This paper consolidates evidence and material from a range of specialist and disciplinary fields to provide an evidence‐based review and synthesis on the design and use of serious games in higher education. Search terms identified 165 papers reporting conceptual and empirical evidence on how learning attributes and game mechanics may be planned, designed and implemented by university teachers interested in using games, which are integrated into lesson plans and orchestrated as part of a learning sequence at any scale. The findings outline the potential of classifying the links between learning attributes and game mechanics as a means to scaffold teachers’ understanding of how to perpetuate learning in optimal ways while enhancing the in‐game learning experience. The findings of this paper provide a foundation for describing methods, frames and discourse around experiences of design and use of serious games, linked to methodological limitations and recommendations for further research in this area.

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Abstract. This paper presents the results of a usability evaluation of the NeuroSky's MindBuilder -EM (MB). Until recently most Brain Computer Interfaces (BCI) have been designed for clinical and research purposes partly due to their size and complexity. However, a new generation of consumeroriented BCI has appeared for the video game industry. The MB, a headset with a single electrode, is based on electro-encephalogram readings (EEG) capturing faint electrical signals generated by neural activity. The electrical signals across the electrode are measured to determine levels of attention and then translated into binary data. This paper presents the results of an evaluation to assess the usability of the MB by defining a model of attention to fuse attention signals with user-generated data in a Second Life assessment exercise. The results of this evaluation suggest that the MB provides accurate readings regarding attention, since there is a positive correlation between measured and selfreported attention levels. The results also suggest there are some usability and technical problems with its operation. Future research is presented consisting of the definition of a standardized reading methodology and an algorithm to level out the natural fluctuation of users' attention levels when used as inputs.

As virtual worlds come of age, their potential for applications supporting teaching and learning is becoming increasingly recognised. This chapter outlines a transition of learning, centring on the uptake of new tools for supporting Technology Enhanced Learning (TEL) in universities and colleges. In particular, the use of technologies such as virtual worlds is increasing the pedagogic toolkit of teachers and tutors, providing unique opportunities to support and enhance teaching and learning. In particular, the use of virtual worlds to reach remote, distance, and online learners is creating new opportunities for face-to-face engagement and motivation with difficult-to-reach groups. To evidence and explore this potential, this chapter documents the main findings from several studies which focus upon defining and examining the key components which contribute towards the efficacy of an ‘immersive learning experience’. This includes the main findings of the UK JISC-funded MyPlan project, wherein Second Life, a desktop virtual world, was used to support career decisions and educational choices among two groups of learners, the first from a college and the second from a university. These findings are compared to those arising from the UK Technology Strategy Board-funded Serious Games: Engaging Training Solutions (SG-ETS) project, which sought to develop and assess three high-fidelity serious games. The chapter focuses upon four specific components of virtual worlds and immersive learning techniques: personalisation through learner modelling, integrative feedback, intrinsic motivational quality, and what the authors term ‘social interactive learning’. These four criteria are discussed with respect to the study, providing a basis for future ongoing studies that explore the efficacy of immersive virtual worlds as an alternative for, and supplement to, traditional learning environments.