Ma / Oikonomou Serious Games and Edutainment Applications

Volume II
1. Auflage 2017
ISBN: 978-3-319-51645-5
Verlag: Springer Nature Switzerland
Format: PDF
Kopierschutz: 1 - PDF Watermark

E-Book, Englisch, 694 Seiten

With the continued application of gaming for training and education, which has seen exponential growth over the past two decades, this book offers an insightful introduction to the current developments and applications of game technologies within educational settings, with cutting-edge academic research and industry insights, providing a greater understanding into current and future developments and advances within this field. Following on from the success of the first volume in 2011, researchers from around the world presents up-to-date research on a broad range of new and emerging topics such as  serious games and emotion, games for music education and games for medical training, to gamification, bespoke serious games, and adaptation of commercial off-the shelf games for education and narrative design, giving readers a thorough understanding of the advances and current issues facing  developers and designers  regarding games for training and education. This second volume of Serious Games and Edutainment Applications offers further insights for researchers, designers and educators who are interested in using serious games for training and educational purposes, and gives game developers with detailed information on current topics and developments within this growing area.

Minhua Ma is a Professor of Digital Media & Games in the School of Art, Design and Architecture at the University of Huddersfield and currently serves as the Head of Department of Art & Communication too. As a world-leading academic, involved with the emergence of serious games as a field of academic study, she has widely researched and published on topics such as serious games for education, medicine and healthcare, Virtual and Augmented Reality and Natural Language Processing. Andreas Oikonomou is a Senior Lecturer at Nottingham Trent University where he teaches computer science, human-computer interaction (HCI) design and project management. His current research interests include applied research projects in serious games, interactive technologies, biomedical computing and artificial intelligence.

Autoren/Hrsg.

Ma, Minhua

Oikonomou, Andreas

Inhaltsverzeichnis

1;Foreword;5
2;Acknowledgements;7
3;Contents;8
4;Contributors;12
5;About the Editors;18
6;Part I Serious Games and Emotion;20
6.1;1 Rising to the Challenge: An Emotion-Driven Approach Toward Adaptive Serious Games;21
6.1.1;1.1 Introduction;21
6.1.2;1.2 Definition;23
6.1.3;1.3 Emotions as Player-Centered Source of Adaptivity;24
6.1.4;1.4 Emotion Recognition: Assessing the Player's State;26
6.1.4.1;1.4.1 Self-Reports of Emotional Experience;26
6.1.4.2;1.4.2 Physiological Responses;27
6.1.4.3;1.4.3 Gameplay-Based Emotion Recognition;29
6.1.5;1.5 Implementation of Emotion-Driven Adaptivity in Games;30
6.1.5.1;1.5.1 Adaptable Game Elements;31
6.1.5.2;1.5.2 Current and Envisioned Implementation Methods;35
6.1.5.3;1.5.3 Application in Serious Games;38
6.1.6;1.6 Conclusion;39
6.1.7;References;40
6.2;2 The Emotion Detectives Game: Supporting the Social-emotional Competence of Young Children;47
6.2.1;2.1 Introduction;48
6.2.2;2.2 Importance of Digital Games as Intervention Tools;49
6.2.3;2.3 Promoting the Development of Children's Social-emotional Competence Through the Emotion Detectives Game;50
6.2.4;2.4 Adults' and Peers' Role in Supporting the Child's Play;56
6.2.5;2.5 Empirical Observations on Children's Gameplay Interactions;56
6.2.6;2.6 The Process of Recognizing and Naming Emotions;57
6.2.7;2.7 Player Interaction During Gameplay;60
6.2.7.1;2.7.1 Rules and Negotiations;60
6.2.7.2;2.7.2 Children's Ways of Interacting and Co-constructing Knowledge;62
