Dillon's blog

What is Serious Games

Definition: A serious Game is a game designed for more than the purpose of entertainment. It is also used for purposes such as for industries like defense, education, scientific exploration, health care, emergency management, city planning, engineering, and politics

Source 1: Serious games and innovative technologies in Medical Education in Bulgaria

Authors: Galya Georgieva-Tsaneva

Year: 4/2019

Subjects: Education, ICT Information and Communications Technologies

Title :"Serious Games and Innovative Technologies in Medical Education in Bulgaria"

Level of Thesis: TEM Journal

University:Institute of Robotics – Bulgarian Academy of Science, G. Bonchev Str.

City: Sofia Bulgaria

Location: Serbia

Primary source:
Research Questions/ things addressed: 1. Introduction, 2. Definition of Serious Game, 3. Creation and Development of Video Games, 4. Тhe Concepts of Serious Educational Games, 5. Serious Games for Medical Education, 6. Investigation of the Innovative Technologies in Medical Education in Bulgaria, 7. Results. Creating a Medical Educational Game and Studying the Students' Opinion about the Serious Games in Medical Education in Bulgaria, 8. Conclusion

Conclusions: In this paper, serious educational games are shown. Nowadays, the SEG are entering the education system and should be properly integrated into the learning process. Definitions, concepts, and use of SEG in the education process are presented.The conducted survey shows a significant interest of the respondents (94.9%) towards the introduction of serious educational games in the training.

Limitations/ Gaps and weaknesses: Was only done in one country and was only from year one to year four

Strengths: could make it a piece of significance as there is possibly not as many items available on this topic.

Significance: The Significance of this paper is that it Shows/ addresses the problems teachers have in educating students in the technological society of today's world.

References References [1]. Esposito, N. (2005). A short and simple definition of what a videogame is. In Proceedings of DiGRA (Digital Games Research Association) conference: Changing views – Worldsin play(Vancouver, British Columbia, Canada, 16–20 June 2005) DiGRA’05, University of Vancouver, BC. [2]. Ritterfeld, U., Cody, M., Vorderer, P. (2009). Serious Games: Mechanisms and Effects. Routledge, London. [3]. Zyda, M. (2005).From visual simulation to virtual reality to games. Computer, sept 2005, IEEE Computer Society, 25-32. [4]. Nevin, C. R., Westfall, A. O., Rodriguez, J. M., Dempsey, D. M., Cherrington, A., Roy, B., ... & Willig, J. H. (2014). Gamification as a tool for enhancing graduate medical education. Postgraduate medical journal, 90(1070), 685-693. [5]. Oblinger, D., Oblinger, J. L., & Lippincott, J. K. (2005). Educating the net generation. Boulder, Colo.: EDUCAUSE, c2005. 1 v.(various pagings): illustrations[6]. Prensky, M. (2001). Digital natives, digital immigrants part 1. On the horizon, 9(5), 1-6. [7]. Boctor, L. (2013). Active-learning strategies: The use of a game to reinforce learning in nursing education. A case study. Nurse education in practice, 13(2), 96- 100. [8]. Kron, F. W., Gjerde, C. L., Sen, A., & Fetters, M. D. (2010). Medical student attitudes toward video games and related new media technologies in medical education. BMC medical education, 10(1), 50. [9]. Cowan, B., Sabri, H., Kapralos, B., Porte, M., Backstein, D., Cristancho, S., & Dubrowski, A. (2010). A serious game for total knee arthroplasty procedure, education and training. Journal of CyberTherapy & Rehabilitation (JCR), 3(3), 285-298. [10]. Bergeron, B. P. (2008). Learning & retention in adaptive serious games. Studies in health technology and informatics, 132, 26-30. [11]. Dunne, J. R., & McDonald, C. L. (2010). Pulse!!: a model for research and development of virtual-reality learning in military medical education and training. Military medicine, 175(suppl_7), 25-27. [12]. Chen, A. M., Kiersma, M. E., Yehle, K. S., & Plake, K. S. (2015). Impact of an aging simulation game on pharmacy students’ empathy for older adults. American journal of pharmaceutical education, 79(5), 65. [13]. Boeker, M., Andel, P., Vach, W., & Frankenschmidt, A. (2013). Game-based e-learning is more effective than a conventional instructional method: a randomized controlled trial with third-year medical students. PloS one, 8(12), e82328. [14]. van de Pol, M. H., Lagro, J., Fluit, L. R., Lagro‐Janssen, T. L., & Olde Rikkert, M. G. (2014). Teaching Geriatrics Using an Innovative, Individual‐Centered Educational Game: Students and Educators Win. A Proof‐of‐Concept Study. Journal of the American Geriatrics Society, 62(10), 1943-1949. [15]. Dankbaar, M. E., Alsma, J., Jansen, E. E., van Merrienboer, J. J., van Saase, J. L., & Schuit, S. C. (2016). An experimental study on the effects of a simulation game on students’ clinical cognitive skills and motivation. Advances in Health Sciences Education, 21(3), 505-521. [16]. Evans, K. H., Daines, W., Tsui, J., Strehlow, M., Maggio, P., & Shieh, L. (2015). Septris: a novel, mobile, online, simulation game that improves sepsis recognition and management. Academic Medicine, 90(2), 180. [17]. Kanthan, R., & Senger, J. L. (2011). The impact of specially designed digital games-based learning in undergraduate pathology and medical education. Archives of pathology & laboratory medicine, 135(1), 135-142. [18]. Serbezova I.(2018). Optimize training in health care through video methods, Mediatech-Pleven (in Bulgarian). [19]. Serbezova I. (2013). Video films in the training of medical and healthcare professionals. Ruse University "Angel Kanchev" (in Bulgarian).

Page Range: 1398-1403
Language: English
Page Count: 6
- Issue No: 4

Summary/Abstract: This paper presents the challenges faced by teachers in the process of training the students in today's innovative, technological society. Definition, overview, and concepts of serious educational games are shown. A study has been made on the introduction of modern technologies through video materials, presentations, serious games in Bulgarian.A created educational game designed for medical education is presented. The game aims to verify and enhance the knowledge and skills of the students in injecting technique. The article presents the results of a survey conducted for the use of serious games in Bulgaria.

