Catégories : Tous - gaming - education - health - training

par Leonidas Wang Il y a 14 années

1290

Serious Games - An Overview

The document discusses the various actors and initiatives within the serious games market across several countries, focusing on projects and institutions that leverage gaming technology for educational and training purposes.

Serious Games - An Overview

Serious Games - An Overview

Tarja Susi (tarja.susi@his.se)

Mikael Johannesson (mikael.johannesson@his.se)

Per Backlund (per.backlund@his.se)

2007-02-05

Technical Report HS- IKI -TR-07-001

School of Humanities and Informatics

University of Skövde, Sweden

References

Backlund, P., Engström, H., & Johannesson, M. (2006) Computer Gaming and Driving

Education. Proceedings of the workshop Pedagogical Design of Educational Games

affiliated to the 14th International Conference on Computers in Education (ICCE

2006). Beijing, China, December 1.

Baldaro, B., Tuozzi, G., Codispoti, M., Montebarocci, O., Barbagli, F., Trombini, E. & Rossi,

N. (2004) Aggressive and non-violent videogames: Short-term psychological and

cardiovascular effects on habitual players. Stress and Health, 20(4), 203–208.

Corti, K. (2006) Games-based Learning; a serious business application. PIXELearning

Limited. [www.pixelearning.com/docs/games_basedlearning_pixelearning.pdf]

Coyne, R. (2003) Mindless repetition: Learning from computer games. Design Studies, 24(3),

199–212.

Cromley, J. (2006) Control a car with your thoughts – it’s therapeutic. Los Angeles Times,

May 15, 2006.

[www.latimes.com/technology/consumer/gamers/la-he-game15may15,1,1867483.story?

coll=la-business-games]

De Lisi, R. & Wolford, J.L. (2002) Improving children’s mental rotation accuracy with

computer game playing. Journal of Genetic Psychology, 163(3), 172–182.

DeMaria, R. (2006) Games for health 2006: Dance dance…revolution in fitness!

[http://seriousgamessource.com/features/feature_051906.php] [20070120]

Dictionary.laborlawtalk.com. http://dictionary.laborlawtalk.com/Serious_game) [2006-10-18]

Digitaldivide.net [http://digitaldivide.net/articles/view.php?ArticleID=484] [2006-11-13]

Dobson, J. (2006) Archimage on helping stem diabetes with nanoswarm.

[seriousgamessource.com/features/feature_081006_nanoswarm.php]

Durkin, K. & Barber, B. (2002) Not so doomed: Computer game play and positive adolescent

development. Journal of Applied Developmental Psychology, 23(4), 373–392.

van Eck, R. (2006) Digital game-based learning: It’s not just the digital natives who are

restless. EDUCAUSEreview, march/april, 16-30.

ELSPA (2006) Unlimited learning: Computer and video games in the learning landscape.

Entertainment and Leisure Software Publishers Association, ELSPA.

[www.elspa.com/assets/files/u/unlimitedlearningtheroleofcomputerandvideogamesint_3

44.pdf]

En.wikipedia [http://en.wikipedia.org/wiki/Serious_games] [2006-10-06]

Enochsson, L., Isaksson, B., Tour, R., Kjellin, A., Hedman, L., Wredmark, T. & Tsai-

Fellander, L. (2004) Visuospatial skills and computer game experience influence the

performance of virtual endoscopy. Journal of Gastrointestinal Surgery, 8(7), 874–880.

Gee, P.J. (2004) Situated language and learning: A critique of traditional schooling. New

York: Routledge.

Gee, P.J. (unpublished manuscript) Why are video games good for learning?

[www.academiccolab.org/initiatives/papers.html]

Grossman, L. (2005) The army’s killer app. Time 165, 9, 43–44.

