Game Design Framework Research Articles

The Application of Dramatic Structure in Digital Game Design and Its Impact on Player Emotions

This study explores how dramatic structure in digital game design engages players and evokes emotional responses. Dramatic structures typically consist of five stages: Exposition, Rising Action, Climax, Falling Action, and Denouement, which share similarities with game design frameworks that require clear objectives, conflicts, and outcomes to maintain player engagement. The research investigates how each stage elicits emotional shifts in players and amplifies immersion. Through detailed analysis and case studies of popular games, the findings indicate that dramatic structure strengthens narrative cohesion and provides a reliable framework for managing tension and emotional pacing. Game developers can use these insights to create more immersive and emotionally engaging experiences, fostering stronger emotional connections between players and virtual worlds. This framework has the potential to shape the future of game design by aligning storytelling with player agency, resulting in games that evoke lasting emotional responses. This study offers practical guidelines for developers aiming to increase a game's emotional investment and overall appeal.

Design Framework for VR Games in the Police Domain

The escalation in the number of conflicts poses various implications and consequences to society, demanding a comprehensive understanding from a law enforcement perspective. The surge in conflicts introduces significant challenges related to public safety, necessitating adaptive strategies for both conflict and crime prevention and resolution. Accordingly, effective policing must adapt to the evolving dynamics, employing a nuanced approach that addresses the root causes of conflicts and enhances community resilience to avoid or mitigate them and their broader societal impact. A pivotal role is this direction is played by the ongoing technological advancements that facilitate actions like enhancement of situational awareness, analyzing patterns and anticipating potential hotspots and activities, facts that sustain both proactive and reactive measures. In particular, technological advancements in Virtual Reality (VR) present a valuable avenue for addressing policing challenges, especially in relation to conflict resolution, mitigation, and prevention. Building VR simulations for training purposes offers a controlled yet realistic environment for officers to practice e.g., de-escalation strategies and decision-making under stress. These gaming simulations provide a platform to expose officers to diverse scenarios, fostering adaptability, encouraging communication and collaboration, and enhancing their ability to properly handle conflicts with precision and self-control. At the same time, VR systems can be developed for societal awareness and educational purposes, fostering better understanding and communication between law enforcement and the public. While a broad range of governmental, practitioner, and academic efforts exist aiming at building and incorporating VR solutions for various purposes in the police domain, specific areas that involve other societal forces and bystanders need more attention. It is then the aim of this article to capture existing design and evaluation principles as well as lessons learned from existing VR solutions in the police domain. This is done by proposing a design framework for responsible VR gaming solutions in the police domain following the Design Science Research methodology in a transdisciplinary approach.

Let’s get on-board: a practical framework for designing and implementing educational board games in K-12 classrooms

Educational board games are a promising tool for implementing game-based learning to improve the teaching-learning process. However, the absence of comprehensive scholarly guidance on designing educational board games impedes the effective implementation of game-based learning in classrooms. The sparsely available studies on game design frameworks often confine themselves to the design of the educational game itself, without including guidelines for the classroom integration of such games within the design framework. Additionally, the literature often neglects that teachers, burdened by limited time and excessive workload, are often the sole participants in the game design process. To address these gaps, we introduce a practical framework for educators to design and seamlessly integrate educational board games in their classrooms. Our approach prioritizes minimizing additional teacher workload while using game-based learning to foster student-led problem-solving sessions and game revision. Drawing from game design principles and existing literature on game-based learning, we propose a comprehensive framework that guides educators through the design and implementation of educational board games tailored for conducting problem-solving sessions. The framework is validated and refined using qualitative analysis of teacher and student feedback after its seamless integration into the regular mathematics instruction and curriculum of a Philippine K-12 high school. Results indicate positive student experiences and highlight the framework’s efficacy in promoting student engagement, learning outcomes, and teacher convenience. Thematic analysis of student feedback highlights key design preferences and game features that enhance student experiences in GBL sessions. The study contributes to the advancement of GBL methodologies by offering practical guidelines for independent use by educators and promoting exchanges between teacher colleagues. Overall, the proposed framework offers a systematic and feasible approach to designing and implementing educational board games, fostering effective learning experiences in diverse educational contexts.

