Games, Gamification and Accessible Games

Brooks, Anthony Lewis; Brooks, Eva

doi:10.1007/978-3-030-53294-9_24

Cited by 3 publications

(3 citation statements)

References 10 publications

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“…The work of Brooks and Brooks [ 80 ] discusses the mechanics and motivational factors of built-in games, which are both intrinsic and extrinsic. According to Larsen and Schoenau-Fog [ 68 ], game mechanics are the core of the interactive part of a game and inherently tell a narrative through its mechanics.…”

Section: Methodsmentioning

confidence: 99%

A Video Game for Entrepreneurship Learning in Ecuador: Development Study

Crespo-Martinez,

Bueno,

Gallego

2023

JMIR Form Res

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Background Games have been a part of human life since ancient times and are taught to children and adults who want to simultaneously have fun and learn. Nevertheless, in the third decade of this century, technology invites us to consider using video games to learn topics such as entrepreneurship. However, developing a serious game (SG) is difficult because everyone who forms part of the game development team requires adequate learning resources to acquire the necessary information and improve their game development skills. Objective This work aimed to detail the experience gained in developing ATIC (Aprende, Trabaja, Innova, Conquista [learn, work, innovate, conquer]), an SG proposed for teaching and learning entrepreneurship. Methods To develop a videogame, first, we established a game development team formed by professors, professionals, and students who have different roles in this project. Scrum was adopted as a project management method. To create concept art for the video game, designers collected ideas from various games, known as “getting references.” In contrast, narratology considers the life of a recent university graduate immersed in real life, considering locations, characteristics, and representative characters from an essential city of Ecuador Results In a Unity 3D video game in ATIC, the life of a university student who graduates and ventures into a world full of opportunities, barriers, and risks, where the player needs to make decisions, is simulated. The art of this video game, including sounds and music, is based on the landscape and characteristics of and characters from Cuenca, Ecuador. The game aims to teach entrepreneurs the mechanisms and processes to form their businesses. Thus, we developed the following elements of an SG: (1) world, (2) objects, (3) agents, and (4) events. Conclusions The narrative, mechanics, and art of video games are relevant. However, project management tools such as leaderboards and appointments are crucial to influencing individuals’ decision to continue to play, or not play, an SG. Developing a serious video game is not an easy task. It was essential to consider many factors, such as the video game audience, needs of learning, context, similarities with the real world, narrative, game mechanics, game art, and game sounds. However, overall, the primary purpose of a serious video game is to transmit knowledge in a fun way and to give adequate and timely feedback to the gamer. Finally, nothing is possible if the members of game development team are not satisfied with the project and not clear about their roles.

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Section: Methodsmentioning

confidence: 99%

A Video Game for Entrepreneurship Learning in Ecuador: Development Study

Crespo-Martinez,

Bueno,

Gallego

2023

JMIR Form Res

View full text Add to dashboard Cite

show abstract

“…One typical case of dilution is the fact that students experience fatigue from the peripheral elements and fail to engage in the target skills (DuBravac, 2012). Emotions are correlated with satisfaction, learning and success in the serious game (A. L. Brooks & Brooks, 2020). Mechanics and motivational factors can be influential in impacting human emotions in playing a game and reaching a state of 'Flow' (Csikszentmihalyi, 2004) where immersion is total (A. L. Brooks & Brooks, 2020).…”

Section: Cluster 1: Emotions Social Influence and Gratificationsmentioning

confidence: 99%

“…Emotions are correlated with satisfaction, learning and success in the serious game (A. L. Brooks & Brooks, 2020). Mechanics and motivational factors can be influential in impacting human emotions in playing a game and reaching a state of 'Flow' (Csikszentmihalyi, 2004) where immersion is total (A. L. Brooks & Brooks, 2020). Emotion applied in cognitive styles can help to increase students' learning performance (Huang et al, 2016).…”

Section: Cluster 1: Emotions Social Influence and Gratificationsmentioning

confidence: 99%

TAM Applied for Serious Video Games: A Systematic Literature Review

Crespo-Martínez,

Rosales-Moscoso,

Patiño-León

et al. 2022

Proceedings of the International Conference on Industrial Engineering and Operations Management

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Since their inception, video games have greatly interested different types of users and organizations, and the academy is not an exception. The principal purpose of serious video games in the academy is to discover new ways to interact with students and strengthen learning and teaching. Video games in education are constantly used in a greater scope to improve the educational process. On the other hand, it is essential to consider the characteristics that must be considered in these types of tools so that they fulfil their purpose without neglecting the interest and motivation of the player. The objective of this work was to perform a systematic review of the topic "technological acceptance models (TAM) applied to serious video games". The investigation was done by performing searches in 6 scientific libraries to obtain a corpus of papers published between 2015 and 2021. Consequently, a lexical analysis was performed, and 4 clusters were identified about this topic: i) Emotions, social influence, and gratifications; ii) Structural equations; iii) Educational challenges with technology, and iv) The technology acceptance model.

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A Video Game for Entrepreneurship Learning in Ecuador: Development Study (Preprint)

Crespo-Martinez,

Bueno,

Gallego

2023

Preprint

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BACKGROUND Games have been a part of human life since ancient times and are taught to children and adults who want to simultaneously have fun and learn. Nevertheless, in the third decade of this century, technology invites us to consider using video games to learn topics such as entrepreneurship. However, developing a serious game (SG) is difficult because everyone who forms part of the game development team requires adequate learning resources to acquire the necessary information and improve their game development skills. OBJECTIVE This work aimed to detail the experience gained in developing ATIC (Aprende, Trabaja, Innova, Conquista [learn, work, innovate, conquer]), an SG proposed for teaching and learning entrepreneurship. METHODS To develop a videogame, first, we established a game development team formed by professors, professionals, and students who have different roles in this project. Scrum was adopted as a project management method. To create concept art for the video game, designers collected ideas from various games, known as “getting references.” In contrast, narratology considers the life of a recent university graduate immersed in real life, considering locations, characteristics, and representative characters from an essential city of Ecuador RESULTS In a Unity 3D video game in ATIC, the life of a university student who graduates and ventures into a world full of opportunities, barriers, and risks, where the player needs to make decisions, is simulated. The art of this video game, including sounds and music, is based on the landscape and characteristics of and characters from Cuenca, Ecuador. The game aims to teach entrepreneurs the mechanisms and processes to form their businesses. Thus, we developed the following elements of an SG: (1) world, (2) objects, (3) agents, and (4) events. CONCLUSIONS The narrative, mechanics, and art of video games are relevant. However, project management tools such as leaderboards and appointments are crucial to influencing individuals’ decision to continue to play, or not play, an SG. Developing a serious video game is not an easy task. It was essential to consider many factors, such as the video game audience, needs of learning, context, similarities with the real world, narrative, game mechanics, game art, and game sounds. However, overall, the primary purpose of a serious video game is to transmit knowledge in a fun way and to give adequate and timely feedback to the gamer. Finally, nothing is possible if the members of game development team are not satisfied with the project and not clear about their roles.

show abstract

Games, Gamification and Accessible Games

Cited by 3 publications

References 10 publications

A Video Game for Entrepreneurship Learning in Ecuador: Development Study

A Video Game for Entrepreneurship Learning in Ecuador: Development Study

TAM Applied for Serious Video Games: A Systematic Literature Review

A Video Game for Entrepreneurship Learning in Ecuador: Development Study (Preprint)

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