[www.time.com/time/magazine/article/0,9171,1029872,00.html]

Gudmundsen, J. (2006) Movement aims to get serious about games. USA Today, 5/19/2006

[www.usatoday.com/tech/gaming/2006-05-19-serious-games_x.htm]

Guy, B., Bidwell, N. J. & Musumeci, P. (2005) Gameplan: Serious gaming for place making.

IE2005: Proceedings of the Second Australasian Conference on Interactive

Entertainment. Sydney, Australia: Creativity & Cognition Studios Press, 252.

Hodson, P., Connolly, M. & Saunders, D. (2001) Can computer-bases learning support adult

learners? Journal of Further and Higher Education, 25(3), 325-335.

23

Hong, J.-C. & Liu, M.-C. (2003) A study on thinking strategy between experts and novices of

computer games. Computers in Human Behavior, 19(2), 245–258.

Johnson, S. (2005) Everything bad is good for you: How today’s popular culture is actually

making us smarter. Riverhead Hardcover.

Kiili, K. (2005) Digital game-based learning: Towards an experiential gaming model. Internet

and Higher Education, 8(1), 12-24.

Kirriemuir, J. & McFarlane, A. (2004) Literature review in games and learning. Futurelab.

[www.futurelab.org.uk/research/lit_reviews.htm]

Lewis, M.J., Davies, R., Jenkins, D. & Tait, M.I. (2005) A review of evaluative studies of

computer-based learning in nursing education. Nurse Education Today, 25(8), 586-597.

Lostgarden.com [http://lostgarden.com/2005/05/serious-games-broader-definition.html]

[2006-11-13]

Michael, D. & Chen, S. (2006) Serious games: Games that educate, train, and inform.

Boston, MA.: Thomson Course Technology.

Minkhollow [http://minkhollow.ca/KB/PF/index.html#defn] [2006-10-18]

Mitchell, A. & Savill-Smith, C. (2004) The use of computer and video games for learning: A

review of the literature. Learning and Skills Development Agency.

[www.LSDA.org.uk]

Navarro, J. I., Marchena, E., Alcalde, C., Ruiz, G., Llorens, I. & Aguilar, M. (2003)

Improving attention behaviour in primary and secondary school children with a

computer assisted instruction procedure. International Journal of Psychology 38(6),

359–365.

Nyteknik [http://nyteknik.se/art/43550] (in Swedish) [2006-10-18]

Prensky, M. (2006) Don’t bother me mom, I’m learning! Paragon House Publishers.

[www.marcprensky.com/writing/Prensky%20-%20Ch1-Digital%20Game-

Based%20Learning.pdf]

Prensky, M. (2001b) Digital Natives, digital immigrants.

[www.marcprensky.com/writing/Prensky%20-%20Digital%20Natives,%20 Digital%

20Immigrants%20-%20Part1.pdf]

Radford, A. (2000) Games and learning about form in architecture. Automation in

Construction, 9(4), 379–385.

Rieber, L.P. (1996) Seriously considering play: Designing interactive learning environments

based on the blending of microworlds, simulations, and games. Educational Technology

Research and Development, 44(2), 43–58.

Robel, M. K. (2004) The difference between military & civilian wargames. Dirty Little

Secrets. [www.strategypage.com/dls/articles/2004618.asp 2006-11-21]

Rogoff, B. (2003) The cultural nature of human development. Oxford: Oxford University

Press.

Sandford, R., Ulicsak, M., Facer, K. & Rudd, T. (2006) Teaching with games: Using

commercial off-the-shelf computer games in formal education. Futurelab.

[www.futurelab.org.uk/research/teachingwithgames/findings.htm]

Sgschallenge.ist.ucf.edu [http://sgschallenge.ist.ucf.edu/index.aspx] [2006-11-12]

Sietsema, J.M., Nelson, D.L., Mulder, R.M., Mervau-Scheidel, D. & White, B.E. (1993) The

use of a game to promote arm reach in persons with traumatic brain injury. American

Journal of Occupational Therapy, 47(1), 19-24.

