The Play of Persuasion Why “Serious” Isn’t the Opposite of Fun by Nicholas Fortugno Keynote Speech delivered at Meaningful Play, East Lansing, October 2008.

2011 ◽  
pp. 255-262
Author(s):  
Nicholas Fortugno
Keyword(s):  
Popular Culture ◽  
Serious Games ◽  
Societal Transformation ◽  
Persuasive Games ◽  
Keynote Speech ◽  
Game Designer

Game designer Nick Fortungno’s keynote speech at the Meaningful Play conference talked about the conundrum of whether serious games can or even should be fun. Fortugno looks back at historical works of popular culture that exerted transformative effects on society. He examines three current persuasive games and offers his thoughts on what it will take for a game to achieve societal transformation.

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 Persuasive Gaming: Identifying the different types of persuasion through games

2017 ◽  
Vol 4 (1) ◽  
Author(s):  
Teresa De la Hera Conde-Pumpido
Keyword(s):  
Serious Games ◽  
Digital Games ◽  
Theoretical Framework ◽  
Focus Of Attention ◽  
Theoretical Approaches ◽  
Persuasive Games ◽  
Different Types ◽  
Two Factors ◽  
Academic Study

The academic study of persuasion through digital games started from a game-centric approach by trying to understand how persuasiveness can be structured within digital games. However, players' performances and the context in which games are played also have an important role in the process of persuasion. The role of these two factors has been the focus of attention in recent research on persuasive games through studies that try to find a balance between players’ preferences and needs and persuasive goals. The objective of this paper is to broaden the understanding of the potential of persuasive gaming practices by providing a theoretical framework that serves to structure previous theoretical approaches on how digital games can be used to persuade players. This theoretical framework serves to explain the different types of persuasion that can be established through digital games, which contributes to better understand how serious games should be designed to respond to different types of serious goals. The three types of persuasion proposed here are: exocentric persuasion, as a game-centric approach for persuasion; endocentric persuasion, as a player-centric approach for persuasion; and game-mediated persuasion, as a context-centric approach for persuasion.

scholarly journals VIDEOJUEGOS COMO AGENTES DE CONCIENTIZACIÓN CREACIÓN DE IDENTIDAD PLANETARIA

2015 ◽  
pp. 29
Author(s):  
Pablo Gorigoitía Castro
Keyword(s):  
Everyday Life ◽  
Key Words ◽  
Implicit Learning ◽  
Serious Games ◽  
Great Part ◽  
Formal Learning ◽  
Palabras Clave ◽  
Persuasive Games

RESUMEN:Los Videojuegos se han convertido en un componente cotidiano de nuestras vidas y se constituyen como uno de los espacios de culturización más ubicuos hoy en día.Gracias a los Juegos, niños, jóvenes y adultos reconocen ciertos códigos y comparten comportamientos, a pesar que hablan diferentes idiomas y habitan distintos continentes. Resultado de lo anterior es que en esta actividad se da un gran número de los aprendizajes no formales. ¿Es posible hacer intencionados estos aprendizajes informales?Palabras clave: Videojuegos, aprendizajes implícitos, concientización, globalizaciónVIDEOGAMES AS AN AGENT TO MAKE AWARE ABOUTTHE CREATION OF PLANETARY CONSCIENCEABSTRACT:Videogames have become in part of everyday life, making them one of the most ubiquity cultural ambient in our days. Games make kids, teens and adults understand some patterns and share behaviors, despitethe fact they speak different languages and live continents apart. Result of previous statements a great part of non-formal learning takes place during thisactivity.Is possible to make this non-formal learning follow an objective?Key words: Videogames, serious games, persuasive games, globalization, implicit learning

scholarly journals The Players‘ Experience of Immersion in Persuasive Games

2018 ◽  
Vol 5 (4) ◽  
pp. 63-79 ◽  
Author(s):  
Manuela Hafner ◽  
Jeroen Jansz
Keyword(s):  
Qualitative Study ◽  
Serious Games ◽  
Game Studies ◽  
Political Issues ◽  
Perceived Realism ◽  
Persuasive Games ◽  
Gaming Environment ◽  
The Impact ◽  
Player Experiences ◽  
Depth Interviews

Game studies has seen an increasing interest in serious games with a persuasive goal. Yet, empirical research about the impact of these persuasive games is still limited. This paper aims to advance the field by reporting on an explorative, qualitative study, investigating player experiences in My Life as a Refugee and PeaceMaker, games that address pressing socio-political issues. Theoretically, our research was based on immersion theory and Calleja’s account of player involvement. We conducted in-depth interviews with twelve participants. Our results showed that players experienced the two games in a similar way. With respect to immersion, our results highlight its different aspects by showing that the games’ narratives had the largest impact on feeling immersed. Our participants also experienced ludic, affective, and spatial immersion, which partly deepened their narrative immersion. Finally, we found that perceived realism, narrative depth, and identification contributed to the immersive experience. The major contribution of this paper is showing that immersion heightened participants’ susceptibility to persuasion within the gaming environment, while adding that the roles of emotion and identification in immersion warrant further research.  