6.2.8;2.8 Children's Interaction with the Emotion Detectives Game;65
6.2.9;2.9 Discussion;67
6.2.10;References;67
7;Part II Games for Music Education;72
7.1;3 Designing Music Games and Mobile Apps for Early MusicLearning;73
7.1.1;3.1 Introduction;73
7.1.1.1;3.1.1 Digital Music Games for Learning and Entertainment;75
7.1.1.1.1;3.1.1.1 For Learning;75
7.1.1.1.2;3.1.1.2 For Entertainment;75
7.1.1.2;3.1.2 Cognitive Development;77
7.1.1.3;3.1.3 Musical Development and Perception;78
7.1.1.4;3.1.4 Knowledge Formation and Musical Knowledge;79
7.1.1.5;3.1.5 Children's Play and Learning Motivation;79
7.1.2;3.2 Musical Applications on Android System;80
7.1.2.1;3.2.1 Music Teaching Approach and Content;80
7.1.2.2;3.2.2 Multi-touch Application and Music Learning;81
7.1.2.3;3.2.3 Music Game Content and Sequential Learning;82
7.1.3;3.3 Technical Issues in Developing Applications on Mobile Devices;83
7.1.3.1;3.3.1 Agile Software Development Method;83
7.1.3.2;3.3.2 Game-Based Applications for Music Learning;84
7.1.3.2.1;3.3.2.1 Visual Design;84
7.1.3.2.2;3.3.2.2 Sound Design;85
7.1.3.2.3;3.3.2.3 Mapping Music Elements onto Gameplay;85
7.1.4;3.4 Qualitative and Quantitative Research;87
7.1.4.1;3.4.1 Usability Measurement and Interactive Interface;88
7.1.5;3.5 Summary;89
7.1.6;References;90
7.2;4 Shake and Create: Reappropriating Video Game Technologies for the Enactive Learning of Music;92
7.2.1;4.1 Introduction;92
7.2.2;4.2 Music Hacks;94
7.2.3;4.3 KIDI: A Tactile Controller for Learning Through Play;95
7.2.4;4.4 BitBox!: A Gestural Framework for Exploring Adaptive Music;103
7.2.5;4.5 Conclusion and Future Development;109
7.2.6;References;110
8;Part III Games for Medical Education and Training;113
8.1;5 Digitisation of Anatomical Specimens and Historical Pathology Specimens for Educational Benefit;114
8.1.1;5.1 Introduction;115
8.1.2;5.2 Photogrammetry and Object VR for Visualising Anatomical Specimens;116
8.1.2.1;5.2.1 Results of Photogrammetry;117
8.1.2.2;5.2.2 Object Virtual Reality;118
8.1.2.3;5.2.3 Portable Document Format Files;118
8.1.2.4;5.2.4 Use of Digitised Specimens in Games and Interactive Applications;119
8.1.3;5.3 Advanced Digital Imaging of Historical Specimens;120
8.1.3.1;5.3.1 Agisoft PhotoScan;120
8.1.3.2;5.3.2 Autodesk ReCap;121
8.1.3.3;5.3.3 Autodesk Memento;121
8.1.3.4;5.3.4 Selection of Specimens;121
8.1.3.5;5.3.5 Imaging;121
8.1.3.6;5.3.6 Image Acquisition Issues;123
8.1.3.6.1;5.3.6.1 Lighting;123
8.1.3.6.2;5.3.6.2 Movement;123
8.1.3.6.3;5.3.6.3 Coverage;123
8.1.3.7;5.3.7 Results;123
8.1.3.7.1;5.3.7.1 Glass and Encasing;123
8.1.3.7.2;5.3.7.2 Light;124
8.1.3.7.3;5.3.7.3 Dry Specimens;124
8.1.3.7.4;5.3.7.4 Wet Specimens;125
8.1.3.7.5;5.3.7.5 Pollution;126
8.1.3.7.6;5.3.7.6 Summary;127
8.1.4;5.4 General Discussion;127
8.1.4.1;5.4.1 Medical Museums;127
8.1.5;5.5 Learning and Teaching with 3D;128
8.1.5.1;5.5.1 Embedding in Games;129
8.1.6;5.6 Conclusions;130
8.1.7;References;131
8.2;6 Towards the Development of a Virtual Reality Simulator with Haptic Force Feedback for Training in Stereotactic Brain Biopsies;133
8.2.1;6.1 Introduction;134
8.2.1.1;6.1.1 Stereotactic Brain Biopsies and Traditional Surgical Training;134
8.2.1.2;6.1.2 Motor Skill Training and Haptic Technologies;135
8.2.1.3;6.1.3 How Haptic Technologies Assist Surgical Training;136
8.2.2;6.2 Aim;137
8.2.3;6.3 Apparatus and Methods;137
8.2.3.1;6.3.1 Materials;137
8.2.3.1.1;6.3.1.1 Dataset;137
8.2.3.1.2;6.3.1.2 Data Extraction and Visualization;138
8.2.3.1.3;6.3.1.3 Haptic Interface;138
8.2.3.2;6.3.2 Methodological and Technological Framework;138
8.2.3.2.1;6.3.2.1 Biopsy Observation;139
8.2.3.2.2;6.3.2.2 Creation of Anatomical 3D Models and Scene Components;140
8.2.3.2.3;6.3.2.3 Design and Development of the Application;143
8.2.4;6.4 Heuristic Study;147
8.2.5;6.5 Results;148
8.2.5.1;6.5.1 Parameterization and Analysis of the Haptic Force Feedback;149
