Technologies of Experience: Harun Farocki's <i>Serious Games</i> and Military Aesthetics

Engberg-Pedersen, Anders

doi:10.1215/01903659-4206373

Cited by 6 publications

References 10 publications

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Framework for adaptive serious games

Pistono,

dos Santos,

Baptista

et al. 2024

Comp Applic In Engineering

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Professional training presents a significant challenge for organizations, particularly in captivating and engaging employees in these learning initiatives. With the ever‐evolving landscape of workplace education, various learning modes have emerged within organizations, and e‐learning stands out as a prominent choice. This increasingly cost‐effective and adaptable solution has revolutionized training by facilitating numerous learning activities, including the seamless integration of educational games driven by cutting‐edge technologies. However, incorporating serious games into educational and professional settings introduces its own set of challenges, particularly in quantifying their tangible impact on learning and assessing their adaptability across diverse contexts. Organizations require a consistent framework to guide best practices in implementing e‐learning combined with serious games in professional training. The primary objective of this research is to bridge this gap. Rooted in the methodology of Design Science Research, it aims to provide a comprehensive framework for creating and assessing adaptive serious games that achieve desired learning and engagement outcomes. The overarching goal is to enhance the teaching–learning process in professional training, ultimately elevating student engagement and boosting learning outcomes to new heights. The proposal is grounded in a review of literature, expert insights, and user experiences with Serious Games in professional training, considering learning outcomes and forms of adaptation as essential characteristics for developing or evaluating Serious Games. The result is a framework designed to guide learners toward improved learning outcomes and increased engagement. The proposal underwent evaluation through triangulation, involving focus groups and expert interviews. Additionally, it was utilized in the development and assessment of a Serious Game, offering new insights and application suggestions. This experiment provided an evaluation of the framework based on real courses. In summary, this investigation contributes to the development of evidence‐based approaches for the effective use of Serious Games in professional training.

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