The demand for practical, engaging, and enjoyable learning experiences has led to a shift in student preferences. Students now seek active learning approaches that prioritize their involvement and utilize technology. In response to this demand, simulators and serious games have emerged as effective strategies in education. Serious games offer numerous benefits, including the promotion of critical thinking, creativity, problem-solving skills, and improved knowledge retention. However, it is crucial to ensure that serious games are well-designed to maintain their appeal and playful nature. Inadequate requirements definition during the initial stages of development can lead to issues in game design. This article emphasizes the importance of establishing clear requirements and objectives in the creation of serious games for educational purposes. By doing so, effective serious games can be developed that meet the needs of students and align with educational goals. This systematic approach to game development ensures that the games are engaging, effective, and conducive to learning.
{"title":"How to Create Serious Games? Proposal for a Participatory Methodology","authors":"Ernesto Pacheco Velazquez, Virgínia Rodés Paragarino, Lucía Rábago Mayer, Andre Bester","doi":"10.17083/ijsg.v10i4.642","DOIUrl":"https://doi.org/10.17083/ijsg.v10i4.642","url":null,"abstract":"The demand for practical, engaging, and enjoyable learning experiences has led to a shift in student preferences. Students now seek active learning approaches that prioritize their involvement and utilize technology. In response to this demand, simulators and serious games have emerged as effective strategies in education. Serious games offer numerous benefits, including the promotion of critical thinking, creativity, problem-solving skills, and improved knowledge retention. However, it is crucial to ensure that serious games are well-designed to maintain their appeal and playful nature. Inadequate requirements definition during the initial stages of development can lead to issues in game design. This article emphasizes the importance of establishing clear requirements and objectives in the creation of serious games for educational purposes. By doing so, effective serious games can be developed that meet the needs of students and align with educational goals. This systematic approach to game development ensures that the games are engaging, effective, and conducive to learning.","PeriodicalId":196187,"journal":{"name":"Int. J. Serious Games","volume":"72 6","pages":"55-73"},"PeriodicalIF":0.0,"publicationDate":"2023-11-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139237325","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In recent decades, at the same time as the quantitative growth in the industry of serious games, its quality has also been the focus of investors, researchers, and developers. Therefore, the purpose of this research is to design a framework and validate a tool for evaluating the educational quality of serious games. (i.e., a questionnaire). Evaluation frameworks and questionnaires are fundamental tools for designing and developing serious games. The method of this research was meta-synthesis with a mixed approach. Based on this, 5807 articles were identified during the years 1995 to 2021, and finally, 29 articles were selected for analysis. By analyzing these articles, basic dimensions, components, and indicators were extracted and turned into an evaluation tool using thematic analysis with the purpose of validation. First, the content validity of this tool was obtained by purposive sampling technique with the participation of 30 serious game experts. Then, for the validity of the constructs, a sample equal to the community was assumed, and the tool was sent to the members of the National Computer Games Foundation, and 537 people participated in completing the tool. Finally, the data were analyzed using confirmatory factor analysis. The findings of first and second-order factor analysis confirmed all dimensions, components, and indicators of the tool with a factor load (above 0.40) and a significant coefficient (above 1.96). Therefore, this meta-synthesis led to the design of the framework and the validation of the educational quality evaluation tool of serious games with 4 dimensions, 25 components, and 138 indicators. We argue that the proposed framework and tool are able to evaluate the educational quality of a serious game and cover its design project end to end. We thus propose them as a suitable resource for researchers and developers of serious games.
