After a long period of steady growth, games for learning and training (serious games) have become well accepted as productive teaching tools. This article argues, however, that a number of persistent weaknesses in current serious game design practice pose a barrier to harnessing the games´ full educational potential. For serious game designers it is quite a challenge to maintain a subtle and critical balance between gaming elements and didactic elements. Quite commonly counterproductive game preferences are being used that favour player experiences above learning efficacy, thereby neglecting established knowledge from instructional design, student guidance and assessment of learning outcomes. By taking up the role of the devil’s advocate, this article takes a critical look at current serious game design routines. The issues that are discussed include experiential learning, cognitive flow, motivation, scores and realism in serious games, among other things. Each topic is elaborated with reference to established educational research and is concluded and summarised with a claim. The main purpose of this article is to contribute to the overall quality of serious game design by identifying and opposing unfavourable design routines.
{"title":"The devil's advocate: identifying persistent problems in serious game design","authors":"W. Westera","doi":"10.17083/ijsg.v9i3.547","DOIUrl":"https://doi.org/10.17083/ijsg.v9i3.547","url":null,"abstract":"After a long period of steady growth, games for learning and training (serious games) have become well accepted as productive teaching tools. This article argues, however, that a number of persistent weaknesses in current serious game design practice pose a barrier to harnessing the games´ full educational potential. For serious game designers it is quite a challenge to maintain a subtle and critical balance between gaming elements and didactic elements. Quite commonly counterproductive game preferences are being used that favour player experiences above learning efficacy, thereby neglecting established knowledge from instructional design, student guidance and assessment of learning outcomes. By taking up the role of the devil’s advocate, this article takes a critical look at current serious game design routines. The issues that are discussed include experiential learning, cognitive flow, motivation, scores and realism in serious games, among other things. Each topic is elaborated with reference to established educational research and is concluded and summarised with a claim. The main purpose of this article is to contribute to the overall quality of serious game design by identifying and opposing unfavourable design routines.","PeriodicalId":196187,"journal":{"name":"Int. J. Serious Games","volume":"52 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128305693","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}
F. Rosa, J. Hauge, Pierpaolo Dondio, Iza Marfisi-Schottman, Margarida Romero, F. Bellotti
This is a short introduction pecial issue of the International Journal of Serious Games dedicated to the selected best papers of the 2021 edition of the Games and Learning (GALA) 2021 conference. The three selected papers have undergone a regular review process. Covered topics range from cooperative games to mixed reality, from digital companions to game co-design.
{"title":"Introduction to the Special Issue on GaLA Conf 2021","authors":"F. Rosa, J. Hauge, Pierpaolo Dondio, Iza Marfisi-Schottman, Margarida Romero, F. Bellotti","doi":"10.17083/ijsg.v9i3.559","DOIUrl":"https://doi.org/10.17083/ijsg.v9i3.559","url":null,"abstract":"This is a short introduction pecial issue of the International Journal of Serious Games dedicated to the selected best papers of the 2021 edition of the Games and Learning (GALA) 2021 conference. The three selected papers have undergone a regular review process. Covered topics range from cooperative games to mixed reality, from digital companions to game co-design.","PeriodicalId":196187,"journal":{"name":"Int. J. Serious Games","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116092320","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}
The method of using games in class has been recognized for its effectiveness through the efforts of many researchers, and has spread mainly in the United States and Europe, and the number of cases implemented in actual education has increased. Nevertheless, many people have preconceived notions about games and distrust the effects of game-based learning and show negative attitudes. In fact, there are limitations and disadvantages of game-based learning, and it is difficult to overcome them. More than half of the inconveniences or problems of teachers who want to try game-based learning revealed by the 2009 survey have not been solved yet. Due to the sudden spread of COVID-19, the Ministry of Education has issued a policy to convert classes at schools and academies into non-face-to-face. The full-scale non-face-to-face class, which was conducted based on the high penetration rate of smartphones and Internet penetration in Korea, allows all students to take non-face-to-face learning using the Internet, It can be interpreted that even if there are students who cannot take classes, the right to equality is recognized because there are very few. Non-face-to-face classes have the characteristics that instructors and learners will be spatially separated, spatially simultaneous, interactive, and teaching and learning behavior will be mediated by the screen. And these features are common to live streaming. Taking advantage of this, this study aims to approach improving the perception of game-based learning as an advantage of "watching games" beyond "playing games" by using live streaming for game-based learning. This study conducted game-based learning and game streaming learning for 210 third-year middle school students, compared the effects of game-based learning on learning interest, immersion, and satisfaction with the results of previous studies to verify the design and prove the combined effect of live streaming and game-based learning. In addition, in-depth interviews with instructors who conducted game-based learning confirmed that awareness of the introduction, value, and finance of game-based learning improved.
