From learning design to game design and back; the Cyberdam examplePieter van der Hijden
Presentation by Pieter van der Hijden (pvdh@sofos.nl) of Sofos Consultancy (www.sofos.nl) and Stichting RechtenOnline (www.rechtenonline.nl) at the 39th annual conference of the International Simulation and Gaming Association (ISAGA,, www.isaga.info); Kaunas, Lithuania, 2008.
International Conference on Advances in Computer Entertainment Technology (A...Elios Lab
"Towards a Conversational Agent Architecture to Favor Knowledge Discovery in Serious Games", International Conference on Advances in Computer Entertainment Technology (ACE 2011). Lisbon, Spain. 8-11 November 2011
From learning design to game design and back; the Cyberdam examplePieter van der Hijden
Presentation by Pieter van der Hijden (pvdh@sofos.nl) of Sofos Consultancy (www.sofos.nl) and Stichting RechtenOnline (www.rechtenonline.nl) at the 39th annual conference of the International Simulation and Gaming Association (ISAGA,, www.isaga.info); Kaunas, Lithuania, 2008.
International Conference on Advances in Computer Entertainment Technology (A...Elios Lab
"Towards a Conversational Agent Architecture to Favor Knowledge Discovery in Serious Games", International Conference on Advances in Computer Entertainment Technology (ACE 2011). Lisbon, Spain. 8-11 November 2011
International Workshop on Serious Games Development and ApplicationsElios Lab
"Designing a technological framework for serious gaming on interactive TV", in Proceedings of International Workshop on Serious Games Development and Applications. University of Derby, Kedleston Road, Derby, UK. July 2010.
"LodeStar: a mobile device to enhance visually impaired people experience of cultural and naturalistic places", in Proceedings of Re-Thinking Technology in Museums. University of Limerick, Ireland. May 2011.
In these presentation you can see the activities of the printing office Schaubroeck. You can also see the yearresults of 2006 until 2008.
Finally there is a general conclusion about the yearresults.
International Workshop on Serious Games Development and ApplicationsElios Lab
"Designing a PathFinding Algorithm to Enable Dynamic RTS Serious Games", in Proceedings of International Workshop on Serious Games Development and Applications. University of Derby, Kedleston Road, Derby, UK. July 2010.
Tcea 2014 Video Game Design for New TEKSMike Ploor
Presented by at TCEA 2014 conference. Details why video game design classes are important, simple software tools, integrated industry certifications and flipped classroom model.
Learn about 3DHive - a game based learning creation tool that allows anyone to build games and gamelets for learning and training. It is used in schools and enterprises for a variety of subjects.
International Workshop on Serious Games Development and ApplicationsElios Lab
"Designing a technological framework for serious gaming on interactive TV", in Proceedings of International Workshop on Serious Games Development and Applications. University of Derby, Kedleston Road, Derby, UK. July 2010.
"LodeStar: a mobile device to enhance visually impaired people experience of cultural and naturalistic places", in Proceedings of Re-Thinking Technology in Museums. University of Limerick, Ireland. May 2011.
In these presentation you can see the activities of the printing office Schaubroeck. You can also see the yearresults of 2006 until 2008.
Finally there is a general conclusion about the yearresults.
International Workshop on Serious Games Development and ApplicationsElios Lab
"Designing a PathFinding Algorithm to Enable Dynamic RTS Serious Games", in Proceedings of International Workshop on Serious Games Development and Applications. University of Derby, Kedleston Road, Derby, UK. July 2010.
Tcea 2014 Video Game Design for New TEKSMike Ploor
Presented by at TCEA 2014 conference. Details why video game design classes are important, simple software tools, integrated industry certifications and flipped classroom model.
Learn about 3DHive - a game based learning creation tool that allows anyone to build games and gamelets for learning and training. It is used in schools and enterprises for a variety of subjects.
Designing, Using and Evaluating Educational Games: Challenges, Some Solution...nalinksharda
Educational games can use storytelling as the underlying model for designing their content and narrative to enhance learning outcomes.