{"title":"Designing a framework and validating a tool for evaluating the educational quality of serious games: a meta-synthesis","authors":"Rasoul Bakhtiari, Zahra Habibzadeh","doi":"10.17083/ijsg.v10i2.576","DOIUrl":"https://doi.org/10.17083/ijsg.v10i2.576","url":null,"abstract":"In recent decades, at the same time as the quantitative growth in the industry of serious games, its quality has also been the focus of investors, researchers, and developers. Therefore, the purpose of this research is to design a framework and validate a tool for evaluating the educational quality of serious games. (i.e., a questionnaire). Evaluation frameworks and questionnaires are fundamental tools for designing and developing serious games. The method of this research was meta-synthesis with a mixed approach. Based on this, 5807 articles were identified during the years 1995 to 2021, and finally, 29 articles were selected for analysis. By analyzing these articles, basic dimensions, components, and indicators were extracted and turned into an evaluation tool using thematic analysis with the purpose of validation. First, the content validity of this tool was obtained by purposive sampling technique with the participation of 30 serious game experts. Then, for the validity of the constructs, a sample equal to the community was assumed, and the tool was sent to the members of the National Computer Games Foundation, and 537 people participated in completing the tool. Finally, the data were analyzed using confirmatory factor analysis. The findings of first and second-order factor analysis confirmed all dimensions, components, and indicators of the tool with a factor load (above 0.40) and a significant coefficient (above 1.96). Therefore, this meta-synthesis led to the design of the framework and the validation of the educational quality evaluation tool of serious games with 4 dimensions, 25 components, and 138 indicators. We argue that the proposed framework and tool are able to evaluate the educational quality of a serious game and cover its design project end to end. We thus propose them as a suitable resource for researchers and developers of serious games.\u0000","PeriodicalId":196187,"journal":{"name":"Int. J. Serious Games","volume":"33 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132084407","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
M. RezaeiZadeh, Raazieh Mohagheghiaan, M. Vahidi-Asl
Problem-solving is placed at top of the ten most important life skills recommended by World Economic Forum. Serious game has been one of the dominant tools for educating people in different subjects over the last 10 years. This study aims to critically analyse previous empirical studies conducted on Problem-Solving Serious Games (PSSG). Using Constant Comparative Method (CCM) framework, 737 studies in this area are listed; and after applying several filters, 36 studies are refined and finally chosen. The analysis shows that serious games not alone improve people’s problem-solving ability, it also positively impacts on their problem-solving motivation, problem-solving measurement ability, critical thinking, and learning attitude. However, there is a lack of pedagogists’ engagement with PSSG studies. As a result, those studies suffered from lack of educational rationale behind and lack of right direction in choosing their participants, research methods, focus, genre, and expected outputs. Theoretical and practical implications of this critical analysis are outlined at the end of this paper, shedding light on the future directions of PSSG studies. the main conclusions of this study are as following: 1. An inter-disciplinary approach led by pedagogists is needed to design, develop, and examine PSSGs effectively. 2. The over-optimistic viewpoint about serious games in general and PSSGs in specific should be moderated by looking more closely at the negative marginal and side effects of implementing these games on gamers.
{"title":"Critical meta-analysis of problem-solving serious games: Clear signs of pedagogists' disengagement and over-optimistic expectations","authors":"M. RezaeiZadeh, Raazieh Mohagheghiaan, M. Vahidi-Asl","doi":"10.17083/ijsg.v10i2.563","DOIUrl":"https://doi.org/10.17083/ijsg.v10i2.563","url":null,"abstract":"Problem-solving is placed at top of the ten most important life skills recommended by World Economic Forum. Serious game has been one of the dominant tools for educating people in different subjects over the last 10 years. This study aims to critically analyse previous empirical studies conducted on Problem-Solving Serious Games (PSSG). Using Constant Comparative Method (CCM) framework, 737 studies in this area are listed; and after applying several filters, 36 studies are refined and finally chosen. The analysis shows that serious games not alone improve people’s problem-solving ability, it also positively impacts on their problem-solving motivation, problem-solving measurement ability, critical thinking, and learning attitude. However, there is a lack of pedagogists’ engagement with PSSG studies. As a result, those studies suffered from lack of educational rationale behind and lack of right direction in choosing their participants, research methods, focus, genre, and expected outputs. Theoretical and practical implications of this critical analysis are outlined at the end of this paper, shedding light on the future directions of PSSG studies. the main conclusions of this study are as following: 1. An inter-disciplinary approach led by pedagogists is needed to design, develop, and examine PSSGs effectively. 