Preface
Contents
Contributors
About the Editors
Part I Introduction
1 Innovations in Serious Games for Future Learning
1.1 Introduction
1.2 Chapters Included in the Book
1.3 Conclusion and Future Trends of Serious Games
1.3.1 Pervasive Serious Games
1.3.2 Alternative Input Devices for Serious Games
1.3.3 Social Media and Learning
References
2 Serious Games: A New Paradigm for Education?
2.1 Introduction: Serious Games: A New Paradigmfor Education?
2.2 Historical Overview of Serious Games: The Gamificationof Learning
2.3 Serious Game Design: A New Model for Experience Design?
2.4 Conclusions: Future of Serious Games
References
3 Origins of Serious Games
3.1 Introduction
3.2 Origins of the "Serious Game" Oxymoron
3.3 Were Video Games Solely Meant for Entertainment?
3.3.1 Early Digital Games Designed to Illustrate a Scientific Research Study
3.3.2 Early Video Games Designed to Train Professionals
3.3.3 Early Video Games Designed to Broadcast a Message
3.3.4 Did Serious Games Appear Before Entertainment Video Games?
3.4 The Ancestors of Current "Serious Games"
3.4.1 Education
3.4.2 Healthcare
3.4.3 Defence
3.4.4 Art and Culture
3.4.5 Religion
3.4.6 Corporate Training and Advertising
3.4.7 The Numerous Ancestors of ''Serious Games''
3.5 Discussion
3.5.1 Leisure for Children?
3.5.2 Leisure for Children with Inappropriate Content?
3.5.3 U.S. Video Games Market as the Birthplace for "Serious Games"?
3.5.4 "Serious Games" as a Label for a New Economic Model?
