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The meaning of social dimension of gaming for enjoyable and engaging game experiences is supported by an increasing amount of research. Nonetheless, this issue has rarely been studied in the context of serious games. This study attempts to narrow the knowledge gap in the understanding of collaborative serious game experiences and the relationship between the social dimension of gaming and core game experiences. The aim of this study is to empirically investigate what kinds of game experiences are generated when playing collaborative serious game and how the sense of social presence and the sociability of the environment are connected to the core game experience. Findings reinforce the idea that social presence is an essential part of game experience in multiplayer games. Results also showed that the sociability of the game and a sense of social presence are strongly connected to the various dimensions of the core game experience, including engagement, in the forms of flow and immersion. Thus, results indicate that the sociability of the game and sense of social presence seem to be potential factors in the emergence of positive and engaging game experiences, at least in the context of collaborative games.

Background This article investigates the potential of utilizing game mechanics in designing 3D serious games for Computer-Supported Collaborative Learning (CSCL) and attempt to produce new information about designing collaborative serious games. Aim This article has two aims: First, to clarify how theoretical knowledge of collaborative learning was related to game design in previous studies; and, second, to design a collaborative serious game based on theoretical knowledge of collaborative learning and game design. Results The reviewed studies revealed the potential of using collaborative games in education. However, they showed that collaborative learning games were typically designed only from pedagogical perspective. Thus, integrating educational theory and game design perspectives was rare. Therefore, we argue that collaborative serious games do not necessarily take full advantage of their potential. Conclusion The main contribution of this article is to present seven ways to utilize game mechanics in order to create favorable conditions for collaborative learning and to structure players’ actions to boost social interaction and collaborative activities. This article concludes with an example of taking advantage of game mechanics in the design of a collaborative serious game. This article also uses event-charts to demonstrate the practical implementation of game mechanics in three multiplayer puzzles.