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

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.

A serious game development process using competency approach

2014 ◽  
Author(s):  
Arturo Barajas Saavedra ◽  
Francisco J. Álvarez Rodríguez ◽  
Jaime Muñoz Arteaga ◽  
René Santaolaya Salgado ◽  
César A. Collazos Ordoñez
Keyword(s):  
Development Process ◽  
Serious Game ◽  
Game Development

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.

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.

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.

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>

Authoring of Serious Games for Education

2013 ◽  
pp. 60-73 ◽  
Author(s):  
Florian Mehm ◽  
Christian Reuter ◽  
Stefan Göbel
Keyword(s):  
Work Environment ◽  
Serious Games ◽  
Development Process ◽  
Collaborative Work ◽  
Software Tools ◽  
Serious Game ◽  
Authoring Tools ◽  
Common Environment ◽  
Development Team ◽  
Domain Experts

Serious Games (SG) place requirements on all members of a development team, from the designers and domain experts to artists and programmers. In order to support the collaborative work required in serious game production, authoring tools can be introduced in the development process. They allow members of the team to work in one common environment and to have one uniform vision of the project, as opposed to a work environment in which each group uses some software tools exclusively and multiple visions of the finished game do exist simultaneously. Presenting a range of examples including the authoring framework StoryTec, the use of authoring tools for the development of SG is explained in this chapter.

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.

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.

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