Developing a game design framework to embed student-centred learning

PurposeThis paper presents the student-centred experience (SCE) game design framework, which aims to guide the design of holistic student-centred digital game-based learning (SCDGBL) experiences, which fully integrate all seven tenets of student-centred learning (SCL). The paper also rationalises the need for the framework and presents the steps taken in its development.Design/methodology/approachInitially, the background areas of SCDGBL and digital game-based learning (DGBL) are examined, and the need for a framework in digital educational game design that has a focus on SCL is then established. The rigorous and systematic design thinking process through which the framework was developed is then stepped through. The completed framework is then presented, and each section is detailed to explain its utilisation within the process of digital game design.FindingsThe paper presents the completed student-centred experience (SCE) framework alongside a worked example of how it can be deployed in practice. Also included is guidance on the roles of the game designer and education practitioner at all stages of design, development and deployment and how they may contribute their experience during the game design process to create high-quality tools for learning.Research limitations/implicationsWhile the SCE framework presented is complete, it is presented as a first version and will benefit from wider deployment and testing.Originality/valueThis paper presents a new game design framework integrating existing knowledge on SCL and DGBL, which guides practitioners in the design of experiences that fully deliver the techniques of both areas.

What goes wrong during phishing education? A probe into a game-based assessment with unfavorable results

Context:In recent years, there has been a significant surge in global Social Engineering (phishing) attacks. This upsurge has prompted governmental bodies, organizations, and educational institutions to formulate strategies aimed at mitigating this threat. Objective:The primary objective of this research is to create a game-based solution that educates participants about URLs and evaluates their understanding through multiple-choice questions. Methodology:To attain the aforementioned objectives, a multifaceted approach has been adopted in this study. Firstly, an extensive literature review was conducted to gain insights into the problem and prior research on the subject. This review was instrumental in comprehending the game development framework, developmental tools, and various design models for game design. A digital adaptation of the game has been created utilizing the CONSTRUCT 3 platform. Secondly, an empirical evaluation was executed, involving participants engaging with the game and their learning assessed through survey. A survey method was employed to further gauge participants’ knowledge and to solicit feedback on the game’s design. Results and Conclusion:The survey results indicate a lack of significant outcomes or dependencies on the dependent variable. fun to play, ease to play, and game-based learning did not significantly predict avoidance behavior while the intention to play and phishing knowledge were the significant positive predictors of avoidance behavior, with intention to play showing the biggest contribution in the models 2 and 3. Correspondingly, the negligible difference between the R2 value and △ R2 in models 2 and 3 also confirmed the small variance of model 2 (explained in the paper). Consequently, the research asserts that the assessment of the gaming method has not yielded success and underscores the necessity for enhancements and further evaluation.

CFI: a VR motor rehabilitation serious game design framework integrating rehabilitation function and game design principles with an upper limb case

Virtual reality (VR) Rehabilitation holds the potential to address the challenge that patients feel bored and give up long-term rehabilitation training. Despite the introduction of gaming elements by some researchers in rehabilitation training to enhance engagement, there remains a notable lack of in-depth research on VR rehabilitation serious game design methods, particularly the absence of a concrete design framework for VR rehabilitation serious games. Hence, we introduce the Clinical-Function-Interesting (CFI): a VR rehabilitation serious game design framework, harmonizing rehabilitation function and game design theories. The framework initiates with clinic information, defining game functions through the functional decomposition of rehabilitation training. Subsequently, it integrates gaming elements identified through the analysis and comparison of related literature to provide enduring support for long-term training. Furthermore, VR side-effect and enhancement are considered. Building upon this design framework, we have developed an upper limb VR rehabilitation serious game tailored for mild to moderate stroke patients and aligned our framework with another developed VR rehabilitation serious game to validate its practical feasibility. Overall, the proposed design framework offers a systematic VR rehabilitation serious game design methodology for the VR rehabilitation field, assisting developers in more accurately designing VR rehabilitation serious games that are tailored to specific rehabilitation goals.

