Series Of Games Research Articles

Introduction of a learning pathway combining passive and interactive formats in gerodontology: A pilot study.

During the 2021-2022 academic year, an integrated curriculum in gerodontology, including interactive teaching activities, has been proposed from the second to the fifth year of initial training. This pilot study aimed to evaluate the educational impact of interactive online mandatory activities including three quizzes and a serious game (SG) offered to fourth-year students in addition to passive courses in gerodontology. Students' participation in the quizzes and SG and their subsequent satisfaction were evaluated. Students' performance for managing a dental visit with older patients were also assessed by using two tests proposed before and after the completion of the third quiz and the SG. Scores obtained to these tests were then submitted to a paired t-test. Significance levels were set at p<0.05. Student participation in the three quizzes and SG remained high throughout the semester. The level of satisfaction with the course was high (respectively 26.7% very satisfactory and 65.5% satisfactory). Finally, mean±SD scores of performances were 65.6±9.2 before and 69.5±9.8 after the completion of the third quiz and the SG (p=0.0002, t-test, df=163). The frequency of use and the scores obtained in interactive activities suggest that students were involved in their gerodontology training during the semester. The learning outcomes of fourth-year students were improved after the interactive activities. The introduction of a training pathway based on interactive activities could facilitate the acquisition of knowledge and skills by undergraduates in gerodontology.

Solidarity. . . Forever? Teaching Labor and Race at a Predominantly White and Emerging Hispanic Serving Institution with Games

In the past year, I have utilized two series of games to teach a predominantly white classroom the barriers that race plays to labor organizing. Students play Prisoner’s Dilemma and Stag-Hunt games, without and with player inequality. Player inequality is designed to mirror power asymmetry in the abstract but also white supremacy specifically by mirroring scenarios in Noel Ignatiev’s posthumous memoir of his time at the Gary Works— Acceptable Men. Though players are predisposed to cooperation, inequality between players strains solidaristic play. This cooperation exceeds that found in Acceptable Men, and students are encouraged to reflect upon why this may be the case. JEL Classification: A22, J15, J51, Z13

Interactive Serious Game to Teach Basic Life Support Among Schoolchildren in Brazil: Design and Rationale.

Cardiovascular diseases are leading causes of death and morbidity worldwide. CPR and early defibrillation significantly enhance survival rates. Serious Games (SG) improve learning through entertainment. Current strategies target Cardiopulmonary resuscitation for communities and schoolchildren, but none have been validated for children in low-to-middle-income settings. The SG Children Save Hearts, developed in Brazil, teaches the five resuscitation steps according to International Liaison Committee on Resuscitation 2020 guidelines and requires formal usability assessment. The study aimed to evaluate the usability of SG Children Save Hearts among IT and healthcare professionals using the System Usability Scale (SUS). The usability test was conducted in August 2022 in the university's IT department. The game was developed targeting schoolchildren aged 7 to 17. Categorical variables as absolute and relative frequencies, while continuous variables were presented as median with interquartile range (IQR). Normality was assessed using the Shapiro-Wilk test. Comparisons between IT and healthcare professionals were made using the independent t-test for normal distributions or the Mann-Whitney U test for non-normal distributions. We included 17 volunteers with a mean age of 22 years (IQR 20-26). All participants played the game and completed a 10-question survey on its usability using a Likert-type scale. The final grade was converted to a 0 to 100 scale, with a grade above 70 considered acceptable for a minimum viable product. The mean SUS score was 75 (IQR 72.5-87.5). Healthcare professionals gave higher grades to all five domains compared to IT professionals. The average time spent playing the game was 3.2 minutes. Novel technologies have shown promising results for CPR teaching using active teaching methods, but face challenges in developing countries, such as language barriers, device acquisition, cultural differences, and technical support. To our knowledge, this is the first SG developed in portuguese for brazilian schoolchidren. Despite some usability issues, the SG Children Save Hearts is considered adequate for teaching CPR to schoolchildren in Brazil.

