Processes and Models for Serious Game Design and Development

While research has investigated the application of computational methodologies in undergraduate biology education, those approaches require students certain backgrounds from multiple disciplines. Recently, game design and development for education has moved into different fields of science, including biology. Several multi-media interactive products have been developed to simulate biological mechanisms and can be used by undergraduate students. However these approaches focus on students as game users and, not as game developers. Here, we propose an innovative approach to involve game design and development into undergraduate biology classroom. The approach assumes no additional background, and aims to increase engagement in the complexities of the course material through the process of game design and development. We initialized a case study that systematically combines a game application-driven project into genetics teaching. In the pedagogical experiment, undergraduate biology and computer science students designed educational games to enhance the speed and depth of comprehension of both biological and software engineering concepts. The result of this study shows that the reinforcement effects of biological education games apply differently on students with or without biology backgrounds.

The relationship between system theory and the product design, the process of product development has been described. It compared the merits and demerits of serial and parallel product development processes and, with the guidelines of system theory, put forward and analyzed the planning actions and corresponding necessity existed in the indistinct initial phase in product development process. It also analyzed the optimizing effect of planning actions in product design & development process. Thus, it obtained the model of product design & development process based on system theory so as to clarify the indistinct initial phase, shorten product development time and, improve the effectiveness of enterprise's product development.

BackgroundSerious 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.ObjectiveOur 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.MethodsWe 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.ResultsBased 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.ConclusionsBy 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.

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.

AI text-to-image generated images have revolutionized the design process and its rapid development since 2022. Generating various iterations of perfect renders in few seconds by textually expressing the design concept. This high-potential tool has opened wide possibilities for biomaterials research-driven design. That is based on developing biomaterials for multi-scale applications in the design realm and built environment. From furniture to architectural elements to architecture. This approach to the design process has been augmented by the massive capacity of AI text-to-image models to visualize high-fidelity and innovative renders that reflect very detailed physical characteristics of the proposed biomaterials from micro to macro. However, this biomaterials research-driven design approach aided by AI text-to-image models requires criteria for evaluating the role and efficiency of employing AI image generation models in this design process. Furthermore, since biomaterials research-driven design is focused not only on design studies but also the biomaterials engineering research and process, it requires a sufficient method for protecting its novelty and copyrights. Since their emergence in late 2022, AI text-to-image models have been raising alarming ethical concerns about design authorship and designer copyrights. This requires the establishment of a referencing method to protect the copyrights of the designers of these generated renders as well as the copyrights of the authors of their training data referencing by proposing an auxiliary AI model for automatic referencing of these AI-generated images and their training data as well. Thus, the current work assesses the role of AI text-to-image models in the biomaterials research-driven design process and their methodology of operation by analyzing two case studies of biomaterials research-driven design projects performed by the authors aided by AI text-to-image models. Based on the results of this analysis, design criteria will be presented for a fair practice of AI-aided biomaterials research-driven process.

Procedural Content Generation (PCG) has emerged as a powerful approach for automating game content creation, offering significant benefits in terms of cost reduction and time efficiency compared to traditional game design and development processes (Zhang, Zhang, & Huang, 2022). While Genetic Algorithms (GAs) have been widely used in PCG, alternative metaheuristic algorithms such as Particle Swarm Optimization (PSO) and Artificial Bee Colony (ABC) have demonstrated their effectiveness in delivering high-quality solutions and efficient optimization capabilities across different problem domains (Amato, 2017). However, their application in PCG remains limited. I aim to evaluate the performance of PSO and ABC in map layout generation, challenging the conventional use of GAs. By comparing three metaheuristic algorithms (GA, ABC, and PSO) I seek to assess the effectiveness of these approaches in generating game levels and identify any obvious differences in their performance characteristics. Comprehensive experiments are conducted, applying GA, ABC, and PSO to a map layout generation. Metrics like convergence speed and content quality are used to evaluate the generated game content. My findings reveal that both ABC and PSO demonstrate advantages over traditional GA implementations when generating game levels, indicating their potential for enhancing PCG. In this presentation, I will share the results of comparing three metaheuristic algorithms (GA, PSO, and ABC) in map layout generation for game levels, emphasizing the potential benefits of leveraging diverse algorithmic approaches to create more captivating and immersive game worlds. Also, I will conclude with a call for further research in this area to expose new possibilities in content generation. By considering varied metaheuristic approaches, game developers can improve content generation techniques and create more captivating and interactive player experiences.

