A serious games platform for cognitive rehabilitation with preliminary evaluation

In recent years Serious Games have evolved substantially, solving problems in diverse areas. In particular, in Cognitive Rehabilitation, Serious Games assume a relevant role. Traditional cognitive therapies are often considered repetitive and discouraging for patients and Serious Games can be used to create more dynamic rehabilitation processes, holding patients' attention throughout the process and motivating them during their road to recovery. This paper reviews Serious Games and user interfaces in rehabilitation area and details a Serious Games platform for Cognitive Rehabilitation that includes a set of features such as: natural and multimodal user interfaces and social features (competition, collaboration, and handicapping) which can contribute to augment the motivation of patients during the rehabilitation process. The web platform was tested with healthy subjects. Results of this preliminary evaluation show the motivation and the interest of the participants by playing the games.- This work has been supported by FCT - Fundacao para a Ciencia e Tecnologia in the scope of the projects: PEst-UID/CEC/00319/2015 and PEst-UID/CEC/00027/2015. The authors would like to thank also all the volunteers that participated in the study

Multiplayer mechanism design for soil tillage serious game

The primary goal of Serious Games is not only for fun but also for lesson. In learning the first stage of soil tillage which using the mouldboard plow, a proper understanding is needed so that the soil tillage process will follow the needs of plant growth. The use of serious games as a study instrument for soil tillage is under the concept of digital game-based learning (DGBL). The problem of players when playing serious games is less motivated to play because the serious game system and scenario are less challenging. That challenges accelerate the shape of knowledge and experience when playing the games (user experience). By referring to the Learning Mechanics Gaming Mechanics (LM-GM) model, which is based on multiplayer in serious games, hopefully the learning process of land management using the mouldboard plow can be optimized. This process can increase learning motivation and elevate the user experience. This research results a design concept of a learning mechanism and a game mechanism for a serious multiplayer game of soil tillage with a mouldboard plow. There are three types of learning mechanisms in conceptual and concrete components, also six types of game mechanisms that can be used as a reference for the formation of multiplayer serious games and the increase player motivation

A case study of augmented reality serious games

The study introduced in this paper examines some of the issues involved in the design and implementation of serious games that make use of tangible AR environments. Our motivation is to understand how augmented reality serious games (ARSG) can be applied to some very difficult problems in the real gaming world. Emphasis is given on the interface and the interactions between the players and the serious games themselves. In particular, two case studies are presented, ARPuzzle and ARBreakout. Results from both case studies indicate that AR gaming has the potential of revolutionizing the way that current games are played and used as well as that it can help educate players while playing

Cooperative Vs Competitive Goals In Educational Video Games

The concept of serious games, or using games and gaming technologies for purposes other than purely entertainment, became popularized with the creation of the Serious Games Initiative in 2002 and has continued to grow. While this trend may appear new, the use of games for learning has a rich history and the idea of using a game as a learning platform is an established concept that had has withstood the test of time. Research in this area must move from if games can teach, to how do we improve games that do. Proponents of serious games suggest that they should improve motivation, time on task, motivation to learn, and a litany of other benefits based primarily on the thought that what works in an entertainment game will work in a learning game. Unfortunately, this might not always be the case. For example, a commonly held misconception in learning games is that competition will motivate learner to succeed, as it motivates players of an entertainment game to continue to play. This is, however, not well supported by the learning science literature. Cooperative goal structures commonly lead to increased motivation to learn as well as improved learning outcomes when compared to competition. This research seeks to provide a framework to view games for learning and more specifically explore the structure of challenge in the context of cooperative and competitive goal structures, as well as explore the use of the word game and how it could possibly modify the expectations of the learner

Educational games as a motivational tool: Considerations on their potential and limitations

There is considerable interest in leveraging video games to support students’ motivation. This involves employment of educational (serious) and entertainment games. However, while evidence indicates that games can enhance learning outcomes, doubts persist about whether they retain their enjoyable character in formal learning contexts. This study was carried out within the H2020 Gaming Horizons project, which involved a review of academic literature on the role of games in society, as well as 73 semi-structured interviews with relevant stakeholders, including players and educators, investigating their positions on game-related issues. The interviews suggested that players tend to view game-based learning – and specifically serious games at school – with scepticism. This is partly attributable to the perception that serious games have lower production values than entertainment games, and that gaming, as a voluntary, self-driven activity, clashes with the structured nature of school. Some educators reported individual and gender differences in the motivating power of games. However, the use of entertainment games to foster learning outcomes was seen favourably. Two focus groups devoted to the issue highlighted the need for carefully tailoring the gaming experience to both context and student, and the importance of developing a sustainable business model for enhancing serious games quality

Serious Games Integrated Framework: Keep Them in the Flow

Serious games aim to improve the learner experience, allowing them to build knowledge and skills using untraditional learning tools. Supply chain management (SCM) and similar complex fields are promising areas for the adoption of such technology. Complex interrelated concepts and the difficulties faced by the student in understanding and managing the complete image of the field prompts teachers to search for alternative learning tools. This paper proposes an integrated simulation-based serious games framework and describes an implemented serious game called AuSuM (AUtomobile SUpply chain Management). The framework explains the required components and the relationships between them in order to improve engagement and motivation for students in the classroom. This framework was tested through the implemented game, and piloted in real classrooms where it demonstrated improvement in students’ engagement, motivation and knowledge development

Heuristic Evaluation for Serious Immersive Games and M-instruction

© Springer International Publishing Switzerland 2016. Two fast growing areas for technology-enhanced learning are serious games and mobile instruction (M-instruction or M-Learning). Serious games are ones that are meant to be more than just entertainment. They have a serious use to educate or promote other types of activity. Immersive Games frequently involve many players interacting in a shared rich and complex-perhaps web-based-mixed reality world, where their circumstances will be multi and varied. Their reality may be augmented and often self-composed, as in a user-defined avatar in a virtual world. M-instruction and M-Learning is learning on the move; much of modern computer use is via smart devices, pads, and laptops. People use these devices all over the place and thus it is a natural extension to want to use these devices where they are to learn. This presents a problem if we wish to evaluate the effectiveness of the pedagogic media they are using. We have no way of knowing their situation, circumstance, education background and motivation, or potentially of the customisation of the final software they are using. Getting to the end user itself may also be problematic; these are learning environments that people will dip into at opportune moments. If access to the end user is hard because of location and user self-personalisation, then one solution is to look at the software before it goes out. Heuristic Evaluation allows us to get User Interface (UI) and User Experience (UX) experts to reflect on the software before it is deployed. The effective use of heuristic evaluation with pedagogical software [1] is extended here, with existing Heuristics Evaluation Methods that make the technique applicable to Serious Immersive Games and mobile instruction (M-instruction). We also consider how existing Heuristic Methods may be adopted. The result represents a new way of making this methodology applicable to this new developing area of learning technology