scholarly journals Practical Methodology for the Design of Educational Serious Games

Information ◽  
2019 ◽  
Vol 11 (1) ◽  
pp. 14 ◽  
Author(s):  
Frutuoso G. M. Silva
Keyword(s):  
Design Process ◽  
User Experience ◽  
Serious Games ◽  
Digital Games ◽  
Serious Game ◽  
Learning Mechanisms ◽  
Topic Choice

Educational serious games are primarily intended to teach about or train on a subject. However, a serious game must also be catchy for the player to want to play it multiple times and thus learn while playing. The design of educational serious games includes game experts and pedagogical experts that must be able to efficiently communicate to produce a product that is both educationally efficient and fun to play. Although there are some design frameworks to help with this communication, they are usually more conceptual and do not distinguish the fun factor from the learning contents well, making communication difficult. In this paper, a new practical methodology is presented to support the design process of this kind of digital games. This methodology is more all-encompassing because it identifies all the main steps that are needed to define the learning mechanisms in an educational serious game, from topic choice to user experience. It also separates the game’s learning contents from other mechanics used to keep the game fun to play. Finally, some practical examples are shown, illustrating the use of this methodology.

From Learning to Assessment. Utilizing Blockchain Technologies in Gaming Environments to Secure Learning Outcomes and Test Results

2019 ◽  
Vol 3 (2) ◽  
pp. 172-192 ◽  
Author(s):  
Michael Black ◽  
Lloyd Donelan ◽  
Trevor Higgins ◽  
Nikolaus Koenig ◽  
Brenton Lenzen ◽  
...  
Keyword(s):  
Learning Outcomes ◽  
Design Process ◽  
Serious Games ◽  
Digital Games ◽  
Serious Game ◽  
Test Results ◽  
Iterative Design ◽  
Category System ◽  
Secure Learning

This study, pursues the following three goals, namely the introduction and discussion regarding Blockchain technologies in education in general and serious games in particular; a definition and proposal of a category system for digital games with the aim not only to teach but also to assess; and a description of the serious game Gallery Defender, one of the very first games which maps grades/certificates for the player/learner as well as further information for the teacher on Blockchain. This game is currently in the middle of an iterative design process and the authors describe the used Blockchain approach of the first iteration of the game to inspire further developments in this direction, especially for the Maltese audience, as Malta is perceived as the leading EU country in the field of Blockchain regulation.

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.  

Distinctions Between Games and Learning

2011 ◽  
pp. 75-107
Author(s):  
Katrin Becker
Keyword(s):  
Serious Games ◽  
Formal Education ◽  
Educational Games ◽  
Digital Games ◽  
Learning Objects ◽  
Serious Game ◽  
Educational Context ◽  
Current State ◽  
Specific Focus ◽  
Games And Learning

Serious games are digital games designed for purposes other than pure entertainment. This category includes educational games but it also includes a great deal more. A field that was unheard of until Ben Sawyer referred to it as Serious Games in late 2002 (Sawyer, 2003) has already grown so large that one can only hope to keep track of a very small part of it. The time is rapidly coming to an end when literature surveys of even one branch of Serious Games can be considered comprehensive. This chapter will examine the current state of the part of the serious games discipline that intersects with formal education, with a particular focus on design. The chapter begins broadly by looking at games in order to define the term serious game but then narrows to a specific focus on games for education. In this way, it provides an educational context for games as learning objects, distinguishes between traditional, (i.e. non-digital; Murray, 1998) and digital games, and classifies games for education as a subcategory of serious games while at the same time still being part of a larger group of interactive digital applications.