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.

ABSTRACTThe aim of this article is to advance a framework for understanding and teaching game design in higher education, in order to address complexities inherent in teaching game design courses. Everyday teaching and learning game design often deviate from the standard textbook model of game design. In reality everyday teaching and learning operate with handling game design curriculum, how to think games, and how to organise the development process. The presented framework merge curriculum, thinking, and process guided by the game design concept of juiciness. The framework will be presented by dismantling the standard textbook model of game design into three; game design (curriculum), game design thinking (thinking), and game development (organisation). In this perspective game design is concerned with game mechanics, game design thinking preoccupied with paper prototyping, metaphor, and framing, while game developments addresses player experience including play and game testing. This article will coin vertical design as juiciness as opposed to horizontal design understood as expanding system layout. Juiciness will be placed as a guiding principle in the relationship between designers and designed content as an aspect of designer intentions and motivations. Lastly, the content centric framework will be presented by merging game design, game design thinking, game development, vertical design with selected aspects of accepted software development strategies as an approach to teaching and learning game design in higher education.

This chapter introduces an approach to use best-practice experiences in terms of Design Patterns to support the development of high-quality and successful educational games. These Game-based Learning Design Patterns draw from previous work on Game Design Patterns and Pedagogical Patterns. The chapter provides background on the Design Pattern approach and explains the structure of the new pattern type based on selected examples. It also illustrates that existing patterns, e.g., from Game Design, may provide first evidence, while the identification of Game-based Learning Design Patterns is not straightforward.

In serious game design, there is a growing trend towards involving players more substantially in the development process. However, several scholars and practitioners agree that still more research and empirical data are needed to guide such participatory prototyping processes. So far, less focus has been put on the influence of co-creation and co-design on participants in the process. This article explores the co-creation and co-design process in creating a serious game called “Mission BioHero”, with a focus on sustainability and the bioeconomy. The game aims to engage citizens in the bioeconomy, help them learn in a fun and interactive way, and aggregate their ideas to shape bioeconomy policies. This serious game was fully co-created and co-designed with citizens and stakeholders from eight regions in five European countries. This research investigates the nature and impact of co-creation and co-design on game development and its driving success factors, explores educational capacities of this participatory process on participants, and evaluates its impact on the co-designed serious game. The findings draw upon empirical data gathered from the co-creation and co-design phases, participants’ feedback, and external game players’ input. The study confirms the value of the participatory design process in serious games design and offers methodologies, tools and lessons learned for similar future processes.

Previous studies have found that educational games (EG) provide immersion, motivation, fun and high level of engagement. Studies also found that EG are able to teach 21 <sup xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">st</sup> century skills. Thus, it is worth studying how this form of entertainment can be adapted into our teaching and learning strategies in order to develop our students' motivation and engagement, which is crucial in successful learning. However, designing and development of educational games with authentic learning content while maintaining the fun criteria can be challenging. Hence, a good design methodology and guideline is needed in assisting games development team to design an effective learning game. Our main attention is to produce a framework in educational games design for higher education. This paper analyses and compares a few frameworks available, then suggests a few criteria needed both from game design and pedagogy points of view. Hopefully it will shed some light in educational games design issues for higher education students.