Smith, M.K. (1999) Learning theory. The encyclopedia of informal education.

[www.infed.org/biblio/b-learn.htm]

Stoll, C. (1999) High-tech heretic: Reflections of a computer contrarian. New York: First

Anchor Books.

Spel.bth [http://spel.bth.se/index.php/Serious_Games_Workshop] (in Swedish) [2006-11-12]

24

Squire, K. (2002) Cultural framing of computer/video games. The International Journal of

Computer Game Research, 2(1).

Squire, K. & Jenkins, H. (2003) Harnessing the power of games in education. Insight, 3(1), 5-

33

Squire, K., & Steinkuehler, C. (2005) Meet the gamers. Library Journal, 130(7), 38–42.

Squire, K., Giovanetto, L. & Devane, B. (2005) From users to designers: Building a selforganizing

game-based learning environment. TechTrends: Linking Research &

Practice to Improve Learning, 49(5), 33-44.

Svt.se. [http://svt.se/svt/jsp/Crosslink.jsp?d=24514&a=503499&lid=puff_503516&lpos

=lasMer] (in Swedish) [2006-11-12]

Totty, M., (2005) Better training through gaming. Wall Street Journal - Eastern Edition,

245(80), R6-0.

Twitchspeed [www.twitchspeed.com] [2006-12-13]

Usatoday [http://usatoday.com/tech/gaming/2006-05-19-serious-games_x.htm] [2006-11-13]

Watters, C., Oore, S., Shepherd, M., Abouzied, A., Cox, A., Kellar, M., Kharrazi, H., Liu, F.

& Otley, A. (2006) Extending the use of games in health Care. HICSS39. Hawaii,

January 3-9.

Wittgenstein, L. (1953) Philosophical Investigations. Macmillan, NY.

Zyda, M. (2005) From visual simulation to virtual reality to games. Computer, 38(9), 25-32.

Actors in the Serious Games Market

Sweden
The InGameLab, at the University of Skövde

FireFighter

Serious Games Cluster and Business Network

(in collaboration with the University of Coventry

Spel & Trafiksäkerhet” (Sp&Ts) (“Games & Traffic safety”),

www.seriousgames.se

Defence Gaming (www.defencegaming.org/)

Computer Games as a Base for Training Simulators

Geospecific Terrain for 3D-engines

Foreign Ground - A Digital Game for Decision Making in Foreign Cultures

in collaboration with the Technical University of Luleå, www.ltu.se/ske/d1139/1.613

the Swedish Defence Materiel Administration (FMV), the Swedish Defence Research Agency (FOI) and the Swedish National Defence College (FHS)

Germany
the Otto-von-Guericke University (http://games.cs.uni-magdeburg.de/index.php?id= forschung&L=2)

the Workgroup Computer Games

Squeak(www.squeakland.org)

the Group for Graphical and Interactive Techniques in Computer Games

Playful Learning – Learning Environments for Children

Finland
The Agora Center/Agora Game Lab, at the University of Jyväskylä (www.jyu.fi/en/research/units/)

Project Finland(www.peda.net/veraja/jyu/ac/agl/tutkimus/projektit/muumi)

Gameli

Denmark
The Center for Computer Games Research, at the IT University of Copenhagen (http://game.itu.dk/)

Global conflict; Palestine

Serious Games Interactive

Educational potential of commercial game technology

Norway
The Foundation for Scientific and Industrial Research at the Norwegian Institute of Technology (SINTEF)(www.sintef.no/content/page3____226.aspx)

“Providing Real Integration in Multidisciplinary Environments” (PRIME)

United Kingdom
Futurelab(www.futurelab.org.uk/research/lit_reviews.htm)

Iya-ola

in collaboration with Attic Media

Astroversity

in collaboration with the International Centre for Digital Content, ICDC, at the John Moores University (www.ljmu.ac.uk/)

Teaching with games

the University of Sheffield, the Computer Graphics Research Group (www.shef.ac.uk/dcs/research/groups/graphics)

Serious Games: Engaging Training Solutions

Human Interface Technologies (HIT) the University of Birmingham (www.iecs.bham.ac.uk/hit/sg.htm)

serious games.the Birmingham Serious Games Team

training

Alchemy 1 & 2 Unmanned Vehicle (Land/Air) Demonstrators

Part-Task Training for the Royal Navy’s Dillon Minigun

health

Post-Traumatic Stress Disorder

Pulse!!