{"title":"Effect of Game-based Learning using Live Streaming on Learners' Interest, Immersion, Satisfaction, and Instructors' Perception","authors":"W. Lee, Han-Moi Shim, Hyung-Gi Kim","doi":"10.17083/ijsg.v9i2.457","DOIUrl":"https://doi.org/10.17083/ijsg.v9i2.457","url":null,"abstract":"The method of using games in class has been recognized for its effectiveness through the efforts of many researchers, and has spread mainly in the United States and Europe, and the number of cases implemented in actual education has increased. Nevertheless, many people have preconceived notions about games and distrust the effects of game-based learning and show negative attitudes. In fact, there are limitations and disadvantages of game-based learning, and it is difficult to overcome them. More than half of the inconveniences or problems of teachers who want to try game-based learning revealed by the 2009 survey have not been solved yet. Due to the sudden spread of COVID-19, the Ministry of Education has issued a policy to convert classes at schools and academies into non-face-to-face. The full-scale non-face-to-face class, which was conducted based on the high penetration rate of smartphones and Internet penetration in Korea, allows all students to take non-face-to-face learning using the Internet, It can be interpreted that even if there are students who cannot take classes, the right to equality is recognized because there are very few. Non-face-to-face classes have the characteristics that instructors and learners will be spatially separated, spatially simultaneous, interactive, and teaching and learning behavior will be mediated by the screen. And these features are common to live streaming. Taking advantage of this, this study aims to approach improving the perception of game-based learning as an advantage of \"watching games\" beyond \"playing games\" by using live streaming for game-based learning. This study conducted game-based learning and game streaming learning for 210 third-year middle school students, compared the effects of game-based learning on learning interest, immersion, and satisfaction with the results of previous studies to verify the design and prove the combined effect of live streaming and game-based learning. In addition, in-depth interviews with instructors who conducted game-based learning confirmed that awareness of the introduction, value, and finance of game-based learning improved.","PeriodicalId":196187,"journal":{"name":"Int. J. Serious Games","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129928850","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}
Micael Sousa, António Pais Antunes, Nuno Pinto, Nelson Zagalo
Serious games are being developed in many fields of research and proving to be valuable practical tools. In the planning field, games can help approach complexity and engage more participants through first-person experimentation. This paper presents an overview of the main strengths, limitations of applying serious games in Spatial Planning. The paper also discusses available support frameworks. And it proposes some guidelines for researchers and practitioners that want to profit from game usage. Serious Games can be powerful tools but can easily lead to failure processes, which demand previous systematic analysis of what planners may do and expect from games.
{"title":"Serious Games in Spatial Planning: Strengths, Limitations and Support Frameworks","authors":"Micael Sousa, António Pais Antunes, Nuno Pinto, Nelson Zagalo","doi":"10.17083/ijsg.v9i2.510","DOIUrl":"https://doi.org/10.17083/ijsg.v9i2.510","url":null,"abstract":"Serious games are being developed in many fields of research and proving to be valuable practical tools. In the planning field, games can help approach complexity and engage more participants through first-person experimentation. This paper presents an overview of the main strengths, limitations of applying serious games in Spatial Planning. The paper also discusses available support frameworks. And it proposes some guidelines for researchers and practitioners that want to profit from game usage. Serious Games can be powerful tools but can easily lead to failure processes, which demand previous systematic analysis of what planners may do and expect from games.","PeriodicalId":196187,"journal":{"name":"Int. J. Serious Games","volume":"67 6","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132738763","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}
This study aims to address the issue of low completion and high dropout rates in online and distance learning through play and gamification. The general aim of this study is to provide a set of gamification design principles for researchers and practitioners on how gamification can be used in online and distance learning programs in higher education. More specifically, the study intended to seek the answers whether student participation in the online and distance learning programs can be increased by the use of gamification, how the gamification influences the students’ academic performances in the online and distance learning programs and what learners think about integrating gamification into the open and distance learning programs in higher education. The study was designed as a sequential exploratory research, which is one of the mixed research methods. Findings indicate that integrating gamification into the online and distance learning programs has a significant impact on increasing students' visits to the learning environment. In addition, when the pre-gamification and post-gamification scenarios were compared in terms of students accessing to the content in the online and distance learning environment, it was discovered that there was a statistically significant increase. It can be also said that there is significant difference regarding to academic performances for gamified situations. Lastly, gamification is said to be fun by students and to contribute positively to their motivation. According to this, gamification has a positive effect on learners' e-learning behaviors and should be used more in online and distance learning programs.
