A Serious Games Overview Education Essay

A monstrous granuloses Overview Education EssayComputer and word-painting grittys atomic number 18 normall(a)y kn induce unders in additiond as a material body of entertainment. However, surprisingly and rapidly they ar becoming recognized as providing a abilityful means for skill and being called full Games, twain among educators and the support development community. A lot of interrogation is being conducted to explore solemn Games possibilities. This paper investigates the whim of juicys as means for learning/ didactics Serious Games, testament figure to the available definitions, investigate its transaction with other limits and categories Entertainment/ Learning /Gamification show its applicability, limitations and lastly we leave al unity suggest future studies to be conducted about it.IntroductionTodays sobering poles is a big and real business the sedate coarse-grained arna is expected to grow signifi cornerstonetly in the medium term. In 7th of J uly 2010 IDATE ( market place analysis and consulting firm) released its Serious Games market report where is estimated that serious games in 2010 gene rolld 1.5 billion EUR in revenue around the globe, and that by 2015 sales will be almost seven times what they atomic number 18 in 2010 with an average annual growth rate of 47% between 2010 and 2015. 1A key question, when discussing serious games, is what the concept itself actually means. Even a apprize survey of the literature soon reveals that there seems to be as many definitions available as there ar actors involved, notwithstanding most agree on a core meaning that serious games atomic number 18 (digital) games employ for purposes other than mere entertainment.A nonher question of interest concerns the claimed positive effects of such games, or of occupations from associate and sometimes overlapping argonas Entertainment, Learning and Gamification. In sum total to explicit advantages, like allowing learners to e xperience situations that are im come-at-able in the real world for reasons of safety, cost, time, etc. (Corti, 2006 2 Squire Jenkins, 2003 3). However, it is not the case that all games are good for all learning outcomes (van Eck, 2006 4). The aim of this paper is to take a closer look at some aspects of these issues.A lot of emphasis is putted into gaming, gaming types, gaming advantages and disadvantages. There been many studies about it, as flock looking to it as the new innovative way that may enhance our life.We will pass over our research by defining Games in general to subset from it Serious games, then explore SG definitions, explore SG relative with Entertainment games, Learning and Gamification. After that we will look to SG attri only ifes, applicability, limitations to finally suggest some potential research area.An overview of GamesThis paper foc enforces on the domain of serious games and since SG is a subset of games we will take first a look at Game definition to conclude from their a start point for our research.A game is a system in which players engage in an abstract challenge, outlined by rules, interactivity, and feedback, that results in a quantifiable outcome lots eliciting an emotional reaction. By Koster is his seminal work A Theory of Fun 5 consort to Caillois play and games fall on a continuum between what he terms ludus, rule bound games and paidia, outlaw(a) playing, therefore we need first to dissimilariate between game and play. Whereas the word play is affaird for games as well as for toys, there is a difference. Following Caillois concept in his book Man, Play and Games (2001)6 we give the gate light on the difference, Caillois describes paidia and ludus as two poles of play activities. Where paidia (playing) describes free-form, expressive, improvisational behaviors and meanings, ludus (gaming), on the other side, characterizes rule-based playing with determined goals.In matter of serious games we are talking about ludus with a context of having a purpose lowlife playing the game. So we empennage define play as it is less the opposite of seriousness than the indispensable ground of spirit as nature, a form of restraint and freedom at one and the similar time. (Gadamer, 1986) 7The Concept of Serious GamesThe term serious game is not new the first time term was introduced by Clark Abt who discussed the term in his Serious Games book in 1970. 8Serious games ordinarily refer to games partd for training, advertising, pretension, or culture that are goaled to run on personal computers or video game consoles. However searching the web, a number of different definitions are available, such asGames that do not nurture entertainment, enjoyment, or merriment as their primary purpose (Michael Chen, 2006, p. 21) 9The use of computer game and simulation approaches and/or technologies for primarily non entertainment purposes by (PIXELearning.com, 2006) 10Game-based learning/serious games is all a bout leveraging the power of computer games to captivate and engage end-users for a specialized purpose, such as to develop new knowledge and skills. According to Corti (2006, p.1) 2Serious game is a mental contest, played with a computer in compliance with specific rules, that uses entertainment to further government or corporate training, education, health, public policy, and strategic communication objectives. by Zydas (2005, p.26) 11When comparing serious games with just computer games, Zyda argues that serious games have much(prenominal) than just reputation, art, and software. It is the addition of didactics (activities that educate or instruct, thereby imparting knowledge or skill) that makes games serious. However, he also stresses that pedagogy must be subordinate to story and that the entertainment component comes first. 