A Model-Driven Framework to Support Development of Serious Games for Game-based Learning

Purpose – The purpose of this paper is to propose a game-based learning (GBL) content design model that replicates the two-dimensional Bloom cognitive process in GBL units. The proposed model, called the knowledge and cognitive-process representation (KCR) model, enables a game player to access three types of Bloom knowledge by allowing the learner to experience-related cognitive processes that can be replicated in the GBL units via appropriate representation approaches. Design/methodology/approach – To validate the feasibility of the proposed KCR model, 14 GBL units for a Cisco-certified network associate (CCNA) certification training program were designed and installed on several servers. Players played the GBL units via internet browsers. According to the problem-solving theory, three game components, including a tool, feedback, and goal, are necessary for game playing and should be adopted to implement three sub-cognitive processes. A three-phase experiment was performed for one year. Subjects were university sophomores and a randomized block experiment design was implemented. Findings – The experimental results show that, compared with a traditional web-based learning platform, the GBL platform is more efficient and it enables learners to achieve improved learning performance. In addition, most hypotheses support the fact that particular cognizance processes should be implemented by a specific representation approach in GBL. Finally, a KCR model for GBL content design is inferred to represent a cognitive process appropriately that can be referenced for both the digital content instructor and the game developer. Research limitations/implications – Because the CCNA training material does not include meta-knowledge of Bloom knowledge type and the creation of the Bloom cognitive process, the KCR model should be further extended. In addition, others certification training materials (such as Oracle DBA, Java programmer) can be implemented on the basis of the KCR model for general validation as further research. Practical implications – Players can acquire specific types of knowledge, such as factual knowledge, by experiencing a particular cognitive process, such as the “remembering & understanding” processes, which can be represented with a computer tool. The KCR model can provide both the instructor and the game developer with design recommendations and accelerate GBL content implementation. Originality/value – GBL is a learning platform that can stimulate a learner by improving the motivation to learn and the learning experience. To ensure high-learning performance, the learner should perform specific cognitive processes and acquire knowledge. This research proposes a content design model for GBL units that appropriately replicate the Bloom framework in a computer game.

Despite the growing popularity and widespread use of serious games, the development of effective serious games is difficult, requiring an appropriate balance between game design and instructional design. Although there are fundamental differences between games developed purely for entertainment compared to those developed for “serious” purposes, there are currently no standard development tools specifically intended for serious game design and development available that encourage developers to follow a set of best practices. Rather, developers of serious games often rely on existing game engines and frameworks that are specific to entertainment-based game development. Given the availability of a large number of game engines and frameworks, deciding on which one to use to develop a serious game may be difficult, yet the choice of engine or framework can play a significant role in the development process. In this paper we present the results of a literature review that examined the frameworks and game engines that are used to develop serious games. We provide a list of the most commonly used frameworks and game engines and summarize their features. Knowledge of the frameworks and game engines that are most popular and details regarding why they are popular may prove to be useful to serious games developers seeking such tools. The chapter ends with a brief discussion regarding a framework that is currently being developed specifically for the development of serious games. Through consultation with the potential users of the framework (serious games developers), the framework aims to strike a balance between ease of use and functionality, while providing the user with the necessary options and tools to ideally develop effective serious games.

Objectives . Agile methodologies are crucial in software engineering and information systems (IS) development. However, traditional training methods can struggle to convey abstract theoretical concepts effectively and may lead to reduced engagement. We propose that combining several learning methodologies and incorporating serious games and gamification strategies in training can offer a more innovative and engaging approach to improve comprehension. This article outlines a game-based learning strategy designed to instruct information systems students in agile development. Our approach is rooted in active learning principles, incorporating methodologies such as problem/project-based learning, microlearning, collaborative learning, and learning by doing. The course design unfolds in two phases. Initially, participants delve into short, serious games that vividly demonstrate theoretical concepts, followed by brief moments of theoretical exposition. In the subsequent phase, participants apply all the knowledge they have acquired through an extensive project. To illustrate and evaluate the overall process, this approach was implemented to teach Scrum in several training courses. Participants . The participants in this study were information technology and systems students at different academic levels. Study Method . The research model adopted in this work is based on the Design Science Research (DSR) method. Adhering to the DSR method, the study advanced through distinct phases: recognizing the challenge of engaging Agile Development education, formulating a solution with a course design that blends game-based learning and diverse learning methodologies, developing the course artifact, practically implementing it with Scrum with several groups in different contexts, and assessing its effectiveness using pre- and post-course quizzes. The course aimed to instruct participants in agile methods within information system development. Findings . Feedback from the courses was clearly positive, with participants expressing a preference for the proposed game-based approach over traditional expository lecture methods. Pre- and post-course knowledge quizzes revealed a noteworthy increase in correct answers and overall scores in the end. Conclusions . The novelty lies in an integrated approach that combines multiple active learning methodologies—such as game-based learning, microlearning, collaborative learning, project-based learning, and learning by doing—to facilitate the comprehension of theoretical concepts through practical application.