{"title":"Design Principles for Integrating Gamification into Distance Learning Programs in Higher Education: A Mixed Method Study","authors":"Murat Sümer, C. Aydın","doi":"10.17083/ijsg.v9i2.494","DOIUrl":"https://doi.org/10.17083/ijsg.v9i2.494","url":null,"abstract":"This study aims to address the issue of low completion and high dropout rates in online and distance learning through play and gamification. The general aim of this study is to provide a set of gamification design principles for researchers and practitioners on how gamification can be used in online and distance learning programs in higher education. More specifically, the study intended to seek the answers whether student participation in the online and distance learning programs can be increased by the use of gamification, how the gamification influences the students’ academic performances in the online and distance learning programs and what learners think about integrating gamification into the open and distance learning programs in higher education. The study was designed as a sequential exploratory research, which is one of the mixed research methods. Findings indicate that integrating gamification into the online and distance learning programs has a significant impact on increasing students' visits to the learning environment. In addition, when the pre-gamification and post-gamification scenarios were compared in terms of students accessing to the content in the online and distance learning environment, it was discovered that there was a statistically significant increase. It can be also said that there is significant difference regarding to academic performances for gamified situations. Lastly, gamification is said to be fun by students and to contribute positively to their motivation. According to this, gamification has a positive effect on learners' e-learning behaviors and should be used more in online and distance learning programs.","PeriodicalId":196187,"journal":{"name":"Int. J. Serious Games","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114983664","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}
I. Boada, Antonio Rodríguez-Benítez, Berta Llenas, Pau Xiberta
In this paper, we present TAECon, a web-based platform designed to support STEM promotion sessions carried out by the Polytechnic School of Girona's University at higher schools. The platform combines gamification, serious games, content editors, and automatic correction strategies in a single framework. TAECon is used to prepare game sessions that turn around a central story with eight main characters from different ethnicities and genders that have to recover their identification cards. Players working in groups or individually and in face-to-face or virtual sessions have specific editors to design and enter solutions of challenges (or problems) and enigmas (or subproblems) created by STEM experts using the content editors of the platform. According to the type of enigma correction techniques automatically evaluate responses and assign the corresponding reward. The platform has been used by more than a thousand students from fifty secondary schools. To collect the platform impressions more than 250 students answered a questionnaire and 17 secondary school teachers were interviewed. As reported by the information collected, the platform was appreciated by both students and teachers. Users enjoyed the challenges and the game sessions. To conclude, TAECon can be considered a good strategy to promote STEM.
{"title":"TAECon, a web-based platform to promote STEM","authors":"I. Boada, Antonio Rodríguez-Benítez, Berta Llenas, Pau Xiberta","doi":"10.17083/ijsg.v9i2.488","DOIUrl":"https://doi.org/10.17083/ijsg.v9i2.488","url":null,"abstract":"In this paper, we present TAECon, a web-based platform designed to support STEM promotion sessions carried out by the Polytechnic School of Girona's University at higher schools. The platform combines gamification, serious games, content editors, and automatic correction strategies in a single framework. TAECon is used to prepare game sessions that turn around a central story with eight main characters from different ethnicities and genders that have to recover their identification cards. Players working in groups or individually and in face-to-face or virtual sessions have specific editors to design and enter solutions of challenges (or problems) and enigmas (or subproblems) created by STEM experts using the content editors of the platform. According to the type of enigma correction techniques automatically evaluate responses and assign the corresponding reward. The platform has been used by more than a thousand students from fifty secondary schools. To collect the platform impressions more than 250 students answered a questionnaire and 17 secondary school teachers were interviewed. As reported by the information collected, the platform was appreciated by both students and teachers. Users enjoyed the challenges and the game sessions. To conclude, TAECon can be considered a good strategy to promote STEM.","PeriodicalId":196187,"journal":{"name":"Int. J. Serious Games","volume":"59 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128634143","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}
Virtual Reality applications have become a trend in training simulators as an alternative to desktop applications. However, further study is needed on how these types of serious games, which often include several modes of interaction, can improve the user experience. In this sense, this paper analyzes the differences between playing serious first-person games on a desktop computer versus playing in Virtual Reality. For this purpose, two versions of a dangerous goods unloading simulator have been implemented. The first one was developed as a classic desktop game with keyboard and mouse-based interaction, while the second was for Virtual Reality devices. The user experience has been measured with the In-game version of the Game Experience Questionnaire. With this, aspects related to immersion, flow, positive emotions, and psychological needs have been compared for these two platforms. The study shows that the Virtual Reality experience produces a better overall game experience for most analyzed items. Nevertheless, the results highlight a significant dependence between the application type and the game experience induced on the player.
