Immersion, Narrative, and Replayability as the Motivational and Attractiveness Factors in Serious Games

2012 ◽  
pp. 991-1008 ◽  
Author(s):  
Pollyana Notargiacomo Mustaro ◽  
Raphael Leal Mendonça
Keyword(s):  
Instructional Design ◽  
Teaching Strategies ◽  
Serious Games ◽  
Serious Game ◽  
Learning Theories ◽  
Game Development ◽  
Electronic Games

Serious games, electronic games whose purpose is work educational elements, often do not reach this goal because by being included the content and teaching strategies, the fun’s dimension and motivation to interact are reduced. In this sense, this chapter presents a proposal for the use of immersion, narrative, and replayability as devices to make serious games more attractive to the student in general. These three elements are explored theoretically and then analyzed and aligned with proposals for instructional design and learning theories. As a result, a development proposal for Serious Game Development Document (SGDD) and a rubric for evaluation of use are presented. With this, it is expected to contribute and assist not only with development, but also with in the analysis of serious games.

scholarly journals An Approach to Accessible Serious Games for People with Dyslexia

2021 ◽  
Vol 13 (5) ◽  
pp. 2507
Author(s):  
Angel Jaramillo-Alcázar ◽  
Eduardo Venegas ◽  
Santiago Criollo-C ◽  
Sergio Luján-Mora
Keyword(s):  
Video Game ◽  
Serious Games ◽  
Cognitive Disorder ◽  
Serious Game ◽  
Game Development ◽  
Development Method ◽  
Accessibility Guidelines ◽  
The One ◽  
Game Developers

Dyslexia is a cognitive disorder that affects the evolutionary ability to read, write, and speak in people, affecting the correct learning of a large percentage of the population worldwide. In fact, incorrect learning is caused because the educational system does not take into consideration the accessibility parameters that people with dyslexia need to maintain a sustainable educational level equal to others. Moreover, the use of mobile devices, such as smartphones and tablets, has been deployed in education programs, offering many benefits; however, the lack of accessibility of those devices creates new barriers to students with dyslexia that hinder their education. With the aim of reducing these barriers, this paper presents an approach to the development of accessible serious games games for children with dyslexia. As a case study, a serious game based on a previously proposed serious game development method and a new set of accessibility guidelines for people with dyslexia is presented. The main purpose of the serious video game is to improve the treatment of dyslexia, through the collection of data obtained from two puzzles designed to train certain cognitive areas that affect this disability. This article has a double contribution: on the one hand, the guidelines and the method that can help video game developers and therapists to develop accessible serious games for people with dyslexia and, on the other hand, the two specific serious games that can be used by therapists, family members and people with dyslexia themselves.

The Path between Pedagogy and Technology

2011 ◽  
pp. 273-295
Author(s):  
Colin Price
Keyword(s):  
Collaborative Learning ◽  
Serious Games ◽  
Computer Game ◽  
Two Dimensions ◽  
Serious Game ◽  
Learning Theories ◽  
Learning Approaches ◽  
Temporal Dimension ◽  
Digital World ◽  
Use Of Technology

The power of computer game technology is currently being harnessed to produce “serious games”. These “games” are targeted at the education and training marketplace, and employ various key game-engine components such as the graphics and physics engines to produce realistic “digital-world” simulations of the real “physical world”. Many approaches are driven by the technology and often lack a consideration of a firm pedagogical underpinning. The authors believe that an analysis and deployment of both the technological and pedagogical dimensions should occur together, with the pedagogical dimension providing the lead. This chapter explores the relationship between these two dimensions, and explores how “pedagogy may inform the use of technology”, how various learning theories may be mapped onto the use of the affordances of computer game engines. Autonomous and collaborative learning approaches are discussed. The design of a serious game is broken down into spatial and temporal elements. The spatial dimension is related to the theories of knowledge structures, especially “concept maps”. The temporal dimension is related to “experiential learning”, especially the approach of Kolb. The multi-player aspect of serious games is related to theories of “collaborative learning” which is broken down into a discussion of “discourse” versus “dialogue”. Several general guiding principles are explored, such as the use of “metaphor” (including metaphors of space, embodiment, systems thinking, the internet and emergence). The topological design of a serious game is also highlighted. The discussion of pedagogy is related to various serious games we have recently produced and researched, and is presented in the hope of informing the “serious game community”.