Idea Generation Game Design Tool for Health Behavior Change Games

Serious games (SGs) must engage, be entertaining and have a serious purpose to be effective. A health behavior change game (HBCG) can help change poor health behaviors but are difficult to design. One problem is there are few design tools to support developers of these types of games. This paper describes a card-based design tool for use during the idea generation phase of game design. The research question is: To what extent does an idea generation card tool have perceived value for SG designers generating ideas for behavior change games? This paper reports on the deployment of the tool for an HBCG to help individuals improve their diet and levels of physical activity. An evaluation was undertaken using qualitative data gathered through interviews with serious game developers and a focus group conducted with student game designers. Emergent common themes across both data sets were that the tool had practical and emotional value. Practical value in using the cards was found in the card structure, card content and sorting process. Emotional value included the positive feelings of having physical cards in front of them to use, the presentation of ideas and support provided on a topic they knew little about which brought some relief, increasing confidence and allowing for a more creative environment by freeing up their imagination. Negative feelings were also experienced and included participants remaining anxious about the range, complexity and interrelatedness of the concepts they needed to consider.

CiteSaga: Conceptualisation of a Serious Game for Citation and Reference Styles

This article asserts that serious games (SGs) are effective tools for teaching citation and referencing styles in higher education. The proposed SG aims to enhance students' understanding and application of these styles through an engaging, game-based approach. We use an agile design cycle combined with educational design and design science research methodologies. The SG's key elements include objectives, rules, mechanics, learning outcomes, and assessment strategies, all integrated into higher education curricula.

The effect of different visual feedback interfaces of music training games on speech rehabilitation in hearing-impaired children: An fNIRS study

Singing plays a critical role in enhancing musicality, sound discrimination, and attention, and proves advantageous for speech rehabilitation in children with hearing impairments. Computer-based training games are well-suited to the learning behaviors of children, with substantial evidence suggesting that music training augments speech training capabilities in this demographic. Despite this, there is a lack of detailed exploration into the design of interactive online music training interfaces tailored for these needs. This study investigates brain activation changes using two visual feedback singing games, analyzed through functional near-infrared spectroscopy: a serious game (SG) and an entertainment game (EG) with visually enhanced feedback. It also assesses the efficacy of home-based music training software for speech rehabilitation.Methods involved recording oxygenated hemoglobin concentration (Delta [HbO]) signals from the prefrontal cortex, motor cortex, occipital lobe, and temporal lobe in 21 children (average age: 9.3 ± 1.9 years) during two singing interface experiments. Subjects also completed the Intrinsic Motivation Inventory (IMI) questionnaire post-experiment.Main results showed that brain regions, particularly the temporal lobe, exhibited stronger and more pronounced activation signals with the SG interface compared to the EG, suggesting that SG is more effective for speech system rehabilitation. The Intrinsic Motivation Scale results revealed higher acceptability for SG than for EG. This study provides insights into designing online speech rehabilitation products for children with hearing impairment, advocating for better interactive training methods from a neuroscience perspective.

Urban Gentri: Serious Game on Learning about Gentrification

As a global phenomenon, gentrification has far-reaching social and economic implications. As civic engagement and public understanding are crucial for responding to gentrification, employing a game-based approach could be effective due to the games’ ludic attributes. However, existing gamified interventions often lack structured game design and empirical assessment of their learning effectiveness. As such, this study aims to develop a serious game (SG) and assess its effect on enhancing public understanding and awareness of gentrification using an Analysis, Design, Development, Implementation, and Evaluation framework. A prototype of a serious board game, Urban Gentri, was developed to immerse participants in the process and consequences of gentrification. A Mechanics-Dynamics-Aesthetics framework was used when developing the rules of the game. Then, the study employed a mixed-methods approach, with forty-five participants completing pre- and post-tests and semi-structured exit interviews. Quantitative analysis showed a statistically significant increase in cognitive learning scores, demonstrating an improvement in the understanding of gentrification. The qualitative analysis of the exit interviews revealed the SG’s effectiveness in fostering empathy and encouraging participants to explore solutions (e.g., communication and policy interventions) to mitigate gentrification’s negative implications. Participants also expressed their willingness to engage in civic actions, such as supporting local businesses or paying attention to relevant news articles after playing the game. This implies the role-playing aspect allowed participants to empathize with different stakeholders, leading to a deeper appreciation of the complexities involved in gentrification. The findings highlight SGs’ potential for promoting public understanding and awareness of urban planning issues, including gentrification. By leveraging SGs as educational tools, planners and educators can create engaging platforms to inform the public and promote informed decision-making on complex urban issues.

