of Research on Improving Learning and Motivation through Educational Games: Multidisciplinary Approaches. IGI Global.
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Progetto Ustica is an experiment in "civically-engaged game design" and addresses the Ustica Massacre ("Strage di Ustica"), where 81 people lost their lives as an air-to-air missile hit a civilian aircraft in 1980. Progetto Ustica has been developed as part of an Action Research effort with the objective of preserving and transmitting the historical memory of the event. With this post-mortem essay, we reflect on the game design challenges that Progetto Ustica faced, we introduce different conceptualizations of "memory" emerging from our design practice, and we synthesize some lessons learned (implications for design) towards other "civically-engaged games" for socio-cultural heritage.
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Video games clearly have great educational potential, both for formal and informal learning, and this avenue is being thoroughly investigated in the psychology and education literature. However, there appears to be a disconnect between social science academic research and the game development sector, in that research and development practices rarely inform each other. This paper presents a two-part analysis of this communicative disconnect based on investigations carried out within the H2020 Gaming Horizons project. The first part regards a literature review that identified the main topics of focus in the social sciences literature on games, as well as the chief recommendations authors express. The second part examines 73 interviews with 30 developers, 14 researchers, 13 players, 12 educators, and 4 policy makers, investigating how they perceived games and gaming. The study highlights several factors contributing to the disconnect: different priorities and dissemination practices; the lag between innovation in the games market and research advancements; low accessibility of academic research; and disproportionate academic focus on serious games compared to entertainment games. The authors suggest closer contact between researchers and developers might be sought by diversifying academic dissemination channels, promoting conferences involving both groups, and developing research partnerships with entertainment game companies.
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The social dynamics of player communities in online games have been the subject of much research during the last decade. Following a systematic review of empirical research publications from 2000–2010, this article synthesizes the key methods and concepts researchers have used to study and characterize player communities. It also synthesizes the key aspects and operationalizations researchers have concentrated on. The analysis shows that qualitative approaches have been more common than quantitative ones. The concepts used to characterize player communities were often not clearly defined or overlapped in meaning. Yet they revealed a prevalence of micro (groups or teams), meso (guilds or organizations) and macro (communities and networks) perspectives. About 22 different aspects and operationalizations of player communities were identified. Six were most common, i.e. culture and social norms, social structuring, rationale, number of members, used information and communication technologies and time of existence. The article concludes with several suggestions for future research.
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Introduction: Given the complexity of teaching clinical reasoning to (future) healthcare professionals, the utilization of serious games has become popular for supporting clinical reasoning education. This scoping review outlines games designed to support teaching clinical reasoning in health professions education, with a specific emphasis on their alignment with the 8-step clinical reasoning cycle and the reflective practice framework, fundamental for effective learning. Methods: A scoping review using systematic searches across seven databases (PubMed, CINAHL, ERIC, PsycINFO, Scopus, Web of Science, and Embase) was conducted. Game characteristics, technical requirements, and incorporation of clinical reasoning cycle steps were analyzed. Additional game information was obtained from the authors. Results: Nineteen unique games emerged, primarily simulation and escape room genres. Most games incorporated the following clinical reasoning steps: patient consideration (step 1), cue collection (step 2), intervention (step 6), and outcome evaluation (step 7). Processing information (step 3) and understanding the patient’s problem (step 4) were less prevalent, while goal setting (step 5) and reflection (step 8) were least integrated. Conclusion: All serious games reviewed show potential for improving clinical reasoning skills, but thoughtful alignment with learning objectives and contextual factors is vital. While this study aids health professions educators in understanding how games may support teaching of clinical reasoning, further research is needed to optimize their effective use in education. Notably, most games lack explicit incorporation of all clinical reasoning cycle steps, especially reflection, limiting its role in reflective practice. Hence, we recommend prioritizing a systematic clinical reasoning model with explicit reflective steps when using serious games for teaching clinical reasoning.