Interactive Trauma Trainer

medical simulation

Angils (www.angils.org/index.html),
the Serious Games Institute (SGI) (managed by Coventry University Enterprises Ltd., in partnership with the Warwick University; www.coventry.ac.uk/newthinking/html/serious.htm)
Canada
the Digital Media Laboratory and the Red Crow College

The Turtle Island

I'powahsin Project

the Simon Fraser University – School of Interactive Arts and Technology (SIAT) (www.siat.sfu.ca/).

Advanced Gaming Technology for Training Business Majors

HealthSimNet

Simulation and Advanced Gaming Environments for Learning” (SAGE)

the University of Calgary (http://pages.cpsc.ucalgary.ca/~parker/DML/welcome.html).

The Montreal GameCODE Project: Cultures of Digital Environments

the Concordia University (Montreal; www.gamecode.ca/)

United States
Virtual Environments and Simulation Institute (MOVES) at the Naval Postgraduate School (www.nps.navy.mil/moves/)
psychology

the Ackoff Center for Advancement of Systems Approaches (ACASA) at the Penn University of Pennsylvania (www.acasa.upenn.edu/),

Heart Sense Game

modeling and simulation

The Institute for Simulation and Training (IST) at the University of Central Florida (www.ist.ucf.edu/projects.htm)

The Medical Emergencies Simulation Lab

the Media Convergence Lab

Mr Mout

explores ways to integrate entertainment, training and simulation

the Department of Applied Research & Technology (DART) (www.ist.ucf.edu/dart/dartlab.htm)

evaluation of virtual environment teamwork training and animation studies

Edu

The Stanford Center for Innovations in Learning (SCiL), at the Stanford University (http://scil.stanford.edu/news/game4-06.htm),

Gaming to Learn

The Triple A Game Show

The Education Arcade(http://educationarcade.org/about)

proj

Biohazard: Hot zone

Civilization III

The Comparative Media Studies Program at MIT

Learning Games to Go

the University of Wisconsin-Madison

the Massachusetts Institute of Technology (MIT)

the Center for Research on Learning and Technology (CRLT),Indiana University (http://crlt.indiana.edu/)

GVU Center,Georgia Institute of Technology (www.gatech.edu/)

The Virtual Worlds Lab

Fire Department Training

Serious Games Initiative (SGI) www.seriousgames.org/about2.html

Application Areas

political, religious and art games
Healthcare Games
Control
Cognitive functioning
Diagnosis and treatment of mental illness/mental conditions

Full Spectrum Warrior (www.fullspectrumwarrior.com)

S.M.A.R.T BrainGames (www.braingames.com),

Training and simulation
Recovery and rehabilitation
Distraction therapy

FreeDive(www.breakawaygames.com)

Education in health/self-directed care

www.archimageonline.com

Escape from Dian

Nanoswarm: Invasion from Inner Space

Hungry Red Planet (www.hungryredplanet.com),

Physical fitness (“exergaming”)

Dance Dance Revolution

www.sgseurope.com/health.php?langue=EN
Corporate Games
assessment methodologies
strategy skills
communication skills
organisation skills
job-specific skills
people skills
Educational Games
concerns to consider in order to realise the full potential of games as educational tools

difficulty in persuading school stakeholders to the potential benefits of computer games

how to identify the relevance of a game to statutory curricula

resources

Games can support development of a number of various skills: strategic thinking, planning, communication, collaboration, group decision making, and negotiating skills
skilland-drill interactive learning paradigms towards situational and constructionist approaches
edutainment
Government Games
crisis management
Military Games
examples