DUDA: a digital didactic learning unit based on educational escape rooms and multisensory learning activities for primary school children during COVID-19 lockdown

AbstractThe COVID-19 pandemic has accelerated digitization, access to IT resources, and digital inclusion in the Italian school system. This paper presents D-UDA (i.e., “unità didattica di apprendimento digitale”, in Italian), a digital didactic unit for learning mathematics concepts. The presented approach combines teaching methodologies and game-based activities (e.g., the escape room) with a multisensory approach to designing and developing digital and multimodal technologies. D-UDA is divided into two parts: the first part consists of logic puzzles that adhere to the guidelines set by INVALSI (the Italian Istituto Nazionale per la Valutazione del Sistema educativo di Istruzione e di formazione) for mathematics learning, while the second part involves a series of multisensory games designed to promote the development of transversal competencies, such as cooperation and engagement. Moreover, D-UDA encourages children to create their own adventure using the same tools employed by the designers to develop the experience. The children who participated in testing D-UDA in June 2020 were asked to complete usability questionnaires after the experience. Preliminary results indicate the effectiveness of the educational intervention presented, which integrates recent pedagogical theories and teaching methodologies with a multisensory perspective and a technological design.

A Serious Game for Enhancing Rescue Reasoning Skills in Tactical Combat Casualty Care: Development and Deployment Study.

Serious games (SGs) have emerged as engaging and instructional digital simulation tools that are increasingly being used for military medical training. SGs are often compared with traditional media in terms of learning outcomes, but it remains unclear which of the 2 options is more efficient and better accepted in the process of knowledge acquisition. This study aimed to create and test a scenario-based system suitable for enhancing rescue reasoning skills in tactical combat casualty care. To evaluate the effectiveness of the SGs, a randomized, observational, comparative trial was conducted. A total of 148 members from mobile medical logistics teams were recruited for training. Pre- and posttraining assessments were conducted using 2 different formats: a video-based online course (n=78) and a game simulation (n=70). We designed 3 evaluation instruments based on the first 2 levels of the Kirkpatrick model (reaction and learning) to measure trainees' satisfaction, knowledge proficiency, and self-confidence. There were 4 elements that made up the learning path for the SGs: microcourses (video-based online courses), self-test, game simulation, and record query. The knowledge test scores in both groups were significantly higher after the intervention (t154=-6.010 and t138=-7.867, respectively; P<.001). For 5 simulation cases, the average operation time was 13.6 (SD 3.3) minutes, and the average case score was 279.0 (SD 57.6) points (from a possible total of 500 points), with a score rate of only 44% (222/500 points) to 67% (336/500 points). The results indicated no significant difference in trainees' satisfaction between the 2 training methods (P=.04). However, the game simulation method outperformed the video-based online course in terms of learning proficiency (t146=-2.324, P=.02) and self-perception (t146=-5.492, P<.001). Despite the high satisfaction reported by trainees for both training methods, the game simulation approach demonstrated superior efficiency and acceptance in terms of knowledge acquisition, self-perception, and overall performance. The developed SG holds significant potential as an essential assessment tool for evaluating frontline rescue skills and rescue reasoning in mobile medical logistics teams.

Improving Knowledge Retention and Perceived Control Through Serious Games: A Study About Assisted Emergency Evacuation.

Digital games for education and training, also called serious games (SGs), have shown beneficial effects on learning in several studies. In addition, some studies are suggesting that SGs could improve user's perceived control, which affects the likelihood that the learned content will be applied in the real world. However, most SG studies tend to focus on immediate effects, providing no indication on knowledge and perceived control over time, especially in contrast with nongame approaches. Moreover, SG research on perceived control has focused mainly on self-efficacy, disregarding the complementary construct of locus of control (LOC). This article advances both lines of research, assessing user's knowledge and LOC over time, with a SG as well as traditional printed materials that teach the same content. Results show that the SG was more effective than printed materials for knowledge retention over time, and a better retention outcome was found also for LOC. An additional contribution of the paper is the proposal of a novel SG that targets the inclusivity goal of safe evacuation for all, extending SG research to a domain not dealt with before, i.e., assisting persons with disabilities in emergencies.

Effects of Electronic Serious Games on Older Adults With Alzheimer's Disease and Mild Cognitive Impairment: Systematic Review With Meta-Analysis of Randomized Controlled Trials.