2. The over-optimistic viewpoint about serious games in general and PSSGs in specific should be moderated by looking more closely at the negative marginal and side effects of implementing these games on gamers.","PeriodicalId":196187,"journal":{"name":"Int. J. Serious Games","volume":"40 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125268868","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Faiz Hilmawan Masyfa, H. Tolle, Tibyani Tibyani, P. Hartono
Players’ engagement intensity in computer games is influenced by the level of difficulty the game offers. Traditional game-level plots adopt linear increases that sometimes do not match the users’ skill growth, causing boredom and hampering the users’ further skill growth. In this study, a nonlinear level adjustment scenario was proposed based on the Fibonacci sequence that provides gradual increases in the early stages of the games but more drastic changes in later phases. Here, the game’s difficulty level was automatically decided by a machine learning method. To test the proposed method, comparisons between four level adjustments in computer games: traditional plots, self-selected plots, linear adaptive plots, and the proposed nonlinear adaptive plots were run. The experiment was carried out with 40 testers. The experiment results show that the best player’s peak level in the proposed nonlinear adjustment was twice as high as that of linear adjustment. Also, the number of stages required to reach the peak under the proposed scenario was half that of linear games. This high playing performance goes hand in hand with deep playing engagement. The results demonstrate the efficiency of the proposed level adjustment algorithm.
{"title":"Fibonacci Level Adjustment for Optimizing Player's Performance and Engagement","authors":"Faiz Hilmawan Masyfa, H. Tolle, Tibyani Tibyani, P. Hartono","doi":"10.17083/ijsg.v10i2.586","DOIUrl":"https://doi.org/10.17083/ijsg.v10i2.586","url":null,"abstract":"Players’ engagement intensity in computer games is influenced by the level of difficulty the game offers. Traditional game-level plots adopt linear increases that sometimes do not match the users’ skill growth, causing boredom and hampering the users’ further skill growth. In this study, a nonlinear level adjustment scenario was proposed based on the Fibonacci sequence that provides gradual increases in the early stages of the games but more drastic changes in later phases. Here, the game’s difficulty level was automatically decided by a machine learning method. To test the proposed method, comparisons between four level adjustments in computer games: traditional plots, self-selected plots, linear adaptive plots, and the proposed nonlinear adaptive plots were run. The experiment was carried out with 40 testers. The experiment results show that the best player’s peak level in the proposed nonlinear adjustment was twice as high as that of linear adjustment. Also, the number of stages required to reach the peak under the proposed scenario was half that of linear games. This high playing performance goes hand in hand with deep playing engagement. The results demonstrate the efficiency of the proposed level adjustment algorithm.","PeriodicalId":196187,"journal":{"name":"Int. J. Serious Games","volume":"69 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127385769","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Enabling programmers to write correct and efficient parallel code remains an important challenge, and the prevalence of on-chip accelerators exacerbates this challenge. Novice programmers, especially those in disciplines outside of Computer Science and Computer Engineering, need to be able to write code that exploits parallelism and heterogeneity, but the frameworks for writing parallel and heterogeneous programs expect expert knowledge and experience. More effort must be put into understanding how novice programmers solve parallel problems. Unfortunately, novice programmers are difficult to study because they are, by definition, novices. We have designed a visual programming language and game-based framework for studying how novice programmers solve parallel problems. This tool was used to conduct an initial study on 95 undergraduate students with little to no prior programming experience. 71% of all volunteer participants completed the study in 48 minutes on average. This study demonstrated that novice programmers could solve parallel problems, and this framework can be used to conduct more thorough studies of how novice programmers approach parallel code.