8.2.5.2;6.5.2 Assessment of the Anatomical Accuracy;149
8.2.5.3;6.5.3 Assessment of the Instrumentation;149
8.2.6;6.6 Discussion;150
8.2.6.1;6.6.1 Parameterization and Analysis of the Haptic Force Feedback;151
8.2.6.2;6.6.2 Assessment of the Anatomical Accuracy;152
8.2.6.3;6.6.3 Assessment of the Instrumentation;153
8.2.6.4;6.6.4 Future Potential of the Stereotactic Brain Biopsy Simulator;154
8.2.7;6.7 Conclusions;155
8.2.8;References;156
8.3;7 Interaction and Communication in an Immersive Learning Game: The Challenges of Modelling Real-Time Collaboration in a Virtual Operating Room;158
8.3.1;7.1 Introduction;159
8.3.1.1;7.1.1 3D Virtual Operating Room;164
8.3.2;7.2 Related Work;165
8.3.2.1;7.2.1 Learning Games Related to Medical Education;166
8.3.2.2;7.2.2 Interaction, Communication and Scenarios;168
8.3.2.2.1;7.2.2.1 Interaction Design;168
8.3.2.2.2;7.2.2.2 Scenario Integration;169
8.3.2.2.3;7.2.2.3 Natural Communication;170
8.3.3;7.3 Objectives;171
8.3.4;7.4 Game Design Methodology;173
8.3.4.1;7.4.1 Identifying the Objectives;174
8.3.4.2;7.4.2 Representing Human Collaborative Activity;175
8.3.4.2.1;7.4.2.1 Depth and Extent of a Scenario Content;179
8.3.4.2.2;7.4.2.2 Scenario Validation;181
8.3.4.3;7.4.3 Digitisation of the Activity;182
8.3.4.3.1;7.4.3.1 Grounding the Actions: The Semantic Environment;182
8.3.4.3.2;7.4.3.2 Making of the Interactive Environment;184
8.3.4.3.3;7.4.3.3 AI Control for Non-playing Characters;188
8.3.5;7.5 Scenario Gamification and the Tutoring System;191
8.3.6;7.6 Conclusion;194
8.3.7;References;195
8.4;8 VR Surgery: Interactive Virtual Reality Application for Training Oral and Maxillofacial Surgeons using Oculus Rift and Leap Motion;198
8.4.1;8.1 Introduction;198
8.4.1.1;8.1.1 Surgical Training and Its Challenges;199
8.4.2;8.2 Innovation in Surgical Training Methods;200
8.4.2.1;8.2.1 Surgical Simulation;200
8.4.2.2;8.2.2 Serious Games for Surgical Training;201
8.4.2.3;8.2.3 Immersive Virtual Reality in Surgical Training;201
8.4.3;8.3 VR Surgery;202
8.4.3.1;8.3.1 Hardware and Software;202
8.4.3.2;8.3.2 Design of VR Surgery;203
8.4.3.2.1;8.3.2.1 Content Design;204
8.4.3.2.2;8.3.2.2 Application Design;204
8.4.3.2.3;8.3.2.3 User Feedback;208
8.4.4;8.4 Discussion;208
8.4.5;References;210
8.5;9 Creation of E-Tutorials to Enhance Medical Student Anatomy Learning Experience Using Articulate Storyline 2;214
8.5.1;9.1 Introduction;215
8.5.2;9.2 Anatomy of the Heart E-Tutorial;218
8.5.2.1;9.2.1 Results of Cardiovascular E-Tutorial;219
8.5.2.1.1;9.2.1.1 Regional Anatomy;220
8.5.2.1.2;9.2.1.2 Layers of Heart Wall;220
8.5.2.1.3;9.2.1.3 Cardiac Muscle;221
8.5.2.1.4;9.2.1.4 Chambers, Valves and Blood Flow;221
8.5.2.1.5;9.2.1.5 Innervation and Nodes;221
8.5.2.1.6;9.2.1.6 Vasculature;222
8.5.2.1.7;9.2.1.7 Thoracic Aorta Branches;222
8.5.2.1.8;9.2.1.8 Surface Anatomy;222
8.5.2.1.9;9.2.1.9 Cardiac Imaging;223
8.5.2.1.10;9.2.1.10 Total Quiz Results;223
8.5.3;9.3 Attainment in Anatomy: The Abdomen;223
8.5.3.1;9.3.1 Results of Attainment in Anatomy: The Abdomen;223
8.5.3.1.1;9.3.1.1 Teach Yourself Anatomy;223
8.5.3.1.2;9.3.1.2 Teach Yourself Histology;224
8.5.3.1.3;9.3.1.3 Teach Yourself Imaging;224
8.5.3.1.4;9.3.1.4 Test Yourself;225
8.5.4;9.4 Anatomy of the Wrist and Hand E-Tutorial;225
8.5.4.1;9.4.1 Results of Anatomy of the Wrist and Hand E-Tutorial;226
8.5.4.1.1;9.4.1.1 Introduction to Terminology;226
8.5.4.1.2;9.4.1.2 Gross Anatomy;226
8.5.4.1.3;9.4.1.3 Surface Anatomy;227
8.5.4.1.4;9.4.1.4 Clinical Relevance;227
8.5.4.1.5;9.4.1.5 Quiz;228
8.5.5;9.5 Results of Beta Phase End-User Evaluation;228
8.5.5.1;9.5.1 Pre-evaluation Questionnaire;228
8.5.5.2;9.5.2 Post-evaluation Questionnaire;229
8.5.6;9.6 Discussion;230
8.5.7;References;232
9;Part IV Game Based Learning in Various Subjects;233
9.1;10 Tipping the Scales: Classroom Feasibility of the Radix Endeavor Game;234
9.1.1;10.1 Introduction;235
