Serious Game Development: Reverse Cycle Game design first, instructional design second

2016 ◽  
Author(s):  
Kevin Anthony Jones ◽  
Keyword(s):  
Instructional Design ◽  
Game Design ◽  
Serious Game ◽  
Game Development

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.

Bridging Game Development and Instructional Design

2011 ◽  
pp. 464-479
Author(s):  
James Belanich ◽  
Karin B. Orvis ◽  
Daniel B. Horn ◽  
Jennifer L. Solberg
Keyword(s):  
Instructional Design ◽  
Video Game ◽  
Game Design ◽  
Development Project ◽  
Instructional Video ◽  
Design Development ◽  
Game Development ◽  
Video Game Development ◽  
Video Game Design ◽  
Development Processes

Instructional video game development is occurring in both the commercial game development and the instructional design/development communities, but regularly in isolation from one another. While many proclaim that game-based learning offers an instructional revolution, the empirical results on instructional effectiveness have been mixed. These mixed findings may be due to the contrasting approaches utilized within these two communities. These communities differ with respect to prioritizing goals and design/development processes. However, the creation of an effective instructional video game—one that both motivates and teaches—is dependent on the successful partnering of these communities. Accordingly, this chapter elucidates the commonalities and differences in the development goals and approaches of these communities and discusses how best practices of each community should be blended for optimal instructional video game design. This chapter also includes relevant experiences from an instructional PC-video game development project, illustrating challenges faced and new opportunities afforded via a collaborative development effort.

Bridging Game Development and Instructional Design

2009 ◽  
pp. 1088-1103 ◽  
Author(s):  
James Belanich ◽  
Karin B. Orvis ◽  
Daniel B. Horn ◽  
Jennifer L. Solberg
Keyword(s):  
Instructional Design ◽  
Video Game ◽  
Game Design ◽  
Development Project ◽  
Instructional Video ◽  
Design Development ◽  
Game Development ◽  
Video Game Development ◽  
Video Game Design ◽  
Development Processes

Instructional video game development is occurring in both the commercial game development and the instructional design/development communities, but regularly in isolation from one another. While many proclaim that game-based learning offers an instructional revolution, the empirical results on instructional effectiveness have been mixed. These mixed findings may be due to the contrasting approaches utilized within these two communities. These communities differ with respect to prioritizing goals and design/development processes. However, the creation of an effective instructional video game—one that both motivates and teaches—is dependent on the successful partnering of these communities. Accordingly, this chapter elucidates the commonalities and differences in the development goals and approaches of these communities and discusses how best practices of each community should be blended for optimal instructional video game design. This chapter also includes relevant experiences from an instructional PC-video game development project, illustrating challenges faced and new opportunities afforded via a collaborative development effort.

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.

Challenges in Serious Game Design and Development: Educators’ Experiences

2020 ◽  
pp. 104687812094419
Author(s):  
Anastasia Dimitriadou ◽  
Naza Djafarova ◽  
Ozgur Turetken ◽  
Margaret Verkuyl ◽  
Alexander Ferworn
Keyword(s):  
Game Design ◽  
Secondary Analysis ◽  
Serious Game ◽  
Design Development ◽  
Design And Development ◽  
Game Development ◽  
Post Secondary ◽  
Depth Analysis ◽  
Development Trajectory ◽  
Production Stages

Background. Relatively little is known about the role of educators in serious game design and development and their experiences with serious game implementation. We investigate educators’ perceived challenges deriving from their involvement as subject matter experts during the serious game development trajectory. Methods. A secondary analysis of data collected through an exploratory survey about serious game design and development approaches was carried out. The sample included 41 educators from post-secondary education institutions across North America. An in-depth analysis of qualitative data revealed educators’ roles in game development, the challenges they faced, and the strategies they deployed in serious game design, development, and implementation. Results. Educators, as serious game designers, perceived challenges to be administrative, design-related, attitudinal, and communicative. Strategies deployed to overcome challenges during the concept development, pre-production, and production stages of game design include the creation of games that balance learning and fun, and enhanced team collaboration through cultural mediation. During the post-production stage, although challenges are acknowledged and some strategies, such as improving the usability of a game, are deployed, a clear pattern in challenges and mitigating strategies could not be observed. Conclusion. Serious game design and development can be improved by nurturing diversity of ideas and adopting creative design and development methodologies. Serious game implementation can be improved by devising effective administrative and attitudinal strategies, and incorporating diversity of ideas into target curricula. Additionally, clear directives about usability should be devised, and academic objectivity towards serious games needs to be be created. Strategies to achieve these goals should focus on developing trust between target users, the technical development team, and educators as serious game implementers.