We need to evaluate their efficacy to maximise the user benefits. However, the field of user experience (UX) evaluation is full of challenges in itself; and evaluating the UX for digital educational games adds many other complexities. This paper presents various aspects involved in developing digital educational games and in evaluating the user experience derived from these.
Felder Silverman learning style mode is presented to incorporate it into educational games and cater for a range of learners. A story design model called Movement Oriented Design (MOD) is presented to guide the process of creating effective educational narratives.
A User Experience Research (UXeR) meta-model is presented as the pathway to advance research in this multidisciplinary field.
Online Learning Management System and Analytics using Deep LearningDr. Amarjeet Singh
During this pandemic we have seen rise in popularity of online learning platforms. In this paper, we are going to discuss E-Learning using analytics and deep learning focusing on mainly four objectives which are login systems for teachers and students, Gamification to engage learners, AR contents to increase the involvement of learners and learning analytics to develop competency. We will use Data Mining and Buisness Intelligence to extract high level knowledge from the raw data of students. To predict engagement of students we have used several ML algorithms. This study provides an introduction to the technology of AR and E-Learning systems. The main focus of this paper is to use research on augmented reality and integrate it with Buisness Intelligence and Data Mining(DM).
Engaging student till the end of the course became really difficult for traditional E-Learning Platform. Therefore, Gamification in E-learning is good way to solve this problem.
Amazing Makeover Health Edition: Role-Playing for Behavior ChangeAndy Petroski
Do you schedule regular wellness visits with your doctor? If you don’t, could a game or simulation motivate you to change your behavior? The Center for Advanced Entertainment & Learning Technologies (CAELT) at Harrisburg University has created a game, in partnership with a regional health insurer, with the hopes of doing just that. The mobile role-playing game does not coach the subscriber directly. Instead, the player’s goal is to coach a virtual team to improve their health. We’ll discuss the approach to the game, demo the user experience and discuss any available game play data.
This presentation was given at the 2013 Immersive Learning Conference in San Antonio, TX on January 17, 2013.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptx
CIG 2009
1. A Task Annotation Model for SandBox Serious Games F. Bellotti, R. Berta, A. De Gloria, L. Primavera ELIOS Lab DIBE – University of Genoa Elios Lab - UniGe
Games have been used in the history of human culture as a powerful medium to provide educational contents. Today videogames have improved the game experience with immersive virtual environment and impressive 3D graphics simulation of the reality. Serious Games (SG) are the attempt of research community to exploit videogame’s features to support acquisition of knowledge and skills. In a typical SG, the pedagogical objectives are not directly apparent. They have to remain in the background of the story, leaving entertainment in prominence. The idea is to provide an edutainment (education + entertainment) experience through play, which is a powerful mediator for learning Using a constructivist pedagogical approach SGs intend to promote an active engagement of the player (“learning by doing”), in particular among young people (digital natives), and to allow the knowledge construction by situating the learner in concrete virtual experiences.
The challenge for the SG research is to produce methods and practices to effectively embed learning aspects in the game mechanics in a seamless way, leaving entertainment in prominence. To this end, it is important to investigate how to exploit the appeal of VideoGames (VGs) to favor/induce learning also in an audience which is not purposely learning. Achieving this goal is not only a matter of contents, since simply “superimposed” educational contents risk to be perceived as boring stuff. We believe, instead, that the game should feature knowledge/skill acquisition mechanisms that are smoothly embedded in a meaningful, homogeneous and compelling whole. In order to investigate and validate this concept it is important also to realize a user evaluation phase is to understand whether the knowledge components inserted in SG are accepted by the users and do not compromise the highly pleasant and compelling experience that is usually perceived by users playing with commercial VGs. However, there is no yet agreement for a standard player enjoyment model yet.
