An Overview of Serious Game Engines and Frameworks

Cowan, Brent; Kapralos, Bill

doi:10.1007/978-3-319-49879-9_2

Cited by 21 publications

(13 citation statements)

References 14 publications

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“…Furthermore, GBL differs from gamification, which simply involves typical game elements within learning settings, such as rewards, in traditional educational activities [27,28]. Serious games (SG), defined as tools that aim to enhance entertainment with utility goals, including learning, are also recently finding wide application in the educational context [29,30].…”

Section: Game-based Learning and Stem Education: A Brief Overviewmentioning

confidence: 99%

“…Detailed results d is presented in Figure 2 and Table 2. (57,12); mental (43,42); DGBL (39,05); flow (32,94); measure (32,58); game (26,24); motivation (23,98); feeling (22,31); frustration (22,3); intention_to_play (22,3); outcome_expectancy (22,3); post_test (22,19); knowledge (21,95); pre_test (21,6) Flow experience and in-game performance significantly impacted students' post test scores (…) We measured their science self-efficacy, science outcomeexpectancy beliefs, flow experience, feelings of frustration, and conceptual_understanding before and after playing_the_game (…) This study examined the effects of reality-based interaction and VR on measures of student motivation and mental workload, in a mental arithmetic game (… application (36,2); methodology (29,36); COVID-19 (28,55); pandemic (20,17); usability (20,17); active (18,1); disability (17,8); teaching_and_learning…”

Section: -2019 Student_engagement (2401);mentioning

confidence: 99%

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Navigating the Evolution of Game-Based Educational Approaches in Secondary STEM Education: A Decade of Innovations and Challenges

Fante,

Ravicchio,

Manganello

2024

Preprint

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Recently, interest in STEM education has grown among researchers and educators, also considering the skills required to address the challenges of the 21st century. Supporting learning in STEM subjects is an open challenge, especially during secondary education, which is reflected in the implementation of innovative pedagogical practices, including approaches focused on Game-Based Learning (GBL). This study analyzed the main issues addressed by research on game-based educational approaches applied to STEM teaching and learning in secondary school and their evolving trends. A text analysis of abstracts published in the past decade was conducted using T-lab software. The “Word Analysis” function was used for preliminary visual mapping; then the “Specificity Analysis” and “Thematic Analysis of Elementary Contexts” functions were applied to explore changes in research directions and to map the themes covered by the most recent studies. The results showed that the implementation of games in STEM disciplines is a promising area of inquiry. A shift in research directions also emerged, currently more focused on studying how GBL can foster engagement and the emotional component of learning. Adapting to rapidly changing technology and integrating essential skills such as coding and computational thinking are additional challenges that the research community is facing.

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Section: Game-based Learning and Stem Education: A Brief Overviewmentioning

confidence: 99%

Section: -2019 Student_engagement (2401);mentioning

confidence: 99%

Navigating the Evolution of Game-Based Educational Approaches in Secondary STEM Education: A Decade of Innovations and Challenges

Fante,

Ravicchio,

Manganello

2024

Preprint

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“…The game design toolkit often resembles an integrated development environment (B. Cowan and B. Kapralos 2014).…”

Section: Selection Of a Game Enginementioning

confidence: 99%

Using a game engine to visualize the Main Building of the Warsaw University of Technology in a mobile application

Marciniak

Janicki

2020

Polish Cartographical Review

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The aim of the study presented in this article is to identify and analyse the problems which arise when creating a 3D model based on two-dimensional data and its import into a game engine and then developing algorithms to automate this process. The authors decided that they would use the Unity game engine to create an application presenting the results of modelling the interior of the Main Building of the Warsaw University of Technology. The work was divided into stages in which problems related to the adopted method were identified and the automation of selected activities was suggested. The main tasks performed during the study included processing the source data into a 3D model along with the correction of errors made during this process, detailing the model by adding characteristic elements of the building’s interior, and creating the so-called game scene in the Unity game engine along with the implementation of the application’s behaviour. The developed software can be integrated with indoor navigation systems, and the implemented scripts can be used during the preparation of other models.

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“…Frameworks and patterns (1 and 2) guide game creators in selecting individual application related functionality [28] and knowing how to combine them to solve a particular problem [29][30][31]. With respect to game engines (3) the guidance provided is at the level of programming frameworks and software environments on the smartphone [26,[32][33][34][35][36]. With regard to functionality that is key to application design (4), several articles refer to functionality such as storytelling [7] and design and play setups [8,37], which address the design of the application itself and not the overall software architecture.…”

Section: Introductionmentioning

confidence: 99%

Software Architecture for Location-Based Games Designed for Social Interaction in Public Space

2022

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Location-based games (LBGs) are becoming increasingly more popular, especially those that focus on social interaction in public space. They have been successful to various extents at bringing players together to interact in public space; yet there is lack of knowledge and consensus on how to design these games from a technical perspective. This paper proposes a software architecture that stems from a cross-game analysis of representative games of this genre, in which 6 core architectural components are identified: Augmentation, Navigation, Interaction, State Progression, Participation, and Administration. These components support the game experience of players by enabling orientation and navigation of the players' own physical environment, their interaction with the game and other people, the traditional game-like experience, management of the entire game ecosystem, and the ability to allow players to fuel game play. An LBG prototype, Secrets of the South, is presented as proof of concept for this software architecture and its key components. This prototype shows that the identified components are pivotal to the gameplay of LBGs for natural interactions in public space and shows how practitioners can be guided in their preparation whilst maintaining their freedom to technically implement this architecture according to the given structure.

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An Overview of Serious Game Engines and Frameworks

Cited by 21 publications

References 14 publications

Navigating the Evolution of Game-Based Educational Approaches in Secondary STEM Education: A Decade of Innovations and Challenges

Navigating the Evolution of Game-Based Educational Approaches in Secondary STEM Education: A Decade of Innovations and Challenges

Using a game engine to visualize the Main Building of the Warsaw University of Technology in a mobile application

Software Architecture for Location-Based Games Designed for Social Interaction in Public Space

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