{"title":"Virtual Reality versus Desktop Experience in a Dangerous Goods Simulator","authors":"M. Chover, J. Sotoca, Carlos Marín-Lora","doi":"10.17083/ijsg.v9i2.493","DOIUrl":"https://doi.org/10.17083/ijsg.v9i2.493","url":null,"abstract":"Virtual Reality applications have become a trend in training simulators as an alternative to desktop applications. However, further study is needed on how these types of serious games, which often include several modes of interaction, can improve the user experience. In this sense, this paper analyzes the differences between playing serious first-person games on a desktop computer versus playing in Virtual Reality. For this purpose, two versions of a dangerous goods unloading simulator have been implemented. The first one was developed as a classic desktop game with keyboard and mouse-based interaction, while the second was for Virtual Reality devices. The user experience has been measured with the In-game version of the Game Experience Questionnaire. With this, aspects related to immersion, flow, positive emotions, and psychological needs have been compared for these two platforms. The study shows that the Virtual Reality experience produces a better overall game experience for most analyzed items. Nevertheless, the results highlight a significant dependence between the application type and the game experience induced on the player.","PeriodicalId":196187,"journal":{"name":"Int. J. Serious Games","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130056418","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}
Game jams are collaborative competitions where participants make games from scratch within a short period of time. Occasionally, these games aim to promote meaningful learning outcomes by embedding functional knowledge into entertaining and engaging gameplay. We wanted to understand if a game jam during a global pandemic could be used as an effective method to facilitate a collaborative, multidisciplinary team’s ability to design, develop, and implement a serious game on a health-related topic (i.e., COVID-19). We examined the 2020 game jam hosted by the National Academy of Sciences to evaluate one method to organize a serious virtual game jam and provide a roadmap for implementation using qualitative and quantitative data collection methods to evaluate its efficacy. In addition to identifying best practices and lessons learned from our tools and processes, our results demonstrate that a virtual game jam can in fact be a powerful tool for creating a scientifically sound, population-level, big picture–thinking serious game used for health education, facilitate collaborative multidisciplinary teams and be a practical learning experience for game jammers.
Game jam是一种协作竞赛，参与者在短时间内从零开始制作游戏。有时候，这些游戏的目标是通过将功能性知识嵌入到有趣且吸引人的游戏玩法中来促进有意义的学习结果。我们想了解在全球大流行期间的游戏jam是否可以作为一种有效的方法来促进协作，多学科团队设计，开发和实施与健康相关主题(即COVID-19)的严肃游戏的能力。我们研究了由美国国家科学院主办的2020年游戏jam，以评估组织严肃虚拟游戏jam的一种方法，并使用定性和定量数据收集方法提供实施路线图，以评估其有效性。除了从我们的工具和流程中确定最佳实践和经验教训外，我们的研究结果还表明，虚拟游戏jam实际上可以成为一种强大的工具，用于创建科学合理的、人口水平的、具有大局思维的严肃游戏，用于健康教育，促进多学科团队的合作，并成为游戏jam人员的实际学习经验。
{"title":"Virtual Game Jam: Collaborative Pathway to Serious Games for Health","authors":"S. Matthews, Rick Thomas","doi":"10.17083/ijsg.v9i1.454","DOIUrl":"https://doi.org/10.17083/ijsg.v9i1.454","url":null,"abstract":"Game jams are collaborative competitions where participants make games from scratch within a short period of time. Occasionally, these games aim to promote meaningful learning outcomes by embedding functional knowledge into entertaining and engaging gameplay. We wanted to understand if a game jam during a global pandemic could be used as an effective method to facilitate a collaborative, multidisciplinary team’s ability to design, develop, and implement a serious game on a health-related topic (i.e., COVID-19). We examined the 2020 game jam hosted by the National Academy of Sciences to evaluate one method to organize a serious virtual game jam and provide a roadmap for implementation using qualitative and quantitative data collection methods to evaluate its efficacy. In addition to identifying best practices and lessons learned from our tools and processes, our results demonstrate that a virtual game jam can in fact be a powerful tool for creating a scientifically sound, population-level, big picture–thinking serious game used for health education, facilitate collaborative multidisciplinary teams and be a practical learning experience for game jammers.","PeriodicalId":196187,"journal":{"name":"Int. J. Serious Games","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114977171","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}