9.1.2;10.2 Barriers and Benefits;238
9.1.3;10.3 Background;240
9.1.3.1;10.3.1 Design of the Radix Endeavor;240
9.1.3.2;10.3.2 Implementation Design;243
9.1.3.3;10.3.3 Implementation Realities;245
9.1.4;10.4 Research Design;246
9.1.4.1;10.4.1 Sample;246
9.1.4.2;10.4.2 Data Collected;247
9.1.4.2.1;10.4.2.1 Log Data;247
9.1.4.2.2;10.4.2.2 Surveys;247
9.1.4.2.3;10.4.2.3 Interviews;248
9.1.4.3;10.4.3 Data Analysis Goals;248
9.1.5;10.5 Findings;249
9.1.5.1;10.5.1 Background;249
9.1.5.1.1;10.5.1.1 Feasibility and Usage;249
9.1.5.1.2;10.5.1.2 Comfort Level with Radix;251
9.1.5.1.3;10.5.1.3 Ease of Implementation Ratings;252
9.1.5.2;10.5.2 Implementation Barriers;253
9.1.5.2.1;10.5.2.1 Technical Issues;253
9.1.5.2.2;10.5.2.2 Curriculum Fit;254
9.1.5.2.3;10.5.2.3 Gameplay Reports;254
9.1.5.2.4;10.5.2.4 Teacher and Student Resources;255
9.1.5.2.5;10.5.2.5 Control over Student Actions;256
9.1.5.2.6;10.5.2.6 Amount of Time Needed;257
9.1.5.2.7;10.5.2.7 Students' Boredom or Frustration;257
9.1.5.3;10.5.3 Implementation Successes;258
9.1.5.3.1;10.5.3.1 Pedagogy Fit and Approaches Used;258
9.1.5.3.2;10.5.3.2 Curriculum Alignment and Content Learned;259
9.1.5.3.3;10.5.3.3 Practices and Soft Skills Developed;260
9.1.5.3.4;10.5.3.4 Level of Student Engagement;261
9.1.5.3.5;10.5.3.5 Unique Qualities;261
9.1.5.4;10.5.4 Factors not Discussed by Teachers;262
9.1.5.4.1;10.5.4.1 Connections Across the Curriculum;262
9.1.5.4.2;10.5.4.2 Formative Assessment;263
9.1.5.4.3;10.5.4.3 Mismatched Pedagogy;263
9.1.6;10.6 Discussion;264
9.1.6.1;10.6.1 Increasing Adoption;265
9.1.7;References;267
9.2;11 Al-Kimia: How to Create a Video Game to Help High School Students Enjoy Chemistry;268
9.2.1;11.1 What Is Al-Kimia?;269
9.2.2;11.2 Why Design a Video Game About Chemistry?;269
9.2.3;11.3 Use of Games as an Effective Learning Tool;270
9.2.4;11.4 What Type of Video Game Is Most Effective for Learning?;270
9.2.5;11.5 How to Design a Digital Game;272
9.2.6;11.6 Al-Kimia;275
9.2.6.1;11.6.1 The Story;276
9.2.6.2;11.6.2 Applying the Theoretical Framework in the Real World;277
9.2.7;11.7 Results;279
9.2.8;11.8 Conclusions;280
9.2.9;References;281
9.3;12 Designing Virtual Worlds for Learning History: The Case Study of NetConnect Project;282
9.3.1;12.1 Background;282
9.3.2;12.2 Main Aim of the Chapter;283
9.3.3;12.3 NetConnect Virtual Worlds;284
9.3.3.1;12.3.1 Historical Details and 3D Reconstruction;284
9.3.3.2;12.3.2 Design, Edutainment and Gaming Features;286
9.3.4;12.4 Research 1: Evaluation of the Virtual Worlds;287
9.3.4.1;12.4.1 Research Participants and Questionnaires;287
9.3.4.2;12.4.2 Procedure;288
9.3.4.3;12.4.3 Results;288
9.3.4.4;12.4.4 Limitations and Future Works;288
9.3.5;12.5 Research 2: Learning Through VWs and Motivation;289
9.3.5.1;12.5.1 Research Participants;289
9.3.5.2;12.5.2 Procedure;289
9.3.5.3;12.5.3 Results;290
9.3.5.4;12.5.4 Limitations and Future Works;290
9.3.6;12.6 Conclusions;291
9.3.7;References;291
10;Part V Serious Games for Children and Adolescents;295
10.1;13 Intelligent Behaviors of Virtual Characters in Serious Games for Child Safety Education;296
10.1.1;13.1 Introduction;296
10.1.2;13.2 Current Serious Games for Safety Education;297
10.1.3;13.3 Risk-Taking Behaviors and Danger Zone;298
10.1.4;13.4 Behavior Design for Virtual Characters;300
10.1.5;13.5 Evaluation of the Child Safety Games;306
10.1.5.1;13.5.1 Waterside Safety Game;306
10.1.5.2;13.5.2 Earthquake Escape Game;308
10.1.6;13.6 Conclusions;312
10.1.7;References;312
10.2;14 Using Serious Games to (Re)Train Cognition in Adolescents;314
10.2.1;14.1 Introduction;314
10.2.2;14.2 Training Cognitive Processes;315
10.2.3;14.3 Motivations;318
10.2.4;14.4 Serious Games and Cognitive Training;319
10.2.5;14.5 Recommendations for Future Research and Development;322
10.2.6;References;324
10.3;15 Promoting Healthy Adolescent Lifestyles Through Serious Games: Enacting a Multidisciplinary Approach;329