Serious games (SGs) are nonpharmacological interventions that are widely applied among older adults. To date, no evidence has been published regarding the effect of digital SGs on cognitive ability, daily behavioral capacity, or depression in older adults with Alzheimer's disease (AD) and mild cognitive impairment (MCI). This study aimed to assess the effect of SGs on older adults with AD and MCI by summarizing and pooling the results of previous studies. This meta-analysis examined the effectiveness of digital SGs in improving cognitive ability, enhancing daily behavioral capacity, and alleviating depression in older adults with AD and MCI. We searched the following databases up to December 31, 2023, to identify relevant high-quality randomized controlled trials (RCTs): PubMed, Embase, Web of Science, Scopus, and Cochrane Library. Stata 15.1 and Review Manager 5.3 were used to screen the 14 studies, extract data, code the data, and perform meta-analysis. Mean differences and standardized mean differences (SMDs) with 95% CIs were used to calculate continuous variables. The Cochrane risk-of-bias assessment tool was used to evaluate the risk of bias. Eligibility criteria were developed in accordance with the Population, Intervention, Comparison, Outcomes, and Study Design framework: (1) population (older adults with AD and MCI), (2) intervention (digital SG intervention), (3) comparison (digital SG intervention vs routine health care), (4) outcomes (cognitive ability, daily behavioral capacity, and depression), and (5) study or research design (RCT). Sensitivity analysis was performed, and a funnel plot was constructed. From January 2017 to December 2023, we enrolled 714 individuals across 14 RCTs, with 374 (52.4%) in the severe game group using digital SGs and 340 (47.6%) in the control group using traditional methods. The results of our meta-analysis indicated that using digital SGs in older adults with AD and MCI is more effective than traditional training methods in several key areas. Specifically, digital SG therapy significantly increased cognitive ability, as found in the Mini-Mental State Examination (SMD 2.11, 95% CI 1.42-2.80; P<.001) and the Montreal Cognitive Assessment (SMD 2.75, 95% CI 1.98-3.51; P<.001), significantly increased daily behavioral capacity (SMD 0.53, 95% CI 0.06-0.99; P=.03), and significantly reduced depression (SMD -2.08, 95% CI -2.94 to -1.22; P<.001) in older adults with AD and MCI. No publication bias was detected based on the results of Begg and Egger tests. Digital SGs offer a viable and effective nonpharmacological approach for older adults with AD and MCI, yielding better results compared to traditional formats. However, caution is warranted in interpreting these findings due to limited RCTs, small sample sizes, and low-quality meta-analyzed evidence. PROSPERO International Prospective Register of Systematic Reviews: CRDCRD42023486090; https://www.crd.york.ac.uk/PROSPERO/display_record.php?RecordID=486090.

TINJAUAN PELAKSANAAN PERMAINAN KECIL DALAM PROSES BELAJAR MENGAJAR PENJASKES SISWA DI SDN 233/VI SUNGAI HITAM II KECAMATAN JANGKAT

Abstract This research is a descriptive study which aims to describe the implementation of small games in the teaching and learning process of students at SDN 233/VI Sungai Hitam II Jangkat District. This research started from a problem, namely that there are still many teachers who do not provide learning in the form of a series of small games. Because sometimes the lessons provided from warm-up to core activities are only monotonous and stiff movements, which can cause boredom and boredom for students. The population in this study were students in classes VA, VB, and VC at SDN 233/VI Sungai Hitam II,ANGKAT District, totaling 85 people. In this study, samples were taken of 20% of the population of students in classes VA and VB at SDN 233.VI Sungai Hitam II Jangkat District, namely 22 students. The sampling technique is Strafied Random Sampling. This research uses data collection techniques using a research instrument questionnaire using a Likert scale, with 5 alternative answers, namely strongly agree (SA), agree (A), doubtful (D), disagree (D), and strongly disagree (SD). The results of the research can be concluded that from the results of data analysis and descriptions regarding the review of the implementation of small games in the teaching and learning process of physical education for students at SDN 233/VI Sungai Hitam II Jangkat District, the motivation sub-variable was classified as good with an average gain of 3.28 or 65.78% . The qualification sub-variable was classified as sufficient with data acquisition with an average of 2.72 or 54.50%. Then the results of the facilities and infrastructure sub-variable were classified as adequate with data acquisition with an average of 2.81 or 56.32%. Keywords: motivation, Qualification, facilities and infrastructure

The Importance of Neuropsychomotor Development Between 0-2 Years

The present research wanted to demonstrate and support the importance of the neuropsychomotor development in optimal conditions of a non-disabled child in the first 2 years of life as well as the importance of the intervention through a series of stimulation techniques, methods and movement games. In order to carry out the research, a series of initial, intermediate and final tests were used to see the evolution in the age stages. The tests used were: evaluation of physical development, evaluation of archaic reflexes, evaluation of pre-tension, evaluation of balance, Denver Test- evaluation of slowing of internal development and Portage Test - evaluation of chronological and biological age of the child. Following the application of the therapeutic techniques and methods, the objectives set either at the general level or at the level of each stage have been met to a satisfactory extent.