Keywords: serious educational games; medical education; concepts of serious games;video materials;

Source 2:"Why and How Serious Games can Become Far More Effective: Accommodating Productive learning Experiences, Learner Motivation and the monitoring of learning Gains"

Authors: Wim Westera

Year: Published: 14/01/2019

Subjects:

Title: "Why and How Serious Games can Become Far More Effective: Accommodating Productive learning Experiences, Learner Motivation and the monitoring of learning Gains"

Level of Thesis

University: Open University of the Netherlands

City: ,Valkenburgerweg 177, 6419 AT Heerlen, The Netherlands

Primary source

Research Questions:
The aim of this paper was to improve the design methods for serious games by in identifying and highlighting common misconceptions and providing a timeline in order to avoid them. These included

The presumed conflict between learning and play
Learning from experience as the basis of game based learning
Issues with experience based learning
Neglecting the ineffectiveness of minimal guidance approaches
Issues with motivation (Determinants of motivation, Style elements, Gameplay Scenarios, Reward Systems, Extrinsive causes for intrinsic motivation
Issues with progress monitoring (Assessment as by product, complexity of covert, dynamic assessment, Performance over learning process.

Conclusions:
From my reading of these two pieces i feel more informed on my theme topic of "serious games" both from the aspect of what is lacing from the serious game industry to the interest in implementing serious games into a type of training from the percentage taken from the page on the study made in Bulgaria.
Their conclusion: Conclusion Research in instructional sciences has produced a huge body of evidence over the past 50 years. In serious game design, however, many established insights in teaching and learning seem to be neglected. This neglect may be partially explained by the ambition to contrast serious games with existing teaching approaches, by emphasizing their fun properties and excluding manifest references to school and classroom practices. Also, the high visual, acoustic and narrative qualities of entertainment games inevitably frame the expectations that learners and teachers may have and thereby urge serious game designers to focus on the gaming part at the expense of the teaching part. Still, the ambition to make learning more attractive and joyful should never go at the expense of learning effectiveness. Although many serious game designers would concur with the paramount importance of pedagogy, they are readily in default when it comes to activity, either by misconceptions or ignorance. This paper has identified a variety of weaknesses in serious game design, which needs further attention from the field. Main conclusion is that serious games can become more effective if the considerations about experience-based learning, motivation and assessment, respectively, would be taken into account. Based on our analysis we present the following guidelines. With regard to experience-based learning, serious game design should:  explicitly base its design on advances and evidence in learning sciences research  include instructions and explanations about conceptual background principles and theories, even if when these would require the interruption of play  include adaptive scaffolding mechanisms and other forms of instructional guidance and learner support in the design.  provide feedback on learning rather than feedback on performance  include opportunities for reflection and metacognitive activity, even if when these would require the interruption of play. With regard to motivation serious game design should:  avoid distracting presentation style elements because of the unwanted extraneous cognitive load they induce  start with an assessment analysis that identifies relevant tasks and content to be covered by the game, and base the gameplay scenarios on the assessment analysis  offer gameplay scenarios that allow for sufficient freedom of movement and player responsibilities to enhance the player´s sense of autonomy  offer gameplay scenarios that pose cautiously balanced and just doable challenges for enhancing the player's sense of competence  avoid external pressure, surveillance or time locks as to preserve the player's sense of relatedness. With regard to scoring and assessment serious game design should:  include affordance-oriented incentives that directly support and enhance gameplay rather than outputoriented rewards  use dynamic in-game scores that provide a reliable monitor of learning progress  benefit from stealth assessment based on evidence-centred design, or similar, which allows for monitoring learning progress  promote a learning attitude, which allows for failure, retrials, reflection and well-considered strategy development without time constraints or penalty scores. For practical reasons this paper only looked into potential issues in instructional support, motivation and the assessment of learning progress, respectively. Still, various other aspects of serious games pedagogy deserve similar analysis, for instance the transfer of the knowledge learned in games to a variety of different operational contexts, the role of reflection, self-regulation and other metacognitive capabilities in games, the design of scaffolding, feedback mechanisms, and personalisation, the role of affective and emotional elements for learning, and the integration of serious games in the wider curriculum context. On all these topics a vast body of research evidence is available, which only sparsely permeated the domain of serious game design. By putting more efforts in their pedagogical dimensions, serious games can become far more effective.

Limitations/ Gaps and weaknesses

Strengths: What I found most interesting about this piece was its conclusion as it highlighted how the learning and aspects in a serious game seem to be neglected in favor of the gaming part in ways such as the quality of acoustics and narrative._ this to me makes this source quite unique in this part as this issue is not as commonly addressed.

Significance: Highlights aspects of Serious Games being neglected. such as acoustic and narrative quality etc.

Gale Document Number: GALE|A584496379

Acknowledgement: This research was partially funded by the European Union’s Horizon 2020 research and innovation programme under grant agreement No 644187, the RAGE project (www.rageproject.eu).

Westera, Wim. "Why and How Serious Games can Become Far More Effective: Accommodating Productive Learning Experiences, Learner Motivation and the Monitoring of Learning Gains." Educational Technology & Society, vol. 22, no. 1, 2019, p. 59+. Gale Academic OneFile, Accessed 1 Apr. 2020.- Source citation