10.3.1;15.1 Introduction;330
10.3.2;15.2 Background;331
10.3.3;15.3 Games for Health: A Multidisciplinary Project;334
10.3.4;15.4 Design Processes and Perspectives;336
10.3.4.1;15.4.1 The Theory-Based Design Perspective;337
10.3.4.2;15.4.2 The Research-Driven Design Perspective;340
10.3.4.3;15.4.3 The Entertainment Design Perspective;342
10.3.4.4;15.4.4 Reconciling Perspectives;344
10.3.5;15.5 A Case Study: The PEGASO Project;346
10.3.6;15.6 Conclusions;349
10.3.7;References;350
10.4;16 Digital Games in Early Childhood: Broadening Definitions of Learning, Literacy, and Play;355
10.4.1;16.1 Introduction;355
10.4.2;16.2 Learning in, Through, and Beyond Digital Games;357
10.4.2.1;16.2.1 The Elements of Motivation, Autonomy, Competence, and Relatedness in Digital Games;357
10.4.2.2;16.2.2 Early Childhood and the Learning Potential of Digital Games;359
10.4.3;16.3 Toward Multiple Literacies;362
10.4.3.1;16.3.1 Digital Games and Multiple Literacies;362
10.4.3.2;16.3.2 Multiple Literacies in Early Childhood;364
10.4.4;16.4 The Significance of Digital Play;365
10.4.4.1;16.4.1 Defining Digital Play;366
10.4.4.2;16.4.2 The Educational Value of Digital Play in Early Childhood;367
10.4.5;16.5 Concluding Remarks: Toward a Child Perspective on Digital Game Playing;368
10.4.6;References;369
11;Part VI Serious Games for Serious Topics;374
11.1;17 “Walk a Mile in My Shoes”: A Virtual World Exercise for Fostering Students' Subjective Understandings of the Experiences of People of Color;375
11.1.1;17.1 Introduction;375
11.1.2;17.2 Previous Uses of Virtual Worlds in Educational Settings;377
11.1.3;17.3 The VIP;379
11.1.4;17.4 Method;380
11.1.4.1;17.4.1 Participants;380
11.1.4.2;17.4.2 Data Analysis;381
11.1.4.3;17.4.3 Reflexivity and Verification;381
11.1.5;17.5 White Students' Experiences with the VIP;382
11.1.5.1;17.5.1 Experiences of White Racism;383
11.1.5.2;17.5.2 Experiences of Interminority Prejudice;384
11.1.5.3;17.5.3 Experiences of Racial Microaggressions;385
11.1.5.4;17.5.4 Insight into Double Consciousness;387
11.1.5.5;17.5.5 Influences of Racial Contexts on Racial Experiences;388
11.1.5.6;17.5.6 Resistance to Seeing Race;390
11.1.6;17.6 Conclusion;392
11.1.7;References;393
11.2;18 Question-Answering Virtual Humans Based on Pre-recorded Testimonies for Holocaust Education;395
11.2.1;18.1 Introduction;396
11.2.2;18.2 Conversational Natural Language Interfaces;396
11.2.2.1;18.2.1 Question Answering (QA) About the Holocaust;397
11.2.3;18.3 Design and Development of Interact;398
11.2.3.1;18.3.1 Mapping Current Interaction;398
11.2.3.2;18.3.2 The Interact System;400
11.2.3.3;18.3.3 Question Generation Methodology;401
11.2.3.4;18.3.4 Video Recording and 3D Data Capture;403
11.2.3.5;18.3.5 Creating Virtual Survivors;403
11.2.3.6;18.3.6 The Uncanny Valley and a New Form of Mixed Reality;405
11.2.3.7;18.3.7 Query Elaboration and Expansion;407
11.2.3.8;18.3.8 Interact Hardware;409
11.2.4;18.4 Evaluation;409
11.2.5;18.5 Conclusions and Future Work;411
11.2.6;References;412
11.3;19 A Driving Simulator Designed for the Care of Trucker Suffering from Post-Traumatic Stress Disorder;414
11.3.1;19.1 Introduction;414
11.3.2;19.2 Related Work;415
11.3.3;19.3 Theoretical Approach for the Design of an Environment Guided by ACET;417
11.3.3.1;19.3.1 Critical Game Features;417
11.3.3.2;19.3.2 Serious Game Mechanics of the Simulator;418
11.3.3.3;19.3.3 Positive Reinforcement Items;420
11.3.3.4;19.3.4 Personalization of the Game;422
11.3.3.5;19.3.5 Customization of the Missions;422
11.3.3.6;19.3.6 Customization of the Truck;423
11.3.4;19.4 The Proposed Game;424
11.3.4.1;19.4.1 Setup Overview;424
11.3.4.2;19.4.2 Gameplay Through the Therapy Protocol;425
11.3.4.2.1;19.4.2.1 The First Session;425
11.3.4.2.2;19.4.2.2 Subsequent Sessions;426
11.3.5;19.5 Experiments;426
11.3.5.1;19.5.1 Protocol;427
11.3.5.2;19.5.2 Satisfaction Test;427