{"title":"Using Visual Programming Games to Study Novice Programmers","authors":"Christian DeLozier, James Shey","doi":"10.17083/ijsg.v10i2.577","DOIUrl":"https://doi.org/10.17083/ijsg.v10i2.577","url":null,"abstract":"Enabling programmers to write correct and efficient parallel code remains an important challenge, and the prevalence of on-chip accelerators exacerbates this challenge. Novice programmers, especially those in disciplines outside of Computer Science and Computer Engineering, need to be able to write code that exploits parallelism and heterogeneity, but the frameworks for writing parallel and heterogeneous programs expect expert knowledge and experience. More effort must be put into understanding how novice programmers solve parallel problems. Unfortunately, novice programmers are difficult to study because they are, by definition, novices. We have designed a visual programming language and game-based framework for studying how novice programmers solve parallel problems. This tool was used to conduct an initial study on 95 undergraduate students with little to no prior programming experience. 71% of all volunteer participants completed the study in 48 minutes on average. This study demonstrated that novice programmers could solve parallel problems, and this framework can be used to conduct more thorough studies of how novice programmers approach parallel code.","PeriodicalId":196187,"journal":{"name":"Int. J. Serious Games","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127392531","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Serious games for education are becoming increasing popular. Interactive fiction games are some of the most popular in app stores and are also beginning to be heavily used in education to teach analysis and decision-making. Noting that it is difficult for systems engineers to experience all necessary situations which prepare them for the role of a chief engineer, in this paper, we explore the use of interactive fiction serious games to impart systems engineering experience and to teach systems engineering principles. The results of a cognitive viability, qualitative viability, and replayability analysis of 14 systems engineering serious games developed in the interactive fiction genre are presented. The analysis demonstrates that students with a systems engineering background are able to learn the Twine gaming engine and create a serious game aligned to the Apply level of Bloom’s Taxonomy which conveys a systems engineering experience and teaches a systems engineering principle within a four-week period of time. These quickly generated games cognitive, quality, and replayability scores indicate they provide some opportunity for high-level thinking, are of high quality, and with above average replayability, are likely to be played multiple times and/or recommended to others.
{"title":"Imparting Systems Engineering Experience via Interactive Fiction Serious Games","authors":"Thomas Ford, David Long, Echo Ford","doi":"10.17083/ijsg.v10i2.572","DOIUrl":"https://doi.org/10.17083/ijsg.v10i2.572","url":null,"abstract":"Serious games for education are becoming increasing popular. Interactive fiction games are some of the most popular in app stores and are also beginning to be heavily used in education to teach analysis and decision-making. Noting that it is difficult for systems engineers to experience all necessary situations which prepare them for the role of a chief engineer, in this paper, we explore the use of interactive fiction serious games to impart systems engineering experience and to teach systems engineering principles. The results of a cognitive viability, qualitative viability, and replayability analysis of 14 systems engineering serious games developed in the interactive fiction genre are presented. The analysis demonstrates that students with a systems engineering background are able to learn the Twine gaming engine and create a serious game aligned to the Apply level of Bloom’s Taxonomy which conveys a systems engineering experience and teaches a systems engineering principle within a four-week period of time. These quickly generated games cognitive, quality, and replayability scores indicate they provide some opportunity for high-level thinking, are of high quality, and with above average replayability, are likely to be played multiple times and/or recommended to others.","PeriodicalId":196187,"journal":{"name":"Int. J. Serious Games","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128996182","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Project management education is well suited for active learning through serious games, and a lot of research has been published on the use of serious games for project management education. Earlier reviews have focused on the content and features of project management serious games. The objectives for using those serious games have been less reviewed. The aim of this study was to conduct a systematic review to better understand the objectives of using serious games in project management education, with the following research question: Why are project management serious games used in higher education? A systematic review was performed using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA). A systematic search enabled us to identify 175 articles, of which forty-three met the eligibility criteria. An inductive content analysis of those articles showed that project management serious games are used mainly for pedagogical and practical reasons. From a pedagogical perspective, serious games are mainly used to develop specific skills that are difficult to acquire in classic ex cathedra lectures, such as practical competencies and soft skills. From a practical perspective, serious games are mainly used for proposing a risk-free trial environment. Based on our analysis, we propose a taxonomy of reasons for using PM games in higher education. Our study also reveals that few studies assess whether serious games meet all their objectives, and that more research is needed on how to implement them into a coherent pedagogical scenario.
