscan comunicar la importancia del patrimonio haciendo uso de tecnologías como la realidad aumentada y los juego serios, la tecnología permite llegar a diferentes espacios incluso a los que físicamente ya no existen y viajar en el tiempo a épocas pasadas, por lo cual se convierten estas herramientas en facilitadores de la apropiación del patrimonio. En este artículo se presenta un juego serio que emplea realidad aumentada para crear una experiencia de inmersión. The cultural heritage is one of the most important riches of the people, preserve the historical spaces is a social function. However, the preservation of historical sites depends on the appropriation that have people living in those places. In recent years, applications have been developed that seek to communicate the importance of heritage using of technologies such as augmented reality and serious games. The technology allows to get places even those who physically no longer exist and also travel to the past, so these tools become facilitators of the appropriation of heritage. This paper presents a serious game that uses augmented reality to create an immersive experience.  

scholarly journals Observation and analysis of a classroom teaching and learning practice based on augmented reality and serious games on mobile platforms

2015 ◽  
Vol 2 (2) ◽  
Author(s):  
Sylvie Barma ◽  
Sylvie Daniel ◽  
Nathalie Bacon ◽  
Marie-Andrée Gingras ◽  
Mathieu Fortin
Keyword(s):  
Augmented Reality ◽  
Serious Games ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
Serious Game ◽  
College Level ◽  
Mobile Platforms ◽  
Evaluation Questionnaire ◽  
Written Responses ◽  
Teaching Learning

This qualitative research is part of a learning effort to better understand how serious games are exploited in a science education context. The research team examined this issue by focusing on augmented reality as a technological innovation imbedded on a tablet. Given the current state of knowledge related to serious games and augmented reality, and given the fact that its use in the context of teaching/learning is not extended, this paper focuses on an initial exploration of how a new teaching practice involving a serious game based on an interactive augmented reality solution would impact on students in a physics class. A Design Based Research methodology was applied in a real‑world context within a college‑level physics class. Two conceptual tests containing ten questions on spatial notions regarding electromagnetic fields were administered to two control groups and two groups using the proposed serious game. The latter groups were administrated a game evaluation questionnaire as well. Thematic interpretation of students written responses to the evaluation questionnaire as well as the lessons and observations we derived from the in-class experimentation are provided and discussed in the paper.

scholarly journals Evaluation of Serious Game User Experience: the Role of Emotions

2019 ◽  
Vol 22 (2) ◽  
Author(s):  
Philippe Cohard
Keyword(s):  
User Experience ◽  
Serious Games ◽  
Health Management ◽  
Serious Game ◽  
Multimedia System ◽  
Educational Systems ◽  
Academic Knowledge ◽  
Correlational Research

Serious games are slowly becoming a part of educational systems and corporate training facilities in lots of fields such as industry, health, management, etc. Despite this, the academic knowledge on these artefacts is still limited. The research reported in this paper examined emotional implications of serious games on the user experience. This correlational research observed the relationships between factors of serious gaming and emotions. Fifty students took part in the study. The participants used a serious game on the security of an Information System and answered a structured questionnaire. The data was analysed by Spearman’s correlation. The results show that the quality components of the multimedia system and the quality of the content of the game are correlated with emotions, satisfaction and intention to use. Moreover, they show that emotions are correlated with satisfaction, learning and success of the serious game. Satisfaction and learning play a key role in these programs. If serious game training is to have some efficiency, a deeper understanding of the factors that lead to the success of these applications is required. These factors are all levers of control that affect the perception and emotions of the user. Understanding these mechanisms could eventually lead to more effective serious games.

scholarly journals Diagnostic Markers of User Experience, Play, and Learning for Digital Serious Games: A Conceptual Framework Study (Preprint)

2019 ◽  
Author(s):  
Jun Wen Tan ◽  
Nabil Zary
Keyword(s):  
Health Care ◽  
Conceptual Framework ◽  
Diagnostic Criteria ◽  
User Experience ◽  
Video Game ◽  
Serious Games ◽  
Test Validity ◽  
Serious Game ◽  
Future Research ◽  
E Learning

BACKGROUND Serious games for medical education have seen a resurgence in recent years, partly due to the growth of the video game industry and the ability of such games to support learning achievements. However, there is little consensus on what the serious and game components in a serious game are composed of. As a result, electronic learning (e-learning) and medical simulation modules are sometimes mislabeled as serious games. We hypothesize that one of the main reasons is the difficulty for a medical educator to systematically and accurately evaluate key aspects of serious games. OBJECTIVE This study aimed to identify markers that can evaluate serious games and distinguish between serious games, entertainment games, and e-learning. METHODS Jabareen’s eight-phase framework-building procedure was used to identify the core markers of a serious game. The procedure was modified slightly to elicit “diagnostic criteria” as opposed to its original purpose of a conceptual framework. Following the identification of purported markers, the newly developed markers were tested on a series of freely available health care serious games—Dr. Game Surgeon Trouble, Staying Alive, and Touch Surgery—and the results were compared to the published test validity for each game. RESULTS Diagnostic criteria for serious games were created, comprising the clusters of User Experience (UX), Play, and Learning. Each cluster was formed from six base markers, a minimum of four of which were required for a cluster to be considered present. These criteria were tested on the three games, and Dr. Game Surgeon Trouble and Staying Alive fit the criteria to be considered a serious game. Touch Surgery did not meet the criteria, but fit the definition of an e-learning module. CONCLUSIONS The diagnostic criteria appear to accurately distinguish between serious games and mediums commonly misidentified as serious games, such as e-learning modules. However, the diagnostic criteria do not determine if a serious game will be efficacious; they only determine if it is a serious game. Future research should include a much larger sample of games designed specifically for health care purposes.