Enhancing Serious Game Design: Expert-Reviewed, Stakeholder-Centered Framework.

Traditional serious game design methods often overlook stakeholder needs. This study integrates stakeholder theory and enterprise architecture (EA), along with the Architecture Development Method, to propose a novel framework for serious game design. Crafted to aid practitioners, researchers, and specialists in leveraging resources more effectively, the framework is validated through a design science research methodology. Expert reviews have further refined its features, making it a robust tool for enhancing serious game design and implementation. This paper introduces a framework for designing serious games, covering stakeholder analysis, requirements gathering, and design implementation planning. It highlights the importance of expert review in validating and refining the framework, ensuring its effectiveness and reliability for use in serious game design. Through critical assessment by experts, the framework is optimized for practical application by practitioners, researchers, and specialists in the field, ensuring its utility in enhancing serious game development. The next step will be to validate the framework empirically by applying it to a serious game development project. We developed and validated a conceptual framework for serious game design by synthesizing stakeholder theory and EA through literature review, concept mapping, and theory development by way of a design science research approach. The framework is iteratively refined and validated via expert review, drawing on insights from professionals experienced in serious games, stakeholder theory, and EA. This method ensures the framework's practical relevance and effectiveness in addressing real-world design challenges. An expert review by 29 serious game practitioners validated the framework's success in stakeholder management, confirming its stakeholder-centered effectiveness. Although the experts praised its structured approach, they suggested clearer guidance for game design elements. In addition, the experts, while acknowledging the framework's complexity, saw its depth as valuable for efficient management. The consensus calls for a refined balance between detailed functionality and user-friendly design, with the framework's impact on stakeholder capabilities revealing a spectrum of professional needs. This paper presents a framework for creating effective and organizationally aligned serious games. Evaluated across execution, practical, and EA levels, it is logical but varies in ease of understanding, with experts calling for more accessibility at the EA level. It enhances stakeholder efficiency and management but is criticized for rigidity and a need for flexibility. Recommendations include streamlining the framework, enhancing clarity, reducing administrative tasks, and incorporating clear guidelines on technology use, motivational elements, and operational tools. This aims to help stakeholders produce more targeted and adaptable game designs. The next iteration will be developed after application to a project and team feedback.

Assessing the Efficacy of Reflective Game Design: A Design-Based Study in Digital Game-Based Learning

Reflective learning is widely recognised as a highly effective approach to learning. It involves learners in a process wherein they reflect on their past experiences to improve their skills and knowledge. In recent years, there has been growing recognition of the capacity of games to facilitate experiential learning. Therefore, this research aimed to evaluate the effectiveness of integrating reflective design principles into digital game-based learning (GBL). The focus was on assessing the reliability and appropriateness of reflective game design, as well as learner perceptions. This study adopted a participatory design approach, ensuring the active involvement of the target audience across all extensive phases. The research consisted of three main phases. Firstly, reflective learning was integrated into game design to develop the Reflective Game Design (RGD) framework. This development was guided by insights gathered from participants through both a user survey (N = 101) and semi-structured interviews (N = 15). Subsequently, a GBL digital game was developed based on the RGD framework in co-design sessions (N = 6). Finally, a prototype evaluation (N = 56) was conducted to assess the feasibility and practicality of implementing reflective game design within digital GBL contexts. Overall, the RGD approach and the game prototype received positive feedback in terms of engagement, content clarity, the incorporation of reflective game elements, and player immersion. This study contributes to the literature by providing principles and guidelines for RGD, thus offering valuable insights for researchers, educators, and game designers looking to create effective educational games.