11.3.5.3;19.5.3 Immersion test;429
11.3.5.4;19.5.4 Cybersickness Test;429
11.3.6;19.6 Conclusion and Future Work;430
11.3.7;References;432
11.4;20 Using Serious Games to Establish a Dialogue Between Designers and Citizens in Participatory Design;435
11.4.1;20.1 Introduction;436
11.4.2;20.2 Literature Review;437
11.4.2.1;20.2.1 Participatory Design: Definitions and Issues;438
11.4.2.2;20.2.2 3D City Models as Participatory Tools;439
11.4.2.3;20.2.3 3D Representation of City in Videogames;439
11.4.2.4;20.2.4 Serious Games as Participatory Tool (ca. 350 Words);441
11.4.3;20.3 Theoretical Framework: A Virtual Architectural Narrative Environment as Participatory Tool;442
11.4.3.1;20.3.1 From Participatory Issues to Research Questions;442
11.4.3.2;20.3.2 Architectural Portal of People's Narratives;444
11.4.3.2.1;20.3.2.1 Phase, Communication and Tools;445
11.4.3.2.2;20.3.2.2 Content, Immersion and Playfulness;446
11.4.4;20.4 Case Study: Grainger Street;447
11.4.4.1;20.4.1 Background (Cities, MyPlace and the Age-Friendly City Initiative);447
11.4.4.2;20.4.2 Methodology;448
11.4.4.3;20.4.3 Grainger Street: Historical Background;448
11.4.4.4;20.4.4 Laser Scanning of the Street;449
11.4.4.5;20.4.5 Digital Reconstruction;450
11.4.4.6;20.4.6 Virtual Environment in Unity;452
11.4.5;20.5 Conclusions and Future Developments;454
11.4.6;References;454
12;Part VII Gamification;457
12.1;21 How to Use Game Elements to Enhance Learning: Applications of the Theory of Gamified Learning;458
12.1.1;21.1 Introduction;458
12.1.2;21.2 The Theory of Gamified Learning;460
12.1.3;21.3 Goal-Setting Theory and Self-Regulation;463
12.1.3.1;21.3.1 Applying Goal-Setting Theory via Rules/Goals Game Elements;464
12.1.3.2;21.3.2 Applying Goal-Setting Theory via Conflict/Challenge Game Elements;465
12.1.4;21.4 The Testing Effect;466
12.1.4.1;21.4.1 Applying the Testing Effect via Assessment Game Elements;467
12.1.5;21.5 Presence Theory;468
12.1.5.1;21.5.1 Applying Presence Theory via Action Language Game Elements;470
12.1.5.2;21.5.2 Applying Presence Theory via Immersion Game Elements;471
12.1.5.3;21.5.3 Applying Presence Theory via Environment Game Elements;472
12.1.6;21.6 Self-Determination Theory;473
12.1.6.1;21.6.1 Applying Self-Determination Theory via Control Game Elements;474
12.1.7;21.7 The Narrative Hypothesis;475
12.1.7.1;21.7.1 Applying the Narrative Hypothesis via Game Fiction Game Elements;477
12.1.8;21.8 Social Constructivism;478
12.1.8.1;21.8.1 Applying Social Constructivism via Human Interaction Game Elements;479
12.1.9;21.9 Conclusion;480
12.1.10;References;481
12.2;22 Why Gamification Fails in Education and How to Make It Successful: Introducing Nine Gamification Heuristics Based on Self-Determination Theory;485
12.2.1;22.1 Introduction;486
12.2.2;22.2 Q1 What Is Gamification?;486
12.2.3;22.3 Q2 How Does Gamification Work?;488
12.2.3.1;22.3.1 Intrinsic, Extrinsic and Amotivation;488
12.2.3.2;22.3.2 The Internalization Processes of Extrinsic Regulations;490
12.2.3.3;22.3.3 Autonomous Motivation Outperforming Controlled Motivation;492
12.2.3.4;22.3.4 Basic Psychological Needs Co-shaping Motivations;493
12.2.3.5;22.3.5 A Self-Determination Theory Perspective on (Gamified) Motivation in Education;495
12.2.4;22.4 Q3 How Can Gamification Design Be Improved?;496
12.2.4.1;22.4.1 Supporting Basic Psychological Needs;497
12.2.4.1.1;22.4.1.1 Need for Autonomy;497
12.2.4.1.2;22.4.1.2 Need for Competence;498
12.2.4.1.3;22.4.1.3 Need for Relatedness;499
12.2.4.1.4;22.4.1.4 Interplay Between Psychological Needs;500
12.2.4.2;22.4.2 Situational Gamification;501
12.2.4.2.1;22.4.2.1 Integration of Gamification into the Activity Context;501
12.2.4.2.2;22.4.2.2 Implementation Context and Environment;501
12.2.4.2.3;22.4.2.3 User Characteristics;502
12.2.5;22.5 Conclusion;503
12.2.6;References;505
13;Part VIII Assessment of Serious Games;510