11Some consider fun the prime actor in games and education and, according to Prensky (2001) 12, games should be fun first and then should encoura ge learning. Similarly, Michael and Chen (2006) 9 argue, with find out to serious games, that the main point is to get players to learn something, and, if possible, have fun doing it.Fun, however, is neither the only form of entertainment, nor the only way to engage players in a game. Besides fun, there are several elements that get to players engagement. According to Corti (2006) 2, the motivational virtues of video games are what initially attract training and development professionals to turn to game-based approaches, tho there is a lot more to game based learning/serious games than simply victimisation fun as a means to engage learners.Related Concepts to serious GamesThere are related and sometimes overlapping domains to Serious Games (Entertainment, Learning and Gamification) which we need to distinguish their relativity to Serious Games.Serious gambol vs. Entertainment GamingAn adequate question to ask is how serious games differ from entertainment games. The below put back compare Serious Games and Entertainment Games from Michael and Chen (2006) 9 view points where they discuss it from a design and development linear perspective following four criteria to compare Task/ receive, Focus, Simulations and CommunicationSerious gamesEntertainment gamesTask vs. richExperienceProblem solving in focusRich experiences preferredFocusImportant elements oflearning,To have funSimulationsAssumptions necessaryfor workable simulationsSimplified simulationProcessesCommunicationShould reflect natural(i.e., non-perfect)CommunicationCommunication is oftenPerfectThe differences between entertainment games and serious games -Table 1For serious games it is more important for the players that the model or simulation can be used to solve a problem, than providing rich experiences of the kind sought by hardcore gamers. Further, for serious games it is essential that the most important elements of learning are in focus and that the assumptions necessary for making a simul ation workable are correct, which if not the simulation will teach the wrong kinds of skills. Entertainment games, on the other hand, allow players to focus on the fun parts and to use a number of techniques for simplifying the simulation processes. In serious games, Michael and Chen (2006) 9 argue, it may be important to re phone the use of such simplifying techniques. For example, serious games should respond more to the conscious finishs made by players than to chance, and therefore randomness may be inappropriate. Another example is communication, which often is perfect (i.e., without delays and misunderstandings, etc.) in entertainment games, whereas some serious training applications should rather reflect that communication hardly perfect.As with simulations and serious games, the distinction between entertainment games and serious games is not very clear either. It is evident that it is the goal of the first to entertain, and of the latter to educate/train/ express the play er. However in some situations entertainment games are used for serious purposes as well. In addition to that serious game designers, researches argue that fun can be a crucial element to make a player to continue playing a serious game.SG and LearningThe recognition and adoption of games as learning technologies has helped educators in utilizing games as a means for providing serious learning opportunities for players.With games unders alsod as learning technologies, the question arises as to whats different about the learning when games compared to that typically within schools.One of the more obvious differences resides with the control afforded to the learner as player, where the state of control is typically afforded to players in games and teachers in schools. Games, therefore, present a learner-centered approach to learning, whereas traditional education presents a teacher-centered approach.The other different is that in games it is up to players to construct for themselves, their own knowledge, whereas in the latter, it is up to teachers to transfer knowledge to the learner. So the two processes of teaching and learning can be argued as quite different. Learning can be understood as a process whereby learners officious construct knowledge through experience and interaction, whereas teaching traditionally is a process by which teachers take knowledge to learners through transmissionThe design of serious games games with a focus on education should be about creating meaningful experiences and activities for players, rather than a means for transmitting knowledge from the game to the playerSerious Games and GamificationSerious games and gamification are both trying to solve a problem, motivate people, and tug learning using game-based thinking and techniques.Serious games tend to take the approach of using a game within a well-defined game space, while gamification tends to take the use of a game outside of a defined space and apply the concept to it ems like walking up steps piano stairs.So we can say that serious games are created by using game-based mechanics, philosophy, and game thinking to engage people, motivate action, promote learning, and solve problems. In other words, they are created through the gamification of traditional learning content. 8, 11, 13Serious Games AttributesNow aft(prenominal) defining serious game and discuss it, in relation to other related concept, we need to bring out some of the common game attributes that must be taken in consideration when developing it .These are some suggested attributes by Anne Derryberry 14Back-story and story line Every game has a story upon which it is based, and a story line that it follows, even if inferred. The story line is not the game play itself, but rather the precept for the game play.Game mechanics These handle all the specific functions within a game, including such things as how the games physical world behaves in-game weather and the actions a character t akes when given a command.Rules The corollary to game mechanics are the rules of the game ,the constraints in game play that exist on every players actions and abilitiesImmersive graphical environment This is the sensational representation of the experience layer of the game, including 2D/3D graphics, sound, and animation. This environment can be static (it resets at the end of each player session) or persistent (it continues to evolve even when a player isnt logged in).Interactivity This focuses on the impact a players actions have on the world and includes issues of persistence and player interactionChallenge/ challenger This is at the heart of any game. The contention might be against the game, against ones self, or against other players.Risks and consequences These must picture every challenge, but they exist in the safe game environment where the consequences of an action or decision do not impact the real world.Serious Games AdvantagesThe idea of using games for work and in employment generates a lot of excitement and appeal to both employer and employees. This excitement is a result of the advantages games. Some of this preferential are as follows 15Engagement Games are compelling and maybe addictive and the engagement it produces is hard to gimmick with other training methods.Games feel safe Games provide a safe place to practice, where learners know they will not be penalized for their mistakes. Playing games can be a safe place to try different approaches, to experiment, and to make mistakes and to fail.Reduce Cost and Complexity of training The cost of developing game is usually