Acculturative game design with Latine communities: a bridging review on acculturative stress, behavior change, and serious games

Acculturative stress disproportionately impacts first-generation Latine-Americans, leading to significant mental health risks stemming from intergenerational cultural norms around gender identity and sexuality. Facilitating communication is critical in reducing this stress, yet it can be challenging for Latine individuals to take the first step in expanding their views due to limited resources, cultural pressure, and motivational needs. On the other hand, serious games provide a unique opportunity to address this challenge by introducing novel experiences to encourage the growth of perspectives in acculturative norms. This article presents a narrative review that bridges three key concepts: (1) acculturative stress in Latine-American communities, (2) modern behavior change theory and model, and (3) the design of serious games. We conclude by proposing a framework for Acculturative Game Design (AGD) and discuss considerations for fostering the support of intergenerational relationships around Latine identity.

Research on online teachers’ training based on the gamification design: A survey analysis of primary and secondary school teachers

The current form of teacher education and training has gradually shifted to distance training, but the most prominent performance of the participants in network training is the lack of motivation and enthusiasm for participation, and the participants participate in the training with the mentality of coping with the assessment, and the training effect is naturally not very good. At this point, the concept of gamification learning has become popular. Gamification applies game thinking and mechanics to non-game areas to guide user interaction and use. Based on Professor Kevin Werbach's gamification design framework, this study developed a case study of gamification for online teacher training, implemented in a professional development program for primary and secondary school teachers in Zhejiang Province, China. A self-administered questionnaire was then surveyed in three teaching classes, and the results found that: Firstly The participants' satisfaction in response to the gamification case was at a moderate to high level (M > 4.0, Tot = 5.0); Secondly, demographic factors did not significantly influence this (p > 0.05); Thirdly, among the gamification design influencing factors, presentation and feedback were the most influential (b = 0.536,p = 0.000), goals and rules (b = 0.167, p = 0.012), communication and interaction (b = 0.155, p = 0.029), and personalization (b = 0.154, p = 0.020) in decreasing order; Fourthly, The effect of case implementation significantly impacted participants' intention to sustain participation (b = 0.874, p = 0.000). Finally, we distilled the study's shortcomings and the prospects for future research.

Applying Gamification Principles and Therapeutic Movement Sequences to Design an Interactive Physical Activity Game: Development Study.

Depression is a severe illness that has accelerated with the spread of COVID-19 and associated lockdowns. As a result, reported physical activity has substantially decreased, further increasing depressive symptoms. This study aims to explain the use of gamification principles to develop content for an interactive physical activity game for depression based on clinically proven depression diagnostic criteria. We discuss related work in this field, the game design framework, the users' depression severity, how we customize the contents accordingly, the gradual progression of the game to match exercise principles, and user flow optimization. We provide a brief description of each of the games developed, including instructions on how to play and design aspects for flow, audio, and visual feedback methods. Exergames (interactive physical activity-based games) stimulate certain physical fitness factors such as improving reaction time, endurance, cardiovascular fitness, and flexibility. In addition, the game difficulty progresses based on various factors, such as the user's performance for successful completion, reaction time, movement speed, and stimulated larger joint range of motions. Cognitive aspects are included, as the user has to memorize particular movement sequences. Mental health issues are linked to behavior and movement; therefore, future physical activity-based interactive games may provide excellent stimulation for inducing user flow, while physical activity can help train various physical fitness factors linked to depression.

Researching and designing educational games on the basis of "self-regulated learning theory".

