Evaluation of the Player's Performance in Entrepreneurship Serious Games

2021 ◽  
pp. 148-170
Author(s):  
Fernando Almeida ◽  
Jorge Simões
Keyword(s):  
Serious Games ◽  
Serious Game ◽  
Early Stages ◽  
Entrepreneurial Skills ◽  
Start Up ◽  
Innovative Model ◽  
Free Environment

Entrepreneurship serious games offer an innovative model for developing entrepreneurial skills with students. Furthermore, they provide a highly engaging and risk-free environment for students to become aware of the challenges posed in the early stages of building and developing a start-up. In this sense, it becomes relevant to explore the process of adopting this type of game in the classroom. This study aims to explore how the formative and summative components of an assessment are mapped into seven serious entrepreneurship games. Through this information, this study seeks to help instructors in the process of adopting a serious game and understanding how the evaluation of these games can be used in the context of an entrepreneurship course.

Crowdfunding Serious Games

2021 ◽  
pp. 112-129
Author(s):  
Christopher Buckingham ◽  
Vanissa Wanick
Keyword(s):  
Game Design ◽  
Serious Games ◽  
Business Case ◽  
Serious Game ◽  
Design Models ◽  
Robust Approach ◽  
Early Stages ◽  
Depth Analysis ◽  
Target Markets

In serious game design, addressing issues related to the value and opportunity of the development of a game is vital in the early stages, creating a more structured and robust approach by exploring the business case. Present frameworks provide an in-depth analysis of game design models but often fail to state the case of predetermined target markets and new funding options for serious game design. Crowdfunding is an emerging funding path for these games and one that leads the vanguard in breaking with traditional forms of raising funding. This chapter aims to help in addressing an existing limitation in the literature by reviewing an existing framework on game design and blending this with the concept of crowdfunding. This chapter proposes the extension of a framework that reflects the possibility for early crowdfunding of a serious game.

Expansão Tecnológica de um Serious Game Voltado ao Ensino de Geometria Plana Baseado no Geoplano

2018 ◽  
Vol 2 (1) ◽  
pp. 6
Author(s):  
Ingrid Luana Almeida Da Silva ◽  
Deynne A Silva ◽  
Ronei M. Moraes ◽  
Liliane S. Machado
Keyword(s):  
Serious Games ◽  
Naive Bayes ◽  
Naïve Bayes ◽  
Serious Game

Serious Games são uma categoria especial de jogos que possuem um propósito que vai além da diversão, e por isso podem ser utilizados para promover propaganda, conscientização, ensino e treinamento. O GeoplanoPEC e o GeoplanoMob são serious games educacionais, baseados nas atividades realizadas em um tabuleiro chamado Geoplano, desenvolvidos pelo Laboratório de Tecnologias para o Ensino Virtual e Estatística (LabTEVE) da UFPB. Esses serious games buscam apoiar o aprendizado de geometria plana e o GeoplanoPEC foi desenvolvido considerando as configurações dos computadores das escolas públicas da Paraíba, enquanto que o GeoplanoMob foi desenvolvido considerando os telefones celulares com capacidade de executar aplicativos gráficos. Na época em que os serious games foram implementados, essas plataformas não possuíam muita capacidade computacional e, devido a essa limitação, os jogos tiveram que direcionar sua jogabilidade para o trabalho com perímetros de quadrados. No GeoplanoPEC, a disputa acontece através do desenho de quadrados com perímetro obtido através da multiplicação da face de dois dados e pode ocorrer entre dois jogadores ou entre um jogador e o computador, no qual as jogadas do computador são realizadas por uma inteligência baseada em redes Bayesianas do tipo Naive Bayes. O GeoplanoMob foi desenvolvido para uma plataforma ainda mais limitada quando comparada aos computadores pessoais. Dessa forma não foi possível implantar o sistema inteligente naquela versão do jogo, ocasionando numa alteração no desafio que passou a consistir na realização individual de desenhos a partir de instruções fornecidas por um personagem do jogo. O avanço tecnológico das plataformas móveis e a proliferação destas no ambiente escolar tornou possível a elaboração de uma nova versão dos jogos para a plataforma Android, que expande as funcionalidades das versões anteriores. Com o objetivo de ampliar o escopo de sua utilização nas escolas, a nova versão explora o perímetro e a área de formas geométricas como quadrados, losangos, retângulos, paralelogramos, trapézios e triângulos.