Developing a Serious Game for Police Training

2009 ◽  
pp. 451-477 ◽  
Author(s):  
Ahmed BinSubaih ◽  
Steve Maddock ◽  
Daniela Romano
Keyword(s):  
Instructional Design ◽  
Police Officers ◽  
Game Design ◽  
Serious Games ◽  
Development Process ◽  
Police Training ◽  
Learning Objects ◽  
Police Force ◽  
Serious Game ◽  
Sound Learning

The design of serious games based on sound learning and instructional principles is important to ensure learning is integrated in the ‘game-play’. However, the process of achieving this is not yet fully understood, and research is hampered by the lack of practical demonstrations of how effective instructional design is when used alongside game design. This chapter provides an example of a successful application of instructional design to the development process of a serious game for traffic accident investigators in the Dubai police force. We use the findings from an experiment conducted for 56 police officers to analyze how learning objects are affected by the instructional principles used. To conclude the chapter, we describe the implications of the use of serious games in the police force for policymakers, educators, and researchers.

Studying Thracian Civilization Through Serious Games and Storytelling

2022 ◽  
pp. 445-466
Author(s):  
Desislava Paneva-Marinova ◽  
Maxim Goynov ◽  
Detelin Luchev ◽  
Lilia Pavlova ◽  
Zsolt László Márkus ◽  
...  
Keyword(s):  
Cultural Heritage ◽  
Student Learning ◽  
Serious Games ◽  
Educational Games ◽  
Serious Game ◽  
Learning Approach ◽  
Ancient History ◽  
Game Development ◽  
Development Tools ◽  
Serious Educational Games

This chapter presents a novel learning approach for studying ancient Bulgarian history, civilization, and their cultural heritage, namely the Thracian civilization, through storytelling and serious game combinations. The chapter also provides an overview of serious educational games, digital storytelling, and game development tools that can be used to present ancient history and their cultural heritage. The combination of storytelling and serious games successfully helps instructors to motivate student learning, stimulate their curiosity, and make them interested. The authors developed a game editor and a game portal that facilitated the game's development by applying game templates, layout styles, and question pools.

City Makers

2017 ◽  
Vol 6 (4) ◽  
pp. 32-57 ◽  
Author(s):  
Teodora Iulia Constantinescu ◽  
Oswald Devisch ◽  
Georgi Kostov
Keyword(s):  
Serious Games ◽  
Development Process ◽  
Idea Generation ◽  
Serious Game ◽  
Game Development ◽  
Participatory Processes ◽  
The Sixties ◽  
Game Format ◽  
Participation Process ◽  
The City

Having the ability to give form to cooperative environments while easing the process of collective reflection, serious games have been put forward since the sixties, as a way to overcome challenges in participatory processes. This paper discusses the City Makers game prototype and reports on the game development process, with a focus on five key game-testing sessions. The overall aim of the serious game is to foster collective reflection and facilitate knowledge transfer in and across multidisciplinary groups. The hypothesis is that framing the participation process in a game format facilitates idea generation and dialogue between stakeholders. Therefore, the paper concludes with a set of challenges a serious game has to overcome in order to communicate knowledge from one group to another

scholarly journals Procedural modeling historical buildings for serious games

2013 ◽  
Vol 4 (9) ◽  
pp. 160 ◽  
Author(s):  
Gonzalo Besuievsky ◽  
Gustavo Patow
Keyword(s):  
Serious Games ◽  
Serious Game ◽  
Approximation Model ◽  
Historical Buildings ◽  
Game Development ◽  
Procedural Modeling ◽  
Short Time

<p>In this paper we target the goal of obtaining detailed historical virtual buildings, like a castle or a city old town, through a methodology that facilitates their reconstruction. We allow having in a short time an approximation model that is flexible for being explored, analyzed and eventually modified. This is crucial for serious game development pipelines, whose objective is focused not only on accuracy and realism, but also on transmitting a sense of immersion to the player.</p>

Designing Games-Based Embedded Authentic Learning Experiences

2009 ◽  
pp. 1068-1087 ◽  
Author(s):  
Penny de Byl
Keyword(s):  
Game Design ◽  
Serious Games ◽  
Learning Experiences ◽  
Authentic Learning ◽  
Serious Game ◽  
Development Work ◽  
Game Based Learning ◽  
Game Development ◽  
Definition Of ◽  
Authentic Learning Experiences

This chapter presents the embedded authentic serious game-based learning experiences (EASLE) architecture which has been developed to assist in the definition of games-based applications. The motivation behind the design of EASLE is to keep game specifications as simple and focused as possible for educators attempting to create serious games as current available game design methodologies and templates are complex and extensive. Furthermore, it is argued that games created with EASLE reduce the amount of game development work to be done by the educator allowing for deeper collaboration between students. Toward the end of this chapter a game developed with EASLE which took two weeks to complete is presented.