The history and future of identity politics and popular culture in East Asia1,2

2020 ◽  
Vol 7 (2) ◽  
pp. 289-303
Author(s):  
Ya Ko Wang ◽  
Glyn Jones ◽  
Mihaela Cristina Ionescu
Keyword(s):  
Popular Culture ◽  
Identity Politics ◽  
Liberal Arts ◽  
Self Concept ◽  
Gender Identification ◽  
Keynote Speech ◽  
History Of ◽  
Normal University ◽  
Twentieth Anniversary ◽  
Development Paths

This research note is the abridged version of the keynote speech delivered at the Second Conference of the East Asian Popular Culture Association (EAPCA II), on 4 December 2020 at the National Taiwan Normal University (NTNU) workshop for the twentieth anniversary of the International Taiwan Studies Center, College of Liberal Arts, NTNU, Taipei, and its audio-recorded version with live discussion took place online on 11–12 January 2021, at Kyushu University, Fukuoka, Japan. The oral keynote speech covered five parts. The first part sketches the geographical and conceptual idea of East Asia, with inclusion of a dichotomous self-concept based on gender identification. The second part covers a brief description on the history of the region, paying attention to the comparison between China’s and Japan’s development paths. This is followed by five selected case studies on Japan, Korea, Vietnam, Hong Kong and Taiwan that single out some of the specificities of their popular culture products. The fourth section contextualizes these specificities against the background of five characteristics of the region’s popular culture and identity politics. The concluding remarks reiterate the main points.

Procedural Ethos

2013 ◽  
pp. 279-291
Author(s):  
Michael A. Evans
Keyword(s):  
Serious Games ◽  
Practical Knowledge ◽  
Classical Rhetoric ◽  
Instructional Designers ◽  
Procedural Rhetoric ◽  
Philosophical Foundations ◽  
Sufficient Detail ◽  
Persuasive Games ◽  
Game Developers ◽  
Persuasive Arguments

How is it that serious games are actually persuasive? Ian Bogost’s work on serious (or persuasive) games provides essential philosophical foundations for the genre though, as the article demonstrates, sufficient detail of argument is lacking. Bogost uses the model of classical rhetoric to demonstrate that games can make arguments through “procedural rhetoric,” which he exemplifies with games like Molleindustria’s McDonald’s Videogame, a title that can best be identified as parody. However, such games, while attempting to make persuasive arguments, lack classical requisites for persuasion, leaving room for further critical inquiry and development of understanding of how serious games work. To be considered persuasive, serious games should additionally demonstrate the components of ethos, which include: phronesis (practical knowledge, factual basis), arête (integrity, virtue), and eunoia (goodwill, concern for the hearer). It is insufficient for serious games to have procedural rhetoric without taking account of procedural ethos. Analyses of the McDonald’s game and the ReDistricting Game are conducted for an initial verification of this proposal. This description of how serious games can be persuasive can provide additional conceptual tools to game developers, instructional designers, and educational scholars attempting to leverage serious games for intentional, productive, and predictable learning.

scholarly journals Creating Competitive Opponents for Serious Games through Dynamic Difficulty Adjustment

Information ◽  
2020 ◽  
Vol 11 (3) ◽  
pp. 156
Author(s):  
David Kristan ◽  
Pedro Bessa ◽  
Ricardo Costa ◽  
Carlos Vaz de Carvalho
Keyword(s):  
Serious Games ◽  
Basic Element ◽  
Good Strategy ◽  
New Information ◽  
The World ◽  
Computer Controlled ◽  
Game Designer ◽  
The Right ◽  
Player Performance ◽  
Strategic Goal

Competition is a basic element of our society. It drives us to rise above previously perceived limitations, increases our engagement and makes the world more interesting. Competition rewards our existing skills and prompts us to identify and improve our weaker skills. In games, player engagement is achieved, at least in part, by providing him/her with competition at the right amount of difficulty. Achieving and maintaining this exact level of challenge is one of the most difficult tasks for a game designer. The use of Dynamic Difficulty Adjustment techniques allows the game to dynamically adjust the challenge according to player performance, therefore keeping him/her always on edge, immersed and fully active. New information can then be more easily acquired, which is especially important in Serious Games. This paper describes how DDA techniques were used to create two strategic, goal-oriented computer-controlled (CC) players in order to deliver a higher level of competitiveness for the user in Transform@, a Serious Game aimed at developing entrepreneurship skills. As a result, the strength of the computer controlled player increased by more than 100%. By developing a good strategy for the AI and using DDA the game includes now a powerful opponent which has increased the engagement level of the player.

Serious Games for Exhibition Contexts

2012 ◽  
pp. 708-729 ◽  
Author(s):  
Ulrike Erb ◽  
Leonardo Moura de Araújo ◽  
Luise Klein ◽  
Anke Königschulte ◽  
Nora Simonow
Keyword(s):  
Applied Sciences ◽  
Digital Media ◽  
Serious Games ◽  
Educational Games ◽  
Learning Objectives ◽  
Visitor Experience ◽  
Design Decisions ◽  
University Of Applied Sciences ◽  
Game Designer ◽  
The University

In contrast to developing home versions of educational games, the development of games for museums and exhibitions is faced with specific limitations and requirements. Thus, the game designer has to consider restrictions concerning not only its content and learning objectives, which need to be related to the exhibition, but also the limited time available for playing and for understanding its mechanics, as well as restrictions due to the game’s location in the exhibition. Furthermore, typical problems related to serious games must be considered, such as creating both an educational and engaging experience for players. The authors’ recommendations presented in this chapter refer to experiences made in two case studies performed by Digital Media Master students of the University of Applied Sciences Bremerhaven, Germany. Relevant design decisions of these two projects are illustrated and discussed, especially with respect to the limitations of exhibition environments. The chapter concludes that if digital technologies are well-balanced with the physical environment, a profitable combination between an interactive game and a traditional exhibition can enrich the overall visitor experience.

Drawing Circles in the Sand

2009 ◽  
pp. 84-97 ◽  
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.

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