Abstract
Serious games are transcending the way of teaching and learning nowadays. Since serious games balance playful and educational aspects, it constitutes a privileged learning method for the digital natives. However, they are ubiquitous in today's society and their stakes and assets remain largely fuzzy. This paper describes different models and frameworks for serious game design. Between theoretical and technical consideration, authors propose a new reflection model that aims to help pedagogues guiding their conception of serious games. This model is a result of a thematic synthesis analyzing more than 40 texts offering a three-layered model covering the simplest to the most advanced design. Three study cases are announced to be conducted by the end of this year in order to challenge and evaluate this new model.
Highlights
As odd as it may seem, it has been proven that we can trace the origins of the phrase "Serious Game" dating from the Renaissance
The thematic synthesis allowed us to identify new associations between the different concepts that we studied and considered as an entry into the new integration framework of the serious game
Several qualitative considerations have been retained, which allowed us to propose a new synthetic model of serious game design that comes in three superimposed modeling that describe different levels of vulgarization of serious game design
Summary
As odd as it may seem, it has been proven that we can trace the origins of the phrase "Serious Game" dating from the Renaissance (fifteenth century). On a more contemporary scale, one of the first definitions of serious game has been formalized by Clark Abt in his book Serious Games [2]. The latter thinks that "games can be played seriously or we are interested in serious games in the sense that these games have an explicit and thoughtful purpose and are not intended to be played primarily for amusement. In terms of design methodologies, many models of video game's creation can be observed in the literature. More used as a theoretical framework for the implementation of educational curricula, this model is composed of five separate stages "Analysis", "Design", "Development", "Implementation" and "Evaluation". The evaluation phase verifies the relevance of the curriculum according to a formative evaluation method, which continues throughout the creation process, and a summative evaluation method that follows to test some aspects of the curriculum on a specific audience
Sign-in/Register to view highlights & summary Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callMore From: International Journal of Emerging Technologies in Learning (iJET)
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