References: References Abt, C. (1970). Serious games. New York: Viking Press. Aldrich, C. (2005). Learning by Doing: the Essential Guide to Simulations, Computer Games, and Pedagogy E-Learning and other Educational Experiences. San Francisco, CA: John Wiley & Sons. Barrows, H.S., & Tamblyn, R.M. (1980). Problem-based learning: An approach to medical education. New York: Springer. Blanchard, J.S., & Cheska, A. (1985). The anthropology of sport: An introduction. Massachusetts: Bergin and Garvey Publishers Inc. Bogost, I., (2007). Persuasive Games: The Expressive Power of Videogames. Cambridge MA: MIT Press. Bordwell, D. (1989). A Case for Cognitivism. IRIS, 9, 11-41. Boyle, E. A., Hainey, T., Connolly, T. M., Gray, G., Earp, J., Ott, M., Lim, T., Ninaus, M., Ribeiro, C. & Pereira, J. (2016). An update to the systematic literature review of empirical evidence of the impacts and outcomes of computer games and serious games. Computers & Education, 94, 178-192. Doi: 10.1016/j.compedu.2015.11.003 Brown, S., & Glasner, A. (2003). Assessment Matters in Higher Education. Buckingham: SRHE & Open University Press. Bruner, J.S. (1961). The act of discovery. Harvard Educational Review, 31(1), 21–32. Canhoto, A., I. & Murphy, J. (2016). Learning From Simulation Design to Develop Better Experiential Learning Initiatives: An Integrative Approach. Journal of Marketing Education, 38(2), 98 –106. Catalano, C.E., Luccini, A.M., & Mortara, M. (2014). Best Practices for an Effective Design and Evaluation of Serious Games. International Journal of Serious Games 1(1), 13 pages. Retrieved from http://journal.seriousgamessociety.org/index.php?journal=IJSG&page=article&op=view&path%5B%5D=8 Caves, R.E. (2000). Creative Industries: Contracts between Art and Commerce. Boston: Harvard University Press. Clark, R.E. (1989). When teaching kills learning: Research on mathemathantics. In: H.N. Mandl, N. Bennett, E. de Corte, & H.F. Freidrich (Eds.), Learning and instruction: European research in an international context, Vol. 2, pp.1–22. London: Pergamon. Connolly, T.M., Boyle, E.A, MacArthur, E., Hainey, T, & Boyle, J.M. (2013). A systematic literature review of empirical evidence on computer games and serious games. Computers & Education, 59(2), 661–686. DOI: 10.1016/j.compedu.2012.03.004 Cordova, D.I., & Lepper, M.R. (1996). Intrinsic motivation and the process of learning: beneficial effects of contextualization, personalization, and choice. Journal of Educational Psychology, 88(4), 715–730. Crookall, D. (1995). A guide to the literature on simulation/gaming. In D. Crookall & K. Arai (Eds.), Simulation and gaming across disciplines and cultures: ISAGA at a watershed, pp.151-177. Thousand Oaks, CA: Sage. Csikszentmihalyi, M. (1991). Flow: The psychology of optimal experience. New York: Harper Perennial. Dewey, J. (1916). Democracy and education. New York: Macmillan. Dewey, J. (1938). Experience and Education. New York: Macmillan. Dickey, M.D. (2005). Engaging by design: How engagement strategies in popular computer and video games can inform instructional design. Educational Technology, Research and Development, 53(2), 67-83. Dweck, C.S., & Legget, E.L. (1988). A social-cognitive approach to motivation and personality. Psychology Review, 95(2), 256–273. Fisher, S.L., & Ford, J.K. (1998). Differential effects of learner effort and goal orientation on two learning outcomes. Personnel Psychology, 51(2), 397–420. DOI: 10.1111/j.1744-6570.1998.tb00731.x Gala (2013). R&D Roadmap on Serious Games. Retrieved from http://www.seriousgamessociety.org/download/GALA%20Roadmap%203.pdf Garris, R., Ahlers, R., & Driskell, J.E. (2002). Games, motivation, and learning: A research and practice model. Simulation & Gaming, 33(4), 441-467. DOI: 10.1177/1046878102238607 Gee, J.P. (2003). What Video Games Have to Teach Us About Learning and Literacy. New York: Palgrave/Macmillan. Gosen, J. & Washbush, J. (2004). A review of scholarship on assessing experiential learning effectiveness. Simulation & Gaming, 35(2), 270-293. DOI: 10.1177/1046878104263544 Griffiths, M. D., Király, O., Pontes, H. M., & Demetrovics, Z. (2015). An overview of problematic gaming. In V. Starcevic & E. Aboujaoude (Eds.), Mental Health in the Digital Age: Grave Dangers, Great Promise, pp.27-45. Oxford: Oxford University Press Habgood, M.P.J., & Ainsworth, S.E. (2011). Motivating Children to Learn Effectively: Exploring the Value of Intrinsic Integration in Educational Games. Journal of the Learning Sciences, 20(2), 169-206. Hargreaves, A. (1989). Curriculum and Assessment Reform. London: Open University Press. Hattie, J. (2009). Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement. New York: Routledge. Huizinga, J. (1938). Homo Ludens: A Study of the Play Element in Culture. Boston: Beacon Press. Jarvis, P. (1987). Adult Learning in the Social Context. London: Croom Helm. Jonassen, D. (1991). Objectivism versus constructivism. Educational Technology Research and Development, 39(3), 5–14. Kayes, D.C. (2002). Experiential learning and its critics: Preserving the role of experience in management learning and education. Academy of Management Learning and Education, 1(2), 137-149. Keller, J.M. (1987). Development and Use of the ARCS Model of Motivational Design. Journal of Instructional Development, 10(3), 2-10. Keller, J.M. (2008). First principles of motivation to learn and e3-learning. Distance Education, 29(2), 175-185. Kelley, H.H. (1973). The processes of causal attribution. American Psychologist, 28(2), 107–128. Kirschner, P.A., Sweller, J., & Clark, R.E. (2006). Why Minimal Guidance During Instruction Does Not Work: An Analysis of the Failure of Constructivist, Discovery, Problem-Based, Experiential, and Inquiry-Based Teaching. Educational Psychologist, 41(2), 75–86. Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. Englewood Cliffs, NJ: Prentice-Hall. Kyllonen, P.C., & Lajoie, S.P. (2003). Reassessing aptitude: Introduction to a special issue in honor of Richard E. Snow. Educational Psychologist, 38(2), 79–83. Lave, J., & Wenger, E. (1991). Situated Learning: Legitimate Peripheral Participation. Cambridge: Cambridge University Press. Linehan, C., Kirman, B., Lawson, S., & Chan, G. (2011). Practical, appropriate, empirically-validated guidelines for designing educational games. In T. Desney, G. Fitzpatrick, C. Gutwin, B. Begole & W.A. Kellogg (eds.) Proceedings of the ACM Annual Conference on Human Factors in Computing Systems, May 7-12, 2011, Vancouver, Canada, pp.1979-1988. New York: ACM. Malone, T.W. (1981). What makes computer games fun? Byte, 6(12), 258-277. Malone, T.W., & Lepper, M.R., (1987). Making learning fun: A taxonomy of intrinsic motivations for learning. In: R.E. Snow & M.J. Farr (Eds.), Aptitude, learning, and instruction: Vol. 3. Conative and affective process analyses, pp.223-253. Hillsdale, NJ: Lawrence Erlbaum. MarketsandMarkets (2015). Serious Game Market by Vertical (Education, Corporate, Healthcare, Retail, Media and Advertising), Application (Training, Sales, Human Resource, Marketing), Platform, End-User (Enterprise, Consumer), and Region - Forecast to 2020. Retrieved from http://www.marketsandmarkets.com/Market-Reports/serious-game-market67640395.html Mathan, S.A., & Koedinger, K.R. (2005). Fostering the intelligent novice: learning from errors with meta-cognitive tutoring. Educational Psychology, 40(4) 257–265. Mayer, R. (2004). Should there be a three-strikes rule against pure discovery learning? The case for guided methods of instruction. American Psychologist, 59(1), 14–19. Mislevy, R.J., Steinberg, L.S., & Almond, R.G. (2003). On the structure of educational assessments. Measurement: Interdisciplinary Research and Perspectives, 1(1), 3-62. DOI:10.1207/S15366359MEA0101_02 Mory, E.H. (2003). Feedback Research Revisited. In D.H. Jonassen (Ed.), Handbook of research for educational communications and technology, pp.745-783. New York: MacMillian Library Reference, O’Connor, J. (2010). The cultural and creative industries: a literature review. (2nd ed). Newcastle upon Tyne: Creativity, Culture and Education. Retrieved from http://www.creativitycultureeducation.org/wp-content/uploads/CCE-lit-reviewcreative-cultural-industries-257.pdf Papert, S. (1980). Mindstorms: Children, computers, and powerful ideas. New York: Basic Books. Polanyi, M. (1966). The Tacit Dimension. Chicago: University of Chicago Press. Potts, J., & Cunningham, S. (2008). Four models of the creative industries. International Journal of Cultural Policy, 1201(1), 163-180. DOI: 10.1080/10286630802281780 Reese, H.W (2011). The Learning-by-Doing Principle. Behavioral Development Bulletin 11, 1-19. Retrieved from http://psycnet.apa.org/journals/bdb/17/1/1.pdf Reeves, B., & Nass, C. (1996). The Media Equation: How People Treat Computers, Television, and New Media like Real People and Places. Cambridge: Cambridge University Press. Rooney, P. (2012). A Theoretical Framework for Serious Game Design: Exploring Pedagogy, Play and Fidelity and their Implications for the Design Process. International Journal of Game-based Learning, 2 (4) 41-60. DOI: 10.4018/ijgbl.2012100103 Ryan, R.M., & Deci, E.L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68-78. Ryle, G. (1949). Knowing How and Knowing That. The Concept of the Mind. New York: Barnes and Noble. Saveski, G. L., Westera, W., Yuan, L., Hollins, P., Fernández Manjón, B., Moreno Ger, P., & Stefanov, K. (2015). What serious game studios want from ICT research: identifying developers’ needs. In: A. De Gloria and R. Veltkamp (Eds.), Proceedings of the GALA 2015 Conference, December 7-8, Rome, Italy, LNCS 9599, pp. 1–10. DOI: 10.1007/978-3-319- 40216-1_4 Schank, R. C., Berman, T. R., & Macpherson, K. A. (1999). Learning by doing. In C.M. Reigeluth (Ed.), Instructional-design theories and models: A new paradigm of instructional theory, Vol. II, pp.161-181. Mahwah, NJ: Lawrence Erlbaum Associates. Schank, R.C. (1995). Engines for Education. New York: Lawrence Erlbaum. Seligman, M.E., Maier, S.F., & Geer, J.H. (1968). Alleviation of learned helplessness in the dog. Journal of Abnormal Psychology, 73(3), 256–262. Shute, V.J. (2011). Stealth assessment in computer-based games to support learning. In: S. Tobias & J.D. Fletcher (Eds.), Computer games and instruction, pp.503–524. Charlotte, NC: Information Age Publishers. Shute, V.J., & Ventura, M. (2013). Measuring and supporting learning in games: Stealth assessment. Cambridge, MA: The MIT Press. Sitzmann, T. (2011). A meta-analytic examination of the instructional effectiveness of computer-based simulation games. Personnel Psychology, 64(2), 489-528. DOI 10.1111/j.1744-6570.2011.01190.x TSB (2013). Creative industries Strategy 2013-2016. Swindon: Technology Strategy Board. Retrieved from http://www.innovateuk.org Vallerand, R.J., Fortier, M.S., & Guay, F. (1997). Self-determination and persistence in a real-life setting: Toward a motivational model of high school dropout. Journal of Personality and Social Psychology, 72(5), 1161-1176. Van Rosmalen, P., & Westera, W. (2014). Introducing Serious Games with Wikis: Empowering the Teacher with simple Technologies. Interactive Learning Environments 22(5), 564-577. DOI:10.1080/10494820.2012.707128. VandeWalle, D., Brown, S.P., Cron, W.L., & Slocum, L.W. (1999). The influence of goal orientation and self-regulation tactics on sales performance: A longitudinal field test. Journal of Applied Psychology (APA), 84(2), 249–259. Westera, W. (2015). Games are motivating, aren´t they? Disputing the arguments for digital game-based learning. International Journal of Serious Games 2(2). Retrieved from http://journal.seriousgamessociety.org/index.php?journal=IJSG&page=article&op=view&path%5B%5D=58. Westera, W., Nadolski, R., Hummel, H., & Wopereis, I. (2008). Serious Games for Higher Education: a Framework for Reducing Design Complexity. Journal of Computer-Assisted Learning, 24(5), 420-432.

