A case study of user immersion-based systematic design for serious heritage games

Chen, Shengnan; Pan, Zhigeng; Zhang, Mingmin; Shen, Huaqing

doi:10.1007/s11042-011-0864-4

Cited by 36 publications

(14 citation statements)

References 20 publications

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Section: Integrated Process Frameworkmentioning

confidence: 99%

“…In this model, the game itself is embedded within a larger game-based learning framework that includes supportive views for both learners and teachers, as well as analytics and monitoring of learning integrated in the game world. Two alternate approaches and examples of applications of such models can be found in collaborative decision making games [26], and games for cultural heritage [73].In an attempt to standardize development approaches for particular user group, and improving consistent game design, evaluation, and efficacy, the game-based learning development approach was proposed [74]. This approach distinguishes between three perspectives on the design and development process.…”

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confidence: 99%

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Processes and Models for Serious Game Design and Development

Braad

Žavcer

Sandovar

2016

Entertainment Computing and Serious Games

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Abstract.A serious game needs to combine a number of different aspects to help the end user in reaching the desired effects. This requires incorporating a broad range of different aspects in the design, stemming from a broad range of different fields of expertise. For designers, developers, researchers, and other stakeholders it is not straightforward how to organize the design and development process, to make sure that these aspects are properly addressed. In this chapter we will discuss a number of ways of organizing the design and development process and various models that support specific design decisions during this process, concluding with a discussion of design patterns for serious games.Keywords: serious game design, game development process, design science research. IntroductionA serious game incorporates play as well as a myriad of other aspects: motivation, learning content, feedback. For designers, developers, but also researchers and other stakeholders, it is not straightforward what steps to take from a problem statement towards a game that can be played by the intended users. This chapter provides an overview of various approaches, models, and frameworks that can be used to support the design and development of serious games. This chapter is organized into four main sections. In the first section, we will discuss a number of important aspects pertaining to the context in which a serious game is designed and the context in which the game is intended to be used. Subsequently, we will take on a high level perspective and discuss a number of processes that are being used to design and develop serious games. In the third section, we will present a number of design models that assist in making design choices to achieve particular effects with the resulting game. This approach is becoming more and more formalized using a design patterns approach, which are discussed in the final section.At the end of the chapter, a number of future research questions and suggested reading material are included. ContextA serious game only becomes an effective tool to foster learning, promote healthy behavior, or change behavior, when it is played by players. Necessarily, playing takes place in a specific context and it is often hard for a game designer to foresee the time, place, culture, and other contextual aspects that affect the player experience. Considering this context for which a serious game is designed is therefore an important step of the design process: from this context stems an important set of specific design requirements for the serious game.Before we can discuss particular development process frameworks or more detailed design models to support design decisions, we will first explore the context. We will do so by pointing out a number of different, and often opposing, perspectives. From a user perspective, we will start with the different views that designers and users have of the game. From a game perspective, we emphasize that they differ a large amount in the audience and purposes that they address. F...

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Section: Integrated Process Frameworkmentioning

confidence: 99%

mentioning

confidence: 99%

Processes and Models for Serious Game Design and Development

Braad

Žavcer

Sandovar

2016

Entertainment Computing and Serious Games

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“…It develops rapidly with the continuing improvements of high-performance graphical processing unit and the display technology, allowing the creation of increasingly convincing virtual environments [4]. So far there have been extensive applications of virtual reality in the areas such as remote operation [5], task assistance [6], manufacturing planning [7], preservation of culture [8] and the enabling technology has reached a sufficient level of maturity for it to be seriously applied to education [9], training [10], and research in higher education [11].…”

Section: Virtual Reality Technology and Its Applications In Educationmentioning

confidence: 99%

“…After entering the Virtual Optics Laboratory, it is significant for users to observe the experimental platform from different perspectives in order to get acquainted with the experimental environment. As the immersion degree increases, the controls and feedback need to be appropriately correlated in a step-by-step manner so that users can successfully manage the main controls and feel confident to continue [8]. The instructions are given to teach users to zoom in or out as well as to rotate the viewing angle with the mouse.…”

Section: Interactionsmentioning

confidence: 99%

Design of a Simulated Michelson Interferometer for Education Based on Virtual Reality

Sun

Wei

Liu

2015

Lecture Notes in Computer Science

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Abstract. The physical experiment based on science inquiry learning shows its advantages compared with traditional class demonstration. However, the participation in physical experiments is often stylized and there are still many limitations when promoting the laboratory learning. This paper presents the construction of a Virtual Optics Laboratory which is applied to the experiment of the Michelson interferometer. On the current platform, the phenomena of interference and background theories are visualized for the purpose of efficiently promoting conceptual understanding. Factors of the experimental environment such as wavelengths, properties of optical elements and perspectives can be altered with interactive tools, enabling students to set up the system, observe the phenomena of interference as well as measure wavelengths and small displacements. The simulated laboratories can be of great assistance in the development of inquiry skills to enhance school education.

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“…The heritage projects may use a game engine [21] or be games in the fuller sense of the word [22] and there have been recent surveys on games appropriate to cultural heritage [23]. To counter the burgeoning interest in games, there have also been papers warning of game ideas applied to cultural heritage with disastrous results [24].…”

Section: Narrative and Historical Realitymentioning

confidence: 99%

Theoretical Issues for Game-based Virtual Heritage

Champion

2015

Communications in Computer and Information Science

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Abstract. This paper critiques essential features in prominent theories of serious games, and compares them to interaction features of commercial computer games that could be used for history and heritage-based learning in order to develop heuristics that may help future the specific requirements of serious game design for interactive history and digital heritage.Keywords: Heritage Á History Á Serious games Definitions of GamesThomas Malone's paper, Heuristics for designing enjoyable user interfaces: Lessons from computer games [1], was an attempt to understand why games are "captivating" and how they can be "used to make other user interfaces interesting and enjoyable to use." In order to answer this question he set up three empirical studies (but only describes two), and takes away "motivational features" to see which features add the most to captivation. Malone asked eight groups of ten students to play a computer game (called "Darts"), and then another game ("Hangman") but with one of eight features missing. He recorded how long played each game (completion time), their personal opinions (as to which game they preferred), and their gender.In his second study, using a similar method, Malone found that explicit goals, scorekeeping, audio effects, and randomness were particularly important. These two studies were then followed in his paper by the claim that challenge, fantasy, and curiosity were the important ingredients that make games captivating and fun to use. More recent publications, such as a doctoral thesis by Federoff [2], and other papers [3][4][5] have stressed the importance of Malone's paper in explaining the unique features of games, how they differ in the way they are experienced from other types of software, and from typical HCI, and how a new set of heuristics is needed to address these specific game features.In contrast to typical software design aims, Malone's paper reminds us that our quest is to create more challenging environments, (and challenge in the sense of a difficulty people wish to face, not wish to avoid). There is an often-overlooked gap between games and other software, for games are not just efficient rules-based systems. Malone explained that HCI traditionally seeks to improve software that is easy to learn and easy to master, but notes the founder of Atari said games are designed to be easy to

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A case study of user immersion-based systematic design for serious heritage games

Cited by 36 publications

References 20 publications

Processes and Models for Serious Game Design and Development

Processes and Models for Serious Game Design and Development

Design of a Simulated Michelson Interferometer for Education Based on Virtual Reality

Theoretical Issues for Game-based Virtual Heritage

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