Maximizing Engagement with Cultural Heritage through Video Games

Abstract

This paper aims to provide a framework for creating and analyzing cultural heritage games, with the intention of maximizing players’ cognitive, emotional, and behavioral engagement with digital heritage. To achieve this, a set of game design characteristics was identified through semi-structured interviews with experts (n = 16) and subsequently validated through a discussion with university students (n = 19). Grounded theory was then applied to the comments of the experts to create a framework of ten fundamental characteristics, divided into three dimensions: cognitive, emotional, and behavioral. Additionally, an assessment of the literature was conducted to explain and support the inclusion of each game component.

Digital Game-Based Heritage Education: Analyzing the Potential of Heritage-Based Video Games

“…This study analyzed game content by utilizing the 10-attribute cultural heritage engagement framework developed by Camuñas-García et al [15]. To construct this framework, the authors conducted interviews with 16 scholars and designers involved in the creation of cultural heritage games.…”

“…Based on the framework proposed by Camuñas-García et al [15], we identified four significant attributes affecting the cognitive dimension, five impacting the emotional dimension, and three influencing the behavioral dimension (see Table 2).…”

“…Given these considerations, there is a clear need in the literature for an up-to-date, comprehensive, and systematic review of the potential of digital games to promote heritage education. This study aims to bridge this gap by addressing the research question: "Which game design features supporting cultural heritage engagement are present in existing video games, according to the 10 attributes defined in the cultural heritage engagement framework through video games proposed by Camuñas-García et al [15]"? After conducting a systematic online search, we identified 100 heritage-based computer and mobile games for analysis (a complete list is provided in Appendix A), employing the aforementioned framework for our evaluation.…”

Integrating Immersive Scenes and Interactive Contextual Clue Scaffolding Into Decision-Making Analysis Ability Training Game

“…Situated simulation games with situated learning may have the opportunity to enhance learners' reflective process (Hou, 2015), and it can increase students' motivation to learn (Papastergiou, 2009) and promote students' interest in knowledge acquisition (Barab et al, 2009). Designing situated simulation scene spaces for learners to perform tasks or solve puzzles is an effective way to maintain learner interest (Camuñas-García et al, 2023), andJohnson (2002) showed that by interacting with people, objects, or activities in a situated simulation game scene, it provides learners with the opportunity to extend their prior knowledge. In addition, several researchers have applied situated learning with digital games to trigger learners' decision-making experience and guide them to construct their knowledge (Daylamani-Zad et al, 2016;Kelly, 2003;Sung et al, 2015;Vasalou et al, 2017).…”

A Videogame for Architectural Design? Minecraft for Young People to Imagine Desirable Climate Futures

“…This is why we applied Minecraft, a 3D block-building geogame, for young people to co-design climate adaptation scenarios [16][17][18][19]. Minecraft is categorised as a geogame when there is a 3D representation of a real socio-spatial context, and a design goal for public engagement [20,21].…”