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Balancing Three Different Foci in the Design of Serious Games: Engagement, Training Objective and Context
Abstract
Serious games aim to be both fun and playable games but at the same time be useful for a non-entertainment purpose. This poses an interesting challenge to the design process; how can we ensure that the design allows both for fun and engagement while at the same time fulfilling the non-entertainment purpose? The game design for educational games (a branch of serious games) is dependent on the topic (training objective) and under what circumstances the game will be used. We propose a pragmatic design approach where three design goals are maintained simultaneously: (1) to create an engaging game, (2) to properly cater for the training objective, and (3) to allow the training context surrounding the game to influence design decisions. We will go through a range of design issues and show how the three design goals are interdependent and how a balanced design can fulfill all three. For instance, the training objective may impede a straightforward design of rules and goals. The training context will have an affect how the challenges are constructed and the way learning through games can be carried out. To illustrate this approach the design process of Foreign Ground, a serious game for training, is presented and discussed.
... We do not deny the potential of educational games to intrinsically motivate students, but we advocate a more differentiated view including other motivational forms as well and addressing the reasons for their emergence in the teaching environment of game use. Frank (2007) and Westera (2017) argue that an effective design for educational games has to attain and balance three goals: (i) the provision of an engaging game, (ii) the link of game content with learning goals and (iii) the consideration of the context of game use. Based on this argument and the extant literature, three factors possibly triggering and sustaining the motivation of students in game play are proposed: (i) game attractiveness, (ii) game learning and (iii) game operativeness. ...
... Proulx, Romero, and Arnab (2017) propose a framework that combines game and learning mechanics with different motivational forms ( Table 1) and assert that 'the learning outcomes and motivational potential will depend on the implementation of the mechanics within the learning situation where the game is integrated' (91). Game operativeness relates to the teaching and classroom context in which the game is played and can include aspects such as time available, costs, area of application, user group, game functionality and clarity of game instruction (Frank 2007;McConville et al. 2017). Time may affect students' motivation if time is restricted for playing the game or breaks introduce unnecessary interruptions. ...
... Functional deficits and restricted time in some games attenuate the attractiveness of the games. Students felt no longer fully engaged due to unintended breaks or interruptions and experienced the game as too challenging since they had difficulties in understanding the instructions or were not able to finish tasks in the game (Leemkuil et al. 2003;Frank 2007). They finally did not perceive to learn from the game. ...
The popularity of games as educational tools has steadily increased and is mainly explained by the motivational power that is ascribed to games in general. The research investigates the role of different motivational forms in educational gaming and the influence of game and teaching context on the students’ motivation to involve in game play. Based on self-determination theory and a mixed-method case study approach, seven educational games played in a postgraduate level engineering course in two consecutive years were studied. Our research reveals that different motivational forms can co-exist when students play games and that the interplay of game attractiveness, game learning and game operativeness can explain the emergence of these motivational forms.
... • increased instructor buy-in through active involvement in the game production and play [15], [24], [35]; • increased learner buy-in and motivation through the presence of the instructor, who legitimises the use of games for serious purposes [24], [41]; • leverage of emotional aspects of serious gaming, such as boosting morale [42], decreasing anxiety [24], [42], and establishing rapport between the instructor and the learners [43]; • ensuring that deliberate practice [44] is achieved by learners who have yet to become self-monitoring [6]; • avoiding the type of gaming that leads to behaviours unsuitable or even detrimental for specific work practices, such as the behaviours exhibited while in gamer mode [34], [45]; • forming or reshaping communities of practice in which instructors and learners are all participants in creating shared experiences, and the instructors facilitate learning through advice, coaching and other instructor-learner interactions [27], [28], [46]; • enabling transfer of knowledge from the gaming context to the work context by explicit learning and reflective activities [6], [22]; • more effective learning through guided discovery and feedback [23], [46]- [48]; • decreasing the need for complex and resource-heavy simulations, since the instructor, as in-game facilitator, adds complexity, noise, and dynamics [48]. ...
... Most importantly, instructor involvement leads to more high-quality serious gaming [19]. A skilled facilitator is able to make real-time assessments and create an adaptive and dynamic experience that goes beyond the game artefact itself [27], [48]. For instance, Bauman and Wolfenstein [36] claim that instructors can react in real-time to inappropriate in-world behaviour and appearance, such as bullying or contextually unsuitable (avatar) appearance. ...