The challenge for the SG research is to produce methods and practices to effectively embed learning aspects in the game mechanics in a seamless way, leaving entertainment in prominence. To this end, it is important to investigate how to exploit the appeal of VideoGames (VGs) to favor/induce learning also in an audience which is not purposely learning. Achieving this goal is not only a matter of contents, since simply “superimposed” educational contents risk to be perceived as boring stuff. We believe, instead, that the game should feature knowledge/skill acquisition mechanisms that are smoothly embedded in a meaningful, homogeneous and compelling whole. In order to investigate and validate this concept it is important also to realize a user evaluation phase is to understand whether the knowledge components inserted in SG are accepted by the users and do not compromise the highly pleasant and compelling experience that is usually perceived by users playing with commercial VGs. However, there is no yet agreement for a standard player enjoyment model yet.
The challenge for the SG research is to produce methods and practices to effectively embed learning aspects in the game mechanics in a seamless way, leaving entertainment in prominence. To this end, it is important to investigate how to exploit the appeal of VideoGames (VGs) to favor/induce learning also in an audience which is not purposely learning. Achieving this goal is not only a matter of contents, since simply “superimposed” educational contents risk to be perceived as boring stuff. We believe, instead, that the game should feature knowledge/skill acquisition mechanisms that are smoothly embedded in a meaningful, homogeneous and compelling whole. In order to investigate and validate this concept it is important also to realize a user evaluation phase is to understand whether the knowledge components inserted in SG are accepted by the users and do not compromise the highly pleasant and compelling experience that is usually perceived by users playing with commercial VGs. However, there is no yet agreement for a standard player enjoyment model yet.
The challenge for the SG research is to produce methods and practices to effectively embed learning aspects in the game mechanics in a seamless way, leaving entertainment in prominence. To this end, it is important to investigate how to exploit the appeal of VideoGames (VGs) to favor/induce learning also in an audience which is not purposely learning. Achieving this goal is not only a matter of contents, since simply “superimposed” educational contents risk to be perceived as boring stuff. We believe, instead, that the game should feature knowledge/skill acquisition mechanisms that are smoothly embedded in a meaningful, homogeneous and compelling whole. In order to investigate and validate this concept it is important also to realize a user evaluation phase is to understand whether the knowledge components inserted in SG are accepted by the users and do not compromise the highly pleasant and compelling experience that is usually perceived by users playing with commercial VGs. However, there is no yet agreement for a standard player enjoyment model yet.
The challenge for the SG research is to produce methods and practices to effectively embed learning aspects in the game mechanics in a seamless way, leaving entertainment in prominence. To this end, it is important to investigate how to exploit the appeal of VideoGames (VGs) to favor/induce learning also in an audience which is not purposely learning. Achieving this goal is not only a matter of contents, since simply “superimposed” educational contents risk to be perceived as boring stuff. We believe, instead, that the game should feature knowledge/skill acquisition mechanisms that are smoothly embedded in a meaningful, homogeneous and compelling whole. In order to investigate and validate this concept it is important also to realize a user evaluation phase is to understand whether the knowledge components inserted in SG are accepted by the users and do not compromise the highly pleasant and compelling experience that is usually perceived by users playing with commercial VGs. However, there is no yet agreement for a standard player enjoyment model yet.
The challenge for the SG research is to produce methods and practices to effectively embed learning aspects in the game mechanics in a seamless way, leaving entertainment in prominence. To this end, it is important to investigate how to exploit the appeal of VideoGames (VGs) to favor/induce learning also in an audience which is not purposely learning. Achieving this goal is not only a matter of contents, since simply “superimposed” educational contents risk to be perceived as boring stuff. We believe, instead, that the game should feature knowledge/skill acquisition mechanisms that are smoothly embedded in a meaningful, homogeneous and compelling whole. In order to investigate and validate this concept it is important also to realize a user evaluation phase is to understand whether the knowledge components inserted in SG are accepted by the users and do not compromise the highly pleasant and compelling experience that is usually perceived by users playing with commercial VGs. However, there is no yet agreement for a standard player enjoyment model yet.