3.6 Conclusion
References
4 Serious Learning in Serious Games
4.1 Introduction
4.2 Learning in Serious Games
4.3 Levels of Learning in Serious Games
4.3.1 Learning in Serious Games
4.3.2 Learning Through Serious Games
4.3.3 Learning Beyond Serious Games
4.4 Evidence of Transformative Learning in Serious Games?
4.5 Conclusion: "Serious" Learning in Serious Games
References
Part II Theories and Reviews
5 Social Flow and Learning in Digital Games: A Conceptual Model and Research Agenda
5.1 Introduction
5.2 Flow Theory and Game-Based Learning
5.3 Social Play and Flow
5.3.1 The Gameflow Model
5.3.2 The EGameFlow Scale
5.4 Conceptualizing Social Gameflow
5.4.1 Interdependent Goals and Rewards
5.4.2 Feedback
5.4.3 Challenge
5.4.4 Control
5.4.5 Concentration
5.4.6 Immersion
5.4.7 Intrinsic Reward
5.4.8 Achievement of Learning Goals
5.5 A Model of Social GameFlow and Learning
5.5.1 Game Elements
5.5.2 Context
5.5.2.1 Setting
5.5.2.2 Social Relations
5.5.2.3 Individual User Factors
5.5.3 Learning
5.6 Summary and Conclusion
References
6 A Formalism to Define, Assess and Evaluate Player Behaviour in Mobile Device Based Serious Games
6.1 Introduction
6.2 Background
6.2.1 Games Based Learning
6.2.2 Mobile Devices
6.2.2.1 Mobile Devices in Today's Society
6.2.2.2 Mobile Device Based Applications
6.2.2.3 Technical Specifications
6.2.3 Mobile Device Based Education
6.2.4 Behavioural Psychology
6.3 A Formalism to Express Statements About Games
6.3.1 Background
6.3.2 Propositional Logic -- Syntax and Semantic
6.3.2.1 Syntax
6.3.2.2 Semantic
6.3.2.3 Complexity
6.3.2.4 Algorithms
6.4 A Formalism to Define Behaviour in the Context of Games
6.4.1 The TACT Paradigm from Behavioural Psychology
6.4.2 High Level Versus Low Level Statements
6.5 Considerations and Conclusion
6.5.1 Considerations and a Critical View
6.5.2 Conclusion
6.5.3 Resources
References
7 Serious Games for Health and Safety Training
7.1 Introduction
7.2 Serious Games in Safety Training
7.2.1 Health and Safety in Construction
7.2.2 Public Safety
7.2.3 Pedestrian Safety
7.2.4 Other Example Applications
7.3 Design and Evaluation
7.4 Technological Issues
7.4.1 The Virtual Environment
7.4.1.1 Geometrical Modeling
7.4.1.2 Real Time Rendering Engines
7.4.1.3 Performance and Image Quality Improvement
7.4.2 Physical Simulation of the Environment
7.4.2.1 Main Issues in Physics Modeling
7.4.2.2 Physics Engine Selection
7.4.3 Use of Avatars
7.4.4 Game Scoring and Feedback
7.5 Conclusions and Future Trends
References
8 Augmenting Initiative Game Worlds with Mobile Digital Devices
8.1 Introduction
8.2 Experiential Education and Adventure Initiative Games
8.2.1 General Structure and Key Aspects
8.2.2 Function and Role of the Trainer
8.2.3 Creating Virtual Worlds in Adventure Initiative Games
8.3 Reaching Educational Goals with Initiative Games
8.3.1 Personality Growth
8.3.2 Delivering Academic Curriculum Contents
8.3.3 Empirical Findings and Support
8.4 Games Based Learning (GBL)
8.4.1 Etymology
8.4.2 History of Games Based Learning
8.4.3 Key Concepts of Games Based Learning Intrinsic Motivation
8.4.4 Fundamental Principles of Good Games
8.4.5 Key Skills Supported by Games Based Learning
8.5 Mobile Devices
8.5.1 Mobile Device Based Serious Games
8.5.1.1 Utility Tycoon
8.5.1.2 Tama
8.5.2 Mobile Entertainment
8.6 Augmenting Game Scenarios in Initiative Games Through Mobile Digital Devices
8.6.1 Enhancing the Gaming and Learning Experience
8.6.2 Pedagogical Considerations
8.6.3 Technical Considerations
8.6.4 Evaluation and Assessment
8.7 Conclusion
8.7.1 Main Findings and Issues
8.7.2 Further Steps and Research
8.7.3 Summary and Outlook
References
Part III Custom-Made Games and Case Studies
9 Enhancing Learning in Distributed Virtual Worlds through Touch: A Browser-based Architecture for Haptic Interaction
9.1 Introduction
9.2 Exploratory Learning Model
9.3 Tactile Stimuli
9.4 Learning Ancient History as a Case Study
9.4.1 Related Development
9.4.2 Roma Nova
9.4.3 Tactile Interaction with an Ancient Artefact
9.4.3.1 Scene Development Using H3D
9.4.4 Further Work
9.5 Conclusions
References
10 Operation ARIES!: A Serious Game for Teaching Scientific Inquiry
10.1 Operation ARIES!
10.1.1 Learning Principles/Design Features
10.2 Module 1: Training
10.2.1 Challenge Tests, Trialogs and AutoTutor
10.2.2 Learning Principles and the Training Module
10.2.3 Preliminary Research on the Training Module
10.2.3.1 Trialogs
10.3 Module 2: Case Studies
10.3.1 Learning Principles and the Case Studies Module
10.3.2 Research on the Case Studies
10.4 Module 3: Interrogation
10.4.1 Learning Principles and the Interrogation Module