Non-parametric identification and testing of quantal response equilibrium

This paper studies the falsifiability and identification of Quantal Response Equilibrium (QRE) when each player's utility and error distribution are relaxed to be unknown non-parametric functions. Using the variation of players' choices across a series of games, we first show that both the utility function and the distribution of errors are non-parametrically over-identified. This over-identification result further suggests a straightforward testing procedure for QRE which achieves the desired type-1 error and maintains a small type-2 error. To apply this methodology, we conduct an experimental study of the matching pennies game. Our non-parametric estimates strongly reject the conventional Logit choice probability. Moreover, when the utility and the error distribution are sufficiently flexible and heterogeneous, the quantal response hypothesis cannot be rejected for 70% of participants. However, strong assumptions such as linear utility, logistically distributed errors, and homogeneity lead to substantially higher rejection rates.

فعالية استخدام لعبة الكلمات المسلسلة لتعليم مهارة الكلام في الصف العاشر بالمدرسة الثانوية المنار فرامبون عانجوك

Speaking Arabic is one of the four skills that must be learned to master Arabic, which contains five elements, namely: speech, vocabulary, rhetoric, fluency, understanding. To make learning easier, researchers use a series of sentence games, because students tend to easily spread things in a fun way.The use of stringed sentence game methods in the learning of speech skills in class X MA Al Manar, aims to learn the results of the application of methods used in learning as well as expected students to be able to apply speaking skills in activities in the classroom using stringed games. The researchers used quantitative research methods, with data collection methods followed by observations, interviews, tests and documentation to find out the effectiveness of the use of string sentence games in Arabic language learning, especially speech skills.After the research process for six meetings in class X MIPA Al Manar Prambon Nganjuk, using the method of a series of sentence game. The test results showed the student's T score count: 6,759, while the T score Table: 2.080 shows the effectiveness of the use of this stringed sentence game.

AI-deation: When the Teacher is a Transformer in Role-Playing to create Privacy Decision Serious Games

Understanding the synergistic potential of human collaboration with artificial intelligence (AI) in creative endeavours, such as ideating Serious Game (SG) concepts, is of vital interest in our era of digital transformation. This study probes two pivotal questions: First, how does the incorporation of a GPT-4 transformer AI, assuming the role of a teacher, influence support for student teams during the ideation and balancing of SG concepts? Second, what are the students' perceptions of AI integration when co-designing these concepts with an AI in the educator role? In a between-group research design, two distinct groups engaged in a collaborative role-playing activity with digital role-specific cards and a visualised board to ideate and balance Serious Games addressing privacy decision-making. The first group, engaging in a local setting, collaborated with an AI that played the teacher role. In contrast, the second group played the co-ideation activity in a remote setting, with a human playing the role of the teacher. The findings indicate that generative AI can successfully be sourced to play the teacher role in a collaborative role-playing activity. Crucially, the timing of AI intervention thereby emerged as an essential factor that can impair creative support. Scheduled AI interventions can offer fresh insights but may not align with immediate team needs. The insights underscore the requirement to determine the most effective timing for AI intervention in human-AI co-playing ideation sessions to foster the full potential of an AI filling a role in a collaborative design process. Implications synthesised from the analytical findings and practical insights on AI-suggested design propositions/conflicts are discussed conclusively.

Exploring the most effective feedback system for training people in Earthquake emergency preparedness using immersive virtual reality serious games

Natural hazards, such as earthquakes, can cause enormous financial and human fatalities, particularly in congested public areas, such as shopping malls. To reduce the risk of injury or death in such situations, it is vital that people behave correctly and respond quickly. Due to the shortcomings and incapabilities of traditional training methods to simulate emergency situations, technology has provided opportunities to simulate real-life emergency scenarios, so that more effective training can be provided for users of public areas during disastrous events. As such, Immersive Virtual Reality (IVR) and Serious Games (SGs) are used in this study to investigate five methods in training system required for emergency conditions to rescue people. These methods include text-based immediate feedback, visual-based immediate feedback, audio-based immediate feedback, post-game assessment, and spiral feedback. An extensive experiment involving 145 trainees was conducted based on two approaches: 1) safety knowledge, and 2) self-efficacy. According to the findings, the IVR SG training system with the spiral feedback method was more effective in acquiring knowledge than visual- and audio-based immediate feedback. However, there was no significant difference between groups' performance in improving self-efficacy. In addition, the research investigated the impact of five different methods on improving self-efficacy statements individually, yielding intriguing results. Finally, the findings of this study provide significant practical implications for safety and emergency awareness for users, and preparedness for facility managers to provide better training during emergencies.