... • labour-intensive and time-consuming individualised instruction or coaching [2], [5], • lack of competent facilitators [1], [8], [54], and • increased need for technical and pedagogical support for inexperienced instructors [20], [35], [55]; • Practical difficulties in harmonising serious games with the constraints of the educational setting, such as time needed for playing a game [8], [20], [50], [56]; • Perceived or real lack of technology reliability and validity [8]; • Difficulties in adapting games with fixed content [35], [49]; • Difficulties in following dynamic gameplay in real-time [1], at least without additional functionalities that support in-game facilitation; • Difficulties in providing real-time feedback and support when gameplay is asynchronous and distributed, such as during a distance course [31]; • Incompatible learning theories with regard to instructorled serious gaming, such as ill-defined instructor roles [27], or other organisational obstacles [38]. ...
While there is a wealth of studies on the subject of serious games, the same cannot be said on the issue of teaching with games, especially in game-based learning settings with adult learners. Over the years, most research in this area has been focused on the ‘active substance(s)’ of games for learning, focusing mainly on characteristics of games, but often failing to take the whole context of game-based learning into consideration, such as the role(s) of the teacher. However, the past two or three years has seen a shift in focus from merely the game as an isolated artefact, to also include more discussions on how games can successfully be integrated into an educational setting, as well as challenges as pitfalls of which instructors need to be aware. This paper aims to outline the contemporary research on instructor-led serious gaming and its implications for the design of serious gaming environments.
... Overall, the process of designing the DGBL unit and the digital game can be understood to broadly encompass three main foci: creating a motivating and engaging game (enjoyment), properly catering to the learning objective (learning), and including the learning context surrounding the game (context) (Frank, 2007). In this study, we tapped into these three layers of framework to develop the DGBL unit and the digital game as well as organize and examine the design process. ...
... After the initial coding, we reviewed our codes and engaged in rounds of discussion to identify patterns in the data. We chose to use Frank's (2007) framework to group the codes into three main categories: learning, enjoyment, and context. We looked at how different stakeholders were contributing to the conceptualization of the unit and the game in these three main areas during the design meetings. ...
... In this respect, Lou et al. (2001) indicate that group learning could have an added value on learning compared with an individual setting. In this perspective, the environment (e.g., social context and dynamics), in which the gamified tool is set, is of crucial importance for designers to facilitate usage and not to face resistance (Frank, 2007). Nevertheless, participants are not necessarily the only ones who are expected to learn from game implementation; a game can be also used to investigate specific variables and/or relations among them, explore human behaviour and inquire systemic behavioural patterns. ...
... However, the challenges, rather than being mechanistically defined, are shaped and steered by the SD gamification drivers: goal, context and entertainment (Figure 2, external circle). These drivers capitalize on the lesson gained within the broader gamification theory (Frank, 2007). Goal refers to the ultimate scope of the gamification project. ...
As gamification has been gaining ground in research practice, system dynamics is no exemption. Despite the long tradition of system dynamics gamification, capitalizing on lessons learned from previous experiences is still challenging for practitioners. Specifically, the extant literature introduces a repertoire of system dynamics-based simulators and games under quite divergent perspectives and nomenclatures, while a comprehensive set of practical 'how-to-gamify' guidelines and a resource repository are lacking. Thus, this research aims to propose a set of shared principles by (i) providing an embryonic definition of system dynamics gamification and (ii) framing the most relevant challenges and drivers, to fill in the literature gaps and allow for effective knowledge accumulation. Overall, this work anticipates rendering gamification as a recognized branch of the systems dynamics domain by establishing a common language and recommending directions to improve practice and research efforts.
... Serious games are digital games that have as their main goal learning instead of entertainment [1]. In order to develop successful serious games, developers have to balance the aesthetics and motivational aspects of entertainment games with the learning outcomes of the game [2]. Different fields, such as education, health, and military have successfully used serious games [1] and entertainment games ( [3], [4]) for "serious" purposes, for a variety of target audiences. ...
... Serious games aim to enhance the learning process and therefore improve learners' skills [2]. In order to monitor improvements and in-game performance, assess results and draw conclusions, researchers have included local or online applications to store important information from the learners, such as scores, mistakes, attempts, time [20] or learning data analytics [18]. ...
Educating people with intellectual disabilities (ID) is a challenging process. Educators and researchers promote new methods in order to enhance the learning process and succeed in improving specific skills that people with intellectual disabilities have limitations. Serious games (SG) used in special education are considered as a successful tool for benefiting learning. In order to develop effective serious games, however, it is important to plan the design process properly. Therefore, design guidelines and principles should be thoroughly examined and accordingly selected. This paper aims to: (a) study existing serious games design frameworks; (b) extract design guidelines and principles from existing serious games for people with intellectual disabilities; (c) analyze the guidelines and principles, based on the elements of the design frameworks, which will then be used as the basis for a design framework dedicated to serious games for people with intellectual disabilities.
