The Use of Serious Games in Museum Visits and Exhibitions: A Systematic Mapping Study

Paliokas, Ioannis; Sylaiou, Stella

doi:10.1109/vs-games.2016.7590371

Cited by 63 publications

(32 citation statements)

References 46 publications

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“…According to Buckland and Hendrix, "a game's purpose may be formulated by the user or by the game's designer" [22]. Paliokas et al [23] believe that serious games can "link directly the museum content with target user groups and fulfil their educational needs" because they are designed to "complement, enhance, or augment the museum experience". Furthermore, gamified learning environments are identified as the most popular approach in servicing museum visitors where technology is seen as an "attractive and effective medium to interpret solid knowledge into pleasure information [23].…”

Section: Pros-game-based Learning (Digital Content)mentioning

confidence: 99%

“…There are numerous research reports exploring the development, implementation and evaluation of cultural heritage serious games [17,[23][24][25][26][27][28][29]. Furthermore, Schaller makes specific recommendations for designing games for museums, an approach applicable to any culture heritage application [28].…”

Section: Pros-game-based Learning (Digital Content)mentioning

confidence: 99%

“…Furthermore, serious games for museums are relatively new concept and little is known about the current trends and use of such applications. They require game mechanics, aesthetics, educational results, and museology features all in one [23]. How much each of these items is represented in the final product may also affect the complexity of the game itself, so it can be either too simple or too complicated [47].…”

Section: Cons-game-based Learning (Digital Content)mentioning

confidence: 99%

“…At the end of the tour, visitors are also offered to play a knowledge game where they are asked to visually match objects together based on the previously acquired information. With the increased number of experimental studies reporting the positive learning effect of cultural heritage games, it is interesting to note that they "do not provide clear definition of the learning effects and how it is measured" [23].…”

Section: Cons-game-based Learning (Digital Content)mentioning

confidence: 99%

“…Each game has some predefined goal and message for the audience. According to Paliokas et al systematic mapping study results, these messages are grouped as follows: educative, informative, persuasive, and subjective [23]. The distinction between categories depends on "intent criteria and not exclusively on the content of the game".…”

Section: Evaluation Of Progress-translation Of Game Progress Into Fulmentioning

confidence: 99%

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Game-Based Learning in Museums—Cultural Heritage Applications

Ćosović

Brkić

2019

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As traditional museums migrate to the virtual world, they offer wider access to the exhibit collections but often fail to present content of those collections in more engaging way. Game-based learning is one of the solutions to mitigate this inevitable transition and support active learning in the process. It is increasingly gaining interest from the cultural heritage scientific community for the purpose of promoting cultural heritage, raising awareness of its importance and motivating users to visit cultural institutions such as museums more often. There are numerous examples of serious games that are based on or contain heritage content. Tangible cultural heritage is more represented in the virtual worlds and mainly based on applications of 3D technology. Recently, intangible cultural heritage is gaining more visibility within cultural heritage scope as a domain in which game-based learning could assist in its preservation. This paper attempts to address pros and cons of game-based learning in general and reflect on the choices of using serious games in the museum environment.

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Section: Pros-game-based Learning (Digital Content)mentioning

confidence: 99%