Nowadays the development of serious games for rehabilitation therapy is gaining popularity thanks to the motivational advantages of this type of computer software. Consequently, the need for a process framework for the development of this category of software applications has become more evident. The final goal is to guarantee that these software products are developed and validated following a systematic and coherent approach that supports the development of reliable serious games. In this work we introduce a design proposal for a methodological framework for the development of serious games for motor rehabilitation therapy.

Over the last several decades, computer games started to have a significant impact on society. However, although a computer game is a type of software, the process to conceptualize, produce and deliver a game could involve unusual features. In software testing, for instance, studies demonstrated the hesitance of professionals to use automated testing techniques with games, due to the constant changes in requirements and design, and pointed out the need for creating testing tools that take into account the flexibility required for the game development process. Goal. This study aims to improve the current body of knowledge regarding software testing in game development and point out the existing particularities observed in software testing considering the development of a computer game. Method. A mixed-method approach based on a case study and an opinion survey was applied to collect quantitative and qualitative data from software professionals regarding the particularities of software testing in game development. Results. We analyzed over 70 messages posted on three well-established network of question-and-answer communities related to software engineering, software testing and game development and received answers of 38 professionals discussing differences between testing a computer game and a general software, and identified important aspects to be observed by practitioners in the process of planning, performing and reporting tests in this context. Conclusion. Considering computer games, software testing must focus not only on the common aspects of a general software, but also, track and investigate issues that could be related to game balance, game physics and entertainment related-aspects to guarantee the quality of computer games and a successful testing process.

Background and aim. Previous literature has discussed tensions between the field of game design and the field of education. It has been emphasized that it is important to address this tension when developing game based learning (GBL). In order to find potential ways of approaching this problem, we investigate the development of GBL when performed by those who have both pedagogical content knowledge (PCK) and experience in game development. Method. Two case studies about serious games production were conducted, a game section at a national defense college and a university course in educational game design. The cases, as well as individual development projects within the settings, were analyzed with a focus on the role of PCK during serious games development. Results. While the developers and instructors at the defence college, who designed games for their in-house needs, had both PCK and knowledge about game development, these competencies varied a lot among the participants at the university course. The results show that educational goals added complexity to the design process. By comparison, some studied game projects at the university course avoided this complexity. These projects legitimized their games as educational by suggesting unproven far transfer. In other cases, where the developers did have PCK, the instructional goals where taken as a starting point that guided the whole development process. This lead to games that were designed to match highly specific educational contexts. The developers, instructors and teachers in both of the settings who used their PCK tended to break a number of established game design heuristics that would have been counter productive in relation to the learning objectives of the games. Conclusions. The paper suggests that there is a need for people with pedagogical content knowledge AND knowledge about game development. Enhancing these dual competencies in game workers could forward the field of GBL.

This chapter addresses the application of computer games and simulations in order to explore reality in many educational areas. The Games-Based Learning (GBL) can improve the teaching and learning experience by training future professionals in real life scenarios and activities that enable them to apply problem-solving strategies by putting into use the correct technique stemming from their own skills. For that reason, GBL has been used in software engineering teaching. At Pontifical Catholic University of Rio de Janeiro, the authors have developed SimulES-W (Simulation in Software Engineering), a tool for teaching software engineering. SimulES-W is a collaborative software board game that simulates a software engineering process in which the player performs different roles such as software engineer, technical coordinator, project manager, and quality controller. The players can deal with budget, software engineer employment and dismissal, and construction of different software artifacts. The objective of this chapter is to describe the approach to teaching software engineering using SimulES-W and demonstrate how pedagogical methodology is applied in this teaching approach to improve software engineering education. The teaching experience and future improvements are also discussed.

