The current studies centered around the education system have shown dwindling levels of attention from the stu-dents. While the education system has established the globally well-received lecture system, abysmal student attention retention reports are alarming. According to these new findings and reports, the modern education system cannot engage students, especially when higher education is concerned. We have serious games as a possible solution to increase engagement and help students and scholars have a more exciting learning experi-ence. However, designing serious games in a way that they can serve both their educational and entertainment purpose can be extremely difficult. After achieving this feat, they must appeal to a vast audience if we consider them an alternative to conventional education. In this review paper, we analyze the effects of multiple projects that use adaptive AI to achieve this feat, all of which are tailored towards students and scholars and, more importantly, developed by a collective of institutes or governments. Furthermore, this paper reviews some of the notable methods and possible solutions to achieve adaptability in serious games. By the end of this paper, we show the importance and effectiveness of an adaptive AI in serious games in order to solve the issues of our modern education system.

Serious Games has become a priceless tool in learning because it can simulate abstract concept to appear more realistic. The problem faced is that the players have different ability in playing the games. This causes the players to become frustrated if the game is too difficult or to get bored if it is too easy. Serious games have non-player character (NPC) in it. The NPC should be able to adapt to the players in such a way so that the players can feel comfortable in playing the games. Because of that, serious games development must involve an adaptive engine, which is by applying a learning machine that can adapt to different players. The development of adaptive engine can be viewed in terms of the frameworks and the algorithms. Frameworks include rules based, plan based, organization description based, proficiency of player based, and learning style and cognitive state based. Algorithms include agents based and non-agent based

The continuing depletion of natural resources has become a major focus for the society at large. There is an increasing recognition of the need to sustain an ecologically-balanced environment, while, at the same time, exploring and exploiting the natural resources to satisfy the ever-increasing demands of the human race. A profound solution to this is the adoption of sustainable development practices. Increasing the awareness towards a more sustainable future is thus critical, and one way to achieve this is through the use of decision games called “serious games”. Serious games are gaining in popularity as tools that add entertainment to teaching and training. In this paper we undertake a review of serious games on sustainable development with a view to facilitate the understanding of the issues around sustainability, to identify opportunities towards improving the feature-set of these games, and for enhancing knowledge around sustainable development strategies.

to present an overview of existing serious games in healthcare designed for patients, and the evaluation of their effects. Such games, aiming to help patients better understand their condition or treatment, to foster healthy behaviors, or even to participate in therapies, are expected to grow in parallel with the importance of the videogaming industry. references were searched in Medline and through recursive browsing of their citations. 21 papers were identified and analyzed. Serious games are used to increase knowledge and control, foster preventive behaviors, or can be used in therapies. Their positive effects on improved patient understanding, adherence, and engagement, although documented mostly in preliminary studies, calls for the development and more thorough evaluation of these tools.

The spread of AI technologies has given rise to concerns regarding the fairness, appropriateness, and neutrality of machine-made decisions. Explainable AI aims at countering this by enforcing simple or transparent solutions. Adaptive serious games themselves have long been a playground for various approaches to achieve machine-regulated adjustments for increased learner success or player satisfaction. Results have been commendable, but can not readily be complemented with explainability. Analysing 18 models of adaptivity in game-based learning and related domains, we propose a simple and explainable adaptivity model for serious games. It is designed as a rule-based, short-term decision making algorithm, proposes game progress as a reliable learning progress indicator, and adapts to both under- and over-performing learners. We present the implementation of the model in two distinct serious games, and the result of an evaluation in a controlled trial (\(n=80\)), demonstrating its suitability for adaptive serious games. In conclusion, we underline the importance of designing serious games both as teaching and playing experiences, and of an iterative design process to assure the quality of the final product.

In the graphic design of serious games, player engagement is an important consideration. We propose a new approach towards aiding the graphic designer to consider the major factors relevant to player engagement. This article describes a method for creating effective graphical content for serious games that takes into account the impact of complex pictograms on player engagement and on the learning process. We show how we applied our method to the design of a serious game for mobile phones aimed at Nepalese women in rural areas with low literacy skills. Initial results from case study suggest that our method helps designers to improve the design and the logic behind their use of imagery to the extent where the need to use text in the game's user interface was removed.

Digital simulation settings have been used for many years in higher education, and gamification has just lately been popular. Nonetheless, new technology has opened up new avenues for developing experiential learning through games, including edutainment, and more serious games. Therefore, the use of digital technology in education has revolutionized learning approaches and experiences in recent years. Serious games are one of several of these technologies. Nevertheless, creating and adopting these technologies is a difficult task with limited tools easily available. The purpose of this paper is to review the methods for enhancing the incorporation of these new technologies. Furthermore, the significance of serious games in the Top Tools for Learning List will be investigated. The results show that there will be a bright future in the use of serious games in higher education.

