How to build serious games

Kelly, Henry; Howell, Kay; Glinert, Eitan; Holding, Loring; Swain, Chris; Burrowbridge, Adam; Roper, Michelle M.

doi:10.1145/1272516.1272538

Cited by 138 publications

(63 citation statements)

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“…Pervasive and game-based technologies are commonly expected to gain widespread usage for educational purposes (Johnson, Levine, Smith, & Stone, 2011;Kelly, et al, 2007;Thomas, 2006) and for the last couple of years, pervasive games have increasingly been subject to practical studies (Conolly, Stansfield, & Hainey, 2011;Laine, Vinni, Sedano, & Joy, 2010;Specht, Ternier, & Greller, 2011;Tutzschke & Zukunft, 2009). …”

Section: Pervasive and Augmented Reality Games For Learningmentioning

confidence: 99%

A Learning Outcome-Oriented Approach towards Classifying Pervasive Games for Learning using Game Design Patterns and Contextual Information

Schmitz

Klemke

Specht

2013

International Journal of Mobile and Blended Learning

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Mobile and in particular pervasive games are a strong component of future scenarios for teaching and learning. Based on results from a previous review of practical papers, this work explores the educational potential of pervasive games for learning by analysing underlying game mechanisms. In order to determine and classify cognitive and affective learning outcomes, we propose employing game design patterns for mobile games and context information. Context information, in the course of this article, is introduced as an additional characteristic feature of mobile game design patterns. With the proposed framework we aim at understanding how pervasive game content may support learning. Findings from our research indicate that context information directs the use and presentation of content within a game and thus influences learning effects of individual patterns. This work perorates with a discussion on the shortfalls and potentials, which our framework for analysis provides.

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Section: Pervasive and Augmented Reality Games For Learningmentioning

confidence: 99%

A Learning Outcome-Oriented Approach towards Classifying Pervasive Games for Learning using Game Design Patterns and Contextual Information

Schmitz

Klemke

Specht

2013

International Journal of Mobile and Blended Learning

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“…For example, in the development of a science education game, the authors/researchers worked together with a number of different roles: domain experts in biology, immunology, experts in pedagogy and learning science, and game designers [59]. They did face a number of design choices where the game designers had different ideas from the educational experts, for example when interspersing the gameplay with the option to ask questions.…”

Section: Development and Evaluationmentioning

confidence: 99%

Processes and Models for Serious Game Design and Development

Braad

Žavcer

Sandovar

2016

Entertainment Computing and Serious Games

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Abstract.A serious game needs to combine a number of different aspects to help the end user in reaching the desired effects. This requires incorporating a broad range of different aspects in the design, stemming from a broad range of different fields of expertise. For designers, developers, researchers, and other stakeholders it is not straightforward how to organize the design and development process, to make sure that these aspects are properly addressed. In this chapter we will discuss a number of ways of organizing the design and development process and various models that support specific design decisions during this process, concluding with a discussion of design patterns for serious games.Keywords: serious game design, game development process, design science research. IntroductionA serious game incorporates play as well as a myriad of other aspects: motivation, learning content, feedback. For designers, developers, but also researchers and other stakeholders, it is not straightforward what steps to take from a problem statement towards a game that can be played by the intended users. This chapter provides an overview of various approaches, models, and frameworks that can be used to support the design and development of serious games. This chapter is organized into four main sections. In the first section, we will discuss a number of important aspects pertaining to the context in which a serious game is designed and the context in which the game is intended to be used. Subsequently, we will take on a high level perspective and discuss a number of processes that are being used to design and develop serious games. In the third section, we will present a number of design models that assist in making design choices to achieve particular effects with the resulting game. This approach is becoming more and more formalized using a design patterns approach, which are discussed in the final section.At the end of the chapter, a number of future research questions and suggested reading material are included. ContextA serious game only becomes an effective tool to foster learning, promote healthy behavior, or change behavior, when it is played by players. Necessarily, playing takes place in a specific context and it is often hard for a game designer to foresee the time, place, culture, and other contextual aspects that affect the player experience. Considering this context for which a serious game is designed is therefore an important step of the design process: from this context stems an important set of specific design requirements for the serious game.Before we can discuss particular development process frameworks or more detailed design models to support design decisions, we will first explore the context. We will do so by pointing out a number of different, and often opposing, perspectives. From a user perspective, we will start with the different views that designers and users have of the game. From a game perspective, we emphasize that they differ a large amount in the audience and purposes that they address. F...

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“…Other advantages are that they can present complex environments, are repeatable, produce high levels of immersion, and are fun (Garris et al, 2002). Serious games provide a basis for organized communication about a complex topic (Duke, 1974;1980;Kelly et al, 2007), often developed for learning within organizations. Serious gaming has a long history of military purposes and has broadened to a variety of applications, such as business and management science, economics, and inter-cultural communication (Mayer, 2009;Raybourn, 2007).…”

Section: Serious Gamesmentioning

confidence: 99%

New Methods for Analysis of Systems-of-Systems and Policy: The Power of Systems Theory,Crowd Sourcing and Data Management

Chmieliauskas¹,

Chappin²,

Davis³

et al. 2012

System of Systems

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How to build serious games

Abstract: Like a discovery game that requires players to earn the right to take on new challenges, Immune Attack compels its players to learn the rules of the immune system before it reveals deeper biological insight.

Cited by 138 publications

References 0 publications

A Learning Outcome-Oriented Approach towards Classifying Pervasive Games for Learning using Game Design Patterns and Contextual Information

A Learning Outcome-Oriented Approach towards Classifying Pervasive Games for Learning using Game Design Patterns and Contextual Information

Processes and Models for Serious Game Design and Development

New Methods for Analysis of Systems-of-Systems and Policy: The Power of Systems Theory,Crowd Sourcing and Data Management

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