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.

scholarly journals Factors driving and influencing the development of serious games

2016 ◽  
Vol 3 (1) ◽  
Author(s):  
Louise Møller ◽  
Poul Kyvsgaard Hansen
Keyword(s):  
Serious Games ◽  
Development Process ◽  
Digital Games ◽  
Serious Game ◽  
Business Strategies ◽  
General Level ◽  
Learning Tools ◽  
Structured Interviews ◽  
The Us ◽  
Game Developers

There are a large variety of serious games aimed at infusing knowledge into both teams and organizations. Some games aims at supporting the team in a given project or development process, whereas others aim at widening the knowledge, skills and competences in an organization on a more general level. In the serious game literature most focus and attention is given to the design and development of digital games. However in Denmark, at least, there has been a growing industry of analogue serious games and serious game facilitation, which give evidence to the fact that not all development in the area of serious games happens in terms of the digital versions. This paper investigate these new analog serious games and learning tools in the Danish market with focus on the drivers and influencing factors during their development and the effort of making a business out of the serious games. Empirically, the paper is based on close interaction and semi-structured interviews with some of the key serious game developers in Denmark (plus one in the US), some of them with a portfolio of up to ten serious games. Besides from uncovering some of the basic motivations to design and develop serious games, the paper will show, how the game developers’ interaction with the end-users and their different business strategies, influences the way the game is developed.

Distinctions Between Games and Learning

2010 ◽  
pp. 22-54 ◽  
Author(s):  
Katrin Becker
Keyword(s):  
Serious Games ◽  
Formal Education ◽  
Educational Games ◽  
Digital Games ◽  
Learning Objects ◽  
Serious Game ◽  
Educational Context ◽  
Current State ◽  
Specific Focus ◽  
Games And Learning

Serious games are digital games designed for purposes other than pure entertainment. This category includes educational games but it also includes a great deal more. A field that was unheard of until Ben Sawyer referred to it as Serious Games in late 2002 (Sawyer, 2003) has already grown so large that one can only hope to keep track of a very small part of it. The time is rapidly coming to an end when literature surveys of even one branch of Serious Games can be considered comprehensive. This chapter will examine the current state of the part of the serious games discipline that intersects with formal education, with a particular focus on design. The chapter begins broadly by looking at games in order to define the term serious game but then narrows to a specific focus on games for education. In this way, it provides an educational context for games as learning objects, distinguishes between traditional, (i.e. non-digital; Murray, 1998) and digital games, and classifies games for education as a subcategory of serious games while at the same time still being part of a larger group of interactive digital applications.

The Use of Digital Games to Stimulate Behaviors

2012 ◽  
pp. 1145-1159
Author(s):  
Paulo David da Silva Simões ◽  
Cláudio Gabriel Inácio Ferreira
Keyword(s):  
Department Of Defense ◽  
Serious Games ◽  
Digital Games ◽  
Serious Game ◽  
Online Game ◽  
Interactive Environment ◽  
Regular Army ◽  
Personal Fulfillment ◽  
The U.S ◽  
As If

Videogames already have their own space on people’s lives (as well as films, music, etc.). Serious games are able to provide players an interactive environment where they can have a new personal fulfillment, and try to achieve certain proposes as if they were real. The U.S. Department of Defense has, since the year 2002, a new tool for promotion and recruitment of civilians into the army. This is an online game in which the user is invited to experience the life of a soldier of the regular army: The America’s Army game, considered the first combat serious game. Due to its popularity and purpose, this chapter analyzes the extent to which the use of the game influences the behavior of its users.

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.

DICE

2020 ◽  
Vol 10 (2) ◽  
pp. 39-53
Author(s):  
Damien Djaouti
Keyword(s):  
Comparative Analysis ◽  
Design Process ◽  
Game Design ◽  
Serious Games ◽  
Design Methods ◽  
Serious Game ◽  
Generic Model ◽  
Universal Series ◽  
Industry Professionals

This article deals with serious game design methods. More specifically, it focuses on the following question: is there any universal series of steps to design a serious game? Or is the availability of several different design methods unavoidable? To try to answer this question, we will study a corpus of ten design methods suited to Serious Games. Most of these theoretical tools are coming from or aimed to industry professionals. This literary review will allow us to perform a comparative analysis over the various steps used by these methods, in order to build a generic model for the design process of Serious Games: the Design / Imagine / Create / Evaluate (D.I.C.E.) model.

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