Towards effective serious games

Troyer, Olga De

doi:10.1109/vs-games.2017.8056615

Cited by 27 publications

(18 citation statements)

References 35 publications

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“…Difficulties arise from the intrinsic multidisciplinarity of serious game design and from the challenging balance between game and pedagogical elements. Communication and coordination problems resulting from differences in vocabulary, background, and expectations also arise during the design and development phases [8,16,[20][21][22]. Thus, while mandatory, collaboration in serious game design can be difficult.…”

Section: Collaborative Design Of Serious Gamesmentioning

confidence: 99%

The co.LAB Generic Framework for Collaborative Design of Serious Games: Development Study

Jaccard¹,

Suppan²,

Sanchez³

et al. 2021

JMIR Serious Games

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Background Serious games are increasingly used at all levels of education. However, research shows that serious games do not always fulfill all the targeted pedagogical objectives. Designing efficient and engaging serious games is a difficult and multidisciplinary process that requires a collaborative approach. Many design frameworks have been described, most of which are dedicated to the development of specific types of serious games and take the collaborative dimension into account only to a limited extent. Objective Our aim was to create a generic serious game design framework that could be adapted to all kinds of serious games and implemented in a collaborative web platform. Methods We combined the results of a literature review with our experience in serious game design and development to determine the basic building blocks of a collaborative design framework. We then organized these building blocks into categories and determined the features that a generic design framework should include. Finally, based on the paradigm of complex systems and systemic modelling, we created the co.LAB generic design framework and specifications to allow its implementation in a collaborative web platform. Results Based on a total of 10 existing design methodologies or frameworks, 23 building blocks were identified and represent the foundation of the co.LAB framework. These blocks were organized into 5 categories: “context and objectives,” “game design,” “mechanics,” “learning design,” and “assessment.” The arrangement by categories provides a structure that can be visualized in multiple and complementary ways. The classical view links game and learning design while other views offer project, systemic, and process visualizations. For the implementation of the co.LAB framework in a web platform, we propose to convert the building blocks into “cards.” Each card would constitute a collaborative working space for the design of the corresponding block. To make the framework adaptive, cards could be added, adapted, or removed according to the kind of serious game intended. Enhancing the visualization of relationships between cards should support a systemic implementation of the framework. Conclusions By offering a structured view of the fundamental design elements required to create serious games, the co.LAB framework can facilitate the design and development of such games by virtue of a collaborative, adaptive, and systemic approach. The different visualizations of the building blocks should allow for a shared understanding and a consistent approach throughout the design and development process. The implementation of the co.LAB framework in a collaborative web platform should now be performed and its actual usability and effectiveness tested.

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Section: Collaborative Design Of Serious Gamesmentioning

confidence: 99%

The co.LAB Generic Framework for Collaborative Design of Serious Games: Development Study

Jaccard¹,

Suppan²,

Sanchez³

et al. 2021

JMIR Serious Games

View full text Add to dashboard Cite

show abstract

“…deeper lessons are drawn out in a debriefing session". In the field of serious games, De Troyer [23] argues that debriefing is essential for effectiveness as it allows players to reflect on their gaming experience and to turn it into learning. Hence, we propose that a debrief is needed to make sense of agonistic experiences in games and to give players the time and space for critical reflection.…”

Section: Rq1: Are Agonistic Games Capable Of Stimulating Critical Reflection On Unsettling Historical Events?mentioning

confidence: 99%

“…This illustrates that playing an AG is merely an experiential phase in a wider framework for critical reflection; a tool that can support an agonistic mode of remembering but cannot achieve it independently. But while debriefing is considered "an essential part of any serious game" [32], this aspect is often overlooked by designers [17,23].…”

Section: Rq1: Are Agonistic Games Capable Of Stimulating Critical Reflection On Unsettling Historical Events?mentioning

confidence: 99%

“…It is for instance infeasible to interview every player of an AG installed in a museum, either individually or in groups. De Troyer [23] also argues that a debriefing phase is usually performed by a human facilitator, but while this "approach may be quite effective, it is expensive, time consuming, and not possible when the serious game is used in a non-facilitating space (e.g. at home) or when no expert facilitator is available", e.g.…”

Section: Rq1: Are Agonistic Games Capable Of Stimulating Critical Reflection On Unsettling Historical Events?mentioning

confidence: 99%

“…Recent research from Grund and colleagues [32] may offer a solution: an integrated approach to debriefing which could be deployed within the AGs. Following De Troyer's [23] arguments, a debriefing after game play could provide a solution to giving players an opportunity to reflect critically.…”

Section: Rq1: Are Agonistic Games Capable Of Stimulating Critical Reflection On Unsettling Historical Events?mentioning

confidence: 99%

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Unsettling Play

Angeli

Finnegan

Scott

et al. 2021

J. Comput. Cult. Herit.

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In this article, we propose Agonistic Games (AGs) as a serious games subcategory that can stimulate critical reflection on topics of dark heritage through multiperspectivity and unsettling play. We first discuss the emerging topic of agonism in memory studies, and then how games can be used to support its objectives. We then discuss the development of two original AGs: Endless Blitz and Umschlagplatz ’43. We explore whether these two AGs were perceived as capable of stimulating critical reflection by collecting data from visitors to the exhibition “Krieg. Macht. Sinn” at the Ruhr Museum in Germany where the games were installed, and from participants in an online course describing the games. From analysing data collected, we outline four factors inhibiting the capacity of AGs to stimulate critical reflection (topic, context, design, and assumptions about games) and propose strategies for overcoming these inhibitors. Our findings are valuable to scholars, game researchers, and designers, strengthening the foundations for the design and development of future AGs.

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