Serious Games as a Complementary Tool for Social Skill Development in Young People: A Systematic Review of the Literature

2021 ◽  
pp. 104687812110312
Author(s):  
Lucy R. Zheng ◽  
Catherine M. Oberle ◽  
W. A. Hawkes-Robinson ◽  
Stéphane Daniau
Keyword(s):  
United States ◽  
Systematic Review ◽  
Social Skills ◽  
Young People ◽  
Social Skill ◽  
Serious Games ◽  
Skill Development ◽  
The United States ◽  
Serious Game ◽  
Social Skill Development

Background The use of games for social skill development in the classroom is accelerating at a tremendous rate. At the same time, the research surrounding games designed for teaching social skills remains fragmented. This systematic review summarizes the current existing literature on social skill serious games for young people ages 5 to 19 and is the first review of serious games to note the demographic and geographic component of these studies. Method This review included papers that: evaluated a game designed to teach social skills; included measurable, quantitative outcomes; have a translation or be published in English; were peer-reviewed; date from January 2010 to May 2020; and have a nonclinical study population between ages of 5 to 19. Keywords were obtained from the CASEL 5 framework. Results Our findings are mixed but suggest that serious games may improve social skills when used alongside in-person discussion. We also found potential effects of the length of time of gameplay, intervention, and follow-up on social skill serious game effectiveness. Although this review found promising research conducted in East Asian countries and with minority samples in the United States, the majority of social skill serious game research takes place in the United States and Australia, with unreported demographic information and white-majority samples. Conclusions Due to the limited number of published studies in this area and studies lacking methodological rigor, the effectiveness of using games to teach social skills and the impact of background on social skill learning require further discussion.

scholarly journals Exploiting Textured 3D Models for Developing Serious Games

2015 ◽  
Vol XL-5/W7 ◽  
pp. 249-255 ◽  
Author(s):  
G. Kontogianni ◽  
A. Georgopoulos
Keyword(s):  
Serious Games ◽  
Laser Scanner ◽  
3D Models ◽  
Serious Game ◽  
Educational Game ◽  
Future Perspective ◽  
Production Methods ◽  
Military Applications ◽  
The Creation ◽  
Textured Models

Digital technologies have affected significantly many fields of computer graphics such as Games and especially the field of the Serious Games. These games are usually used for educational proposes in many fields such as Health Care, Military applications, Education, Government etc. Especially Digital Cultural Heritage is a scientific area that Serious Games are applied and lately many applications appear in the related literature. Realistic 3D textured models which have been produced using different photogrammetric methods could be a useful tool for the creation of Serious Game applications in order to make the final result more realistic and close to the reality. The basic goal of this paper is how 3D textured models which are produced by photogrammetric methods can be useful for developing a more realistic environment of a Serious Game. The application of this project aims at the creation of an educational game for the Ancient Agora of Athens. The 3D models used vary not only as far as their production methods (i.e. Time of Flight laser scanner, Structure from Motion, Virtual historical reconstruction etc.) is concerned, but also as far as their era as some of them illustrated according to their existing situation and some others according to how these monuments looked like in the past. The Unity 3D<sup>®</sup> game developing environment was used for creating this application, in which all these models were inserted in the same file format. For the application two diachronic virtual tours of the Athenian Agora were produced. The first one illustrates the Agora as it is today and the second one at the 2nd century A.D. Finally the future perspective for the evolution of this game is presented which includes the addition of some questions that the user will be able to answer. Finally an evaluation is scheduled to be performed at the end of the project.

scholarly journals Integrating Health Behavior Theory and Design Elements in Serious Games

2020 ◽  
Author(s):  
Colleen Cheek ◽  
Theresa Fleming ◽  
Mathijs FG Lucassen ◽  
Heather Bridgman ◽  
Karolina Stasiak ◽  
...  
Keyword(s):  
Health Behavior ◽  
Behavior Change ◽  
Game Design ◽  
Serious Games ◽  
Well Being ◽  
Health Behavior Change ◽  
Serious Game ◽  
User Perceptions ◽  
Design Elements ◽  
User Centered

