Because games are fun, but they can be also educational
A game, formally defined, is a goal-directed and competitive activity that involves some form of conflict ,conducted within a framework of agreed rules . It is played by an individual or group of individuals who take the role of decision makers in that context.
By form of conflict it’s understood the set of obstacles that the player has to overcome in order to succeed. Rules mean the set of guidelines that describe the relationship between the player and the environment.
There are mainly two kinds of games: fun games, where the fundamental design of games is of less importance andconsumer-driven games, where the designer takes in close consideration the audience’s preferences. Ideally, a game would offer a continuous, intelligent, smooth and seamless experience to players.
Games are used now and everyday more to other means than pure entertainment. The serious games concept is introduced.
Serious games are applications of interactive technology that extend far beyond the traditional video-game market, including: training, policy exploration, analytics, visualization, simulation, education, and health and therapy.This kind of approaches reveals some advantages in opposition to real-world approaches. The audience denotes more attention to the issue; the learning is implicit and fun, taking less time to achieve the same results.
Serious games induce some kind of affective or motor learning (understood in very broad sense) at any level. Put more simply: serious games are used for more than entertainment. (Susi et al. 2007, Breuer & Bente, 2010). According to Susi et al. (2007) serious games are games that “engage the user and contribute to the achievement of predefined objectives”. In other words, serious games are also being used for other purposes than education.
The main purpose of serious games is education and training. Within education, there are many different subtypes, e.g. drill and practice games on one end and so-called "epistemic games" that help players learn to think like professionals on the
other.
Other areas of serious gaming use include advertizing, political and religious propaganda, health (helping people in various ways with health issues), military, etc.
Aldrich (2009b) presented a diagram that defines serious games as a games genre that can include educational simulations.
Serious games must be games, following the gameplay and playability principles.
REFERENCES
http://edutechwiki.unige.ch/en/Serious_game#Introduction
http://paginas.fe.up.pt/~aas/pub/Aulas/DiCG/NunoFerreira.pdf
http://www.cs.vu.nl/~eliens/sg/local/essay/12/09.pdf
A game, formally defined, is a goal-directed and competitive activity that involves some form of conflict ,conducted within a framework of agreed rules . It is played by an individual or group of individuals who take the role of decision makers in that context.
By form of conflict it’s understood the set of obstacles that the player has to overcome in order to succeed. Rules mean the set of guidelines that describe the relationship between the player and the environment.
There are mainly two kinds of games: fun games, where the fundamental design of games is of less importance andconsumer-driven games, where the designer takes in close consideration the audience’s preferences. Ideally, a game would offer a continuous, intelligent, smooth and seamless experience to players.
Games are used now and everyday more to other means than pure entertainment. The serious games concept is introduced.
Serious games are applications of interactive technology that extend far beyond the traditional video-game market, including: training, policy exploration, analytics, visualization, simulation, education, and health and therapy.This kind of approaches reveals some advantages in opposition to real-world approaches. The audience denotes more attention to the issue; the learning is implicit and fun, taking less time to achieve the same results.
Serious games induce some kind of affective or motor learning (understood in very broad sense) at any level. Put more simply: serious games are used for more than entertainment. (Susi et al. 2007, Breuer & Bente, 2010). According to Susi et al. (2007) serious games are games that “engage the user and contribute to the achievement of predefined objectives”. In other words, serious games are also being used for other purposes than education.
The main purpose of serious games is education and training. Within education, there are many different subtypes, e.g. drill and practice games on one end and so-called "epistemic games" that help players learn to think like professionals on the
other.
Other areas of serious gaming use include advertizing, political and religious propaganda, health (helping people in various ways with health issues), military, etc.
Aldrich (2009b) presented a diagram that defines serious games as a games genre that can include educational simulations.
Serious games must be games, following the gameplay and playability principles.
- Scenario exposition
- Problem Setup
- Offer Challenge/Choice
- Provide Direction
- Elicit Action/Decision
- Discernable Outcomes
- Success/Failure Screens
REFERENCES
http://edutechwiki.unige.ch/en/Serious_game#Introduction
http://paginas.fe.up.pt/~aas/pub/Aulas/DiCG/NunoFerreira.pdf
http://www.cs.vu.nl/~eliens/sg/local/essay/12/09.pdf
activity 6