The challenge for the SG research is to produce methods and practices to effectively embed learning aspects in the game mechanics in a seamless way, leaving entertainment in prominence. To this end, it is important to investigate how to exploit the appeal of VideoGames (VGs) to favor/induce learning also in an audience which is not purposely learning. Achieving this goal is not only a matter of contents, since simply “superimposed” educational contents risk to be perceived as boring stuff. We believe, instead, that the game should feature knowledge/skill acquisition mechanisms that are smoothly embedded in a meaningful, homogeneous and compelling whole. In order to investigate and validate this concept it is important also to realize a user evaluation phase is to understand whether the knowledge components inserted in SG are accepted by the users and do not compromise the highly pleasant and compelling experience that is usually perceived by users playing with commercial VGs. However, there is no yet agreement for a standard player enjoyment model yet.
The challenge for the SG research is to produce methods and practices to effectively embed learning aspects in the game mechanics in a seamless way, leaving entertainment in prominence. To this end, it is important to investigate how to exploit the appeal of VideoGames (VGs) to favor/induce learning also in an audience which is not purposely learning. Achieving this goal is not only a matter of contents, since simply “superimposed” educational contents risk to be perceived as boring stuff. We believe, instead, that the game should feature knowledge/skill acquisition mechanisms that are smoothly embedded in a meaningful, homogeneous and compelling whole. In order to investigate and validate this concept it is important also to realize a user evaluation phase is to understand whether the knowledge components inserted in SG are accepted by the users and do not compromise the highly pleasant and compelling experience that is usually perceived by users playing with commercial VGs. However, there is no yet agreement for a standard player enjoyment model yet.
The challenge for the SG research is to produce methods and practices to effectively embed learning aspects in the game mechanics in a seamless way, leaving entertainment in prominence. To this end, it is important to investigate how to exploit the appeal of VideoGames (VGs) to favor/induce learning also in an audience which is not purposely learning. Achieving this goal is not only a matter of contents, since simply “superimposed” educational contents risk to be perceived as boring stuff. We believe, instead, that the game should feature knowledge/skill acquisition mechanisms that are smoothly embedded in a meaningful, homogeneous and compelling whole. In order to investigate and validate this concept it is important also to realize a user evaluation phase is to understand whether the knowledge components inserted in SG are accepted by the users and do not compromise the highly pleasant and compelling experience that is usually perceived by users playing with commercial VGs. However, there is no yet agreement for a standard player enjoyment model yet.
The challenge for the SG research is to produce methods and practices to effectively embed learning aspects in the game mechanics in a seamless way, leaving entertainment in prominence. To this end, it is important to investigate how to exploit the appeal of VideoGames (VGs) to favor/induce learning also in an audience which is not purposely learning. Achieving this goal is not only a matter of contents, since simply “superimposed” educational contents risk to be perceived as boring stuff. We believe, instead, that the game should feature knowledge/skill acquisition mechanisms that are smoothly embedded in a meaningful, homogeneous and compelling whole. In order to investigate and validate this concept it is important also to realize a user evaluation phase is to understand whether the knowledge components inserted in SG are accepted by the users and do not compromise the highly pleasant and compelling experience that is usually perceived by users playing with commercial VGs. However, there is no yet agreement for a standard player enjoyment model yet.
The challenge for the SG research is to produce methods and practices to effectively embed learning aspects in the game mechanics in a seamless way, leaving entertainment in prominence. To this end, it is important to investigate how to exploit the appeal of VideoGames (VGs) to favor/induce learning also in an audience which is not purposely learning. Achieving this goal is not only a matter of contents, since simply “superimposed” educational contents risk to be perceived as boring stuff. We believe, instead, that the game should feature knowledge/skill acquisition mechanisms that are smoothly embedded in a meaningful, homogeneous and compelling whole. In order to investigate and validate this concept it is important also to realize a user evaluation phase is to understand whether the knowledge components inserted in SG are accepted by the users and do not compromise the highly pleasant and compelling experience that is usually perceived by users playing with commercial VGs. However, there is no yet agreement for a standard player enjoyment model yet.