Background Internet interventions for improving health and well-being have the potential to reach many people and fill gaps in service provision. Serious gaming interfaces provide opportunities to optimize user adherence and impact. Health interventions based in theory and evidence and tailored to psychological constructs have been found to be more effective to promote behavior change. Defining the design elements which engage users and help them to meet their goals can contribute to better informed serious games. Objective To elucidate design elements important in SPARX, a serious game for adolescents with depression, from a user-centered perspective. Methods We proposed a model based on an established theory of health behavior change and practical features of serious game design to organize ideas and rationale. We analyzed data from 5 studies comprising a total of 22 focus groups and 66 semistructured interviews conducted with youth and families in New Zealand and Australia who had viewed or used SPARX. User perceptions of the game were applied to this framework. Results A coherent framework was established using the three constructs of self-determination theory (SDT), autonomy, competence, and relatedness, to organize user perceptions and design elements within four areas important in design: computer game, accessibility, working alliance, and learning in immersion. User perceptions mapped well to the framework, which may assist developers in understanding the context of user needs. By mapping these elements against the constructs of SDT, we were able to propose a sound theoretical base for the model. Conclusions This study’s method allowed for the articulation of design elements in a serious game from a user-centered perspective within a coherent overarching framework. The framework can be used to deliberately incorporate serious game design elements that support a user’s sense of autonomy, competence, and relatedness, key constructs which have been found to mediate motivation at all stages of the change process. The resulting model introduces promising avenues for future exploration. Involving users in program design remains an imperative if serious games are to be fit for purpose.

scholarly journals Serious Games: herramientas para el aprendizaje / An Experience of Serious Game as a Learning Tool

2014 ◽  
Vol 1 (1) ◽  
Author(s):  
Noemí Pena Miguel ◽  
Máximo Sedano-Hoyuelos
Keyword(s):  
High School ◽  
High School Students ◽  
Vocational Training ◽  
Serious Games ◽  
Teaching And Learning ◽  
New Technologies ◽  
Educational Games ◽  
Serious Game ◽  
Added Value ◽  
School Students

ABSTRACTThe introduction of new technologies in society has created a need for interactive contents that can make the most of the potential that technological advances offer. Serious games as educational games are such content: they can be defined as video games or interactive applications whose main purpose is to provide not only entertainment but also training and enhancing skills in areas such as health, marketing, education, etc. The game was associated with childhood and youth but serious games search for promoting, strengthening and giving added value to the teaching and learning process for all ages. One of the most crucial factors for successful educational games is their ability to maintain an individual learner’s motivation and interest by adapting the individual learning and gaming experience to each learner’s needs, preferences, goals, and abilities. For this reason, Serious Games need tutoring and dynamization. The aim of this paper is to analyze a specific experience success in the use of Serious Games for training. It details how this serious game can enhance different skills in each of the phases of the game. This Serious Game was used to promote innovation among High School students and students at Vocational Training Centres. The users must manage a supermarket trying to get the best results possible by taking a series of both strategic and operational decisions. Through an econometric regression model, we have analyzed the results of its use by a group of High School students and Vocational Training School students.RESUMENLos Serious Games son juegos cuyo fin va más allá del mero entretenimiento y persiguen transmitir contenidos, valores, potenciar habilidades y competencias e incluso servir como herramienta de marketing al utilizarse como medio publi-citario. En los últimos años, las TIC han ido tomando protagonismo en el ámbito educativo y formativo y los Serious Games están jugando un papel fundamental como herramientas formativas. El juego anteriormente se asociaba a las etapas de la infancia y la juventud pero los Serious Games pretenden potenciar, reforzar y dar un valor añadido importante al proceso de enseñanza y al proceso de aprendizaje para todas las edades. No obstante, para que los Serious Games alcancen todo su potencial como herramienta en el proceso de aprendizaje, es necesario complementarlos con una buena tutorización y dinami-zación que guíe dicho aprendizaje. Sin duda, sin la labor tutorial, los Serious Games pierden eficacia en su objetivo de poten-ciar el aprendizaje. El objeto de estudio del presente trabajo es analizar una experiencia de éxito concreta en el uso de los Serious Games para el ámbito formativo. En él se detalla cómo a través de un juego que se ha utilizado entre los alumnos de Bachillerato y Formación Profesional se pueden potenciar diferentes competencias en cada una de las fases del mismo. En él, el usuario debe gestionar un supermercado tratando de obtener los mejores resultados posibles tomando una serie de decisio-nes tanto estratégicas como operativas. A través de un modelo econométrico de regresión de elaboración propia analizaremos los resultados obtenidos en su utilización por un grupo de estudiantes de Formación Profesional y Bachillerato. Contacto principal: [email protected]

scholarly journals Editorial

2014 ◽  
Author(s):  
Alessandro De Gloria
Keyword(s):  
Comparative Analysis ◽  
Data Collection ◽  
Serious Games ◽  
Serious Game ◽  
Game Studies ◽  
The Third ◽  
Engineering Approach ◽  
Homogeneous Data

The third issue of the International Journal of Serious Games (IJSG) introduces a new series of articles about serious game studies. the goal is to develop and support an “engineering” approach, systemizing the studies, allowing comparative analysis and homogeneous data collection. Other scientific and technological articles are also present in the issue.