As one of the important research fields of educational technology, the potential of educational games has been widely recognized by academic researchers. However, in terms of practical application, it is difficult to balance education and recreation, and problems have also arisen in learners' cognitive development and skill enhancement. On this basis, this paper initially compares the educational and entertainment aspects of educational games from a learning motivation perspective. It draws on the theory of self-regulated learning and ARCS learning to establish an ARCS learning motivation model and educational game design framework. Finally, it develops a bio evolution education game that is based on this framework, and this verifies that this framework can feasibly guide practice. In drawing on the theory of autonomous learning, this paper discusses the design framework of stimulating and sustaining learning in educational games, and establishes a bridge between user learning behavior and entertainment behavior. This will provide a theoretical and case study reference for the integration of educational purpose and game entertainment into educational games.

Multimodal Game Design Framework for Creativity in Macau's Educational System Through Digital and Tangible Games

Creativity and collaboration are crucial to learning development in today's fast-paced educational environment. New technology can bridge humans and their natural needs through immersion in digital environments with physical objects. As knowledge and information evolve, digital interactive experiences are being explored and used to address physical and emotional issues during the learning process. This paper presents a conceptual framework design for multimodal experiences based on adaptable and flexible design patterns that use essential visual, audio, and tactile elements. The authors conducted experimental studies at three kindergarten levels using digital games. Children learned and played through multimodal activities using user-centred design principles, triggering creative behaviours. They used commercial digital games used in schools and educational curricula to assist in collecting data on how children this age interact with digital devices and real-world objects, inspiring creative behaviours.

Development of a Therapeutic Video Game With the MDA Framework to Decrease Anxiety in Preschool-Aged Children With Acute Lymphoblastic Leukemia: Mixed Methods Approach.

BackgroundPreschool-aged children with acute lymphoblastic leukemia (ALL) receive long-term treatment according to the Taiwan Pediatric Oncology Group (TPOG)–ALL 2013 protocol. Severe anxiety and noncompliance ahead of frequent invasive therapies leads to an increase in health care costs. Previous studies have shown that therapeutic video games (TVGs) can decrease the anxiety experienced by children who are ill. To our knowledge, no existing TVG has been designed specifically for preschool-aged children with ALL in Taiwan.ObjectiveThe purpose of this study was to develop a TVG using the popular Mechanics, Dynamics, and Aesthetics (MDA) framework for game design and to investigate the effect of this TVG on the reduction of therapy-related anxiety among preschool-aged children with ALL.MethodsThis study used a mixed methods approach over three phases: (1) develop a TVG using the MDA framework, (2) test the reliability of the TVG among three certified children’s art therapists, and (3) evaluate the reduction of therapy-related anxiety among participants after using the TVG for 6 weeks, using a two-group, stratified randomized controlled trial at a medical center in northern Taiwan. Eligible preschool-aged children with ALL were randomly assigned 1:1 into an experimental group or a control group. The two groups of subjects received the same usual care, and only the experimental group had access to and used the TVG. The children’s anxiety responses were reported by their family caregivers using the face rating scale (FRS). Descriptive analyses, the Fisher exact test, the Pearson chi-square test, and the Mann-Whitney U test were used to statistically analyze the variables.ResultsSix mechanics rules supported the dynamics of the TVG using four main features—character, nursery, tasks, and market—in order to complete all of the therapy-related anxiety reduction scenarios and to achieve eight aesthetics goals. The results of reliability test showed that participants found the TVG to be useful and trustworthy for preschool-aged children with ALL (Cronbach α=.98). A total of 15 participants were enrolled and randomly allocated to the experimental group (n=7) or the control group (n=8). The average number of TVG log-ins was 37.9 (SD 15.30, range 14-62) in the experimental group. The demographic data showed homogeneity across the two groups regarding age (3 to 5 years), sex (male), risk classification (standard risk), and treatment status (continuation therapy). The mean FRS score was 6.16 (SD 3.31) for the experimental group as compared to 7.45 (SD 2.71) for the control group (P=.04), which represented a significant difference between the groups at the 6-week follow-up.ConclusionsThis research provides evidence that using a TVG can decrease anxiety in preschool-aged children with ALL in Taiwan. The TVG could be used to support clinical professionals before they perform invasive therapies. However, it is recommended to increase the statistical power for inference.Trial RegistrationClinicalTrials.gov NCT04199637; https://www.clinicaltrials.gov/ct2/show/NCT04199637