The Path between Pedagogy and Technology

2009 ◽  
pp. 191-213 ◽  
Author(s):  
Colin Price
Keyword(s):  
Collaborative Learning ◽  
Serious Games ◽  
Computer Game ◽  
Two Dimensions ◽  
Serious Game ◽  
Learning Theories ◽  
Learning Approaches ◽  
Temporal Dimension ◽  
Digital World ◽  
Use Of Technology

The power of computer game technology is currently being harnessed to produce “serious games”. These “games” are targeted at the education and training marketplace, and employ various key game-engine components such as the graphics and physics engines to produce realistic “digital-world” simulations of the real “physical world”. Many approaches are driven by the technology and often lack a consideration of a firm pedagogical underpinning. The authors believe that an analysis and deployment of both the technological and pedagogical dimensions should occur together, with the pedagogical dimension providing the lead. This chapter explores the relationship between these two dimensions, and explores how “pedagogy may inform the use of technology”, how various learning theories may be mapped onto the use of the affordances of computer game engines. Autonomous and collaborative learning approaches are discussed. The design of a serious game is broken down into spatial and temporal elements. The spatial dimension is related to the theories of knowledge structures, especially “concept maps”. The temporal dimension is related to “experiential learning”, especially the approach of Kolb. The multi-player aspect of serious games is related to theories of “collaborative learning” which is broken down into a discussion of “discourse” versus “dialogue”. Several general guiding principles are explored, such as the use of “metaphor” (including metaphors of space, embodiment, systems thinking, the internet and emergence). The topological design of a serious game is also highlighted. The discussion of pedagogy is related to various serious games we have recently produced and researched, and is presented in the hope of informing the “serious game community”.

scholarly journals HTML5, future to solve cross –platform issue in serious game development

2016 ◽  
Vol 2 (4) ◽  
pp. 443
Author(s):  
Mazen Ismaeel Ghareb
Keyword(s):  
Learning Environments ◽  
Serious Games ◽  
Serious Game ◽  
The Internet ◽  
Motivation To Learn ◽  
Simple Games ◽  
Game Engine ◽  
Game Development ◽  
Cross Platform ◽  
Native Code

serious games as a learning medium have progressed in the previous couple of years. They have been connected to support learning in different fields, for example, security, medical services, and instruction. Serious games can scale from low spending recreations up to high spending diversions relying upon the recreations' destinations and elements. For example, military may use recreational software with 3D reenactment. This is the majority of scenarios in learning environments focusing  on motivation to learn. Nevertheless,  game development stays as a tedious, complex, and difficult process. With the use of HTML5, however, there is a growing shift towards web apps as opposed to native code.  HTML5 technologies are enabling game applications to run in the browser with some native app functionality. HTML5 has received a great deal of attention since its release in 2009, there are numerous articles and discussions on the Internet. In this work, we present how we can use HTML5 canvas as game engine and use it as a cross platform engine for developing a serious game with implementation of some simple games.  We mention the advantage and simplicity of canvas HTML5 for web game development. In addition,  we review further cross-platform compilers that support HTML5. Finally, we make a comparison of 10 of cross platform apps that support HTML5  in game development in order to help specify which cross platform can be used in game development generally and serious game specifically.

scholarly journals Modelling the recommendation technique for achieving awareness in serious game for obesity

2019 ◽  
Vol 8 (4) ◽  
Author(s):  
Muhammad Syafiq Bin Mohd Omar ◽  
Marina Ismail ◽  
Norizan Mat Diah ◽  
Suzana Ahmad ◽  
Hayati Abd Rahman
Keyword(s):  
Serious Games ◽  
Serious Game ◽  
Game Development ◽  
Before And After ◽  
Post Test ◽  
Preliminary Study ◽  
Development Approach

Obesity among children is increasing alarmingly. Therefore it is crucial to instill the awareness about the danger of being obese to the children. To instill the awareness is a challenge. A good approach is required for the message to be accepted and conceptualized by the children. Serious game has been an important mechanism to assist the achievement of many serious purposes other than for entertainment and enjoyment. This paper proposes the implementation of content-based recommendation technique in serious game for obesity awareness among children. Several recommendation techniques for awareness had been studied and the content-based recommendation technique is found to be suitable to be implemented in games. The game was developed according to game development approach and fulfilled the game characteristics. For this preliminary study, 10 children participated in the experiment to determine the effectiveness of the game. The participants were given a pre-and post test to answer before and after playing the game. The result of the test shows that participants achieved the obesity awareness after playing the game. The content-based recommendation technique is applicable to be adopted in serious games to instill awareness in the players.

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