Exploring User Experience While Playing Educational Games

2012 ◽  
Vol 4 (4) ◽  
pp. 19-32 ◽  
Author(s):  
Panagiotis Zaharias ◽  
Christos Gatzoulis ◽  
Yiorgos Chrysanthou
Keyword(s):  
Empirical Study ◽  
User Experience ◽  
Serious Games ◽  
Educational Games ◽  
Serious Game ◽  
Complex Issue ◽  
Serious Gaming ◽  
Serious Educational Games ◽  
Game Industry ◽  
Over Time

The concept and methods of user experience (UX) are gaining momentum in the game industry. Designers and educational practitioners aim to provide rich and effective user experience through serious educational games. Nevertheless several phenomena that delineate the complex issue of UX in serious gaming remain unexplored. This empirical study sheds light on temporality of UX and attractiveness of serious games. More specifically it explores a) how pragmatic and hedonic UX quality affects attractiveness in a serious game and b) investigates differences between anticipated and episodic UX so as to capture how the UX develops over time. Key findings are presented and discussed.

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.  

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 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 Health Education Serious Games Targeting Health Care Providers, Patients, and Public Health Users: Scoping Review (Preprint)

2019 ◽  
Author(s):  
Nahid Sharifzadeh ◽  
Hadi Kharrazi ◽  
Elham Nazari ◽  
Hamed Tabesh ◽  
Maryam Edalati Khodabandeh ◽  
...  
Keyword(s):  
Public Health ◽  
Health Care ◽  
Health Education ◽  
Health Care Providers ◽  
Scoping Review ◽  
Serious Games ◽  
Educational Games ◽  
Care Providers ◽  
Serious Educational Games

BACKGROUND Serious educational games have shown effectiveness in improving various health outcomes. Previous reviews of health education games have focused on specific diseases, certain medical subjects, fixed target groups, or limited outcomes of interest. Given the recent surge in health game studies, a scoping review of health education games is needed to provide an updated overview of various aspects of such serious games. OBJECTIVE This study aimed to conduct a scoping review of the design and evaluation of serious educational games for health targeting health care providers, patients, and public (health) users. METHODS We identified 2313 studies using a unique combination of keywords in the PubMed and ScienceDirect databases. A total of 161 studies were included in this review after removing duplicates (n=55) and excluding studies not meeting our inclusion criteria (1917 based on title and abstract and 180 after reviewing the full text). The results were stratified based on games targeting health care providers, patients, and public users. RESULTS Most health education games were developed and evaluated in America (82/161, 50.9%) and Europe (64/161, 39.8%), with a considerable number of studies published after 2012. We discovered 58.4% (94/161) of studies aiming to improve knowledge learning and 41.6% (67/161) to enhance skill development. The studies targeted various categories of end users: health care providers (42/161, 26.1%), patients (38/161, 23.6%), public users (75/161, 46.6%), and a mix of users (6/161, 3.7%). Among games targeting patients, only 13% (6/44) targeted a specific disease, whereas a growing majority targeted lifestyle behaviors, social interactions, cognition, and generic health issues (eg, safety and nutrition). Among 101 studies reporting gameplay specifications, the most common gameplay duration was 30 to 45 min. Of the 61 studies reporting game repetition, only 14% (9/61) of the games allowed the users to play the game with unlimited repetitions. From 32 studies that measured follow-up duration after the game intervention, only 1 study reported a 2-year postintervention follow-up. More than 57.7% (93/161) of the games did not have a multidisciplinary team to design, develop, or assess the game. CONCLUSIONS Serious games are increasingly used for health education targeting a variety of end users. This study offers an updated scoping review of the studies assessing the value of serious games in improving health education. The results showed a promising trend in diversifying the application of health education games that go beyond a specific medical condition. However, our findings indicate the need for health education game development and adoption in developing countries and the need to focus on multidisciplinary teamwork in designing effective health education games. Furthermore, future health games should expand the duration and repetition of games and increase the length of the follow-up assessments to provide evidence on long-term effectiveness.

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 Serious Gaming Technology in Upper Extremity Rehabilitation: Scoping Review

10.2196/19071 ◽  
2020 ◽  
Vol 8 (4) ◽  
pp. e19071
Author(s):  
Elisavet Koutsiana ◽  
Ioannis Ladakis ◽  
Dimitris Fotopoulos ◽  
Achilleas Chytas ◽  
Vassilis Kilintzis ◽  
...  
Keyword(s):  
Upper Extremity ◽  
User Experience ◽  
Scoping Review ◽  
Evaluation Method ◽  
Research Trend ◽  
Eligibility Criteria ◽  
Serious Gaming ◽  
Custom Made ◽  
Upper Extremity Rehabilitation ◽  
Over Time

Background Serious gaming has increasingly gained attention as a potential new component in clinical practice. Specifically, its use in the rehabilitation of motor dysfunctions has been intensively researched during the past three decades. Objective The aim of this scoping review was to evaluate the current role of serious games in upper extremity rehabilitation, and to identify common methods and practice as well as technology patterns. This objective was approached via the exploration of published research efforts over time. Methods The literature search, using the PubMed and Scopus databases, included articles published from 1999 to 2019. The eligibility criteria were (i) any form of game-based arm rehabilitation; (ii) published in a peer-reviewed journal or conference; (iii) introduce a game in an electronic format; (iv) published in English; and (v) not a review, meta-analysis, or conference abstract. The search strategy identified 169 relevant articles. Results The results indicated an increasing research trend in the domain of serious gaming deployment in upper extremity rehabilitation. Furthermore, differences regarding the number of publications and the game approach were noted between studies that used commercial devices in their rehabilitation systems and those that proposed a custom-made robotic arm, glove, or other devices for the connection and interaction with the game platform. A particularly relevant observation concerns the evaluation of the introduced systems. Although one-third of the studies evaluated their implementations with patients, in most cases, there is the need for a larger number of participants and better testing of the rehabilitation scheme efficiency over time. Most of the studies that included some form of assessment for the introduced rehabilitation game mentioned user experience as one of the factors considered for evaluation of the system. Besides user experience assessment, the most common evaluation method involving patients was the use of standard medical tests. Finally, a few studies attempted to extract game features to introduce quantitative measurements for the evaluation of patient improvement. Conclusions This paper presents an overview of a significant research topic and highlights the current state of the field. Despite extensive attempts for the development of gamified rehabilitation systems, there is no definite answer as to whether a serious game is a favorable means for upper extremity functionality improvement; however, this certainly constitutes a supplementary means for motivation. The development of a unified performance quantification framework and more extensive experiments could generate richer evidence and contribute toward this direction.

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.

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