This paper gives a basic guideline for the development of trainings using serious games. It describes a framework for the training with serious games. It shows how to define a training goal and describes the process of learning to reach this goal. It points out a methodology how to design successful trainings with serious games.

In this study we provide a new viewpoint on the body of literature regarding rewards in serious and educational games. The includes quantitative bibliometric analysis context from 1969 to 2020. dataset Scopus abstract citation database was analyzed with Bibliometrix R library. data set manually cleaned contain only relevant articles conference papers. then categorized match common themes. From ...

Serious games as learning medium have advanced in the past few years. They have been applied to support learning in various fields such as security, health-care, and education. Serious games can scale from low budget games up to high budget games depends on the games’ objectives and features. For instance, military may utilize games with 3D simulation, live characters, and extensive scenario fo...

With video games being a huge market, attracting and engaging millions of players, it is tempting to use these motivational aspects not just for entertainment. After all, play as the basis of games has inherent learning aspects, for example seen at the way how children play and learn. The serious games movement that took o at the beginning of the 21st century wants to achieve exactly that: prov...

In collaborative learning scenarios, the role of the instructor is vital. This aspect directly carries over to the concept of collaborative multiplayer Serious Games, where a group of players is learning together using a Serious Game. In this paper, the authors propose a novel approach for integration and support of instructors in collaborative multiplayer Serious Game scenarios. Their approach...

Serious games have been increasingly interesting to educators recently, but it is difficult to find good games that truly address the needs of young learners, especially in mathematics. Some games are either too simplistic or are not actual games. In the paper, an argument is made for the benefits of game-based learning (GBL) for instruction and assessment given what we know about Millenials an...

There is an increasing awareness about the potential of serious games for education and training in many disciplines. However, research still witnesses a lack of methodologies, guidelines and best practices on how to develop effective serious games and how to integrate them in the actual learning and training processes. The process of integration heavily depends on providing and spreading evide...

The purpose of this chapter is to introduce an overall classification system for Serious Games. The intention of this classification is to guide people through the vast field of Serious Games by providing them with a general overview. For example, it may appeal to teachers who wish to find games with strong educational potential though they may be outside the “edugames” field. We will start by ...

This chapter will situate academia in relation to serious games commercial production and contextual adoption, and vice-versa. As a researcher it is critical to recognize that academic research of serious games does not occur in a vacuum. Direct partnerships between universities and commercial organizations are increasingly common, as well as between research institutes and the contexts that th...