... SGs have been used in various disciplines and scientific fields, such as education and health [43]. The use of SGs in the learning process adds motivation and engagement to the learner [23]. Lately, SGs have been used successfully in the learning process of more inclusive learners, i.e. people with ID or ASD [3,18]. ...
... The participants believe that SGs could effectively improve all the skills presented in the questionnaire for people with ID or ASD. Also, they believe that SGs for people with ID or ASD would be more effective for children or young adults (16)(17)(18)(19)(20)(21)(22)(23)(24), apart from work-related skills, where adults (<35) should be the target group. However, as observed in Table 4, the use of SGs in the learning process is limited, so we have to be reserved towards the opinion of the SEP and SET that SGs could be effective. ...
Educating people with intellectual disabilities (ID) or autism spectrum disorder (ASD) is a non-trivial process and differs from the learning methods of typically developed people. Recently, serious games (SGs) have been used to enhance the learning process of these groups and address different skills. On the other hand, blended learning (BL) is applied to formal and informal educational contexts and combines face-to-face and online learning. In this study, we examine if SGs can provide the necessary means for applying BL, especially for people with ID or ASD that could be benefited by personalized learning opportunities. In addition, we examine 43 existing SGs for people with ID or ASD, as well as the perceptions of 93 special education professionals (SEP) and teachers (SET) working in schools and institutions for people with ID or ASD regarding the role of technology and SGs in their education. We concluded that SGs could enhance the learning process of people with ID or ASD in many skills. In addition, the opinions of SEP and SET regarding the importance of technology in the learning process of people with ID or ASD and the familiarity with SGs, indicate that BL could be effectively promoted through SGs.
... . Explicit alternation between and separation of action-reflection steps (e.g. in Jacobs and Heracleous 2007;Kangas 2010;Lin 2010;Caci, Chiazzese, and D'Amico 2013) . Sub-tasks, each with their own sub-goals, either done as a group or spread among individual learners (e.g. in Terrenghi et al. 2006;Kangas 2010); preferably in line with individual capabilities (Frank 2007;Hong et al. 2009;Berkovski, Freyne, and Coombe 2012) . Simplifying the learning content (e.g. ...
... In addition to the playfulness design elements mentioned in the previous sub-sections, various scholars describe a need for stimulating process guidance in playful learning contexts (e.g. Price et al. 2003;Price and Rogers 2004;Terrenghi et al. 2006;Frank 2007;Kangas 2010;Lin 2010;Cheng and Winston 2011;Berkovski, Freyne, and Coombe 2012;Ching and Ching 2012;Pavlas et al. 2012;Su, Chen, and Fan 2013;Tsoukalas 2010, 2011). Some scholars mention the need for personal attention to each participant by other learners and by the learning process facilitator (e.g. ...
Playfulness supports people in learning. This study synthesizes a framework for playfulness for one particular type of learning: responsible research and innovation (RRI) reflection processes. Playfulness design elements were extracted from literature about playfulness in various learning and reflection contexts, by inductive coding of playfulness conceptualizations, playful tool(s) descriptions and their effects. We extracted four activity principles – narration, imagination, action-reflection and co-creation – and three playfulness process requirements – experimentation space, focus and stimulating guidance. Due to the utilized database search queries, important articles about RRI reflection processes are possibly overlooked. Also, overlaps between the design elements and gamification may exist. Last, their suitability for adults, offline and hybrid reflection processes require further investigation. We translate each playfulness design element into the context of RRI reflection processes and advise on how to use them in designing playful reflection processes, which can prove their anticipated fruitfulness. Nevertheless, due to the utilized database search queries, important articles about RRI reflection processes are possibly overlooked. Also, overlaps between the design elements and gamification may exist. Therefore, their suitability for adults, offline and hybrid reflection processes require further investigation.
... Depending on how the abstraction of the everyday world is developed, there is the possibility of persuading the players to reflect or positively change their behavior about a specific subject. Frank [8] argues that this abstraction should not mischaracterize the physical world because the players may have difficulty in applying their experiences in the game to the physical world. Consequently, there must be similarities between the game system and the physical world system. ...
... HtS is part of a transmedia campaign (including a book, documentary, mobile games and game for Facebook) called Half the Sky Movement aiming to promote reflection and questioning of the women social oppression worldwide 8 . The player controls Radhika, an illiterate and poor woman who lives with her family in a modest house in India. ...