{"title":"Systematic Review on the Use of Serious Games in Project Management Education","authors":"M. Hellström, D. Jaccard, Knut Erik Bonnier","doi":"10.17083/ijsg.v10i2.630","DOIUrl":"https://doi.org/10.17083/ijsg.v10i2.630","url":null,"abstract":"Project management education is well suited for active learning through serious games, and a lot of research has been published on the use of serious games for project management education. Earlier reviews have focused on the content and features of project management serious games. The objectives for using those serious games have been less reviewed. The aim of this study was to conduct a systematic review to better understand the objectives of using serious games in project management education, with the following research question: Why are project management serious games used in higher education? A systematic review was performed using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA). A systematic search enabled us to identify 175 articles, of which forty-three met the eligibility criteria. An inductive content analysis of those articles showed that project management serious games are used mainly for pedagogical and practical reasons. From a pedagogical perspective, serious games are mainly used to develop specific skills that are difficult to acquire in classic ex cathedra lectures, such as practical competencies and soft skills. From a practical perspective, serious games are mainly used for proposing a risk-free trial environment. Based on our analysis, we propose a taxonomy of reasons for using PM games in higher education. Our study also reveals that few studies assess whether serious games meet all their objectives, and that more research is needed on how to implement them into a coherent pedagogical scenario.","PeriodicalId":196187,"journal":{"name":"Int. J. Serious Games","volume":"51 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116621086","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Thomas Bjørner, Mads Strømberg Petersen, N. Hansen, G. Jakobsen, D. Hendriksen
This study aims to support a mandatory reading of a novella for high school students by a serious game. The study includes 41 students. The first class is included in the experimental study, which uses a serious game to read the novella. The second class served as the control group and engaged only in analog reading. The evaluation is based on a questionnaire with reading, user, and narrative engagement items. Furthermore, the assessment consists of in-depth interviews with teachers and students. The findings positively affected students’ engagement in the experimental group. Primarily focused attention and reward are higher in the experimental group. However, there was no difference in the narrative engagement between the two groups, indicating that the story (digital or not) is well explained. The qualitative findings revealed positive comments, especially for the reading engagement and the story world. The novelty in this study is the outlined game design process, guided by elements in the foundation, game design, prototyping, and implementation. For the game design, we outlined how to transform the principles from Sweetser and Wyeth to applied design implementations. An important aspect was to illustrate the protagonist with schizophrenia.
{"title":"How can a foundation be outlined for a successful serious game to increase reading engagement","authors":"Thomas Bjørner, Mads Strømberg Petersen, N. Hansen, G. Jakobsen, D. Hendriksen","doi":"10.17083/ijsg.v10i1.578","DOIUrl":"https://doi.org/10.17083/ijsg.v10i1.578","url":null,"abstract":"This study aims to support a mandatory reading of a novella for high school students by a serious game. The study includes 41 students. The first class is included in the experimental study, which uses a serious game to read the novella. The second class served as the control group and engaged only in analog reading. The evaluation is based on a questionnaire with reading, user, and narrative engagement items. Furthermore, the assessment consists of in-depth interviews with teachers and students. The findings positively affected students’ engagement in the experimental group. Primarily focused attention and reward are higher in the experimental group. However, there was no difference in the narrative engagement between the two groups, indicating that the story (digital or not) is well explained. The qualitative findings revealed positive comments, especially for the reading engagement and the story world. The novelty in this study is the outlined game design process, guided by elements in the foundation, game design, prototyping, and implementation. For the game design, we outlined how to transform the principles from Sweetser and Wyeth to applied design implementations. An important aspect was to illustrate the protagonist with schizophrenia.","PeriodicalId":196187,"journal":{"name":"Int. J. Serious Games","volume":"296 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124244623","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Surprising events can be beneficial for unwinnable persuasive games, especially since they can evoke players to reflect on their failure to win the game. Despite its presence in some titles, the usage of surprising events still lacks empirical support. This study aims to gain insight into it by comparing the effects of revealing the game’s context from the beginning to delaying it until the game ends. In addition, we also examine the interaction effects with playing duration since it is possible that longer playtime will lead to smaller effects for a game with surprising events, whereas longer playtime will result in greater effects for a game without surprising events. To do so, we conducted a 2 x 2 factorial between-subject experiment with an additional no-treatment control group. The results suggest that delaying the revelation to create a surprising event can promote the same level of donation from players, regardless of their playing time. On the other hand, longer playtime is important if players know the context from the beginning. Additional results about the effect of playing duration on donation and willingness to help were also discussed in this paper.
