Word Domination: Bringing Together Fun and Education in an Authoring-Based 3D Shooter Game

In this paper, the multiplayer serious game Word Domination is presented. The key aspects of this project are to create one fixed game scenario with strong emphasis on motivational aspects and to combine this with a variable learning content. Therefore, a web based authoring tool has been created that allows for the integration of arbitrary quizzes into the game. This frees teachers from hassling with game design details. At the same time, it offers players the same level of engaging gameplay throughout different learning scenarios by making use of the popularity of 3D shooter games. Apart from the beneficial aspects of in game learning, the game also offers rankings and statistics, which might serve as a motivational aspect on the one hand, and as an evaluation tool for instructors on the other hand. In addition to a description of game mechanisms and the technical background of the game, this paper will present suggestions for application scenarios and further development possibilities. Some player impressions and reactions were gathered in a study at the University of Mannheim and at the Darmstadt GameDays 2013 exhibition, during which the game was played by a broad audience

How fun can a serious game be?

This paper will explore how fun can be and might be designed into serious games for children. Three projects are described and then the tensions around designing for fun and education are unpicked with consideration of the roles of children in the design of these serious games

From game characteristics to effective learning games : evaluation of a component-based quiz game

When developing learning games, emphasis should not only be put on a good integration of the learning content, but also on an engaging game design, in order to create learning tools that both train and motivate. In this paper, we examine the influence of specific game elements to both factors. Therefore, we first analyze models for the characterization of game elements. We then apply an adapted model to the design of a component-based learning game based on a quiz. Various game elements can be added to the game dynamically. This includes, among others, different forms of presentation, challenge, competition and constraints. Using this application we performed a user study to evaluate which game elements are most effective in delivering knowledge as well as in fostering motivation. Results show that a combination of game elements is suited best for influencing both factors positively