Source 3: Serious Games: Games That Educate, Train, and Inform

Authors: Michael, David R, and Chen, Sandra L,

Year: 2005

Title : Serious Games: Games That Educate, Train and Inform

Level of Thesis

Research Questions: this source in particular Covered techniques to make entertainment-oriented games richer and provide a deeper experience to the user/player

Conclusions:I didn't find much here relating to serious games but it was an interesting read nonetheless.

Limitations/ Gaps and weaknesses: overall I didn't find too much to read on this source, however I did find it interesting hearing from a independent software developer over 10 years in the field.

Strengths: was written by a successful software developer with 10 years industry experience. I also like that it has more than one persons aspect from the industry as there is another author Sande Chen has been active in the gaming industry for over five years and was even a speaker at the 2005 game developers conference. This makes the source less biased as it is not just one persons aspect.

Significance: It helped in gaining insight in from two people with over 5 years experience in the gaming industry

References

@book{10.5555/1051239, author = {Michael, David R. and Chen, Sandra L.}, title = {Serious Games: Games That Educate, Train, and Inform}, year = {2005}, isbn = {1592006221}, publisher = {Muska & Lipman/Premier-Trade} }

Source 4:Serious Games: An Overview by Susi, Tajra and Johannesson, Mikaek and Backlund, perhttp://www.diva-portal.org/smash/get/diva2:2416/FULLTEXT01.pdf

Authors: Tarja Susi (tarja.susi@his.se) Mikael Johannesson (mikael.johannesson@his.se) Per Backlund (per.backlund@his.se)
Year: 2007

Subjects: Serious Games and Related Concepts,

Title Serious Games: An Overview by Susi Tajra and Johannesson, Mikaek and Backlund, per

Level of Thesis

Place, publisher, year, edition, pages
Skövde: Institutionen för kommunikation och information , 2007. , p. 28

Conclusions: The source piece discusses that not only that serious games are and how it may benefit a player in ways such as allowing players to experience certain situations in a more safe and risk free way as well as saving the player/ training any other ways in both timing and cost effectiveness.

Limitations/ Gaps and weaknesses : Overall this was one of my favorite reads from my sources however, it was quite difficult to find an overall conclusion for this piece, however with the amount of info provided in the reading it was easy to determine that this piece was highlight the benefits and opportunities we have for the use of these types of games in our technological society now.

Strengths: Gives great examples of areas of industry these games can be used in, as well as marking out benefits for using both serious games and games overall, from training to stress relief. One of its greatest strengths is that it highlights the names of specific games theat would benefit their fields which can be seen below

Americas Army (http://www.americasarmy.com/); First person shooter game which promotes the US Army. Also used as an instrument for recruiting soldiers. The Triple A Game Show (http://scil.stanford.edu/news/game4-06.htm); A game about ecosystems which uses a learning-by-teaching strategy to enhance learning. Brain age (http://www.brainage.com); A Nintendo DS game with various games and exercises in drawing, speed counting and drawing. Bridge Builder (http://www.bridgebuilder-game.com/); A game for building bridges by which the user learns about construction and engineering. The Business Game (http://pixelearning.com); A game-based learning product teaching business dynamics and introducing enterprise to young adults and teens. A Force More Powerful (www.afmpgame.com); A simulation game that teaches the strategy of nonviolent conflict. Food Force (http://www.food-force.com/); A game for learning how to deliver food aid to areas in crisis and how to help people rebuild their lives after a disaster. Sponsored by UN World food programme. Futurelab – Racing Academy (http://lateralvisions.co.uk); A teaching game about physics and mechanical engineering in a virtual community. The Intel IT Manager Game: The simulation of an IT department (http://itmg2.intel.com/eng/); An advergame where the player manages an Information Technology (IT) department. NanoMission (http://www.nanomission.org/); An educational serious game that aims to teach players about the concepts of nanoscience through real world practical applications. Navy Training Exercise (http://nte.navy.com); A recruiting game for the US Navy. The Utrecht Blob ((http://www.utrecht.nl/smartsite.dws?id=144537); A game about the city of Utrecht. The user learns to find the way through Utrecht and paint buildings. 3rd World Farmer (http://www.heavygames.com/3rdworldfarmer); A game teaching the player about the economics of farming

Significance: I find this piece to be quite significant when I was searching for topics on serious game as it addresses the issue of how these type of games have not been unlisted to their full potential and even highlights the many areas this could benefit these include Military Games,Application areas such as the medical field , Corporate Games and even goes into the advantages of these games in the medical field. This source also gives some great advantages for both Serious games and games overall including the benefit of learning analytical and spatial skills, as well as be a great way to remove a persons frustration through the use of violent video games as a persons output for these frustrations.

Location and school: School of Humanities and Informatics University of Skövde, Sweden

References

Cite:@techreport{Susi2416,

author = {Susi, Tarja and Johannesson, Mikael and Backlund, Per},

institution = {University of Skövde, School of Humanities and Informatics},

pages = {28},

publisher = {Institutionen för kommunikation och information},

title = {Serious Games : An Overview},

series = {IKI Technical Reports},

number = {HS-IKI-TR-07-001},

abstract = {This report discusses some issues concerning serious games, that is, (digital) games used for purposes other than mere entertainment. The starting point is the serious games concept itself, and what the actually means. Further, serious games allow learners to experience situations that are impossible in the real world for reasons of safety, cost, time, etc., but they are also claimed to have positive impacts on the players’ development of a number of different skills. Subsequently, some possible positive (and negative) impacts of serious games are discussed. Further, some of the markets such games are used in are considered here, including, military games, government games, educational games, corporate games, and healthcare games. This report also identifies some (mainly academic) actors in the North American and the European serious games market. This report is part of the DISTRICT (Developing Industrial Strategies Through Innovative Cluster and Technologies) project: Serious Games Cluster and Business Network (SER3VG), which is part of the Interreg IIIC Programme. },

