Expanding the Game Design Play and Experience Framework for Game-Based Lifelong Learning (GD-LLL-PE)

Roméro, Margarida; Ouellet, Hubert; Sawchuk, Kimberly

doi:10.1007/978-3-319-41797-4_1

Cited by 10 publications

(7 citation statements)

References 18 publications

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“…The serious game design process encompasses various steps, each of which offers a potential venue to involve participants. In their Game Design for Lifelong Learning Playful Experience (GD-LLL-PE), Romero et al (2017) identified five steps in the serious game design process: a) context and learner analysis; b) game design; c) pedagogical integration; d) play; and e) experience. They also recognized four perspectives that should be considered in each of these five steps: a) learning perspective; b) game universe perspective; c) gameplay perspective; and d) user experience perspective.…”

Section: Participatory Game Designmentioning

confidence: 99%

Participatory Arts-based Game Design: Mela, a Serious Game to Address SGBV in Ethiopia

Sadati,

Mitchell

2024

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<p>The emerging body of work on participatory game design (PGD) highlights the significance of working with end-users’ voices as the starting point. This is particularly critical in serious games that seek to impact social change in areas such as sexual and gender-based violence (SGBV). This article, which is based on fieldwork with 16 college instructors in four agricultural colleges in rural Ethiopia, draws together concepts of participatory visual methods (particularly cellphilming), PGD and a game universe perspective to offer an engaging and interactive approach to the design of serious games. We refer to this as ‘Participatory Arts-based Game Design’ (PAGD), an approach that was used to create Mela, a serious game to address SGBV in Ethiopian agriculture colleges. Exploring Mela game’s participatory and engaging design process, this article offers a framework for serious game development to address critical social change issues that go beyond the game itself. It has the potential to not only place the end-users at the centre but to recognize the critical role of engagement and immersivity in a field oriented towards impact and sustainability.</p>

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Section: Participatory Game Designmentioning

confidence: 99%

Participatory Arts-based Game Design: Mela, a Serious Game to Address SGBV in Ethiopia

Sadati,

Mitchell

2024

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“…The product emerged out of the entire process of being engaged in the research, involving research participants in multiple steps (from interviews and participatory workshops to prototype-and game-test sessions), working with a team of Ethiopian young game developers and then refining the game in collaboration with several Iranian freelance game developers. 4 Research-Creation and Innovative Design to Address SGBV 2016; Romero et al, 2017) and cellphilm creation as a technique within Participatory Visual Method (PVM) . Combining these two approaches, we referred to Participatory Arts-based Game Design (PAGD) (see Sadati & Mitchell, under review), as our overarching method and a process of engaging research participants with participatory creation of multimodal artworks, which led to formation of Mela serious game.…”

Section: Aesthetics In Melamentioning

confidence: 99%

Serious Game Design as Research-Creation to Address Sexual and Gender-Based Violence

Sadati

Mitchell

2021

International Journal of Qualitative Methods

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Research-creation is a growing practice in humanities that tries to balance the pace of socio-cultural inquiries with modern media advancements and qualitative knowledge construction methods. It refers to various conjunctions of “research” and “creation” (i.e., research-for-creation; research-from-creation; creative presentations of research; and creation-as-research) around an artistic component. Drawing from fieldwork with instructors in four agricultural colleges in rural Ethiopia, this article explores how a participatory arts-based serious game design process is explicable within the context of research-creation. This work’s change-oriented agenda led to developing Mela, a serious game, to educate and empower instructors in agriculture colleges to tackle sexual and gender-based violence issues in their institutions. Here, we articulate Mela’s design process, its artistic composition, and how we understand it from different angles of research-creation practices. We also offer our introspective accounts during and after the design stages, referencing culture and gender as critical concepts. Serious games are pedagogical products that are designed for a meaningful learning experience. This work deepens the understanding of how research-creation practice can benefit the serious game design field by ensuring the attention to both process and production.

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“…Importantly, the use of gamebased training and learning across all age groups is not only a highly relevant topic [17], but also provides new challenges that need to be overcome by researchers and game designers. In particular, the use of games for the elderly goes beyond aspects of compensation of age-related or incidence-related declines and therefore requires a framework for game-based lifelong learning [6] or intergenerational game-design workshops [18] to promote, for instance, intergenerational learning and exchange. Accordingly, there is a need for better understanding the requirements, needs, as well preferences of elderly people when using game-based (learning) applications.…”

Section: Related Work 1games and Their Applications For The Adult And Elderly Populationmentioning

confidence: 99%

“…Educational research widely acknowledges that play is a central and natural way for children to learn and acquire new skills [5]. Yet, there seems to be a traditional dichotomy between learning and playing [6] in the sense that learning and playing are often separated in formal and especially higher education. However, the gradual detachment of learning and playing in secondary and tertiary education [7] seems paradox [8].…”

Section: Introductionmentioning

confidence: 99%

Different performance, full experience: a learning game applied throughout adulthood

Greipl

Moeller

Kiili

et al. 2020

IJSG

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Gaming may not primarily be associated with the elderly part of the population, but senior gamers represent a growing proportion. Evaluating the applicability of educational games across the lifespan is therefore crucial to better understand potential requirements in different domains and age groups. The current study applied a math learning game to participants from 19 to 79 years of age. We examined age-related differences along three domains: cognition, as measured by in-game performance, basic player experience with the game, and general player attitudes towards technology. Analyses of performance metrics related to speed clearly reflected an age-related decline, well in line with known effects from cognitive ageing. In contrast, error-metrics were associated with educational background. At the player experience level, however, we found no differences across the lifespan. All participants rated the game equally (positive). Furthermore, our results showed that attitudes towards technology only differed occasionally, for instance, senior participants seemed to be more technologically interested. Taken together, scoring systems as well as other in-game metrics based on performance, especially related to speed, should be adapted appropriately to player’s age. Finally, elderly players’ experience with the game and overall attitudes towards technology appeared comparable to other younger age groups.

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Expanding the Game Design Play and Experience Framework for Game-Based Lifelong Learning (GD-LLL-PE)

Cited by 10 publications

References 18 publications

Participatory Arts-based Game Design: Mela, a Serious Game to Address SGBV in Ethiopia

Participatory Arts-based Game Design: Mela, a Serious Game to Address SGBV in Ethiopia

Serious Game Design as Research-Creation to Address Sexual and Gender-Based Violence

Different performance, full experience: a learning game applied throughout adulthood

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