The challenge for the SG research is to produce methods and practices to effectively embed learning aspects in the game mechanics in a seamless way, leaving entertainment in prominence. To this end, it is important to investigate how to exploit the appeal of VideoGames (VGs) to favor/induce learning also in an audience which is not purposely learning. Achieving this goal is not only a matter of contents, since simply “superimposed” educational contents risk to be perceived as boring stuff. We believe, instead, that the game should feature knowledge/skill acquisition mechanisms that are smoothly embedded in a meaningful, homogeneous and compelling whole. In order to investigate and validate this concept it is important also to realize a user evaluation phase is to understand whether the knowledge components inserted in SG are accepted by the users and do not compromise the highly pleasant and compelling experience that is usually perceived by users playing with commercial VGs. However, there is no yet agreement for a standard player enjoyment model yet.
The challenge for the SG research is to produce methods and practices to effectively embed learning aspects in the game mechanics in a seamless way, leaving entertainment in prominence. To this end, it is important to investigate how to exploit the appeal of VideoGames (VGs) to favor/induce learning also in an audience which is not purposely learning. Achieving this goal is not only a matter of contents, since simply “superimposed” educational contents risk to be perceived as boring stuff. We believe, instead, that the game should feature knowledge/skill acquisition mechanisms that are smoothly embedded in a meaningful, homogeneous and compelling whole. In order to investigate and validate this concept it is important also to realize a user evaluation phase is to understand whether the knowledge components inserted in SG are accepted by the users and do not compromise the highly pleasant and compelling experience that is usually perceived by users playing with commercial VGs. However, there is no yet agreement for a standard player enjoyment model yet.
The challenge for the SG research is to produce methods and practices to effectively embed learning aspects in the game mechanics in a seamless way, leaving entertainment in prominence. To this end, it is important to investigate how to exploit the appeal of VideoGames (VGs) to favor/induce learning also in an audience which is not purposely learning. Achieving this goal is not only a matter of contents, since simply “superimposed” educational contents risk to be perceived as boring stuff. We believe, instead, that the game should feature knowledge/skill acquisition mechanisms that are smoothly embedded in a meaningful, homogeneous and compelling whole. In order to investigate and validate this concept it is important also to realize a user evaluation phase is to understand whether the knowledge components inserted in SG are accepted by the users and do not compromise the highly pleasant and compelling experience that is usually perceived by users playing with commercial VGs. However, there is no yet agreement for a standard player enjoyment model yet.
The challenge for the SG research is to produce methods and practices to effectively embed learning aspects in the game mechanics in a seamless way, leaving entertainment in prominence. To this end, it is important to investigate how to exploit the appeal of VideoGames (VGs) to favor/induce learning also in an audience which is not purposely learning. Achieving this goal is not only a matter of contents, since simply “superimposed” educational contents risk to be perceived as boring stuff. We believe, instead, that the game should feature knowledge/skill acquisition mechanisms that are smoothly embedded in a meaningful, homogeneous and compelling whole. In order to investigate and validate this concept it is important also to realize a user evaluation phase is to understand whether the knowledge components inserted in SG are accepted by the users and do not compromise the highly pleasant and compelling experience that is usually perceived by users playing with commercial VGs. However, there is no yet agreement for a standard player enjoyment model yet.
The challenge for the SG research is to produce methods and practices to effectively embed learning aspects in the game mechanics in a seamless way, leaving entertainment in prominence. To this end, it is important to investigate how to exploit the appeal of VideoGames (VGs) to favor/induce learning also in an audience which is not purposely learning. Achieving this goal is not only a matter of contents, since simply “superimposed” educational contents risk to be perceived as boring stuff. We believe, instead, that the game should feature knowledge/skill acquisition mechanisms that are smoothly embedded in a meaningful, homogeneous and compelling whole. In order to investigate and validate this concept it is important also to realize a user evaluation phase is to understand whether the knowledge components inserted in SG are accepted by the users and do not compromise the highly pleasant and compelling experience that is usually perceived by users playing with commercial VGs. However, there is no yet agreement for a standard player enjoyment model yet.