America’s Army(americasarmy.com)

Army Battlezone

Operation flashpoint

Close Combat

Doom

WarCraft

Harpoon 3

Decisive Action

Brigade Combat Team

TacOps

“commercial off-the-shelf” components
Chaturanga from India and the Chinese Wei Hei
the core segments of serious games (www.seriousgamessummit.com).
currently the US government and medical professionals

Introduction

Serious Games Initiative

http://www.seriousgames.org/

Advantages of Games and Serious Games
why games are effective

learning in a meaningful and relevant context is more effective than outside that context

learning takes place within a context that is meaningful to the game

Overview of examples on reported effects
games can support the development of a number of different skills

visual selective attention

psychomotor skills

insight, learning and recollection capabilities

strategic skills

analytical and spatial skills

The Concept of Serious Games
summarise

fun and entertainment are key components

for purposes other than mere entertainment or “fun”

include education, training, health, etc

with the use of games and gaming technology

“Serious Games: A Broader Definition” (lostgarden.com)

Serious Game Definition

“Serious Games: The application of gaming technology, process, and design to the solution of problems faced by businesses and other organizations. Serious games promote the transfer and cross fertilization of game development knowledge and techniques in traditionally non-game markets such as training, product design, sales, marketing, etc.”

serious games be categorised into

3D applications

applications that use 3D game technology and techniques to solve business problems.

Games

applications focused on learning, simulation and fun.

Differences between entertainment games and serious games
the model or simulation can be used to solve a problem, than providing “rich experiences” of the kind sought by hardcore gamers.
Games & Serious Game

Entries will be considered a serious game if they use the gaming attributes described above to overcome a designated problem or deficiency, and provide appropriate feedback to the user about their efforts

Entries will be considered a game if they involve an assigned challenge and employ a compelling form of positive and/or negative reward system.

the 2006 I/ITSEC Conference (Interservice/Industry Training, Simulation and Education Conference)

the purposes of The Serious Games Showcase and Challenge (sgschallenge.ist.ucf.edu),

serious games is here defined as games that engage the user, and contribute to the achievement of a defined purpose other than pure entertainment (whether or not the user is consciously aware of it).
games should be engaging and motivating
several elements that contribute to players’ engagement

rules that provide structure

goals that motivate

play which leads to intense and passionate involvement

fun

PIXELearning (PIXELearning.com, 2006-11-14)

The use of computer game and simulation approaches and/or technologies for primarily nonentertainment purposes

Michael and Chen (2006, p.21)

games that do not have entertainment, enjoyment, or fun as their primary purpose

games should be fun first and then should encourage learning.
how educational technologists will respond to the “digital native speakers”
Serious Games and Related Concepts
Digital game-based learning (DGBL)

based on two key premises

this generation has experienced a radically new form of computer and video game play

the thinking patterns of learners

Game-based learning (GBL)

a branch of serious games that deals with applications that have defined learning outcomes

Edutainment
E-learning

a rather general concept that refers to computer enhanced learning, computer-based learning, interactive technology, and commonly, distance learning

Intro
the actors involved
the claimed positive effects of such games, or of applications from related and sometimes overlapping areas such as elearning, edutainment, game-based learning, and digital game-based learning.
serious games are (digital) games used for purposes other than mere entertainment
what the concept itself actually means

Abstract

Developing Industrial Strategies through Innovative Cluster and Technologies
Serious games Cluster and Business Network (SER3VG)
Serious Game
market

healthcare games

corporate games

educational games

government games

military games

allow learners to experience situations that are impossible in the real world for reasons of safety,cost, time, etc
(digital) games used for purposes other than mere entertainment