We live in a complex world, in which our existence is defined by forces that we cannot fully comprehend, predict, nor control. This is the world of wicked problems, of which the situation triggered by the COVID-19 pandemic is a notable example. Wicked problems are complex scenarios defined by the interplay of multiple environmental, social and economic factors. They are everchanging, and largely unpredictable and uncontrollable. As a consequence, wicked problems cannot be definitively solved through traditional problem-solving approaches. Instead, they should be iteratively managed, recognizing and valuing our connectedness with each other and the environment, and engaging in joint thinking and action to identify and pursue the common good. Serious games can be key to foster wicked problem management abilities. To this end, they should engage players in collective activities set in contexts simulating real-world wicked problem scenarios. These should require the continuous interpretation of changing circumstances to identify and pursue shared goals, promoting the development of knowledge, attitudes and skill sets relevant to tackle real-world situations. In this paper we outline the nature, implications and challenges of wicked problems, highlighting why games should be leveraged to foster wicked problem management abilities. Then, we propose a theory-based framework to support the design of games for this purpose.
This study aimed at identifying and interpreting relevant relationships between players' perceptions of meaning-making affordances and: 1) players' reported quality of the gameplay experience; 2) general player game ratings; 3) expert game ratings. The theoretical framework underpinning this study conceptualized gameplay as an iterative and contextualized activity driven by meaning-making processes that integrate rational interpretation and affective valorization of key game aspects. This was used to evaluate 14 games using an ad-hoc questionnaire that was completed by experienced players and compared to scores of game quality provided by the players and by external sources. The results of this exploration suggest an association between meaning-making affordances and critics' evaluations, but not with players' game experience and player ratings. The analysis revealed that key methodological issues should be accounted for when investigating game features and their affective meaningmaking implications on the perceived quality of a game and the gameplay experience. Insights on important theoretical and methodological issues that may orient and support future research are discussed.
Entertainment digital games (EDGs) can be used to promote real-world-relevant learning, even if they have not been specifically designed for educational purposes. This is especially true for EDGs that engage players in contexts that mimic real-world problem scenarios and support the development of knowledge and skills that can be transferred to out-of-game contexts. In these cases, gameplay learning can be a very effective means of promoting those cognitive capabilities that are central to addressing real-world challenges requiring complex problem-solving (CPS), but at the same time are particularly difficult to foster through formal educational environments and approaches. However, what features of EDGs can simultaneously promote player enjoyment and CPS processes, which specific CPS skills can be fostered, and by which mechanisms, are questions that remain largely unanswered in the current literature. This paper presents a protocol for a systematic review that aims to address this gap by examining relevant analysis and design frameworks for entertainment games. Selected frameworks will be reviewed by combining a game-centric and a player- centric perspective to identify structural elements of gameplay environments and tasks that may affect psychological processes relevant to the promotion of CPS capabilities. To this end, each framework will be subjected to a formal content analysis in which data will be extracted, coded, and analyzed based on the Work System Theory (WST) and the Cognitive Work Analysis (CWS) frameworks. The main outcome of the proposed systematic review will be a knowledge base that can help researchers, developers and practitioners to select the most appropriate methodological frameworks for the analysis and design of entertainment games capable of promoting CPS skills through gameplay learning. In addition, this protocol can also inform and guide further reviews of methods for analyzing and designing educational games.
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