This chapter looks at the role of the teacher in game-based learning to contribute to current understanding of the agentive role of the teacher in game-based learning. There is a current trend to use digital games as tool to engage students and to enhance the learning experience in the classroom; the game-based learning discussion mainly focused on how to empower students in the classroom. Thus, the objective of this chapter is to address the role of the teacher and the most dominant obstacles in game-based learning and teaching. The chapter will illuminate and review the multiple roles the teacher currently performs in game-based learning. Moreover, this chapter will draw on Goffman’s frame analysis and teacher agency to demonstrate the implications when digital games are situated in an educational context. The chapter contends that instead of seeing the role of game-based learning to motivate and engage students, games should be viewed as an opportunity to teacher learning and empowerment, giving teachers a sense of ownership of game-based teaching and learning.

Objective: To describe the development and evaluation of a nurse-patient interactive serious game in improving nurses' self-efficacy and performances in teaching the correct inhaler technique. Materials and Methods: The technology, pedagogy, and content knowledge (TPACK) framework was applied to guide the development of the serious game. The learning effectiveness of the serious game was evaluated through a randomized controlled trial that involved 46 registered nurses. Participants in the experimental group were asked to teach the inhaler technique to a standardized patient using the serious game as a teaching tool, whereas participants in the control group were asked to provide their own usual teaching to a standardized patient without the serious game. The performances of both groups were assessed based on their feedback to a standardized patient who made several errors while demonstrating the inhaler technique. Self-efficacy levels of teaching the inhaler technique were examined before and after the intervention. Results: A significantly higher number of participants from the experimental group obtained perfect performance scores than those in the control group (65.21% vs. 21.74%, χ2 = 15.18, P < 0.01). The posttest self-efficacy mean scores for the experimental group improved significantly (P < 0.001) after the intervention, and significantly higher (P < 0.05) compared to the posttest mean scores of the control group. Conclusion: The study provided evidence on the effectiveness of a serious game in improving the self-efficacy and immediate postintervention performances of nurses teaching the inhaler technique. This game provides a practical and accessible learning tool to help nurses ensure effective patient education.

This paper introduces the SHARE-IT project, which leverages serious games paradigm to motivate and engage children with autism diagnosis in interactive activities, based on the state-of-the-art autism intervention practices. The aim of SHARE-IT is to formulate, in partnership with schools, parents and industry, the requirements for a robust, intelligent and authorable environment for supporting children in exploring, practicing and acquiring social interaction skills. SHARE-IT focuses on two key challenges: (i) developing robust system architecture and implementation, able to support both continuing development of a serious game for children with autism and its real world use; and (ii) selecting appropriate technologies and techniques to allow for (a) multi-device and operating system deployment, (b) the development of an intelligent serious game for supporting social interaction while (c) allowing the flexibility for the environment to be authored by lay persons. SHARE-IT’s architecture is presented and several considerations of importance to enabling the engineering of an intelligent and authorable serious game are discussed. Examples of technologies developed to date are given throughout and a discussion of future challenges offered.

Game-based learning is to present the instruction by games in learning, with the main purpose of triggering learners’ motives instead of instructing the courses. Thus, increasing learning motive by game-based learning becomes a common instructional strategy to enhance learning achievement. However, it is not easy to design interesting games combined with courses. In 2011, Echeverria proposed a design to combine characteristics of games with elements of courses by matching the virtual scenarios in games with proper courses. However, in the past game-based learning, students were gathered in regular places for several times of game-based learning. Students’ learning was limited by time and space. Therefore, for students’ game-based learning at any time and in any places, based on theories of design elements of online community game Aki Järvinen, this study treats Facebook as the platform of games. The development by online community game is easier, faster and cheaper than traditional video games. In 2006, Facebook allowed API program of the third party. Therefore, by Facebook, this study provides the platform for students to learn in social lives to explore students’ activities in online community games. Questionnaire survey is conducted to find out if the design of non-single user game is attractive for students to participate in game-based learning. In order to make sure that the questionnaires can be the criteria to investigate students’ intention to play games, by statistical program of social science; this study validates reliability and validity of items of questionnaire to effectively control the effect of online community games on students’ learning intention.

To promote the United Nations’ Sustainable Development Goals (SDGs), public awareness of the importance and urgency of sustainable development should be raised by providing relevant education programs. Although game-based learning has been confirmed to be one of the most effective routes to deepen public understanding of the SDGs and sustainable development in general, games for comprehensive sustainable development-based courses have yet to be popularized. Thus, we developed a game-based learning approach that delivers comprehensive conceptual information on SDGs. Based on Kolb’s theory of experiential learning, students understood the relevance of the SDGs by playing a board game designed to simulate the real world, including national and international policies. Furthermore, considering the suspension of in-person learning and shifts to digital instruction caused by the ongoing COVID-19 pandemic, a digital version of the board game was created to compare the effects of digital and non-digital game-based learning. A comprehensive sustainable development evaluation questionnaire was developed and optimized using the fuzzy Delphi method to assess the participants’ knowledge of and attitudes toward the SDGs. Our results reveal that the digital and non-digital board game both improve students’ knowledge and attitude toward sustainable development. However, the digital board game was more effective than the non-digital board game.

