Serious Games for education and training

Gloria, Alessandro De; Bellotti, Francesco; Berta, Riccardo

doi:10.17083/ijsg.v1i1.11

Cited by 218 publications

(153 citation statements)

References 61 publications

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“…For serious games, which pair game design with instructional design, the complexity may even be larger because of the multiplication of two ill-structured domains, requiring the 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60 61 62 63 64 65 cautious balancing of "playful" game mechanics and "serious" instructional principles [8,9].…”

Section: The Inherent Complexity Of Gamesmentioning

confidence: 99%

How people learn while playing serious games: A computational modelling approach

Westera

2017

Journal of Computational Science

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This paper proposes a computational modelling approach for investigating the interplay of learning and playing in serious games. A formal model is introduced that allows for studying the details of playing a serious game under diverse conditions. The dynamics of player action and motivation is based on cognitive flow theory, which is expressed in quantitative terms for this purpose. Seven extensive simulation studies involving over 100,000 iterations have demonstrated the stability of the model and its potential as a research instrument for serious gaming. The model allows researchers to deeply investigate quantitative dependences between relevant game variables, gain deeper understanding of how people learn from games, and develop approaches to improving serious game design. COVER LETTER Heerlen, November 18th 2016Dear editor of the Journal of Computational ScienceHerewith the re-submission JOCS-D-16-00260R1. I appreciate the reviewers' comments and have revised the paper accordingly.Again I declare that the manuscript has not been submitted, considered or published elsewhere. I have closely followed you style and submission instructions (e.g. anonymised version). As the only author of the manuscript, I will obviously be the corresponding author (see details below). Wim Westera is full a professor in learning media, specialised in media for education, in particular gaming and simulation. He holds a PhD in physics and mathematics, and has worked in educational media development and educational technology since the 1980s. He is leading RAGE, which is the principal H2020 research project on applied gaming (rageproject.eu). 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60 61 62 63 64 *Biographies (Text) *Biographies (Photograph) Click here to download high resolution image The absorbing nature of serious gamesDriven by the successes of the leisure game industry, games increasingly find their way into non-leisure contexts, serving serious purposes. These so-called "serious games" span a wide range of application areas, including training and learning, awareness raising and sensitisation, as well as marketing and the advancement of cultural engagement [1,2]. This paper focuses particularly on games for learning. A principal argument for using games in education and training is the engaging nature of gaming and the motivational power that games display: the ability of hooking and absorbing players in such a way that they can hardly stop playing [3][4][5]. This potential is ascribed to their dynamic, responsive and visualised nature, which goes along with novelty, variation and choice, effecting strong user involvement and providing penetrating learning experiences [4]. In addition, serious games allow for safe experimentation in realistic environments, stimulate problem ownership by role adoption, and allow for learning-by-do...

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Section: The Inherent Complexity Of Gamesmentioning

confidence: 99%

How people learn while playing serious games: A computational modelling approach

Westera

2017

Journal of Computational Science

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“…It was implemented with Unity3D [11]; a development engine that provides rich and easy functionalities for creating interactive 3D environments. Realistic 3D models for the main vehicle and traffic participants were built.…”

Section: Visualization Softwarementioning

confidence: 99%

A Station with Multiple Head-Mounted Displays for Learning Advanced Driver Assistance Systems

Abdelgawad¹,

Gausemeier²,

Stöcklein³

et al. 2017

Preprint

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Advanced driver assistance systems (ADAS) are technologies that provide drivers with essential information or take over difficult and repetitive tasks. They contribute to improving road safety and increasing driving comfort. Apart from the technical development challenges, training and demonstration of ADAS in safe environments are important concerns for automobile manufacturers and suppliers. This paper presents the concept and prototypical implementation of an innovative training station for learning ADAS with driving simulators. The training station has a scalable and modular architecture, so that more than one driving simulator can be connected to a common instructor unit. Fully immersive visualization is provided by utilizing head-mounted displays for the participating driving simulators. The instructor unit consists of a computer with a developed software tool for session control, monitoring, and evaluation. Moreover, the instructor can use a head-mounted display and participate within the same virtual environment of a selected trainee. A simulation model for an autonomous driving system was implemented and a group of test persons were involved to show the usability and validity of the developed training station for ADAS learning and demonstration.

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“…It was developed with Unity3D (Unity Technologies, San Francisco, California, USA) [9]. Realistic 3D models for the main simulated vehicle and the surrounding traffic participants were built in the visualization environment.…”

Section: Visualization Softwarementioning

confidence: 99%

A Platform with Multiple Head-Mounted Displays for Advanced Training in Modern Driving Schools

Abdelgawad¹,

Gausemeier²,

Stöcklein³

et al. 2017

Preprint

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Automotive manufacturers and suppliers develop new vehicle systems, such as Advanced Driver Assistance Systems (ADAS), to increase traffic safety and driving comfort. ADAS are technologies that provide drivers with essential information or take over demanding driving tasks. More complex and intelligent vehicle systems are being developed toward fully autonomous and cooperative driving. Apart from the technical development challenges, training of drivers with these complex vehicle systems represents an important concern for automotive manufacturers. This paper highlights the new evolving requirements concerning the training of drivers with future complex vehicle systems. In accordance with these requirements, a new training concept is introduced, and a prototype of a training platform is implemented for utilization in future driving schools. The developed training platform has a scalable and modular architecture so that more than one driving simulator can be networked to a common driving instructor unit. The participating driving simulators provide fully immersive visualization to the drivers by utilizing head-mounted displays instead of conventional display screens and projectors. The driving instructor unit consists of a computer with a developed software tool for training session control, monitoring, and evaluation. Moreover, the driving instructor can use a head-mounted display to participate interactively within the same virtual environment of any selected driver. A simulation model of an autonomous driving system was implemented and integrated in the participating driving simulators. Using this simulation model, training sessions were conducted with the help of a group of test drivers and professional driving instructors to prove the validity of the developed concept and show the usability of the implemented training platform.

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Serious Games for education and training

Cited by 218 publications

References 61 publications

How people learn while playing serious games: A computational modelling approach

How people learn while playing serious games: A computational modelling approach

A Station with Multiple Head-Mounted Displays for Learning Advanced Driver Assistance Systems

A Platform with Multiple Head-Mounted Displays for Advanced Training in Modern Driving Schools

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