Games for Change are designed to promote positive social impacts leading to reflection and behavior change of the players. However, it is a challenge to develop games that are motivators and, at the same time, stimulate positive changes. Therefore, in order to help designers to achieve these objectives, thirteen (13) design elements divided into three (3) structural strategic foci were proposed. To validate these elements, the Games for Change Ecocity (Brazil) and Half The Sky – The Game (USA) were analyzed. As a result, the design elements proposal helped to identify which aspects of each one of the analyzed games were responsible for the performance regarding the players behavior change and ability to motivate.
... In these applications, it is important that users get a correct impression of, for instance, the ambient lighting and locations of entrapment and concealment, because these factors determine the affective appraisal of a built environment to a large extent (Guy et al., 2005;Nasar & Jones, 1997;Stamps, 2005). In military contexts, desktop gaming and simulation environments are increasingly being used for affectively intense training and instruction, simulating, for example, operations in unfamiliar (foreign) urban areas and cultures in situations where emotions influence performance (Chatham, 2007;Frank, 2007;Rizzo, Morie, Williams, Pair, & Buckwalter, 2005) or to simulate asymmetric (Cohen, Jacobus, Grosse, Asay, & Jiminez, 2004) or information (Cramer, Ramachandran, & Viera, 2004) warfare. In these applications, it is important that the simulations convey the correct atmosphere and sense of impending danger (Frank, 2007;Rizzo et al., 2005). ...
... In military contexts, desktop gaming and simulation environments are increasingly being used for affectively intense training and instruction, simulating, for example, operations in unfamiliar (foreign) urban areas and cultures in situations where emotions influence performance (Chatham, 2007;Frank, 2007;Rizzo, Morie, Williams, Pair, & Buckwalter, 2005) or to simulate asymmetric (Cohen, Jacobus, Grosse, Asay, & Jiminez, 2004) or information (Cramer, Ramachandran, & Viera, 2004) warfare. In these applications, it is important that the simulations convey the correct atmosphere and sense of impending danger (Frank, 2007;Rizzo et al., 2005). Thus, the VEs used in many civil and military serious gaming applications should not only correctly convey the spatial characteristics of the represented environment, such as proportions and sight lines, but should also elicit cognitive, emotional, and affective user responses that are similar to those that would be evoked by a real equivalent. ...
This study investigates the influence of a first-person perspective (1PP) and a third-person perspective (3PP), respectively, on the affective appraisal and on the user engagement of a three-dimensional virtual environment in SECOND LIFE. Participants explored the environment while searching for five targets during a limited time span, using either a 1PP or a 3PP. No significant overall effect was found for viewing perspective on the appraisal of the three-dimensional virtual environment on the dimensions of arousal and valence. However, a 3PP yields more perceived control over the avatar and the events, which is a requirement for engagement. Analysis of the performance on the search task shows that participants using a 3PP find more objects but also need more time to find them. The present results suggest that a 3PP conveys a more distinct impression of the environment, thereby increasing engagement, and probably induces a different viewing strategy. Hence, a 3PP appears preferable for simulation and training applications in which the correct assessment of the affective properties of an environment is essential.
... Most groups felt they were either devoting too much or too little attention to either of these sides. This is a well-known problem in game-based learning (Frank, 2007;Caserman, 2020;Chen et al., 2021), but one that did not manifest in previous DGF runs, possibly because of the differences in duration or focus, and had therefore not been previously addressed. ...
... The fundamental view of Crawford (1984), that the creator of a digital game should manage highly anticipated artistic goals alongside incredible volumes of code in order to develop the thematic core of the game, still holds true today. On the other hand, game design for learning goals connected with a pedagogy framework has also been researched extensively (Aldrich, 2005;Braad, Žavcer & Sandovar, 2016;Carvalho et al., 2015;de Freitas, 2006;Frank, 2007;Harteveld, 2011;Hunicke, Le Blanc, & Zubek, 2004;Kalmpourtzis, 2019;Mitgutsch & Alvarado, 2012;Winn, 2008). Different approaches from the literature, depending on different design strategies and guiding theories, show that a number of design tactics is possible, especially when the learning content and context of gameplay are highly focused. ...
This paper reports results of completed research with primary school children which took place in Athens, Greece. Children engaged in designing the play experience of digital mini-games corresponding to episodes/missions of an entire plot. The games were coded by the school teacher on low-end mobile phones using AppInventor and were then played by children designers and testers. The game plot concerned restoring management rules for a public space (an urban park), along sustainability principles. The results focused on the participation processes of children in critical game narrative design, and decision-making about public space management alternatives to embed in game narrative design.
