A THEORETICAL FRAMEWORK FOR SERIOUS GAME DESIGN: EXPLORING PEDAGOGY, PLAY AND FIDELITY AND THEIR IMPLICATIONS FOR THE DESIGN PROCESS

Rooney, P. (2012). A Theoretical Framework for Serious Game Design: Exploring Pedagogy, Play and Fidelity and their Implications for the Design Process. International Journal of Game-Based Learning (IJGBL), 2(4), 41-60. doi:10.4018/ijgbl.2012100103 This study explores a framework in serious games design called a triadic theoretical framework. Rooney (2012) provides theories that support this framework and tries to […]

EDUCATIONAL GAME DESIGN FOR ONLINE EDUCATION

Moreno-Ger, P., Burgos, D., Martínez-Ortiz, I., Sierra, J. L., & Fernández-Manjón, B. (2008). Educational game design for online education. Computers in Human Behavior, 24(6), 2530-2540. https://doi.org/10.1016/j.chb.2008.03.012 This article analyses some requirements in designing educational games to be used in online courses. In the beginning, the authors provide some different approaches related to the design of educational games […]

SERIOUS GAMES FOR THE CLASSROOM : A CASE STUDY OF DESIGNING AND DEVELOPING A MASSIVE MULTIPLAYER ONLINE GAME

Wilson, S., & Williams, L. (2010). Serious Games for the Classroom : A Case Study of Designing and Developing a Massive Multiplayer Online Game. In Van Eck, R. (Ed.), Interdisciplinary Models and Tools for Serious Games: Emerging Concepts and Future Directions (pp. 264-288). IGI Global. doi:10.4018/978-1-61520-719-0.ch011 This article presents a case study of project design and development […]

ASSESSMENT INTEGRATION IN SERIOUS GAMES

Hainey, T., Connolly, T. M., Chaudy, Y., Boyle, E., Beeby, R., & Soflano, M. (2015). Assessment Integration in Serious Games. In Management Association, I. (Ed.), Gamification: Concepts, Methodologies, Tools, and Applications (pp. 515-540). IGI Global. doi:10.4018/978-1-4666-8200-9.ch025 This study focuses on addressing issues related to incorporating assessment in serious games. These issues are mainly about the type of […]

21ST CENTURY LEARNING: THE ROLE OF SERIOUS GAMES

Trespalacios, J. H., & Chamberlin, B. (2012). 21st century learning: The role of serious games. In Handbook of research on serious games as educational, business and research tools (pp. 782-799). IGI Global. doi: 10.4018/978-1-4666-0149-9.ch040 Traspalacios and Chamberlin (2012)’s article discusses what can be done by serious games in 21st-century learning. In this article, the main aim expressed […]

SERIOUS GAME‐BASED AND NONGAME‐BASED ONLINE COURSES: LEARNING EXPERIENCES AND OUTCOMES

Hess, T., & Gunter, G. (2013). Serious game‐based and nongame‐based online courses: Learning experiences and outcomes. British Journal of Educational Technology, 44(3), 372-385. doi:10.1111/bjet.12024 This study compares serious game-based and non-game-based online course in terms of their ability in improving students’ learning performances and motivation. In this study, 92 students participate who come from an American history […]

SERIOUS GAMES AS A MALLEABLE LEARNING MEDIUM: THE EFFECTS OF NARRATIVE, GAMEPLAY, AND MAKING ON STUDENTS’ PERFORMANCE AND ATTITUDES

Garneli, V., Giannakos, M., & Chorianopoulos, K. (2017). Serious games as a malleable learning medium: The effects of narrative, gameplay, and making on students’ performance and attitudes. British Journal of Educational Technology, 48(3), 842-859. https://doi.org/10.1111/bjet.12455 This study is intended to assess whether or not there are effects of serious game features which are narrative and making (modifying) […]

THE IMPACT OF A SERIOUS GAME ON VOCABULARY AND CONTENT LEARNING

Chen, H. J. H., & Hsu, H. L. (2019). The impact of a serious game on vocabulary and content learning. Computer Assisted Language Learning, 1-22. doi:10.1080/09588221.2019.1593197 Chen and Hsu (2019)’s study aims to measure the effect of a serious game in English vocabulary and content acquisition. The participants of this study are non-English students from a […]