10.5 Conclusions
References
11 From Global Games to Re-contextualized Games: The Design Process of TekMyst
11.1 Introduction
11.2 Creating a Common Ground: Basic Terms and Concepts
11.2.1 Game
11.2.2 Game Designer
11.2.3 Riddle-Solving Games
11.2.4 Aha Moments in Riddle-Solving Game
11.2.5 Clone and Enhance
11.2.6 Co-production of Knowledge
11.2.7 Learning Context
11.2.8 Congruence Between the Student and the Learning Context
11.3 Hypercontextualized Game (HCG) Design Model
11.4 Methods
11.5 First Case Study: SciMyst for SciFest
11.5.1 Description of SciFest Learning Context
11.5.2 Game Design Decisions for SciMyst
11.5.3 SciMyst
11.5.4 Learning Experiences
11.6 Second Case Study: TekMyst for The Museum of Technology
11.6.1 Museum of Technology Learning Context
11.6.2 Re-contextualize, Clone or Enhance
11.6.3 TekMyst as a Re-contextualized SciMyst
11.6.4 Results
11.7 Analysis
11.8 Conclusions
References
12 Using Serious Games for Assessment
12.1 Introduction
12.2 Assessment
12.2.1 Why Assess?
12.2.2 Who Is the Assessor?
12.2.3 Computer Based Assessment
12.3 Computer Simulation
12.3.1 Serious Games for Assessment
12.4 What Information Is Relevant?
12.4.1 Primary Assessment Information
12.4.2 Secondary Assessment Information
12.4.3 Using Triggers to Gather Secondary Information
12.4.3.1 Data Triggers
12.4.3.2 Trigger Boxes
12.5 Examples -- JDoc and SiteSafety
12.5.1 JDoc
12.5.2 SiteSafety
12.6 Adaptive Assessment
12.6.1 Adaptive Assessment Within JDoc
12.6.2 Adaptive Assessment Within SiteSafety
12.7 The Future of Serious Games for Assessment
References
13 Designing and Evaluating Emotional Student Models for Game-Based Learning
13.1 Introduction
13.2 Background and Related Work
13.2.1 Challenges of Emotional Game-Based Learning Environments game-based learning environments
13.2.2 Game Design Principles, Frameworks and Models
13.2.3 Approaches to Recognising Emotion
13.2.4 Affective Evaluation of Game-Based Learning Environments game-based learning environments
13.3 Formalisation of Emotional Student Model emotional student model
13.3.1 Olympia Architecture
13.4 PlayPhysics Case Study
13.5 Results and Evaluation
13.6 Comparison with Related Work
13.7 Conclusion and Future Work
References
14 Fun and Learning: Blending Design and Development Dimensions in Serious Games through Narrative and Characters
14.1 Introduction
14.2 Test Environment: Puzzle and Narrative Game
14.2.1 Limitations in Test Environment
14.3 Fun and Learning: Through Narrative and Character
14.3.1 Related Work: Characters as Learning Partners
14.3.2 Development of Extended Narrative and Off-Screen Character
14.4 Study
14.4.1 Results
14.4.1.1 Fun, Excitement and Attention
14.4.1.2 Frustration and Distraction
14.4.1.3 Music and Artwork
14.4.1.4 Playing Again, or in Your Free Time
14.5 Discussion
14.6 Future Directions
14.7 Conclusion
References
Part IV Use of Commercial-Off-the-Shelf (COTS) Games in Education
15 Choosing a Serious Game for the Classroom:An Adoption Model for Educators
15.1 Introduction
15.2 RCIPR Model
15.3 Research
15.3.1 Research Resources Available at Your Institution
15.3.1.1 Educational Technology Personnel
15.3.1.2 In-house Grants
15.4 Choose
15.4.1 CYTIE Rubric
15.5 Investigate
15.5.1 Develop a Dynamic IT Plan
15.5.2 When the Technical Staff Cannot Fulfill Your Request
15.6 Pilot
15.6.1 Low Risk Options (Safe-to-Fail)
15.6.2 Prepping the Students
15.6.3 Feedback from Students
15.6.4 Examples of Possible Pilots
15.7 Reflect
15.7.1 Official Documentation
15.7.2 Collecting Data
15.8 Conclusion
References
16 Learning Narratives with Harry Potter. "Manuel de Fallas's The Prophet Newspaper"
16.1 Introduction: Bringing Commercial Games into the Classroom
16.2 Learning to Tell Stories with Adventure Video Games. Harry Potter a "Transmedia" Phenomenon
16.2.1 From Storytelling to Interactive Narrative
16.2.2 The Possibilities of Video Games: Virtual World and Narrative
16.2.3 The Adventure Video Games: Harry Potter as a Transmedia Phenomenon
16.3 Case Study: Hogwarts' World in the Secondary School
16.3.1 Workshop Around Harry Potter: Participants, Instruments and Process
16.3.2 Creating a Newspaper: ''Manuel de Falla's The Prophet''
16.4 Conclusion and Educational Implications
References
17 Using Dungeons and Dragons to Integrate Curricula in an Elementary Classroom
17.1 Background and Rationale
17.2 Objectives
17.2.1 Mathematics
17.2.2 Social Studies
17.2.3 Research Skills
17.2.4 Written and Oral Communication
17.2.5 Artistic and Creative Development
17.2.6 Social and Emotional Development
17.3 The Project
17.3.1 Introducing the Game