... A key element of game design is to specify parameters that keep players engaged and striving to improve (Anders, 2007). These parameters include the rules, allowed actions, and conditions within which the player makes decisions about how to best overcome the presented challenges and achieve goals (Boyan & Sherry, 2011;Coller, Shernoff & Strati, 2011;Plass, Homer & Kinzer, 2015). ...
Games and learning have many overlapping characteristics, which has led to the popular trend of using games as educational tools. However, game-based learning (GBL) has not been sufficiently evaluated through the lens of individual learner differences. The theoretical frameworks of goal achievement orientation and self-determination theory (SDT) were used in this study to examine the relationships between individual learner orientations and engagement in GBL. A pretest/posttest experimental design utilized two conditions of extrinsic reward (performance-based and participation-based) to explore how they interact with goal achievement and causality orientations. Exam performance and learner satisfaction were used as outcomes to assess the impact of GBL engagement. Unexpectedly, only the mastery-avoidance goal achievement orientation showed a difference in engagement between conditions, as these learners were significantly more engaged when provided points for performance. Engagement in GBL did not predict higher exam scores after controlling for covariates and orientations, but it did significantly predict greater learner satisfaction. These findings suggest that GBL may be a valuable educational tool for increasing learner satisfaction but should not be depended on for improving objective exam scores.
... Rewards Learning Minor Themes [3,17,18,23,33,40,43,53,54,56,63,75,87,95,121,122,127,136,138,141,146,147,149,168,187,188,190] [44, 46,55,152,165,189] [78, 164,175,199] [66, 72,73,76,81,90,135,145,164] [12, 21,47,60,70,76,81,111,114,116,117,139,144,175,195,199] [16, 22,42,47,84,85,108,119,167,209,210] Totals 27 6 4 9 16 11 ...
Personalization has been explored in the context of games in many forms (e.g., dynamic difficulty adjustment, affective video games, adaptive systems, experience-driven PCG, etc.). The majority of techniques used in these fields have relied on data-driven or manual methods for identifying game components to modify for personalization. We propose a theoretical framework for identifying and categorizing low-level components of games that can be personalized. In this paper we first perform a review of game design frameworks and personalization approaches. We then systematically identify the aspects of games which have been utilized for personalization and which components have been identified in game design frameworks as building blocks of games. We synthesize the identified components into categories of game elements. We then propose PEAS, a theoretical framework for personalization through the adaptation of the Player, Environment, Agents, and System.
... Another aspect of this is that when participants are immersed in a partially real world like a training situation or a war game, they may not apprehend the situation as valuable training, but take it as a game and not focus on the task, something which actually might lead to limited training effects. Frank (2007) argues that a design focus, therefore, should be on creating games that engage, 'absorb', make sure they are relevant for their participants, and design for a whole context. ...
... there is no such thing as a recipe for design that guarantees success. Approaches to design needs be as open as possible to enable creativity for each particular case [34]. Therefore, informed by these previous works on the matter, in this paper, we propose a different approach to serious game design and development strongly based on the well-known knowledge transfer framework developed in [8]. ...
Disseminating scientific findings through journal publications is in the very nature of every academic discipline. However, with the emergence of the knowledge society and lifelong learning needs, there is a growing demand for alternative ways to enhance the dissemination of research findings to a broader audience than academics and young students.
In this paper, we first introduce the concept of serious games as a well-acknowledged alternative method to discourse and deliver current engineering or management-related research findings to society. Then, considering the lack of a unified serious game design framework and the gaps in the extant literature, we illustrate our design rationale for the development and evaluation of serious games. The proposed framework contributes the following advancements to the body of extant literature and practices: i) it is strongly centered on a well-known knowledge transfer framework and ii) it is strongly based on a participatory design approach, deliberately involving iterative and frequent testing and fine- tuning sessions, overcoming the inherent limitations of traditional stage-gate or waterfall development models. We conclude by providing some insights gained during the development of the game and the framework as well as by discussing the challenges associated with the design and use of serious games as an alternative genre for disseminating engineering- and management-related research findings.
... Some of these may take the form of simulations, where the learner is expected to play in their own role; however, others allow the learner to assume a different role or character. 40 One of the potential advantages of serious games is that they do not necessitate the purchase of specialist equipment and can often be completed at a time and pace suitable to the learner, allowing more flexible scheduling. Elements of assessment of learning both in terms of knowledge and skill may be incorporated within, and there is some evidence to suggest that motor skills gained using computer games improve motor performance in technical tasks. ...