Scholars have extensively studied video game labor practices (e.g., Bulut, E. (2015). Glamor above, precarity below: Immaterial labor in the video game industry. Critical Studies in Media Communication, 32(3), 193-207. https://doi.org/10.1080/15295036.2015.1047880 , Bulut, E. (2020). White masculinity, creative desires, and production ideology in video game development. Games and Culture, 16, 1555412020939873; Banks, J. (2013). Co-creating videogames. New York, NY: Bloomsbury Publishing; Kerr, A. (2010). The culture of gamework. In M. Deuze (Ed), Managing Media Work (pp. 225-236). London: Sage; O’Donnell (2009). The everyday lives of video game developers: Experimentally understanding underlying systems/structures. Transformative Works and Cultures, 2. https://doi.org/10.3983/twc.2009.0073 , O’Donnell (2014). Developer’s dilemma: The secret world of videogame creators. Cambridge, MA: MIT press; Johnson, R. S. (2013). Toward greater production diversity. Games and Culture, 8(136), 136-160. https://doi.org/10.1177/1555412013481848 , Johnson, R. (2014). Hiding in plain sight: Reproducing masculine culture at a video game studio. Communication, Culture &amp; Critique, 7, 578-594. https://doi.org/10.1111/cccr.12023 ); yet, few have exclusively examined the process of character design (e.g., Srauy, S. (2017). Professional norms and race in the North American video game industry. Games and Culture, 14, 478-497. https://doi.org/10.1177/1555412017708936 ). Using a grounded theory analysis of 19 interviews with games designers and developers, this work complements existing research with insights on how gender and gendered interactions, technologies, audiences, market logics, and corporate culture integrate and influence character design practices. We found that technological affordances (e.g., game engines and related software; see Whitson, J. R. (2018). Voodoo software and boundary objects in game development: How developers collaborate and conflict with game engines and art tools. New Media &amp; Society, 20, 2315-2332) converged with the masculine, heteronormative identities of game developers to shape normalized valued practices for character design, resulting in formulaic tropes that generally appealed to a masculine audience. Changes in status quo character design were attributed to diversity-conscious individuals, who operated within organizational practices privileging proven formulas over innovative designs.

Research in Serious Games (SG), as a whole, faces two main challenges in understanding the transition between the instructional design and actual game design implementation and documenting an evidence-based mapping of game design patterns onto relevant pedagogical patterns. From a practical perspective, this transition lacks methodology and requires a leap of faith from a prospective customer in the ability of a SG developer to deliver a game that will achieve the desired learning outcomes. A series of workshops were thus conducted to present and apply a preliminary exposition though a purpose-processing methodology to probe various SG design aspects, in particular how serious game design patterns map with pedagogical practices. The objective was to encourage dialogue and debate on core assumptions and emerging challenges to help develop robust methods and strategies to better SG design and its interconnectedness with pedagogy.KeywordsGame mechanicsLearning mechanicsLudo-pedagogy mappingPedagogically-driven game designPatterns

The use of design process models is of great importance for developing better products. Indeed, it is one of the factors that may differentiate the best companies from the rest. However, their adoption in companies is declining. Usefulness and usability issues may be responsible for process models not to meet the needs of its users. The goal of this research is to provide deeper understanding of the users' needs of design process models. Three main perspectives are provided: (1) why organizations use process models, (2) who are the users of process models, and (3) how the context of use of process models is. The research methodology adopted was the Design Research Methodology (DRM). Three stages were performed: (i) Research Clarification, (ii) Descriptive Study I, and (iii) Prescriptive Study. In the first stage, an initial literature review was carried out to collect evidences of why researching process models and their users' needs is relevant for the design theory. During the second stage (Descriptive Study I), literature was reviewed to identify the purposes of use of design process models and its potential users; a focusgroup section with 24 subject matter experts was carried out to evaluate these purposes and identify process model users; and, lastly, a case study was perfomed to investigate the context of use of design process models in one organization and to portray the profile of the core users. Finally, the third stage (Prescriptive Study) aimed to uncover directions for organizations develop user-centered design process models. Four main results were achieved through this research. The first result is a deep understanding of three types of application of the design process models: (a) develop the design activity, (b) manage the design project, and (c) improve the design process. The purposes for these aplications were investigated and their level of importance were revealed. In addition, it was mapped the core users of process models for the three applications. The second result is the definition of the context of use of the models.Three dimensions of the context were depicted: the product, the design process, and the organizational structure. The third result is the set of users profiles. Empathy Maps were elaborated to represent the profiles of product engineers, project managers, and technical leaders. The last result consists in recommendations regarding the content provided to users and the process models system design. Finally, industrial practitioners will benefit from this research once it was provided evidences that the activity development application type is not properly considered in organization and that important users' needs are not getting proper attention in the current models. Therefore, they will be able to make use of the recommendations outlined here.

The original motivation and design process of the AR Perpetual Garden App is discussed in detail. Available on Apple iTunes and Google Play Stores, children and parents, teachers and students, may download and learn with it now, thus amplifying the learning impact of immersive experiences even at home. Inspired by the dioramas of the past, both the creation process and their use in museums as interactive, multimodal, knowledge artifacts are discussed and carefully analyzed. This paper may be of interest to researchers and practitioners alike. First, as a way to understand and generalize the critical design factors used and to extend findings into their design research, and second, as an iterative design and development process model, learner-user experience (LUX) design, extensible to other domains.