13.1;23 Factors Associated with Player Satisfaction and Educational Value of Serious Games;511
13.1.1;23.1 Computer Games;512
13.1.1.1;23.1.1 Project Aims;514
13.1.2;23.2 Methods;515
13.1.2.1;23.2.1 Participants;515
13.1.2.2;23.2.2 Study Questionnaires;515
13.1.2.3;23.2.3 The Game-Specific Questionnaires;516
13.1.3;23.3 Results;517
13.1.3.1;23.3.1 Demographic;518
13.1.3.2;23.3.2 Evaluation of Serious Games for Playability and Educational Content;518
13.1.3.2.1;23.3.2.1 Cancer Game;518
13.1.3.2.2;23.3.2.2 Darfur Is Dying;519
13.1.3.2.3;23.3.2.3 Elude;519
13.1.3.3;23.3.3 Rating and Replayability of the Games;520
13.1.3.4;23.3.4 Knowledge Quiz;521
13.1.3.4.1;23.3.4.1 Cancer Game;521
13.1.3.4.2;23.3.4.2 Darfur Is Dying;521
13.1.3.4.3;23.3.4.3 Elude;521
13.1.3.5;23.3.5 Player Satisfaction;522
13.1.3.6;23.3.6 Comparison with Heuristics;523
13.1.4;23.4 Discussion;524
13.1.4.1;23.4.1 Review of the Games;525
13.1.4.2;23.4.2 Comparison of Player Views of the Three Games;526
13.1.4.3;23.4.3 Comparison to Published Heuristics;526
13.1.5;23.5 Limitations of the Work;530
13.1.6;23.6 Conclusion;531
13.1.7;References;532
13.2;24 Learning Analytics as an Assessment Tool in Serious Games: A Review of Literature;534
13.2.1;24.1 Introduction;534
13.2.1.1;24.1.1 Purpose of the Study and Research Questions;535
13.2.2;24.2 Method;535
13.2.2.1;24.2.1 Article Selection Criteria;536
13.2.2.2;24.2.2 Analysis;536
13.2.3;24.3 Findings and Discussion;540
13.2.3.1;24.3.1 What Issues Have Researchers Been Investigating on Using Learning Analytics in SG (RQ1)?;540
13.2.3.1.1;24.3.1.1 Student Performance;541
13.2.3.1.2;24.3.1.2 Game Design Strategies;542
13.2.3.1.3;24.3.1.3 Motivation;543
13.2.3.1.4;24.3.1.4 Student Behavior;543
13.2.3.1.5;24.3.1.5 Problem-Solving Strategies;544
13.2.3.1.6;24.3.1.6 Learner Progress Trajectories;545
13.2.3.1.7;24.3.1.7 Student Collaboration;545
13.2.3.2;24.3.2 What Research Evidences Are There in Using Analytics to Support Teaching and Learning Through SG (RQ2)?;545
13.2.3.3;24.3.3 What Techniques Have Been Used to Investigate Analytics in SG (RQ3)?;548
13.2.3.3.1;24.3.3.1 Game Features and Metrics;549
13.2.3.3.2;24.3.3.2 Data Visualization;550
13.2.3.4;24.3.4 What Challenges Have Researchers Identified in Using Analytics for SG (RQ4)?;553
13.2.3.4.1;24.3.4.1 Are There Any Trends Shown in the Review (RQ5)?;555
13.2.4;24.4 Implications and Conclusion;557
13.2.4.1;24.4.1 Implications for Future Research;557
13.2.4.2;24.4.2 Limitations of the Study;558
13.2.5;24.5 Conclusion;558
13.2.6;References;559
14;Part IX Narrative Design;561
14.1;25 Creating Story-Based Serious Games Using a Controlled Natural Language Domain Specific Modeling Language;562
14.1.1;25.1 Introduction;563
14.1.2;25.2 Related Work;565
14.1.3;25.3 Principles of the Language;568
14.1.3.1;25.3.1 Domain-Specific Modeling Language;568
14.1.3.2;25.3.2 Controlled Natural Language;568
14.1.3.3;25.3.3 Flow-Oriented Modeling;568
14.1.3.4;25.3.4 Graphical Language;569
14.1.3.5;25.3.5 Open Narrative;569
14.1.4;25.4 Modeling Concepts;570
14.1.4.1;25.4.1 Modeling Concepts for the Game Narrative;570
14.1.4.1.1;25.4.1.1 Game Moves;570
14.1.4.1.2;25.4.1.2 Bricks;570
14.1.4.1.3;25.4.1.3 Scenarios;571
14.1.4.2;25.4.2 Non-Narrative Modeling Concepts: Annotations;573
14.1.5;25.5 ACE-Based Syntax;576
14.1.5.1;25.5.1 Noun Phrases;577
14.1.5.2;25.5.2 Verb Phrases;578
14.1.5.3;25.5.3 Adjective Phrases;579
14.1.5.4;25.5.4 Special Sentence Structures;579
14.1.6;25.6 Mapping the Syntax to Bricks;580
14.1.7;25.7 Overall Example;581
14.1.8;25.8 Linking Narrative and Pedagogy;582
14.1.9;25.9 Tool Support;584
14.1.9.1;25.9.1 ATTAC-L Editor;589
14.1.9.2;25.9.2 Export Module;589
14.1.9.3;25.9.3 Simulator;590
14.1.10;25.10 Evaluation;593
14.1.11;25.11 Conclusions and Future Work;595
14.1.12;References;596
14.2;26 Immersion and Narrative Design in Educational Games Across Cultures;599
