A Theoretical Framework for Serious Game Design

Rooney, Pauline

doi:10.4018/ijgbl.2012100103

Cited by 112 publications

(56 citation statements)

References 68 publications

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“…process (Pulman & Shufflebottom, 2009;Rooney, 2012). With the perspective of developing an educational game, for example, the project director or manager will have to consider contributions from a multidisciplinary team.…”

Section: Sg Design and Development: Models And Frameworkmentioning

confidence: 99%

“…The increasing use of games in non-entertainment contexts, also known as Serious Games (SG), is transforming everyday lives and most importantly injecting more fun in everyday contexts (McGonigal, 2008). The power of games to immerse and motivate (Garris, Ahlers and Driskell, 2002;Rooney, 2012;Arnab et al, 2013) and the capabilities of games to foster and facilitate cognitive gain, awareness and behavioural change, have encouraged more games of this nature to be developed within a research context as well as to be deployed in real application settings.…”

Section: Introductionmentioning

confidence: 99%

“…Moreover, existing frameworks or guidelines are often high-level and/or theoretical design models that provide general design considerations rather than a prescribed development process. Rooney (2012) suggested that developing guidelines for integrating relevant components in SG would be a useful addition to the existing design literatures and frameworks. An SG is more than just a game software.…”

Section: Introductionmentioning

confidence: 99%

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Towards a trans‐disciplinary methodology for a game‐based intervention development process

Arnab¹,

Clarke²

2015

Brit J Educational Tech

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The application of game-based learning adds play into educational and instructional contexts. Even though there is a lack of standard methodologies or formulaic frameworks to better inform game-based intervention development, there exist scientific and empirical studies that can serve as benchmarks for establishing scientific validity in terms of the efficacy of using games to achieve serious outcomes. The development of these games does not normally follow a specific set of guidelines, which limits replication. There is a need to reflect on such a multidisciplinary process and infuse knowledge from relevant disciplines towards developing a unity of considerations and approaches beyond the disciplinary perspectives. An infused and trans-disciplinary methodological framework could serve as a guideline to inform the development process of a game-based approach. With these perspectives, this paper aims to provide an example of how relevant theories and frameworks can be adopted collectively in order to inform a development process. Based on a digital game intervention aiming to support the delivery of Relationships and Sex Education (RSE) in the UK, this paper reflects on trans-disciplinary considerations, informed by frameworks such as the Four-Dimensional Framework (4DF), the Intervention Mapping (IM) approach, Mechanics Dynamics Aesthetics model (MDA) and Learning Mechanics-Game Mechanics (LM-GM) mapping. IM, when infused with the game design considerations of 4DF, provides a more procedural perspective to game-based intervention development, collectively reflecting a participatory development approach. This subsequently provides the basis upon which other theoretical and methodological frameworks such as the MDA and the LM-GM models can be embedded in order to marry the pedagogical aspects with the entertainment attributes of gameplay. These components, when integrated, may formulate a trans-disciplinary model that can be adopted and adapted by other researchers, designers and developers.

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Section: Sg Design and Development: Models And Frameworkmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Towards a trans‐disciplinary methodology for a game‐based intervention development process

Arnab¹,

Clarke²

2015

Brit J Educational Tech

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“…In total, 7 studies [12,18,20-23,26] mention psychological fidelity as, if not the most, an important design parameter in serious games and simulations. In addition, these studies claim that representing the real world as literal as possible is less important for learning.…”

Section: Resultsmentioning

confidence: 99%

“…In 3 studies, the reported effects can only be explained via the road of a second-class transfer type but are described in other terminology. Most studies report about psychological fidelity [12,18,20-23,26], virtual presence [17], and immersion [16,18] as important conditions for desired outcome.…”

Section: Discussionmentioning

confidence: 99%

The Role of Transfer in Designing Games and Simulations for Health: Systematic Review

Kuipers¹,

Terlouw²,

Wartena³

et al. 2017

JMIR Serious Games

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BackgroundThe usefulness and importance of serious games and simulations in learning and behavior change for health and health-related issues are widely recognized. Studies have addressed games and simulations as interventions, mostly in comparison with their analog counterparts. Numerous complex design choices have to be made with serious games and simulations for health, including choices that directly contribute to the effects of the intervention. One of these decisions is the way an intervention is expected to lead to desirable transfer effects. Most designs adopt a first-class transfer rationale, whereas the second class of transfer types seems a rarity in serious games and simulations for health.ObjectiveThis study sought to review the literature specifically on the second class of transfer types in the design of serious games and simulations. Focusing on game-like interventions for health and health care, this study aimed to (1) determine whether the second class of transfer is recognized as a road for transfer in game-like interventions, (2) review the application of the second class of transfer type in designing game-like interventions, and (3) assess studies that include second-class transfer types reporting transfer outcomes.MethodsA total of 6 Web-based databases were systematically searched by titles, abstracts, and keywords using the search strategy (video games OR game OR games OR gaming OR computer simulation*) AND (software design OR design) AND (fidelity OR fidelities OR transfer* OR behaviour OR behavior). The databases searched were identified as relevant to health, education, and social science.ResultsA total of 15 relevant studies were included, covering a range of game-like interventions, all more or less mentioning design parameters aimed at transfer. We found 9 studies where first-class transfer was part of the design of the intervention. In total, 8 studies dealt with transfer concepts and fidelity types in game-like intervention design in general; 3 studies dealt with the concept of second-class transfer types and reported effects, and 2 of those recognized transfer as a design parameter.ConclusionsIn studies on game-like interventions for health and health care, transfer is regarded as a desirable effect but not as a basic principle for design. None of the studies determined the second class of transfer or instances thereof, although in 3 cases a nonliteral transfer type was present.We also found that studies on game-like interventions for health do not elucidate design choices made and rarely provide design principles for future work. Games and simulations for health abundantly build upon the principles of first-class transfer, but the adoption of second-class transfer types proves scarce. It is likely to be worthwhile to explore the possibilities of second-class transfer types, as they may considerably influence educational objectives in terms of future serious game design for health.

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Insights into Design of Educational Games: Comparative Analysis of Design Models

Tahir

Wang

2018

Advances in Intelligent Systems and Computing

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The study reports on an ongoing research that intends to identify and validate the core dimensions for Game-Based-Learning (GBL) and further explore the shift in dimensional focus between different phases of educational game development life cycle: pre-production (design), production (development) and post-production (testing and maintenance). Hence, this paper presents the initial work focusing on design phase by presenting a comparative analysis of educational game design models using GBL attributes, validity and framework attributes as analytical lens. The main objective is to analyze the fundamental GBL attributes in existing design models; to identify the common attributes which demonstrate their importance for design phase and highlight any need for further research in terms of attribute validation and framework improvement. This study also highlights the strengths and weakness of existing design frameworks. The results of analysis underline learning/pedagogical aspects and game factors as the most essential attributes for design phase of educational games. Comparative analysis also guides researchers/practitioners to better understand GBL through various properties of different existing design models and highlights the open problems such as lack of tool support, empirical validation, independent evaluations, adaptability and absence of concrete guidance for application to make more informed judgments.

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A Theoretical Framework for Serious Game Design

Cited by 112 publications

References 68 publications

Towards a trans‐disciplinary methodology for a game‐based intervention development process

Towards a trans‐disciplinary methodology for a game‐based intervention development process

The Role of Transfer in Designing Games and Simulations for Health: Systematic Review

Insights into Design of Educational Games: Comparative Analysis of Design Models

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