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.

A course on serious game design and development using an online problem-based learning approach

2015 ◽  
Vol 12 (2) ◽  
pp. 116-136 ◽  
Author(s):  
Bill Kapralos ◽  
Stephanie Fisher ◽  
Jessica Clarkson ◽  
Roland van Oostveen
Keyword(s):  
Instructional Design ◽  
Detailed Analysis ◽  
Game Design ◽  
Serious Games ◽  
Problem Based Learning ◽  
Serious Game ◽  
Game Based Learning ◽  
Design And Development ◽  
Content Type ◽  
Active Research

Purpose – The purpose of this paper is to describe a novel undergraduate course on serious game design and development that integrates both game and instructional design, thus providing an effective approach to teaching serious game design and development. Very little effort has been dedicated to the teaching of proper serious game design and development leading to many examples of serious games that provide little, if any, educational value. Design/methodology/approach – Organized around a collection of video clips (that provided a brief contextualized overview of the topic and questions for further exploration), readings, interdisciplinary research projects and games, the course introduced the principles of game and instructional design, educational theories used to support game-based learning and methods for evaluating serious games. Discussions and activities supported the problems that students worked on throughout the course to develop a critical stance and approach toward implementing game-based learning. Students designed serious games and examined potential issues and complexities involved in developing serious games and incorporating them within a teaching curriculum. Findings – Results of student course evaluations reveal that the course was fun and engaging. Students found the course fun and engaging, and through the successful completion of the final course project, all students met all of the course objectives. A discussion regarding the techniques and approaches used in the course that were successful (or unsuccessful) is provided. Research limitations/implications – It should be noted that a more detailed analysis has not been presented to fully demonstrate the effectiveness of the course. A more detailed analysis may have included a comparison with, for example, past versions of the course that was not based on an online problem-based learning (PBL) approach, to better quantify the effectiveness of the course. However, such a comparison could not be carried out here, given there was no measure of prior knowledge of students taken before they took course (e.g. no “pre-test data”). Originality/value – Unlike the few existing courses dedicated to serious game design, the course was designed specifically to facilitate a fully online PBL approach and provided students the opportunity to take control of their own learning through active research, exploration and problem-solving alone, in groups and through facilitated class discussions.

scholarly journals Appreciative Learning for Immersive Reward System in Education Game Development

2021 ◽  
Vol 6 (2) ◽  
pp. 32-38
Author(s):  
Hanny Haryanto ◽  
Ardiawan Bagus Harisa ◽  
Indra Gamayanto
Keyword(s):  
Game Design ◽  
Finite State Machine ◽  
Intelligent Agent ◽  
Reward System ◽  
Serious Game ◽  
Game Development ◽  
Agent Behavior ◽  
Learning Content ◽  
Finite State ◽  
Vital Element

Game replayability is very important in serious game to maximize the understanding for the learning content. The replayability is the result from the gameplay experience. Games have the advantage of providing a fun experience, and immersion is a vital element in game design to produce the experience. However, the design of immersion in games is often not well conceptualized so that it does not produce the expected experience. This study uses Appreciative Learning based reward system, which focuses on positive things such as peak achievements, opportunities, exploration of potential and optimism for the future. The reward activity consists of four stages, namely Discovery, Dream, Design and Destiny. Reward personalization is done by regulating reward behavior using artificial intelligence which runs in all four stages. Appreciative Learning will be used to design immersive experiences consisting of sensory, imaginary and challenge-based immersion, which are the three main elements of immersive games. Intelligent agent behavior is modeled using the Finite State Machine. This study produces an immersive reward design that is applied to the concept of Appreciative Learning in designing a serious game.

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