This article examines how digital games on Sami culture can draw attention to Indigenous issues when produced in collaboration with community members. Through a case study that probes the design, game mechanics, and user experience of Gufihtara eallu (2018), this frames development as form storytelling is able educate players knowledge systems intangble cultural heritage. By looking at way enga...

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Popular opinion of digital games tends to classify them as toys, diversions and distractions, however this focus on games solely as sources of hedonic pleasure is theoretically, empirically, and phenomenologically myopic – it obscures the full range of affective, emotional, and cognitive experiences that one can have when playing digital games. In this vein, this study explores the phenomenal e...

Digital games can be used not only for fun and entertainment. The term ‘serious games’ denotes digital games serving serious purposes like education, training, advertising, research, and health. In the contribution the chances and challenges of serious games for computer science in sport will be discussed. Serious games, particularly adventure and shooter games, already play an important role i...

As pupils are largely increased the opportunities to contact digital games, the effect of digital games has been broadly discussed and studied. Digital games no longer play the function of entertainment, but could assist students in more active learning and deeper and broader learning, when being applied to instruction. It is limited to learn in classes that combining courses with situated digi...

Increasingly, digital games offer sophisticated multiplayer experiences with teams of players able to play against “the computer” in raids or against each other in a variety of team matches. Social presence is therefore an important part of the gaming experience. However, existing measures of social presence in games lack the sophistication to deal with these more diverse gaming situations. Thi...

The present research compared the experiences and outcomes afforded by digital and non-digital games. In a randomized experiment, a sample of youth, ages 11-17, played a cooperative public health game presented in either a non-digital format (board game) or digital format (mobile app). Relative to baseline scores reported in a no-game control condition (N = 30), players of the non-digital versi...

The purpose of this chapter is to discuss the historical origins of Serious Games to try to understand where the current wave of “Serious Games” comes from. We first review the origins of the “Serious Games” oxymoron. We will then analyse digital games designed for serious purposes before the 2000’s. Such games can be traced back to the beginning of the history of video games. We will use all t...

CONTEXT The rapid advances of computer technologies have created a new e-learner generation of "Homo-zappien" students that think and learn differently. Digital gaming is an effective, fun, active, and encouraging way of learning, providing immediate feedback and measurable process. Within the context of ongoing reforms in medical education, specially designed digital games, a form of active le...