Contribution of the co.LAB Framework to the Collaborative Design of Serious Games: Mixed-Methods Validation Study (Preprint)

2021 ◽  
Author(s):  
Dominique Jaccard ◽  
Laurent Suppan ◽  
Félicia Bielser
Keyword(s):  
Mixed Methods ◽  
Game Design ◽  
Serious Games ◽  
Positive Impact ◽  
Serious Game ◽  
Multidisciplinary Design ◽  
Design Teams ◽  
Design And Development ◽  
Significant Difference ◽  
The Impact

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.

DisCoord: a serious game for co-creating knowledge for Disaster Risk Reduction

2021 ◽  
Author(s):  
Gina Delima ◽  
Liesbet Jacobs ◽  
Maarten Loopmans ◽  
Mary Ekyaligonza ◽  
Clovis Kabaseke ◽  
...  
Keyword(s):  
Risk Reduction ◽  
Public Space ◽  
Serious Games ◽  
Disaster Risk Reduction ◽  
Real Life ◽  
Disaster Risk ◽  
Serious Game ◽  
Public Pedagogy ◽  
Top Down ◽  
Creation Process

&lt;p&gt;Effective disaster risk reduction (DRR) presupposes awareness among key stakeholders on the causal factors that exacerbate disaster risks as well as a feeling of ownership over proposed DRR measures. Yet, the prevailing top-down communication of risk and the expert-centered knowledge have a limited impact in bringing significant positive change. Serious games respond to the need for a community-based DRR approach as they encourage a collective recognition of societal issues and co-learning at the different levels of the DRR governance system. However, there is still a gap in understanding how serious games facilitate co-creation of knowledge. In this article, we first introduce a serious game, called DisCoord, as a public pedagogy tool that bridges diverse views and sets of knowledge of DRR stakeholders separated by spatial and socio-cultural domains. Second, through a qualitative method of analysis of the 10 game sessions in Uganda, we examine the factors and processes that influence knowledge co-creation. The game actors &amp;#8211; game designers, game facilitators and players &amp;#8211; primarily steer and influence the co-creation process. These actors have diverse pre-game views, which are expressed through the game rules, arguments, game strategies, and game outcomes, and are confronted within the public space provided by the game. We find that crises experienced during the game, real-life based arguments provided by the players and own interpretations by the players are key factors in the co-creation process. This study leads us to conclude that games like DisCoord are useful as public pedagogy intervention as they bring different forms of knowledge together in a public space and facilitate co-learning. This paper also contends that countering a top-down approach of risk communication using a public pedagogy approach requires an openness towards the unpredictable, de-centered DRR, and plural co-learning outcomes.&lt;/p&gt;

Critical Transport

Gamification ◽  
2015 ◽  
pp. 1586-1608
Author(s):  
Claudia Ribeiro ◽  
Tiago Antunes ◽  
João Pereira ◽  
Micaela Monteiro
Keyword(s):  
Medical Education ◽  
Computer Games ◽  
Serious Games ◽  
Medical Knowledge ◽  
Serious Game ◽  
Traditional Learning ◽  
Training Tool ◽  
Test Study ◽  
Post Test ◽  
And Training

At present, medical knowledge is experiencing an exponential growth. This results in serious difficulties to healthcare professionals in keeping up to date. At the same time, medical education is mostly taught using traditional learning methodologies, not always the most efficient. Recently however, there has been a significant increase in the use of computer games for both teaching and training as several published studies are showing that serious games can be more efficient when compared to traditional learning methodologies. Although the current number of serious games used in medical education is still very limited, the authors agree that it's application could lead to the improvement of medical knowledge and skills. This paper describes the serious game Critical Transport which is based on the Portuguese Society of Intensive Care's recommendations for the transport of critically ill patients, as well as the results of a pre/post-test study focused in determining the Critical Transport serious game efficiency as a training tool for training medical students.

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