year = {2007}

}

References Backlund, P., Engström, H., & Johannesson, M. (2006) Computer Gaming and Driving Education. Proceedings of the workshop Pedagogical Design of Educational Games affiliated to the 14th International Conference on Computers in Education (ICCE 2006). Beijing, China, December 1. Baldaro, B., Tuozzi, G., Codispoti, M., Montebarocci, O., Barbagli, F., Trombini, E. & Rossi, N. (2004) Aggressive and non-violent videogames: Short-term psychological and cardiovascular effects on habitual players. Stress and Health, 20(4), 203–208. Corti, K. (2006) Games-based Learning; a serious business application. PIXELearning Limited. [www.pixelearning.com/docs/games_basedlearning_pixelearning.pdf] Coyne, R. (2003) Mindless repetition: Learning from computer games. Design Studies, 24(3), 199–212. Cromley, J. (2006) Control a car with your thoughts – it’s therapeutic. Los Angeles Times, May 15, 2006. [www.latimes.com/technology/consumer/gamers/la-he-game15may15,1,1867483.story? coll=la-business-games] De Lisi, R. & Wolford, J.L. (2002) Improving children’s mental rotation accuracy with computer game playing. Journal of Genetic Psychology, 163(3), 172–182. DeMaria, R. (2006) Games for health 2006: Dance dance…revolution in fitness! [http://seriousgamessource.com/features/feature_051906.php] [20070120] Dictionary.laborlawtalk.com. http://dictionary.laborlawtalk.com/Serious_game) [2006-10-18] Digitaldivide.net [http://digitaldivide.net/articles/view.php?ArticleID=484] [2006-11-13] Dobson, J. (2006) Archimage on helping stem diabetes with nanoswarm. [seriousgamessource.com/features/feature_081006_nanoswarm.php] Durkin, K. & Barber, B. (2002) Not so doomed: Computer game play and positive adolescent development. Journal of Applied Developmental Psychology, 23(4), 373–392. van Eck, R. (2006) Digital game-based learning: It’s not just the digital natives who are restless. EDUCAUSEreview, march/april, 16-30. ELSPA (2006) Unlimited learning: Computer and video games in the learning landscape. Entertainment and Leisure Software Publishers Association, ELSPA. [www.elspa.com/assets/files/u/unlimitedlearningtheroleofcomputerandvideogamesint_3 44.pdf] En.wikipedia [http://en.wikipedia.org/wiki/Serious_games] [2006-10-06] Enochsson, L., Isaksson, B., Tour, R., Kjellin, A., Hedman, L., Wredmark, T. & TsaiFellander, L. (2004) Visuospatial skills and computer game experience influence the performance of virtual endoscopy. Journal of Gastrointestinal Surgery, 8(7), 874–880. Gee, P.J. (2004) Situated language and learning: A critique of traditional schooling. New York: Routledge. Gee, P.J. (unpublished manuscript) Why are video games good for learning? [www.academiccolab.org/initiatives/papers.html] Grossman, L. (2005) The army’s killer app. Time 165, 9, 43–44. [www.time.com/time/magazine/article/0,9171,1029872,00.html] Gudmundsen, J. (2006) Movement aims to get serious about games. USA Today, 5/19/2006 [www.usatoday.com/tech/gaming/2006-05-19-serious-games_x.htm] Guy, B., Bidwell, N. J. & Musumeci, P. (2005) Gameplan: Serious gaming for place making. IE2005: Proceedings of the Second Australasian Conference on Interactive Entertainment. Sydney, Australia: Creativity & Cognition Studios Press, 252. Hodson, P., Connolly, M. & Saunders, D. (2001) Can computer-bases learning support adult learners? Journal of Further and Higher Education, 25(3), 325-335. Hong, J.-C. & Liu, M.-C. (2003) A study on thinking strategy between experts and novices of computer games. Computers in Human Behavior, 19(2), 245–258. Johnson, S. (2005) Everything bad is good for you: How today’s popular culture is actually making us smarter. Riverhead Hardcover. Kiili, K. (2005) Digital game-based learning: Towards an experiential gaming model. Internet and Higher Education, 8(1), 12-24. Kirriemuir, J. & McFarlane, A. (2004) Literature review in games and learning. Futurelab. [www.futurelab.org.uk/research/lit_reviews.htm] Lewis, M.J., Davies, R., Jenkins, D. & Tait, M.I. (2005) A review of evaluative studies of computer-based learning in nursing education. Nurse Education Today, 25(8), 586-597. Lostgarden.com [http://lostgarden.com/2005/05/serious-games-broader-definition.html] [2006-11-13] Michael, D. & Chen, S. (2006) Serious games: Games that educate, train, and inform. Boston, MA.: Thomson Course Technology. Minkhollow [http://minkhollow.ca/KB/PF/index.html#defn] [2006-10-18] Mitchell, A. & Savill-Smith, C. (2004) The use of computer and video games for learning: A review of the literature. Learning and Skills Development Agency. [www.LSDA.org.uk] Navarro, J. I., Marchena, E., Alcalde, C., Ruiz, G., Llorens, I. & Aguilar, M. (2003) Improving attention behaviour in primary and secondary school children with a computer assisted instruction procedure. International Journal of Psychology 38(6), 359–365. Nyteknik [http://nyteknik.se/art/43550] (in Swedish) [2006-10-18] Prensky, M. (2006) Don’t bother me mom, I’m learning! Paragon House Publishers. [www.marcprensky.com/writing/Prensky%20-%20Ch1-Digital%20GameBased%20Learning.pdf] Prensky, M. (2001b) Digital Natives, digital immigrants. [www.marcprensky.com/writing/Prensky%20-%20Digital%20Natives,%20 Digital% 20Immigrants%20-%20Part1.pdf] Radford, A. (2000) Games and learning about form in architecture. Automation in Construction, 9(4), 379–385. Rieber, L.P. (1996) Seriously considering play: Designing interactive learning environments based on the blending of microworlds, simulations, and games. Educational Technology Research and Development, 44(2), 43–58. Robel, M. K. (2004) The difference between military & civilian wargames. Dirty Little Secrets. [www.strategypage.com/dls/articles/2004618.asp 2006-11-21] Rogoff, B. (2003) The cultural nature of human development. Oxford: Oxford University Press. Sandford, R., Ulicsak, M., Facer, K. & Rudd, T. (2006) Teaching with games: Using commercial off-the-shelf computer games in formal education. Futurelab. [www.futurelab.org.uk/research/teachingwithgames/findings.htm] Sgschallenge.ist.ucf.edu [http://sgschallenge.ist.ucf.edu/index.aspx] [2006-11-12] Sietsema, J.M., Nelson, D.L., Mulder, R.M., Mervau-Scheidel, D. & White, B.E. (1993) The use of a game to promote arm reach in persons with traumatic brain injury. American Journal of Occupational Therapy, 47(1), 19-24. Smith, M.K. (1999) Learning theory. The encyclopedia of informal education. [www.infed.org/biblio/b-learn.htm] Stoll, C. (1999) High-tech heretic: Reflections of a computer contrarian. New York: First Anchor Books. Spel.bth [http://spel.bth.se/index.php/Serious_Games_Workshop] (in Swedish) [2006-11-12]Squire, K. (2002) Cultural framing of computer/video games. The International Journal of Computer Game Research, 2(1). Squire, K. & Jenkins, H. (2003) Harnessing the power of games in education. Insight, 3(1), 5- 33 Squire, K., & Steinkuehler, C. (2005) Meet the gamers. Library Journal, 130(7), 38–42. Squire, K., Giovanetto, L. & Devane, B. (2005) From users to designers: Building a selforganizing game-based learning environment. TechTrends: Linking Research & Practice to Improve Learning, 49(5), 33-44. Svt.se. [http://svt.se/svt/jsp/Crosslink.jsp?d=24514&a=503499&lid=puff_503516&lpos =lasMer] (in Swedish) [2006-11-12] Totty, M., (2005) Better training through gaming. Wall Street Journal - Eastern Edition, 245(80), R6-0. Twitchspeed [www.twitchspeed.com] [2006-12-13] Usatoday [http://usatoday.com/tech/gaming/2006-05-19-serious-games_x.htm] [2006-11-13] Watters, C., Oore, S., Shepherd, M., Abouzied, A., Cox, A., Kellar, M., Kharrazi, H., Liu, F. & Otley, A. (2006) Extending the use of games in health Care. HICSS39. Hawaii, January 3-9. Wittgenstein, L. (1953) Philosophical Investigations. Macmillan, NY. Zyda, M. (2005) From visual simulation to virtual reality to games. Computer, 38(9), 25-32.