Apollo and Comet Media Design to Practice Science Literacy for Elementary School Students

Science literacy is very important to be mastered by students. In the literacy process, students need learning media that are in accordance with the characteristics of students and materials. Media design is based on a game design framework, namely empathic or analytical (emphatic), defining (define), developing ideas (ideate), making prototypes (prototyping), and testing (playtest). The stages of the game design framework are in line with the steps for selecting learning media, namely ASSURE. The design of Apollo and Comet media that is in accordance with these stages can produce media games that are not only able to entertain children, but also facilitate students to train their literacy skills. This research used a nonequivalent pretest posttest control group research design used for Quasi Experimental Design. Data on increasing scientific literacy was obtained by giving a pretest and posttest using a scientific literacy test sheet by adapting the PISA test.. Students' scientific literacy increased by 74.8562 with a high category based on the results of the N-Gain.

ЗРИТЕЛЬ В ПРОСТРАНСТВЕ ВИРТУАЛЬНОЙ РЕАЛЬНОСТИ: ФОРМИРОВАНИЕ ПЛАНЕТАРНОЙ ОПТИКИ

ЗРИТЕЛЬ В ПРОСТРАНСТВЕ ВИРТУАЛЬНОЙ РЕАЛЬНОСТИ: ФОРМИРОВАНИЕ ПЛАНЕТАРНОЙ ОПТИКИ

You escaped! How did you learn during gameplay?

AbstractThis study investigates the influence of the educational game design elements immersion, collaboration and debriefing, on fostering learning with educational escape rooms. We based the design of the escape room on an educational game design framework that aligns the learning goal and the game goal, that is, escaping from the room. One‐hundred‐and‐twenty‐six students, aged between 16 and 20 played the escape room. Measures for learning were pre‐and post‐tests. The game experience was measured through questionnaires, classroom observations and interviews with students and teachers. The results show a knowledge gain between pre‐and post‐test. Correlational analysis showed that all three design elements contributed to students' appreciation of the escape room, whereas only immersion had a direct contribution to knowledge gain. Based on the qualitative data it appeared that the used escape boxes contributed most to perceived immersion. Immersion helps students focus on each other and the tasks. Also, a narrative with distinct roles for each student helped to evoke immersion. Unexpectedly, these roles also scaffolded collaboration except for students in the school that engaged in a collaborative learning pedagogy. The study confirms the usability of the framework for game designs, based on theories for the design of physical and hybrid educational games. Practitioner notesWhat is already known about this topic The escape room as a learning environment appeals to teachers of different disciplines, ages, gender and teaching experiences. Teachers implement escape rooms to create active (hybrid) learning spaces, where learners need a combination of knowledge and skills to solve the subject‐based activities. Students and teachers perceive that while participating in escape rooms, students are more engaged, active and learn more compared to regular classes. The assumption is that escape rooms support collaboration and automatically collaborative learning. Review studies on educational escape rooms show that a systematic evaluation is usually absent, disputable or indicates no knowledge gain. Teachers design their educational escape rooms based on digital escape games and/or their experience as players of escape rooms. For digital educational games, important game design aspects are researched. Three main challenges in designing educational games are (1) the participants' transition from the real world to the game world, (2) the alignment of game design aspects and educational aspects and (3) the transfer from attained experiences and knowledge back into the real world. What this paper adds This paper evaluates an educational game design framework for escape rooms, focussing on the above‐mentioned main challenges in designing educational games. It investigates the influence of the educational game design elements immersion, collaboration and debriefing, on fostering learning with a hybrid educational escape room. It informs that all three design elements contributed to students' appreciation of the escape room, whereas only immersion had a direct contribution to knowledge gain. The used hybrid escape boxes contributed most to the immersion; scaffolding students to focus on each other and the tasks. Students' collaboration was successfully fostered. However, it scarcely led to collaborative learning during gameplay, due to lack of discussion and reflection needed for deeper understanding. Implications for practice and/or policy The educational escape game framework would help educators creating immersive games, which not only confront learners with meaningful contexts but also give learning gains. The educational escape game framework would help researchers focussing on important and difficult aspects of designing and implementing educational escape rooms to develop and research more effective escape rooms. In guidelines on creating immersion in educational escape games, the notion of physical objects is lacking. In this hybrid escape room, the physical objects such as escape boxes were the most powerful in creating immersion. In addition, the use of sound design in escape games in classrooms seems overrated. Debriefing after the gameplay is perceived necessary to discuss common misunderstandings, to make connections between the topics in various puzzles and to add more content to interest high‐achieving students.