Protecting critical infrastructure against cascading effects: The PRECINCT approach

Critical Infrastructures (CIs), which serve as the foundation of our modern society, are facing increasing risks from cyber threats, physical attacks, and natural disasters. Additionally, the interdependencies between CIs throughout their operational lifespan can also significantly impact their integrity and safety. As a result, enhancing the resilience of CIs has emerged as a top priority for many countries, including the European Union. This involves not only understanding the threats/attacks themselves but also gaining knowledge about the areas and infrastructures that could potentially be affected. A European Union-funded project named PRECINCT (Preparedness and Resilience Enforcement for Critical INfrastructure Cascading Cyber-Physical Threats), under the Horizon 2020 program, tries to connect private and public stakeholders of CIs in a specific geographical area. The key objective of this project is to establish a common cyber-physical security management approach that will ensure the protection of both citizens and infrastructures, creating a secure territory. This paper presents the components of PRECINCT, including a directory of PRECINCT Critical Infrastructure Protection (CIP) blueprints. These blueprints support CI communities in designing integrated ecosystems, operating and replicating PRECINCT components (or toolkits). The integration enables coordinated security and resilience management, incorporating improved 'installation-specific' security solutions. Additionally, Serious Games (SG), and Digital Twins (DT) are a significant part of this project, serving as a novel vulnerability evaluation method for analysing complicated multi-system cascading effects in the PRECINCT Living Labs (LLs). The use of SG supports the concentrated advancement of innovative resilience enhancement services.

Learning model of basic manipulative movements of throwing and catching: A developmental study through early childhood play

The importance of learning basic manipulative movements of throwing and catching to be owned by every early childhood because it has benefits and influences on their overall development. This study aims to develop a model of learning basic manipulative movements of throwing and catching in Early Childhood. The type of research adapted is Research and Development (R&amp;D) adopting the Borg &amp; Gall development model which conceptually the research and development steps of this development model include 10 steps namely: 1) research and data collection, 2) planning, 3) development, 4) initial field trial, 5) revision of trial results, 6) second field trial, 7) refinement of field test products, 8) field implementation test, 9) final product refinement, 10) dissemination and implementation. The initial design consisted of 16 game packages. The development stage involved judges, kindergarten teachers, and as samples in small and large scale trials, kindergarten students aged 5-6 years were used. The results of the study resulted in 14 series of games. Based on the effectiveness test, the Ngain value is 75.73%. So that these 14 game models are worth using to develop the throwing and catching skills of children aged 5-6 years. These findings make an important contribution to the development of early childhood education, especially in the context of developing fine motor skills. The learning model developed can be a reference for educators and parents in supporting the development of early childhood manipulative movements through an effective and fun play approach. Keywords: Sport Science, Motor Control, Basic Manipulative Movements, Early Chillhod.

Serious games to assess students

This paper describes experiments where students were assessed using the Serious Games (SGs) they created. The first experiment is with students attending our “Business Games” module for the master's degree in “Innovation” at the Tunis Engineering School. The second experiment involved students enrolled in our “Introduction to Data Science” module of the master's degree in “Data Sciences” at the High Institute of Management of Tunis. We requested each section's students to design a game related to the covered module. Through innovative assessment practices, we hope to motivate students. We aimed to confirm that creating games reinforced students' mastery of the module content. At the end of the semester, students presented their games, and some of them are described here. The results of the questionnaire filled out by the students at the end of these experiments revealed that, despite their different profiles, they appreciated these experiments and their influence on mastering the modules' contents. This article introduces the SG and its use in assessment. It also discusses the importance of creating serious games by the learner and how it affects learning. Even though some students mentioned that creating their games took more time than studying for a traditional exam, they believed the experiment as a whole was positive and enjoyed the innovation. Therefore, to construct the game, students reviewed the content of the module more than once. Additionally, students asked for the experiment to continue and expand to additional modules the following year.