Source 5: Why So Serious, on the relation of serious games and learning"https://hal.archives-ouvertes.fr/hal-00692052

Authors: JOHANNES BREUER AND GARY BENTE
Year: 2010
Subjects: The benefits of serious games in education
Title : Why So Serious, on the relation of serious games and learning
Level of Thesis
Conclusions: This source concluded many benefits for serious games in and eductional standpoint, as it highlights the many benefits and skills that can be learned through this was of teaching.
Limitations/ Gaps and weaknesses

Johannes Breuer, Gary Bente. Why so serious? On the relation of serious games and learning. Journal for Computer Game Culture, 2010, 4 (1), pp.7-24. ffhal-00692052f

Strengths: I found this interesting to read as it focused on things such as comparing other similar educational concepts such as elearning and education from an entertainment standpoint. To me this is what was appealing about this game as it focused on mainly the benefits of serious games from a educational standpoint.

Significance: This source is significant in a way that it focuses on one field in which serious games would be benefited instead of focusing a small section on this field before moving to other fields such as military. This makes the piece on that field more informtive.

References: C. C. Abt, Serious Games, 1975.
URL : https://hal.archives-ouvertes.fr/hal-00702964

J. Alvarez and L. Michaud, Serious games. Advergaming, edugaming, training and more, 2008.
URL : https://hal.archives-ouvertes.fr/tel-01240683

T. H. Apperley, Genre and game studies: Toward a critical approach to video game genres, Simulation & Gaming, vol.37, issue.1, pp.6-23, 2006.
DOI : 10.1177/1046878105282278

A. Bandura, Self-efficacy: Toward a unifying theory of behavioral change., Psychological Review, vol.84, issue.2, pp.191-215, 1977.
DOI : 10.1037/0033-295X.84.2.191

G. Bateson, Metalogue: About Games and Being Serious, ETC: A Review of General Semantics, p.10, 1953.

S. Benford, A. Crabtree, S. Reeves, M. Flintham, A. Drozd et al., The Frame of the Game: Blurring the Boundary between Fiction and Reality in Mobile Experiences, 2006.

G. Bente and J. Breuer, Making the implicit explicit. Embedded measurement in serious games, Serious Games: Mechanisms and Effects. Routledge, 2009.

G. Broll and S. Benford, Seamful Design for Location-Based Mobile Games, Lecture Notes in Computer Science, vol.1, issue.1, pp.155-166, 2005.
DOI : 10.1145/174800.174801

D. Charsky and C. Mims, Integrating Commercial Off-the-Shelf Video Games into School Curriculums, TechTrends: Linking Research and Practive to Improve Learning, pp.38-44, 2008.

D. I. Cordova and M. R. Lepper, Intrinsic motivation and the process of learning: Beneficial effects of contextualization, personalization, and choice., Journal of Educational Psychology, vol.88, issue.4, pp.715-730, 1996.
DOI : 10.1037/0022-0663.88.4.715

M. Csikszentmihalyi, Flow., 1990.
DOI : 10.1037/10518-188
URL : https://hal.archives-ouvertes.fr/hal-01470857

D. Floyd and J. Portnow, Writer) (2008) Video Games and Learning [Online] Available at: http://www.youtube.com/watch?, pp.0-3, 2009.

J. P. Gee, High Score Education Available at, pp.1-20, 2003.

J. P. Gee, Good Video Games + Good Learning, 2008.
DOI : 10.3726/978-1-4539-1162-4
URL : http://citeseerx.ist.psu.edu/viewdoc/summary?doi=10.1.1.585.3385

L. Graves, G. Stratton, N. D. Ridgers, and N. T. Cable, Comparison of energy expenditure in adolescents when playing new generation and sedentary computer games: cross sectional study, BMJ, vol.335, issue.7633, pp.1282-1284, 2007.
DOI : 10.1136/bmj.39415.632951.80

M. Griffitths, The Therapeutic Use of Videogames in Childhood and Adolescence, Clinical Child Psychology and Psychiatry, vol.8, issue.4, pp.547-554, 2003.
DOI : 10.1177/13591045030084012

C. Haythornthwaite and R. Andrews, The Sage Handbook of E- Learning Research, 2007.
DOI : 10.4135/9781473955011

H. Jenkins, B. Camper, A. Chisholm, N. Grigsby, E. Klopfer et al., From Serious Games to Serious Gaming, Serious Games: Mechanisms and Effects, 2009.