The challenge for the SG research is to produce methods and practices to effectively embed learning aspects in the game mechanics in a seamless way, leaving entertainment in prominence. To this end, it is important to investigate how to exploit the appeal of VideoGames (VGs) to favor/induce learning also in an audience which is not purposely learning. Achieving this goal is not only a matter of contents, since simply “superimposed” educational contents risk to be perceived as boring stuff. We believe, instead, that the game should feature knowledge/skill acquisition mechanisms that are smoothly embedded in a meaningful, homogeneous and compelling whole. In order to investigate and validate this concept it is important also to realize a user evaluation phase is to understand whether the knowledge components inserted in SG are accepted by the users and do not compromise the highly pleasant and compelling experience that is usually perceived by users playing with commercial VGs. However, there is no yet agreement for a standard player enjoyment model yet.
The challenge for the SG research is to produce methods and practices to effectively embed learning aspects in the game mechanics in a seamless way, leaving entertainment in prominence. To this end, it is important to investigate how to exploit the appeal of VideoGames (VGs) to favor/induce learning also in an audience which is not purposely learning. Achieving this goal is not only a matter of contents, since simply “superimposed” educational contents risk to be perceived as boring stuff. We believe, instead, that the game should feature knowledge/skill acquisition mechanisms that are smoothly embedded in a meaningful, homogeneous and compelling whole. In order to investigate and validate this concept it is important also to realize a user evaluation phase is to understand whether the knowledge components inserted in SG are accepted by the users and do not compromise the highly pleasant and compelling experience that is usually perceived by users playing with commercial VGs. However, there is no yet agreement for a standard player enjoyment model yet.
The challenge for the SG research is to produce methods and practices to effectively embed learning aspects in the game mechanics in a seamless way, leaving entertainment in prominence. To this end, it is important to investigate how to exploit the appeal of VideoGames (VGs) to favor/induce learning also in an audience which is not purposely learning. Achieving this goal is not only a matter of contents, since simply “superimposed” educational contents risk to be perceived as boring stuff. We believe, instead, that the game should feature knowledge/skill acquisition mechanisms that are smoothly embedded in a meaningful, homogeneous and compelling whole. In order to investigate and validate this concept it is important also to realize a user evaluation phase is to understand whether the knowledge components inserted in SG are accepted by the users and do not compromise the highly pleasant and compelling experience that is usually perceived by users playing with commercial VGs. However, there is no yet agreement for a standard player enjoyment model yet.
The challenge for the SG research is to produce methods and practices to effectively embed learning aspects in the game mechanics in a seamless way, leaving entertainment in prominence. To this end, it is important to investigate how to exploit the appeal of VideoGames (VGs) to favor/induce learning also in an audience which is not purposely learning. Achieving this goal is not only a matter of contents, since simply “superimposed” educational contents risk to be perceived as boring stuff. We believe, instead, that the game should feature knowledge/skill acquisition mechanisms that are smoothly embedded in a meaningful, homogeneous and compelling whole. In order to investigate and validate this concept it is important also to realize a user evaluation phase is to understand whether the knowledge components inserted in SG are accepted by the users and do not compromise the highly pleasant and compelling experience that is usually perceived by users playing with commercial VGs. However, there is no yet agreement for a standard player enjoyment model yet.
The challenge for the SG research is to produce methods and practices to effectively embed learning aspects in the game mechanics in a seamless way, leaving entertainment in prominence. To this end, it is important to investigate how to exploit the appeal of VideoGames (VGs) to favor/induce learning also in an audience which is not purposely learning. Achieving this goal is not only a matter of contents, since simply “superimposed” educational contents risk to be perceived as boring stuff. We believe, instead, that the game should feature knowledge/skill acquisition mechanisms that are smoothly embedded in a meaningful, homogeneous and compelling whole. In order to investigate and validate this concept it is important also to realize a user evaluation phase is to understand whether the knowledge components inserted in SG are accepted by the users and do not compromise the highly pleasant and compelling experience that is usually perceived by users playing with commercial VGs. However, there is no yet agreement for a standard player enjoyment model yet.