17.3.2 Where Will Our Story Take Place? Designing the Setting
17.3.3 What's that Medusa Doing in the Monastary? Creating Our Monsters
17.3.4 And then I Snuck up from Behindβ¦Creating the Heroes
17.3.5 Solve to Attack! Playing the Game
17.4 Experience and Outcomes
17.5 Modifications, Extensions, and Suggestions
References
18 Modding in Serious Games: Teaching Structured Query Language (SQL) Using NeverWinter Nights
18.1 Introduction
18.2 Serious Games Development Life Cycle
18.3 Game Modding
18.3.1 Counter Strike
18.3.2 Defense of the Ancients (DotA)
18.4 Modding Toolset from Commercial Games
18.4.1 NeverWinter Nights 2
18.4.1.1 Aurora Toolset
18.4.2 Unreal
18.4.2.1 Unreal Engine
18.4.3 Warcraft 3
18.4.3.1 Warcraft 3 World Editor
18.4.4 Overview of Modding Toolset
18.5 Serious Games for Teaching Structured Query Language
18.5.1 Structured Query Language (SQL)
18.5.2 Game Story
18.6 Conclusion and Future Work
Resources
References
Bibliography
19 Expanding a VLE-Based Integration Framework Supporting Education in Second Life
19.1 Background
19.1.1 Virtual Worlds
19.1.2 Virtual Learning Environments (VLEs)
19.1.3 Sloodle
19.1.3.1 Activities Integrated
19.1.3.2 Activities Not Integrated
19.2 Research Overview
19.2.1 Tools Being Developed
19.2.2 Methodology
19.2.2.1 Evaluation Methods
19.2.2.2 Research Phases
19.3 Exploratory Phase
19.3.1 Interface Mock-Ups
19.3.1.1 Discussion Board
19.3.1.2 Course Structure
19.3.1.3 Wiki
19.3.2 Evaluation 1 -- Focus Group
19.3.2.1 Evaluation Design
19.3.2.2 Results
19.3.2.3 Discussion
19.3.3 Evaluation 2 -- Survey
19.3.3.1 Results
19.3.3.2 Discussion
19.4 Refinement Phase
19.4.1 Impact of Shared Media
19.4.2 Discussion Board Changes
19.4.3 Course Structure Changes
19.4.4 Introduction of Wiki Tool
19.4.5 Evaluation 3 -- Interviews
19.4.5.1 Evaluation Design
19.4.5.2 Results
19.4.5.3 Discussion
19.4.6 Prototype Development
19.4.6.1 Discussion Board
19.4.6.2 Course Structure
19.4.6.3 Wiki Tool
19.5 Conclusion
19.5.1 Tools Developed
19.5.2 Future Work
References
Part V Social Aspects and Gamification
20 Casual Social Games as Serious Games: The Psychology of Gamification in Undergraduate Education and Employee Training
20.1 Introduction
20.2 Select Games from Course Objectives, Not the Reverse
20.3 Direct and Indirect Determinants of Course Performance
20.4 Psychological Research Supporting Gameification
20.4.1 Social Network Sites
20.4.2 Test-Enhanced Learning
20.4.3 Goal Setting Theory
20.4.4 Integration of Psychological Models
20.5 A Mixed Methods Study of Gameification
20.5.1 Features of the socialPsych Platform
20.5.2 Deploying socialPsych
20.5.3 Project Results
20.5.3.1 Overall Motivation to Use socialPsych
20.5.3.2 Motivation to Use Certification (Gameification) Center
20.5.4 Limitations
20.6 General Conclusions, Best Practices, and Discussion
References
21 Experiences of Promoting Student Engagement Through Game-Enhanced Learning
21.1 Introduction
21.2 Game-Enhanced Learning Framework
21.3 Experimental Case Studies
21.3.1 Case Study 1
21.3.1.1 Case Study 1 Evaluation
21.3.2 Case Study 2
21.3.2.1 Case Study 2 Evaluation
21.3.3 Further Experimental Studies
21.3.4 Lessons Learned
21.3.4.1 Overall Benefit
21.3.4.2 Scope of the Game
21.3.4.3 Role of the Teacher
21.3.4.4 Operational Effort
21.3.4.5 Initiating and Sustaining Student Enthusiasm
21.3.4.6 Tool Support
21.3.4.7 Student Engagement
21.4 Conclusions
References
22 What Computing Students Can Learn by Developing Their Own Serious Games
22.1 Introduction
22.2 Educational Context
22.3 Organisation of This Chapter
22.4 Review Part 1: Play and Games, and Education as a Game
22.5 Review Part 2: Constructivist Learning Theories
22.6 Review Part 3: Situating Learning Through Enquiry
22.7 Review Part 4: Computer Supported Learning and Intelligent Tutors
22.8 Products and Processes -- Serious Games as Software Systems to Be Developed
22.9 Case Study 1: EBL Game Development
22.10 Case Study 2: Children's Road Safety Game
22.11 Case Study 3: Student Project Choice: Why Choose to Develop a Serious Game if a Purely Entertainment Game Is Also an Option?
22.12 A Progressive Programme to Introduce K-12 Students to Game Development
22.13 Learning to Teach Computing Students Another Domain of Learning
22.14 Conclusions
References
23 Social Interactive Learning in Multiplayer Games
23.1 Unlearning What We Have Become
23.2 Learning Socially -- What Does It Mean?
23.3 Learning in a Community -- How Does It Happen?
23.4 The Game Experience -- When Does It Occur?
23.5 The Two Faces of Design -- Why Do It?
23.6 Practicing Ideals -- Where Do We Go from Here?
23.7 The Final Level
References
Index