The continuing depletion of natural resources has become a major focus for the society at large. There is an increasing recognition of the need to sustain an ecologically-balanced environment, while, at the same time, exploring and exploiting the natural resources to satisfy the ever-increasing demands of the human race. A profound solution to this is the adoption of sustainable development practices. Increasing the awareness towards a more sustainable future is thus critical, and one way to achieve this is through the use of decision games called games. Serious games are gaining in popularity as tools that add entertainment to teaching and training. In this paper we undertake a review of serious games on sustainable development with a view to facilitate the understanding of the issues around sustainability, to identify opportunities towards improving the feature-set of these games, and for enhancing knowledge around sustainable development strategies.

BACKGROUND Serious games have attracted substantial attention in recent years due to their potential to stimulate and to engage players in education, healthcare and training. Player engagement is an essential factor in the effectiveness of serious games. The impact of serious game mechanisms (such as narrative, reward, interaction, feedback and challenge) on player engagement needs to be comprehensively reviewed. Identifying key factors that facilitate or hinder player engagement helps designers create more engaging and immersive gaming experiences. OBJECTIVE This study intends to conduct a comprehensive review of empirical studies concerning engagement within the realm of serious games. Our primary objective is to assess thoroughly the effectiveness of various game design factors in enhancing player engagement, focusing on three distinct dimensions: game mechanics, game incentives, and game connections. Furthermore, we aim to provide a concise overview of the methodologies and tools employed for evaluating engagement in the experiments conducted. METHODS We conducted a search on the Web of Science Core Collection online database for meticulously crafted academic papers published from June 2013 to June 2023, concentrating on the nexus of player engagement and game design. Our search encompassed research keywords like "serious games," "experience," and "engagement," among others, which yielded a substantial repository of 4,228 relevant articles. Following a meticulous screening process, we pinpointed a cohort of 68 quantitative studies that conformed to our review criteria. These articles underwent categorization using the PRISMA (Preferred Reporting Item for Systematic Reviews and Meta-Analysis) method. RESULTS Game design elements were categorized into game mechanics (31%), game incentives (38%), and game connections (31%). The measures employed encompassed standardized scales (22%), non-standardized scales (34%), mixed scales (6%), and multidimensional scales (38%). Notably, the predominant focus of research was directed towards narrative, virtual rewards, cooperation, and competition as the most frequently examined game elements. Within this paper, we conduct an in-depth examination and explication of the relationship between these elements and participant engagement within meta-analysis section. CONCLUSIONS Results consistently affirm the positive influence of game narrative on engagement. Badges reign supreme in Problem-Based Learning (PBL) systems, outperforming rankings and points. However, PBL systems display initial success but grapple with sustaining long-term motivation, partially due to the "novelty" effect. Cooperation strongly correlates with elevated player engagement. The review underscores the absence of standardized engagement measurement methods in serious games research, often relying on observational data and custom scales. The conclusion of this paper can help designers to create more engaging and context-relevant serious game content.

AbstractProfessional training presents a significant challenge for organizations, particularly in captivating and engaging employees in these learning initiatives. With the ever‐evolving landscape of workplace education, various learning modes have emerged within organizations, and e‐learning stands out as a prominent choice. This increasingly cost‐effective and adaptable solution has revolutionized training by facilitating numerous learning activities, including the seamless integration of educational games driven by cutting‐edge technologies. However, incorporating serious games into educational and professional settings introduces its own set of challenges, particularly in quantifying their tangible impact on learning and assessing their adaptability across diverse contexts. Organizations require a consistent framework to guide best practices in implementing e‐learning combined with serious games in professional training. The primary objective of this research is to bridge this gap. Rooted in the methodology of Design Science Research, it aims to provide a comprehensive framework for creating and assessing adaptive serious games that achieve desired learning and engagement outcomes. The overarching goal is to enhance the teaching–learning process in professional training, ultimately elevating student engagement and boosting learning outcomes to new heights. The proposal is grounded in a review of literature, expert insights, and user experiences with Serious Games in professional training, considering learning outcomes and forms of adaptation as essential characteristics for developing or evaluating Serious Games. The result is a framework designed to guide learners toward improved learning outcomes and increased engagement. The proposal underwent evaluation through triangulation, involving focus groups and expert interviews. Additionally, it was utilized in the development and assessment of a Serious Game, offering new insights and application suggestions. This experiment provided an evaluation of the framework based on real courses. In summary, this investigation contributes to the development of evidence‐based approaches for the effective use of Serious Games in professional training.