The challenge for the SG research is to produce methods and practices to effectively embed learning aspects in the game mechanics in a seamless way, leaving entertainment in prominence. To this end, it is important to investigate how to exploit the appeal of VideoGames (VGs) to favor/induce learning also in an audience which is not purposely learning. Achieving this goal is not only a matter of contents, since simply “superimposed” educational contents risk to be perceived as boring stuff. We believe, instead, that the game should feature knowledge/skill acquisition mechanisms that are smoothly embedded in a meaningful, homogeneous and compelling whole. In order to investigate and validate this concept it is important also to realize a user evaluation phase is to understand whether the knowledge components inserted in SG are accepted by the users and do not compromise the highly pleasant and compelling experience that is usually perceived by users playing with commercial VGs. However, there is no yet agreement for a standard player enjoyment model yet.
The challenge for the SG research is to produce methods and practices to effectively embed learning aspects in the game mechanics in a seamless way, leaving entertainment in prominence. To this end, it is important to investigate how to exploit the appeal of VideoGames (VGs) to favor/induce learning also in an audience which is not purposely learning. Achieving this goal is not only a matter of contents, since simply “superimposed” educational contents risk to be perceived as boring stuff. We believe, instead, that the game should feature knowledge/skill acquisition mechanisms that are smoothly embedded in a meaningful, homogeneous and compelling whole. In order to investigate and validate this concept it is important also to realize a user evaluation phase is to understand whether the knowledge components inserted in SG are accepted by the users and do not compromise the highly pleasant and compelling experience that is usually perceived by users playing with commercial VGs. However, there is no yet agreement for a standard player enjoyment model yet.
The challenge for the SG research is to produce methods and practices to effectively embed learning aspects in the game mechanics in a seamless way, leaving entertainment in prominence. To this end, it is important to investigate how to exploit the appeal of VideoGames (VGs) to favor/induce learning also in an audience which is not purposely learning. Achieving this goal is not only a matter of contents, since simply “superimposed” educational contents risk to be perceived as boring stuff. We believe, instead, that the game should feature knowledge/skill acquisition mechanisms that are smoothly embedded in a meaningful, homogeneous and compelling whole. In order to investigate and validate this concept it is important also to realize a user evaluation phase is to understand whether the knowledge components inserted in SG are accepted by the users and do not compromise the highly pleasant and compelling experience that is usually perceived by users playing with commercial VGs. However, there is no yet agreement for a standard player enjoyment model yet.
The challenge for the SG research is to produce methods and practices to effectively embed learning aspects in the game mechanics in a seamless way, leaving entertainment in prominence. To this end, it is important to investigate how to exploit the appeal of VideoGames (VGs) to favor/induce learning also in an audience which is not purposely learning. Achieving this goal is not only a matter of contents, since simply “superimposed” educational contents risk to be perceived as boring stuff. We believe, instead, that the game should feature knowledge/skill acquisition mechanisms that are smoothly embedded in a meaningful, homogeneous and compelling whole. In order to investigate and validate this concept it is important also to realize a user evaluation phase is to understand whether the knowledge components inserted in SG are accepted by the users and do not compromise the highly pleasant and compelling experience that is usually perceived by users playing with commercial VGs. However, there is no yet agreement for a standard player enjoyment model yet.
The challenge for the SG research is to produce methods and practices to effectively embed learning aspects in the game mechanics in a seamless way, leaving entertainment in prominence. To this end, it is important to investigate how to exploit the appeal of VideoGames (VGs) to favor/induce learning also in an audience which is not purposely learning. Achieving this goal is not only a matter of contents, since simply “superimposed” educational contents risk to be perceived as boring stuff. We believe, instead, that the game should feature knowledge/skill acquisition mechanisms that are smoothly embedded in a meaningful, homogeneous and compelling whole. In order to investigate and validate this concept it is important also to realize a user evaluation phase is to understand whether the knowledge components inserted in SG are accepted by the users and do not compromise the highly pleasant and compelling experience that is usually perceived by users playing with commercial VGs. However, there is no yet agreement for a standard player enjoyment model yet.
![Summary ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Serious Games](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)