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Aging diversity in organizations creates potential challenges, particularly for knowledge management, skills update and skills obsolescence. Intergenerational learning (IGL) involves knowledge building, innovation and knowledge transfer between generations within an organization (Ropes 2011). Serious games refer to the use of computer games in raising awareness about educational topics, acquiring new knowledge and skills by enabling learners to engage and participate in situations that would otherwise be impossible to experience (Corti 2006). Although learning with the use of serious games is similar to traditional learning in several cognitive respects, there are noted differences in the learning style and structure of learning using serious games. The success of learning using serious games lies in the actual involvement of a participant playing the game, which in turn, creates increased cognitive links with real-life situations allowing the individual to make relevant associations, to use mnemonic strategies with the facilitation of multi-dimensional educational aids (e.g., visual, auditory). Some of the beneficial aspects of learning with the use of serious games include the elevation of several cognitive skills, which are directly or indirectly implicated in the learning process. Among them are attention and visuo-spatial abilities, memory and motor skills. However, several barriers have been noted that fall into two general categories: a) health issues (e.g., cognitive strain, headaches) and b) psychological issues (e.g., social isolation, emotional disturbances). Since the training conditions are learner-centered and highly determined by the individual, there is increased need for evaluating the learning outcomes using specific success indicators. Examples of games that are designed to facilitate IGL are scarce, while there are no examples of IGL games in most EU countries. The purpose of this paper is to critically evaluate the current literature of theories on learning through serious games in adults and the elderly with reference to the cognitive mechanisms implicated, benefits and barriers in learning using new technologies in different generations. Secondly, this paper reviews the existence of serious games designed to facilitate IGL in Europe, as well as the characteristics of serious games in raising awareness that could be used to facilitate IGL. In doing so, specific focus is placed on the development of success indicators that determine the effectiveness of serious games on raising awareness on IGL.
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In this paper, we detail a software platform that enables game developers to expose aspects of their games to researchers who are not necessarily familiar with game development, providing them the possibility to customize game content for behavioral user research, and more specifically to embed survey items in a game context. With this platform we introduce the concept of Games User Research as a Service (GURaaS). This articled describes the process we followed to design GURaaS, its high level architecture and its application in a case study. We envision that GURaaS will assist researchers and organizations by helping them expand their reach in finding participants and in collecting survey data reducing the tedium for survey participants.
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This book offers a comprehensive, practice-based exploration of Systemic Co-Design (SCD) as it is applied to society’s most complex and urgent transitions. Drawing on collaborative projects from the Expertisenetwork Systemic Co-Design (ESC), it portrays Systemic Co-Design not as a fixed framework but as a reflexive, evolving practice. The chapters present diverse collaborations and inquiries, ranging from inclusive design and digital accessibility to fostering safety cultures and urban co-creation, that illustrate Systemic Co-Design’s capacity to build awareness, trust, and communities, as well as systemic capabilities. The book promotes mutual learning and generates knowledge products such as maps, canvases, cards, games, and embodied interactions that enable meaningful engagement. Key themes that run throughout include continuous reflection, the blending of action research and design experimentation, and collective sense-making across disciplines. The contributions demonstrate how new values, methods, and communities are co-developed with design practitioners, policymakers, educators, and citizens. Together, they demonstrate how Systemic Co-Design achieves practical outcomes while fostering the longterm capacities and cultural shifts necessary for systemic change.
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This poster sketches the outlines of a theoretical research framework to assess whether and on what grounds certain behavioral effects may be attributed to particular game mechanics and game play aspects. It is founded on the Elaboration Likelihood Model of Persuasion (ELM), which is quite appropriate to guide the evaluation structure for interventions that either aim at short term or long term attitude and behavior change.
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Trying to understand a player's characteristics with regards to a computer game is a major line of research known as player modeling. The purpose of player modeling is typically the adaptation of the game itself.We present two studies that extend player modeling into player profiling by trying to identify abstract personality traits, such as the need for cognition and self-esteem, through a player's in-game behavior.We present evidence that game mechanics that can be broadly adopted by several game genres, such as hints and a player's self-evaluation at the end of a level, correlate with the aforementioned personality traits. We conclude by presenting future directions for research regarding this topic, discuss the direct applications for the games industry, and explore how games can be developed as profiling tools with applications to other contexts.
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