Tales from the front lines of a large-scale serious game project

Abstract

Serious games have received much positive attention; correspondingly, many researchers have taken up the challenge of establishing how to best design them. However, the current literature often focuses on best practice design strategies and frameworks. Fine-grained details, contextual descriptions, and organisational factors that are invaluable in helping us to learn from and reflect on project experiences are often overlooked. In this paper, we present five distinct and sometimes competing perspectives that are critical in understanding factors that influence serious game projects: project organisation, technology, domain knowledge, user research, and game design. We explain these perspectives by providing insights from the design and development process of an EU-funded serious game about conflict resolution developed by an interdisciplinary consortium of researchers and industry-based developers. We also point out a set of underlying forces that become evident from viewing the process from different perspectives, to underscore that problems exist in serious game projects and that we should open the conversation about them.

Tailoring persuasive health games to gamer type

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“…Despite this growing interest in game-based interventions for behavior change, current persuasive games suffer two major limitations: first, although research has shown that interventions that are informed by theories and models tend to be more successful than those based on intuition [16], most persuasive games to date are not based on the theories of what motivates behavior change (e.g., [24,25]). This makes it difficult to evaluate what persuasive approaches worked and why they worked.…”

Design metaphors for procedural content generation in games

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Using extracted features to inform alignment-driven design ideas in an educational game

“…Designing educational experiences is difficult because there are a number of different perspectives and concerns that need to be balanced [13,30]. Taking an educational design in one direction may cause some other aspect to swing out of balance.…”

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