The education of ADHD children is one of the hot issues of concern to society. Some studies have found that ADHD children cannot focus on the online learning process, yet the current web design of online education cannot guide the group of ADHD children to focus on the learning process. Therefore, this study focuses on the online learning process of ADHD children’s patients for website interface design, based on the learning characteristics of ADHD children and children's aesthetic characteristics, to enhance the online learning experience of this group of children and improve their concentration on learning. The research methodology of this paper is as follows: first, we conducted a participatory observation of the online learning process of children with ADHD, and then interviewed the parents of the children to understand their needs and pain points, and analyzed the design principles of online learning for children with ADHD through the above-mentioned research process, which are: "game-based learning" and "ADHD child-centered", and the design strategies are: "fun", "interactive" and "reading." Based on the findings from the analysis, existing online learning websites were analyzed. The analysis revealed that the page design of the existing online learning websites does not create an immersive learning experience for children with ADHD. Their web design is not designed and optimized for the ADHD child population. Research shows that web design with fun, interactive, game-based online learning sites has a positive effect on the learning of children with ADHD. It is recommended that web designers and front-end development engineers pay more attention to the needs of ADHD children for online learning website design during the design and development process.

PurposeThis paper aims to explore the value students place on the sustainable strategies game (SSG) which seeks to improve student engagement in business sustainability through enhanced game-based learning. This game provides an alternative collaborative learning environment to the traditional instructivist approach to enrich Education for Sustainability (EfS) learning experiences and enhance student engagement.Design/methodology/approachStudents’ reflections on their game-based learning experiences and suggestions for game development were collected through a short qualitative survey. Results are explored through three frameworks, namely, the multifaceted student value model, the dimensions of engagement framework and the UK higher education authority (HEA) framework for engagement through partnership.FindingsResearch findings suggest the SSG provides game-based learning within EfS that delivers “edutainment” within an active, collaborative and experiential learning environment that the students value. It is also able to challenge thinking and emotionally engage students with the fundamentals of business sustainability. Reflection-on-action and the students’ role as co-researchers in game development allow students to become active participants in their learning as well as knowledge producers and evaluators. These outcomes deliver the UK HEA’s core facets of student engagement through partnership.Research limitations/implicationsThis practice-focused study presents the self-reported results of a one-time, small study which does not offer generalised, independently validated responses. However, the findings may be of interest to educators considering the adoption of game-based learning and those seeking new learning cultures for EfS.Practical implicationsGame-based learning and teaching approaches can achieve a learner-centred active, collaborative learning environment that enhances student engagement with business sustainability.Originality/valueExperiences gained from this study should assist others in the implementation of game-based learning to engage students in business sustainability.

Alzheimer's disease and other related disorders (ADRD) represent a major challenge for health care systems within the aging population. It is therefore important to develop better instruments to assess the disease severity and progression, as well as to improve its treatment, stimulation, and rehabilitation. This is the underlying idea for the development of Serious Games (SG). These are digital applications specially adapted for purposes other than entertaining; such as rehabilitation, training and education. Recently, there has been an increase of interest in the use of SG targeting patients with ADRD. However, this field is completely uncharted, and the clinical, ethical, economic and research impact of the employment of SG in these target populations has never been systematically addressed. The aim of this paper is to systematically analyze the Strengths, Weaknesses, Opportunities, and Threats (SWOT) of employing SG with patients with ADRD in order to provide practical recommendations for the development and use of SG in these populations. These analyses and recommendations were gathered, commented on and validated during a 2-round workshop in the context of the 2013 Clinical Trial of Alzheimer's Disease (CTAD) conference, and endorsed by stakeholders in the field. The results revealed that SG may offer very useful tools for professionals involved in the care of patients suffering from ADRD. However, more interdisciplinary work should be done in order to create SG specifically targeting these populations. Furthermore, in order to acquire more academic and professional credibility and acceptance, it will be necessary to invest more in research targeting efficacy and feasibility. Finally, the emerging ethical challenges should be considered a priority.