Simulation is the technique of imitating a process or situation for education, training, modelling of an uncommon or risky scenario, or testing systems when new elements are introduced (such as a new protocol).1
Simulation training is not new to medicine. Anatomical models were created in ancient times, and in the 1960s the Norwegian toy manufacturer Laerdal pioneered simulation to practise cardiopulmonary resuscitation and critical event drills.2 Early models were crude, but they were widely adopted. The HARVEY cardiovascular simulator was one of the first manikins developed which was computer driven and provided replication of anatomy with palpable pulses and auscultatable areas. This allowed medical students to experience some of the findings from clinical examination for the first time in a standardized setting.3
More recently, with advances in technology, there has been a rapid expansion in simulating other aspects of healthcare, with increasing sophistication. Modern computing power allows the recreation of complex anatomical and physiological systems programmed to respond to inputs from the user. There have also been advances in manikins and devices to physically replicate the steps of performing complex procedures.
Fidelity is the degree of accuracy with which a simulation replicates a clinical scenario. This is defined in terms of the realism of the environment in which the simulation takes place, the equipment used and the psychological engagement of the learner. It is not necessarily synonymous with the technology of the simulator.4–6. Indeed, evidence suggests that the indiscriminate use of high-technology simulators alone is unlikely to be more effective than other methods.7,8 The ability to use realistic clinical environments (or practice in situ ), using equipment which closely replicates the look, feel and feedback of clinical situations will facilitate the immersion of the learner into the simulation, but it is …
... Of interest in this space is the extent to which children can consider learning aspects and games aspects in a single design activity. The interdependency between the different aspects as reported in (Frank, 2007) include overlaps between engagement, context and training objectives. ...
It has long been a tradition in interaction design to involve users in order to better capture user needs and preferences. The involvement of children as informants and design partners is well documented for interaction design but its use in serious games design is much less reported. Where children are contributing to the design of learning materials their knowledge may be incomplete. This paper reports on the organisation of, and the deliverables from, a participatory design activity with children in which they were charged with designing a game for children in another continent. The study found that children predominantly focussed on the learning aspects of the serious game during their design activities but they were also able to consider some of the game aspects. They demonstrated understanding of instruction but were less aware of some of the other aspects of learning including feedback on understanding. Involving children in the design of the serious game lead to some nice insights that were included in the game that was subsequently built and shipped. Taking Müller’s third place in HCI as inspiration, the paper concludes with some reflection for how to involve children in serious game design.
... Several approaches exist, though (cf. Aldrich, 2004;De Freitas & Oliver, 2006;Frank, 2007;Hall, 2009;Winn, 2009). Essentially, the challenge is to design a game with a good game-play, an interesting model of reality, and the correct underlying meaning (Harteveld, 2011). ...
... In the same vein, while it is important that design of serious games for education have to combine both pragmatic and hedonic goals (Law & van Schaik, 2010), relevant research remains scarce. Design of serious games must ensure that both motivational and attractiveness qualities are in place (Frank, 2007) but research to date has not given clear answers to these issues, i.e. for instance, to what extent pragmatic and hedonic goals contribute to the attractiveness of serious games. There are several studies that investigate the relation between pragmatic quality, hedonic quality and attractiveness focused on interactive products (Hassenzahl, Burmester & Koller, 2003) and some others on software systems (Schrepp, Held & Laugwitz, 2006;van Schaik & Ling, 2011) but there is a scarcity of relevant research that focuses on serious games. ...
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.
... Games are about challenge and process (de Byl, 2007) that is, constructivist learning. The component that governs all others is the interplay between challenge and achievement: games need a challenge, rules, context and feedback, and a little mysteryto engage the curiositycan be advantageous (Frank, 2007). To function well in supporting a serious training objective, the scenario must be well-chosen, as well as relevant to the player. ...
The idea that metadata, particularly Dublin Core, could be usable as a Lego™-like construction kit has been a popular suggestion for over a decade. In this paper, we first explore what this metaphor originally meant -- why the idea is so appealing, and what design lessons we might take from the idea. We take a look at how close we are today to that ideal, looking at examples of real-world metadata design projects, and suggest that at present the situation is often more analogous to a game of Tetris -- that is, the construction kit is sometimes limited, time concerns are often an issue, and there is limited opportunity for creativity. We explore patterns of collaboration in existing projects, such as the Scholarly Works Application Profile development. Finally, we ask how what we know about the process of building a shared understanding and formalisation about a domain can help us come closer to the ideal of Dublin Core as an approachable puzzle-game or construction kit.