Contribution of the co.LAB Framework to the Collaborative Design of Serious Games: Mixed Methods Validation Study.

BackgroundMultidisciplinary collaboration is essential to the successful development of serious games, albeit difficult to achieve. In a previous study, the co.LAB serious game design framework was created to support collaboration within serious game multidisciplinary design teams. Its use has not yet been validated in a real usage context.ObjectiveThe objective of this study was to perform a first assessment of the impact of the co.LAB framework on collaboration within multidisciplinary teams during serious game design and development.MethodsA mixed methods study was conducted, based on 2 serious game design projects in which the co.LAB framework was used. The first phase was qualitative and carried out using a general inductive approach. To this end, all members of the first serious game project team who used the co.LAB framework were invited to take part in a focus group session (n=6). In a second phase, results inferred from qualitative data were used to define a quantitative instrument (questionnaire) that was designed according to the Checklist for Reporting Results of Internet E-Surveys. Members of both project teams (n=11) were then asked to answer the questionnaire. Quantitative results were reported as median (Q1, Q3), and appropriate nonparametric tests were used to assess between-group differences. Finally, results gathered through the qualitative and quantitative phases were integrated.ResultsIn both phases, the participation rate was 100% (6/6 and 11/11). Verbatim transcripts were classified into 4 high level themes: (1) influence on collaborative dimensions; (2) impact on project course, monitoring, and efficiency; (3) qualitative perceptions of the framework; and (4) influence of team composition on the use of the framework. The web-based questionnaire was then developed according to the 7 dimensions of collaboration by Burkhardt et al. In both projects, the co.LAB framework had a positive impact on most dimensions of collaboration during the multidisciplinary design and development of serious games. When all collaborative dimensions were aggregated, the overall impact of the framework was rated on a scale from –42 to 42 (very negative to very positive). The overall median score was 23 (Q1, Q3: 20, 27), with no significant difference between groups (P=.58). Most respondents also believed that all serious game design teams should include a member possessing significant expertise in serious game design to guide the development process.ConclusionsThe co.LAB framework had a positive impact on collaboration within serious game design and development teams. However, expert guidance seems necessary to maximize development efficiency. Whether such guidance can be provided by means of a collaborative web platform remains to be determined.

The co.LAB Generic Framework for Collaborative Design of Serious Games: Development Study.

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.

Serious Game Design to Support Children Struggling with School Refusal

A significant number of children worldwide struggle with school refusal. Games and digital tools represent a novel take on how to address this phenomenon. Our research aims to support children who are at risk or in an early phase of developing school refusal through serious games. In this paper we present current work, grounded in human-centered design, involving the application of a game design framework to elaborate on design elements and empirical evaluations of a serious game called Gnist (English: Spark). Based on this we discuss some implications for game design and key takeaways for researchers and practitioners working to design technologies for supporting children's well-being in attending school. We contribute to position serious games in a new context and anticipate our findings to be valuable to the Human-Computer Interaction community in general and specifically to the Child-Computer Interaction community.