E. Katz, J. G. Blumler, and M. Gurevitch, Utilization of mass communication by the individual, The Uses of Mass Communications: Current Perspectives on Gratifications Research, pp.19-32, 1974.

G. King and T. Krzywinska, ScreenPlay: Cinema/Videogames/Interfacings, 2002.

A. Koubek and H. Macleaod, Game-Based Learning, Guidelines for Game-Based Learning. Lengerich: Pabst, pp.15-19, 2004.

D. A. Liebermann, Interactive games for health promotion: Effects on knowledge, self-efficacy, social support and health Health promotion and interactive technology: Theoretical applications and future directions, pp.103-120, 1997.

D. A. Liebermann, What Can We Learn From Playing Interactive Games?, Playing Video Games. Motives, Responses and Consequences, pp.379-397, 2006.

D. Michael and S. Chen, Serious Games: Games That Educate, Train and Inform, 2006.

K. Mitgutsch, Passionate Digital Play-Based Learning, (Re)Learning in computer games like Shadow of the Colossus, Eludamos. Journal for Computer Game Culture, vol.3, issue.1, pp.9-22, 2009.

D. G. Oblinger, Games and Learning. Digital games have the potential to bring play back to the learning experience, EDUCAUSE, vol.29, issue.3, pp.5-7, 2006.

D. G. Oblinger, Simulations, Games, and Learning [Online] Avaliable at: http://net, p.14, 2006.

S. Papert, Does Easy Do It? Children, Games, and Learning, Game Developers Magazine, vol.5, issue.6, p.88, 1998.

M. Prensky, Digital Natives, Digital Immigrants, On the Horizon, vol.9, issue.5, pp.1-6, 2001.
DOI : 10.4135/9781483387765.n6

M. Prensky, Digital game-based learning, Computers in Entertainment, vol.1, issue.1, 2007.
DOI : 10.1145/950566.950596
URL : http://citeseerx.ist.psu.edu/viewdoc/summary?doi=10.1.1.318.7914

J. R. Rankin, S. Vargas, and S. , A Review of Serious Games and other Game Categories for Education, 2008.

J. Raposa, Biofeedback in Educational Entertainment, 2003.

R. Ratan and U. Ritterfeld, Classifying Serious Games, Serious Games: Mechanisms and Effects, 2009.

L. P. Rieber, Seriously considering play: Designing interactive learning environments based on the blending of microworlds, simulations, and games, Educational Technology Research and Development, vol.25, issue.1, pp.43-58, 1996.
DOI : 10.1007/BF02300540

U. Ritterfeld, M. Cody, and P. Vorderer, Serious Games: Mechanisms and Effects, 2009.

U. Ritterfeld and R. Weber, Video Games for Entertainment and Education, Playing Video Games. Motives, Responses, and Consequences, pp.399-413, 2006.

H. Rodriguez, The Playful and the Serious: An Approach to Huizinga's Homo Ludens, Game Studies, vol.6, issue.1, 2006.

G. Salomon, Television is "easy" and print is "tough": The differential investment of mental effort in learning as a function of perceptions and attributions., Journal of Educational Psychology, vol.76, issue.4, pp.647-658, 1984.
DOI : 10.1037/0022-0663.76.4.647

B. Sawyer, Serious Games: Improving Public Policy through Game-based Learning and Simulation, 2003.

B. Sawyer and P. Smith, Serious Games Taxonomy [Online] Available at: http://www.seriousgames.org/presentations/serious-games-taxonomy- 2008_web, p.12, 2008.

C. Shen, H. Wang, and U. Ritterfeld, Serious Games and Seriously Fun Games: Can They Be One and the Same?, Serious Games: Mechanisms and Effects, 2009.

V. J. Shute, M. Ventura, M. Bauer, and D. Zapata-rivera, Melding the Power of Serious Games and Embedded Assessment to Monitor and Foster Learning: Flow and Grow, Serious Games: Mechanisms and Effects, 2009.

K. Squire and M. Jan, Mad City Mystery: Developing Scientific Argumentation Skills with a Place-based Augmented Reality Game on Handheld Computers, Journal of Science Education and Technology, vol.1, issue.3, pp.5-29, 2007.
DOI : 10.1007/s10956-006-9037-z

K. Squire and H. Jenkins, Harnessing the power of games in education, Insight, vol.3, pp.5-33, 2003.

T. Susi, M. Johanesson, and P. Backlund, Serious Games -An Overview, 2007.

C. Swertz, Serious Games Taken Seriously, Eludamos. Journal for Computer Game Culture, vol.3, issue.1, pp.7-8, 2009.

R. Van-eck, Digital Game-Based Learning ? It's Not Just the Digital Natives Who Are Restless, EDUCAUSE, pp.17-30, 2006.

R. W. White, Motivation reconsidered: The concept of competence., Psychological Review, vol.66, issue.5, pp.297-333, 1959.
DOI : 10.1037/h0040934

D. Zillmann, Mood Management Through Communication Choices, American Behavioral Scientist, vol.31, issue.3, pp.327-341, 1988.
DOI : 10.1177/000276488031003005

M. Zyda, From visual simulation to virtual reality to games, Computer, vol.38, issue.9, pp.25-32, 2005.
DOI : 10.1109/MC.2005.297

My Overall Conclusion

From reading these sources I have noticed on theme that keeps popping up is that serous games have a lot of potential in many different sectors from training to education to even entertainment , however it also seems that a lot of these types of games are often neglected in style over substance where as things like audio, acoustics and narrative a thing that is apparently very common in the gaming industry as it has been covered by may game reviewer sites and pages. From what I have gathered from my sources there is a lot of potential for these types of games in many types of sectors in gaming form work, to education, to even leisure and I feel with more companies becoming attracted to these genre f games that there is limitless potential in the future.

Test Your Knowledge