... Several approaches exist, though (cf. Aldrich, 2004; De Freitas & Oliver, 2006; Frank, 2007; Hall, 2009; Winn, 2009). Essentially, the challenge is to design a game with a good game-play, an interesting model of reality, and the correct underlying meaning (Harteveld, 2011). ...
Our world is a complex socio-technical system-of-systems (Chappin & Dijkema, 2007; Nikolic, 2009). Embedded within the geological, chemical and biological planetary context, the physical infrastructures, such as power grids or transport networks span the globe with energy and material flows. Social networks in the form of global commerce and the Internet blanket the planet in information flows. While parts of these global social and technical systems have been consciously engineered and managed, the overall system-of-systems (SoS) is emergent: it has no central coordinator or manager. The emergence of this socio-technical SoS has not been without consequences: the human species is currently facing a series of global challenges, such as resource depletion, environmental pollution and climate change. Tackling these issues requires active policy and management of those socio-technical SoS. But how are we to design policies if policy makers and managers have a limited span of control over small parts of the global system of systems?
... can also be classified as a so-called serious game, that has the aim " to be both fun and playable [...] but at the same time be useful for a nonentertainment purpose. " [12] In designing the interface, the heuristics of game interfaces defined by Malone was a major point of reference [22]. For instance the interface was designed so that it instantly provides performance feedback about how close the user is to achieving the goal, in this case gathering as many points as possible. ...
Cultural heritage institutions and their users are beginning to inhabit the same, shared information space. New, innovative services are launched, such as social tagging. Engaging in social tagging is beneficial for both parties, as it improves access to data and stimulates active engagement with the content. To explore the impact and success criteria of social tagging in the cultural heritage domain, a large-scale video labeling pilot was executed: Waisda?. It built on earlier work, and introduced three innovations: [i] Using gaming as method to annotate television heritage [ii] Actively seek collaboration with communities connected to the content [iii] use curated vocabularies as a means to integrate tags with professional annotations. Within a period of 7 months, 350,000 tags were added in Waisda?. An extensive evaluation was conducted, that provided input on the usability of the tags, the game design and so on. Based on this input, a roadmap for future developments towards a fully operational service was drafted.
... In military contexts, desktop gaming and simulation environments are increasingly being used for training and instruction, simulating for example operations in unfamiliar (foreign) urban areas and cultures in situations where emotions influence performance 4,8,20 , or to simulate asymmetric 5 or information 6 warfare. In these applications, it is essential that the environment evokes the right atmosphere to create for instance the desired sense of urgency and impending danger, since this determines the emotional experience of the trainee, which in turn influences his reactions and judgments. ...
We used a desktop computer game environment to study the effect Field-of-View (FOV) on cybersickness. In particular, we examined the effect of differences between the internal FOV (iFOV, the FOV which the graphics generator is using to render its images) and the external FOV (eFOV, the FOV of the presented images as seen from the physical viewpoint of the observer). Somewhat counter-intuitively, we find that congruent iFOVs and eFOVs lead to a higher incidence of cybersickness. A possible explanation is that the incongruent conditions were too extreme, thereby reducing the experience of vection. We also studied the user experience (appraisal) of this virtual environment as a function of the degree of cybersickness. We find that cybersick participants experience the simulated environment as less pleasant and more arousing, and possibly also as more distressing. Our present findings have serious implications for desktop simulations used both in military and in civilian training, instruction and planning applications.
... Several approaches exist, though (cf. Aldrich, 2004; De Freitas & Oliver, 2006; Frank, 2007; Hall, 2009; Winn, 2009). Essentially, the challenge is to design a game with a good game-play, an interesting model of reality, and the correct underlying meaning (Harteveld, 2011). ...
Our world is a complex socio-technical system-of-systems (Chappin & Dijkema, 2007; Nikolic, 2009). Embedded within the geological, chemical and biological planetary context, the physical infrastructures, such as power grids or transport networks span the globe with energy and material flows. Social networks in the form of global commerce and the Internet blanket the planet in information flows. While parts of these global social and technical systems have been consciously engineered and managed, the overall system-of-systems (SoS) is emergent: it has no central coordinator or manager. The emergence of this socio-technical SoS has not been without consequences: the human species is currently facing a series of global challenges, such as resource depletion, environmental pollution and climate change. Tackling these issues requires active policy and management of those socio-technical SoS. But how are we to design policies if policy makers and managers have a limited span of control over small parts of the global system of systems?
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.