The Design, Play, and Experience Framework

2009 ◽  
pp. 1010-1024 ◽  
Author(s):  
Brian M. Winn
Keyword(s):  
User Experience ◽  
Game Design ◽  
Serious Games ◽  
Serious Game ◽  
Design Approach ◽  
Common Language ◽  
Game Play ◽  
Formal Approach ◽  
Games For Learning ◽  
Formal Design

This chapter introduces a framework for the design of serious games for learning, called the design, play, and experience framework. The author argues that the great potential of serious games will not be realized without a formal design approach. To that end, the author presents and thoroughly explains the design, play, and experience framework which provides a formal approach to designing the learning, storytelling, game play, user experience, and technology components of a serious game. The author concludes by detailing how the framework provides a common language to discuss serious game design, a methodology to analyze a design, and a process to design a serious game for learning.

scholarly journals PENERAPAN AUGMENTED REALITY PADA SERIOUS GAME EDUKASI PENYAKIT GIGI

2018 ◽  
Vol 9 (2) ◽  
pp. 1033-1042
Author(s):  
Muhammad Faqih ◽  
Ari Kusumaningsih ◽  
Arik Kurniawati
Keyword(s):  
Augmented Reality ◽  
User Experience ◽  
Interactive Multimedia ◽  
Serious Game ◽  
Multimedia System ◽  
Design Consideration ◽  
Design And Development ◽  
Mobile Game ◽  
System Requirement ◽  
Interactive Multimedia System

Pengalaman belajar yang menyenangkan akan menumbuhkan kemauan untuk terus belajar. Aplikasi pembelajaran multimedia interaktif merupakan sarana belajar mandiri yang menyenangkan. Penelitian ini bertujuan untuk membuat aplikasi pembelajaran multimedia interaktif, berupa pengenalan penyakit gigi, dengan memanfaatkan teknologi Augmented Reality (AR) serta serious mobile game, agar pengguna mendapatkan pengalaman belajar yang mengesankan. Penelitian ini menerapkan metode Interactive Multimedia System of Design and Development (IMSDD) yang terdiri dari System Requirement, Design Consideration, Implementation, dan Evaluation. Pada pengukuran User Experience (UX), digunakan 6 indikator, yaitu Importance, Interest, Valence, Playfulness, Impressed, dan Enjoy. Survey terhadap 20 responden diperoleh respon sangat positif dengan nilai indikator terbaik pada Impressed sebesar 2,9.

scholarly journals Serious Gaming as an Additional Learning Tool for Medical Education

2019 ◽  
Author(s):  
mehmet emin aksoy ◽  
mehmet erhan sayali
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Serious Games ◽  
Intervention Group ◽  
Serious Game ◽  
Control Group ◽  
Web Based ◽  
Serious Gaming ◽  
Additional Tool ◽  
Computer Based

Background Computer-based learning methodologies have become more prevalent in the last decade. Web based serious gaming and virtual patients are novel in medical education, which have the potential to become important tools to improve today's medical students' knowledge and performance.Methods A total of 81 medical students participated in our study. They were either assigned to an intervention group or a control group . The intervention group completed a serious game module designed for Basic Life Support education. The control group received a theoretical lecture on the same content. On the next day both groups received simulation-based hands-on training for BLS using the same criteria. All students were assessed with an Objective Structured Clinical Examination (OSCE) the following week. Results There was no difference between the intervention group that used a web based serious game module for BLS and the control group that received a standard theoretical lecture from the faculty. Discussion and Conclusion Computer based interactive serious games seem to present a favourable additional tool for medical education. OSCE results imply, that the use of serious games as a self-learning strategy can be as useful as theoretical lectures; which means that it is saving time of learners and educators

Quelles applications thérapeutiques pour le serious game en psychiatrie ?

2015 ◽  
Vol 30 (S2) ◽  
pp. S66-S66
Author(s):  
T. Fovet ◽  
A. Amad
Keyword(s):  
Serious Games ◽  
Santé Mentale ◽  
Serious Game ◽  
Prise En Charge ◽  
Nous Proposons ◽  
Serious Gaming ◽  
Sante Mentale

Les serious games (SG) sont des applications informatiques visant à combiner des aspects sérieux avec des ressorts ludiques issus du jeu vidéo. Le développement récent des technologies du numérique dans le domaine de la santé mentale permet d’envisager à ces nouveaux supports, une application dans la prise en charge des pathologies psychiatriques . Au cours de cette session, nous proposons de mettre en évidence l’intérêt des SG et du serious gaming (l’utilisation de jeux vidéo existant avec des objectifs sérieux) pour la prise en charge des pathologies psychiatriques. Pour cela, nous présentons les principaux résultats de la littérature scientifique internationale dans le domaine . Les données actuellement disponibles ne disposant que d’un niveau de preuve assez faible (très peu d’études contrôlées randomisées), nous exposons des perspectives et recommandations pour les futurs travaux en ce qui concerne le SG en psychiatrie. De plus, afin de faciliter la mise en place de ces travaux, nous proposons, dans un modèle généraliste de SG, l’identification de 3 niveaux de feed-back au sein du dispositif :– interface du jeu ;– biofeedback ;– feed-back du thérapeute.

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