14.2.1;26.1 Introduction;599
14.2.2;26.2 Cross-cultural Games and Education;600
14.2.3;26.3 Narrative Cohesion;602
14.2.3.1;26.3.1 Narrative and Education;605
14.2.3.2;26.3.2 Narrative and Culture;607
14.2.4;26.4 Immersion;608
14.2.5;26.5 The Framework for Immersion and Narrative Design in Educational Games Across Cultures (INDEC);610
14.2.6;26.6 Conclusions and Implications;613
14.2.7;References;613
15;Part X Review and Methodology;616
15.1;27 “I Just Don't Know Where to Begin”: Designing to Facilitate the Educational Use of Commercial, Off-the-Shelf Video Games;617
15.1.1;27.1 Introduction;617
15.1.2;27.2 Literature Review;619
15.1.2.1;27.2.1 Technology in Schools/Curricula;619
15.1.2.2;27.2.2 Limited Aspects of Educational Content;620
15.1.3;27.3 Research Methods and Process;621
15.1.3.1;27.3.1 Research Design;622
15.1.3.2;27.3.2 Preliminary Research;623
15.1.4;27.4 Pilot Testing in the Classroom;625
15.1.4.1;27.4.1 Year One;625
15.1.4.2;27.4.2 Year Two;629
15.1.5;27.5 Development of Scalable Resources;630
15.1.5.1;27.5.1 Framework Design Process;630
15.1.5.1.1;27.5.1.1 Card Deck;631
15.1.5.1.2;27.5.1.2 Mat;633
15.1.5.1.3;27.5.1.3 Online Tool;636
15.1.5.2;27.5.2 Future Possibilities;637
15.1.6;27.6 Reflections and Conclusions;637
15.1.7;References;638
15.2;28 The Role of the Teacher in Game-Based Learning: A Review and Outlook;641
15.2.1;28.1 Introduction;641
15.2.2;28.2 The (Missing?) Role of the Teacher in Game-Based Learning;642
15.2.2.1;28.2.1 The Teacher as Key for Learning to Occur;642
15.2.2.2;28.2.2 Addressing the Role of the Teacher in GBL;644
15.2.2.3;28.2.3 The Marginalized Role of the Teacher in the Design of GBL Applications;645
15.2.2.4;28.2.4 Teacher Education and Professional Development in GBL;646
15.2.3;28.3 Emphasizing Challenges and Reviewing Current Roles of the Teacher in GBL;647
15.2.3.1;28.3.1 Goffman's Frame Analysis to Understand the Implications When Digital Games Are Situated in an Educational Context;648
15.2.3.1.1;28.3.1.1 Study I: “Teacher Roles in Learning Games – When Games Become Situated in Schools” (Magnussen 2007);651
15.2.3.1.2;28.3.1.2 Study II: “Teachers' Many Roles in Game-Based Learning Projects” (Berg Marklund and Alklind Taylor 2015);654
15.2.3.2;28.3.2 Teacher Agency and the Sense of Professional Development;657
15.2.3.2.1;28.3.2.1 Study III: “Facilitating Dialog in the Game-Based Learning Classroom: Teacher Challenges Reconstructing Professional Identity” (Chee et al. 2014);658
15.2.4;28.4 Discussion;661
15.2.4.1;28.4.1 A Culture of Participation – The Teacher as Designer of Playful Frames;661
15.2.4.2;28.4.2 Game Design Thinking and Game Literacy as Part of Teacher Education;662
15.2.5;28.5 Conclusion;662
15.2.6;References;663
15.3;29 Building Context-Aware Gamified Apps by Using Ontologies as Unified Representation and Reasoning-Based Models;667
15.3.1;29.1 Introduction;667
15.3.2;29.2 Background and Related Work;669
15.3.3;29.3 Motivating Scenario;672
15.3.3.1;29.3.1 Scenario Description;672
15.3.3.2;29.3.2 Scenario Analysis and Challenging Requirements;673
15.3.4;29.4 The Global Framework Design;674
15.3.4.1;29.4.1 Separation of Concern Principle;674
15.3.4.2;29.4.2 Gamification and Context Awareness as a Set of Micro-services;675
15.3.4.3;29.4.3 Game Mechanics and Context as a Set of Ontology Modules;678
15.3.4.3.1;29.4.3.1 The Context Ontology;679
15.3.4.3.2;29.4.3.2 The Gamification Ontology;681
15.3.4.3.3;29.4.3.3 Ontology Modules Connections;682
15.3.5;29.5 The Framework's Implementation and Deployment;684
15.3.5.1;29.5.1 Context-Aware Gamified Apps Design and Development Processes;685
15.3.5.2;29.5.2 Proof of Concept: Case Study and Micro-services Prototype;686
15.3.5.2.1;29.5.2.1 The Mobile App Features' Description;687
15.3.5.2.2;29.5.2.2 The Framework's Usability;689
15.3.6;29.6 Conclusion and Future Work;691
15.3.7;References;692