get down than cost of other types of training.Get direct feedback It is often possible for the educator to watch or action replay complex learner actions during the game, something that would be difficult to achieve in a real-life demo.Situated cognition Games are effective partly because the learning takes place within a meaningful (to the game) context. What you must learn is immediately related to the environment in which you learn and demonstrate it thus, the learning is not only relevant but applied and practiced within that context By researcher Van Eck,The most common application areas for Serious Games areHealth Care Applications range from patient treatment to health education for aesculapian practitioners. As an example of SG in medical staff training, haptic technology provides people a sensation of touch in computer-generated environments 16.Military/ Government Using game-based simulations, the military saves strong amounts of money, cutting expenditures in fuel, ammunition, maintenance, and so on. In addition, games are generally orders of magnitude safer than live training while still offering importantly realistic and useful training experiences. For example, Americas Army AME 05 17Corporate The use of games in the corporate environment represents one of the fastest growing sectors of the serious games industry. Companies like IBM, CISCO and other technically savvy companies already use simulations and games to motivate staff to learn specific job-related skills 18Games for Good Games for Good leverages game mechanics for social benefit. Games created for this element of the industry hope to teach, train or simply generate awareness of a topic, an issue or a societal problem, therefore creating change in thinking, actions or attitudes. Ex Games that teach young people to become globally conscious citizens, contributing their own solutions to social issues 18Education Games are changing the way children learn, helping them think differently and stimulating new ways people of all ages can use their minds.Limitations of Serious GamesAlthough games can be effective learning environments, not all games are effective, nor are all games educational. Similarly, not all games are good for all learners or for all learning outcomes. By- Diana Oblinger, 2006Some of the possible issues that may limit Serious Games benefits and that need to be considered are as followsPlaying the game becomes more important than the learningCost of producing a game exceeds learning return on investmentGame takes a long time to produce and is ineffective at trainingGame too tardily or too hardLearning curve to start playing game is too spirited for the target auditionLearner remembers game but not contentOther learning tools may be more effectiveInformation incomplete or inaccurate in the gameThe game is too difficult to maintain or keep up to dateKeys to Success in Serious GamesHow to make it work? How to match the purpose of the serious game is achieved? Suggesting here some tips to make serious games achieve its purpose and get the ultimate desired result. 19, 20, 21Know your target audience People are different and so can be learners who will like different types of games, so its recommended to provide more than one game, targeted to different audiences as to cover the different needs of people.Focus in on specific objectives and outcomes Choose a game that supports the learning objectives and content, but balance this with the requirements of game play.Dont make the game too easy Easy learning games do not produce good learning outcomes. Learners are more likely to remember when things go wrongUse competition and/or collaboration As competition motivates learners and collaboration allows social learning that is effective in motivating behavioral change.Test Even the simplest games can have unexpected faults.Consider having learners create their own games This can be useful exercises because it requires the student to think through the subject thoroughly and think of challenges they may like to have.Future ResearchHow to prove that Serious Games business is really worth it and how to calculate the ROI? I believe this is one of the hardest question facing serious games, as such a 11 relationship between a game and a desired outcome is often hard to tease out in something as nebulou s as diversity training.Another interesting search area will be a Customized Serious Games design represents a new, complex area of design for the game world. Where designers have unique opportunities to make a significant contribution to game design, by organizing game play to focus on changing, in a predefined way, the beliefs, skills, and/or behaviors of those who play the game, while preserving the entertainment aspects of the game experience all based on different users needs. certaintyThe fact that games are part of our everyday life in one way or other cannot be ignored and examples can vary from our direct gaming plays a game on your knowing phone or online using your social network profile with your direct intent to play to verifying gaming collecting points via grocery shop cards without your intent to play.Games main goal is entertainment, but they have more universal applicability that gave extra functions in various aspects of everyday life. Which produce Serious Gam es, the games that are intended to not only entertain users, but have additional purposes such as education and training. They can be similar to educational games, but are primarily focused on an audience outside of primary or secondary education. Serious Games can be of any genre and many of them can be considered a kind of edutainment, but the main goal of a serious game is not to entertain, though the potential of games to engage is often an important aspect of the choice to use games as a teaching tool.When deciding to use a game for training, its important to clearly state your learning objectives and to determine exactly what advantages the game will provide to the player. If the game is too easy or too hard, or does not focus on the objectives, it may simply waste the learners time. Depending on the type of game you intend to use, you may need to go through a substantial testing phase to ensure success.A serious game is usually a simulation which has the look and feel of a ga me, but is actually a simulation of real-world events or processes. The main goal of a serious game is usually to train or educate users. Furthermore, in order to stimulate the learning effect of the players/trainees experiments, direct feedback from the game on the actions of the players is essential. Designing effective, engaging serious games requires theoretical understanding of learning, cognition, emotion, and play.