Research indicates that the two main causes of being overweight and obese are living a sedentary lifestyle and unhealthy eating habits. Influencing people to be active and exercise is an active research area that has resulted in the development of several games both commercially available and for free. The area of influencing people to develop healthy eating habits, on the other hand, still has room for growth. In the current paper, I review existing serious games for healthy nutrition over the past five years and summarize the main findings based on three main themes: the design and development of the game, the evaluation of the game, and the findings from the evaluation. My results indicate that most games are designed in collaboration with a team of experts such as nutritionists, psychologists, HCI designers, and software developers. In addition, most of the games for kids are web-based while most of those for adults are mobile-based. Most games used a self-report approach to evaluation which was carried out over a range of period of 30 minutes to 90 days with between 10 to 531 participants. There were mixed results from the evaluations with most games partially achieving their aim. I conclude by suggesting guidelines for developing serious games for influencing healthy nutrition.
{"title":"Serious Games for Healthy Nutrition. A Systematic Literature Review","authors":"I. Adaji","doi":"10.17083/ijsg.v9i1.466","DOIUrl":"https://doi.org/10.17083/ijsg.v9i1.466","url":null,"abstract":"Research indicates that the two main causes of being overweight and obese are living a sedentary lifestyle and unhealthy eating habits. Influencing people to be active and exercise is an active research area that has resulted in the development of several games both commercially available and for free. The area of influencing people to develop healthy eating habits, on the other hand, still has room for growth. In the current paper, I review existing serious games for healthy nutrition over the past five years and summarize the main findings based on three main themes: the design and development of the game, the evaluation of the game, and the findings from the evaluation. My results indicate that most games are designed in collaboration with a team of experts such as nutritionists, psychologists, HCI designers, and software developers. In addition, most of the games for kids are web-based while most of those for adults are mobile-based. Most games used a self-report approach to evaluation which was carried out over a range of period of 30 minutes to 90 days with between 10 to 531 participants. There were mixed results from the evaluations with most games partially achieving their aim. I conclude by suggesting guidelines for developing serious games for influencing healthy nutrition.","PeriodicalId":196187,"journal":{"name":"Int. J. Serious Games","volume":"70 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121169487","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}
Accessibility in educational media focuses on removing barriers based on learners’ varied needs. In educational games, players’ diverse needs can impact a wide variety of design strategies. This study focuses on the process used by one design team to prioritize accessibility in the redesign of their older educational games, while creating a process to inform development of new games. The study provides a framework for thinking about games and accessibility vis-a-vis educational games, and documents an action research study with the development team of the Math Snacks project. Using a participatory and qualitative approach, researchers provide a description of the team redesign process to address accessibility: how the team reviewed accessibility gaps in their games; made specific design choices in redesigning for accessibility; and determined which actions could make the games more accessible. The work yielded a process other design teams can implement in their review of existing games.
{"title":"Redesigning for Accessibility: Design Decisions and Compromises in Educational Game Design","authors":"M. Cezarotto, Pamela Martínez, B. Chamberlin","doi":"10.17083/ijsg.v9i1.469","DOIUrl":"https://doi.org/10.17083/ijsg.v9i1.469","url":null,"abstract":"Accessibility in educational media focuses on removing barriers based on learners’ varied needs. In educational games, players’ diverse needs can impact a wide variety of design strategies. This study focuses on the process used by one design team to prioritize accessibility in the redesign of their older educational games, while creating a process to inform development of new games. The study provides a framework for thinking about games and accessibility vis-a-vis educational games, and documents an action research study with the development team of the Math Snacks project. Using a participatory and qualitative approach, researchers provide a description of the team redesign process to address accessibility: how the team reviewed accessibility gaps in their games; made specific design choices in redesigning for accessibility; and determined which actions could make the games more accessible. The work yielded a process other design teams can implement in their review of existing games.","PeriodicalId":196187,"journal":{"name":"Int. J. Serious Games","volume":"65 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117074795","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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