{"title":"The Effects of Surprising Events on Promoting Social Change in Unwinnable Persuasive Games","authors":"R. G. Isnanda, P. Santosa, R. Hartanto","doi":"10.17083/ijsg.v10i1.530","DOIUrl":"https://doi.org/10.17083/ijsg.v10i1.530","url":null,"abstract":"Surprising events can be beneficial for unwinnable persuasive games, especially since they can evoke players to reflect on their failure to win the game. Despite its presence in some titles, the usage of surprising events still lacks empirical support. This study aims to gain insight into it by comparing the effects of revealing the game’s context from the beginning to delaying it until the game ends. In addition, we also examine the interaction effects with playing duration since it is possible that longer playtime will lead to smaller effects for a game with surprising events, whereas longer playtime will result in greater effects for a game without surprising events. To do so, we conducted a 2 x 2 factorial between-subject experiment with an additional no-treatment control group. The results suggest that delaying the revelation to create a surprising event can promote the same level of donation from players, regardless of their playing time. On the other hand, longer playtime is important if players know the context from the beginning. Additional results about the effect of playing duration on donation and willingness to help were also discussed in this paper.","PeriodicalId":196187,"journal":{"name":"Int. J. Serious Games","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130135385","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Francesco Bellotti, Jannicke Baalsrud Hauge, Manuel Gentile, Johan Jeuring, Iza Marfisi-Schottman, Manuel Ninaus, Remco Veltkamp, Vanissa Wanick, Riccardo Berta
The editorial of this issue of the International Journal of Serious Games is the last one signed by our Editor in Chief and Founder, Prof. Alessandro De Gloria. Alessandro passed away in Genova, Italy, on March 20th, few days after his 68th birthday. He founded the Serious Games Society and served as its first President, then as Honorary President. He founded also the Games and Learning Alliance Conference, of which he was the first General Chair and Honorary Chair. We mourn a great friend, and a pioneer researcher and creative teacher, with a broad, constructive vision and outstanding team-building skills. The good he made will remain in time.
{"title":"Alessandro De Gloria: 1955 - 2023","authors":"Francesco Bellotti, Jannicke Baalsrud Hauge, Manuel Gentile, Johan Jeuring, Iza Marfisi-Schottman, Manuel Ninaus, Remco Veltkamp, Vanissa Wanick, Riccardo Berta","doi":"10.17083/ijsg.v10i1.612","DOIUrl":"https://doi.org/10.17083/ijsg.v10i1.612","url":null,"abstract":"The editorial of this issue of the International Journal of Serious Games is the last one signed by our Editor in Chief and Founder, Prof. Alessandro De Gloria. Alessandro passed away in Genova, Italy, on March 20th, few days after his 68th birthday.\u0000He founded the Serious Games Society and served as its first President, then as Honorary President. He founded also the Games and Learning Alliance Conference, of which he was the first General Chair and Honorary Chair.\u0000We mourn a great friend, and a pioneer researcher and creative teacher, with a broad, constructive vision and outstanding team-building skills. The good he made will remain in time.","PeriodicalId":196187,"journal":{"name":"Int. J. Serious Games","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132418875","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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