Successful computer games and effective educational environments share many similar key attributes relating to instruction, goals, feedback and interaction. Unfortunately, many educators find it difficult to implement strategies in their curriculum to compete with the engagement of computer games. The recent surge in the popularity of gamification may hold the key and provide a framework by which teachers can implement simple strategies to increase engagement in their classrooms. To contribute to this domain about the affordances of gamification in education, this paper argues that the key attributes of engagement are the same whether they are in an education or game setting. It also extends a previous study that revealed a five dimensional model of gamified curriculum factors and examines each with respect to student engagement. The conclusion is the amount of engagement in the gamified classroom is dependent on the individual student's playfulness and acceptance of innovative and dynamic pedagogies.
People’s daily lives have become increasingly sedentary, with extended periods of time being spent in front of a host of electronic screens for learning, work, and entertainment. We present research into the use of an adaptive persuasive technology, which introduces bursts of physical activity into a traditionally sedentary activity: computer game playing. Our game design approach leverages the playfulness and addictive nature of computer games to motivate players to engage in mild physical activity. The design allows players to gain virtual in-game rewards in return for performing real physical activity captured by sensory devices. This article presents a two-stage analysis of the activity-motivating game design approach applied to a prototype game. Initially, we detail the overall acceptance of active games discovered when trialing the technology with 135 young players. Results showed that players performed more activity without negatively affecting their perceived enjoyment of the playing experience. The analysis did discover, however, a lack of balance between the amounts of physical activity carried out by players with various gaming skills, which prompted a subsequent investigation into adaptive techniques for balancing the amount of physical activity performed by players. An evaluation of additional 90 players showed that adaptive techniques successfully overcame the gaming skills dependence and achieved more balanced activity levels. Overall, this work positions activity-motivating games as an approach that can potentially change the way players interact with computer games and lead to healthier lifestyles.
A building will more likely collapse if it does not have any proper
foundations. Similarly, the design philosophy of Triadic Game Design
(TGD) needs to reside on solid building blocks, otherwise the concept
will collapse as well. In this level I will elaborate on these building
blocks. First I will explain what the general idea of TGD is. It is a
design philosophy, for sure, but one which stresses that an
“optimum” needs to be found in a design space constituted by
three different worlds: Reality, Meaning, and Play. Additionally, these
worlds need to be considered simultaneously and be treated equally. The
latter requires balancing the worlds which may result in different
tensions, within and between two or three of the worlds. I continue by
discussing each of the worlds and showing their perspective on the field
of games with a meaningful purpose. From this, we clearly see that it is
feasible to think of each world and that the idea makes sense. I
substantiate this further by relating the notion of player and similar
approaches to this framework. This level is quite a tough pill to
swallow yet essential for finishing the other levels. Do not cheat or
simply skip this level, but just take a big cup of coffee or tea and
start reading it.
For a child to learn through Problem‑Solving in Serious games, the game scaffolding mechanism has to be effective. Scaffolding is based on the Vygotzkian Zone of Proximal Development (ZPD) concept which refers to the distance between the actual development level as determined by independent problem solving and the level of potential development as determined through problem solving under adult guidance, or in collaboration with more capable peers. Scaffolds in serious games are learning stimulators. The effectiveness of these learning stimulators lies in the way they are managed or regulated. Scaffolds that are not regulated could lead to expertise‑reversal effect or redundancy effect which inhibits learning. In the current classroom application of serious games, the game‑based learning stimulators remain the same for everyone (“blanket scaffolding”) – the learning stimulators are not managed or regulated. In order to make scaffolding in serious games more effective for classroom use, the calibration of the game’s learning stimulators has to be enabled – this would help in meeting the changing needs of the learners. The concept of fading which is critical to scaffolding is introduced to serious games, to facilitate the fine‑tuning of the learning stimulators to the changing needs of the learners. This paper seeks to address the issues in the design and implementation of a Fine‑Tuning System for serious games based on the fading concept. Also discussed in this paper are the factors to be considered in the implementation of the Fine‑Tuning System in serious games. These include fading decisions; fading and learning rates; optimal scaffolding distance; classroom culture and collaborative learning. The adverse effects of neglecting fading such as expertise‑reversal effect and redundancy effect are also discussed.
Le concept de motivation est d’une grande richesse et peut s’avérer utile à plus d’un titre pour analyser la notion de serious games telle qu’elle se développe actuellement. C’est dans cette perspective que sont présentés divers modèles qui explicitent la relation entre jeux vidéo et motivation. Ces théories abordent différentes structures qui éclairent ce double objectif de divertissement et d’utilité que se proposent de remplir les serious games.
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