Advertisement

The Serious Games Ecosystem: Interdisciplinary and Intercontextual Praxis

  • Phil Wilkinson
  • Thomas Joseph Matthews
Chapter
Part of the Lecture Notes in Computer Science book series (LNCS, volume 9970)

Abstract

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 vaccum. Direct partnerships between universities and commercial organizations are increasingly common, as well as between research institutes and the contexts that their serious games are deployed in. Commercial production of serious games and their increased adoption in non-commercial contexts will influence academic research through emerging impact pathways and funding opportunities. Adding further complexity is the emergence of commercial organizations that undertake their own research, and research institutes that have in-house commercial arms. To conclude, we explore how these issues affect the individual researcher, and offer considerations for future academic and industry serious games projects.

Keywords

Serious games Applied games Educational games Games for health Academia Commercial games Games for change Application domains Academic partnerships Research evaluation 

References

  1. 1.
    Bogost, I.: Persuasive Games: The Expressive Power of Videogames. MIT Press, Cambridge (2007)Google Scholar
  2. 2.
    Abt, C.: Serious Games. Abt Associates Inc., New York City (1970)Google Scholar
  3. 3.
  4. 4.
    European Union Digital Library: EAI Endorsed Transactions on Serious Games. http://www.eudl.eu/issue/sg/1/1
  5. 5.
    Flanagan, M.: Critical Play: Radical Game Design. MIT Press, Massachusetts (2009)Google Scholar
  6. 6.
    Gee, J.: What Video Games Have to Teach Us About Learning and Literacy, 2nd edn. Palgrave Macmillan, London (2007)Google Scholar
  7. 7.
    van Staalduinen, J.-P., de Freitas, S.: A game-based learning framework: linking game design and learning outcomes. In: Learning to Play: Exploring the Future of Education with Video Games, pp. 29–55. Peter Lang, Bern (2011)Google Scholar
  8. 8.
    Djaouti, D., Alvarez, J., Jessel, J.-P.: Classifying serious games: the G/P/S model. In: Handbook of Research on Improving Learning and Motivation through Educational Games: Multidisciplinary Approaches, pp. 118–136. IGI Global, Hershey (2011)Google Scholar
  9. 9.
    Rooney, P.: A theoretical framework for serious game design: exploring pedagology, play and fidelity and their implications for the design process. Int. J. Game-Based Learn. 2(4), 41–60 (2012)CrossRefGoogle Scholar
  10. 10.
    Rego, P., Moreira, P., Reis, L.: A serious games framework for health rehabilitation. Int. J. Health. Inf. Syst. Inform. 9(3), 1–21 (2014)CrossRefGoogle Scholar
  11. 11.
    Horne-Moyer, H., Moyer, B., Messer, D., Messer, E.: The use of electronic games in therapy: a review with clinical implications. Cur. Psychiatry Rep. 16(12), 1–9 (2014)Google Scholar
  12. 12.
    Arnab, L.T., Carvalho, M., De Gloria, A.: Mapping learning and game mechanics for serious games analysis. Br. J. Educ. Technol. 46(2), 391–411 (2015)CrossRefGoogle Scholar
  13. 13.
    Wartena, B., Kuipers, D., van Dijk, H.: Ludo Modi varietas: a game-architecture inspired design approach for BCSS. In: Öörni, A., Kelders, S., van Gemert-Pijnen, L., Oinas-Kukkonen, H., (eds.) Proceedings of the Second International Workshop on Behavior Change Support Systems (BCSS 2014), Padua, Italy, pp. 77–84. CEUR (2014)Google Scholar
  14. 14.
    Wilkinson, P.: Affective educational games: utilizing emotions in game-based learning. In: 2013 5th International Conference on Games and Virtual Worlds for Serious Applications (VS-GAMES 2013), Bournemouth, pp. 1–8. IEEE (2013)Google Scholar
  15. 15.
    O’Neill, O., Gatzidis, C., Swain, I.: A State of the Art Survey in the Use of Video Games for Upper Limb Stroke Rehabilitation. In: Ma, M., Jain, L.C., Anderson, P. (eds.) Virtual, Augmented Reality and Serious Games for Healthcare 1, pp. 345–370. Springer, Heidelberg (2014)CrossRefGoogle Scholar
  16. 16.
    Wu, W.-H., Hsaio, H.-C., Wu, P.-L., Lin, C.-H., Huang, S.-H.: Investigating the learning-theory foundations of game-based learning: a meta-analysis. J. Comput. Assist. Learn. 28(3), 265–279 (2012)CrossRefGoogle Scholar
  17. 17.
    Ratan, R., Ritterfeld, U.: Classifying serious games. In: Serious Games: Mechanisms and Effects, pp. 10–24. Routledge, London (2009)Google Scholar
  18. 18.
    Sitzmann, T.: A meta-analytic examination of the instructional effectiveness of computer-based simulation games. Pers. Psychol. 64(2), 489–528 (2011)CrossRefGoogle Scholar
  19. 19.
    Wouters, P., van Nimwegen, C., van Oostendorp, H., van der Spek, E.: A meta-analysis of the cognitive and motivational effects of serious games. J. Educ. Psychol. 105(2), 249–265 (2013)CrossRefGoogle Scholar
  20. 20.
    Ke, F.: A qualitative meta-analysis of computer games as learning tools. In: Handbook of Research on Effective Electronic Gaming in Education 1, pp. 1–32. IGI Global, Hershey (2008)Google Scholar
  21. 21.
    All, A., Castellar, E., van Looy, J.: Measuring effectiveness in digital game-based learning: a methodological review. Int. J. Serious Games 2(1), 3–20 (2014)CrossRefGoogle Scholar
  22. 22.
    All, A., Castellar, E., van Looy, J.: Assessing the effectiveness of digital game-based learning: best practices. Comput. Educ. 92(C), 90–103 (2014)Google Scholar
  23. 23.
    All, A., Castellar, E., van Looy, J.: Defining effectiveness of digital game-based learning: a socio-cognitive approach. In: Busch, C., (ed.) Proceedings of the 8th European Conference On Games Based Learning (ECGBL 2014), Berlin, Germany, pp. 669–675. Academic Conferences and Publishing (2014)Google Scholar
  24. 24.
    Stokes, B., O’Shea, G., Walden, N., Nasso, F., Mariutto, G., Hill, A., Burak, A.: Impact with Games: A Fragmented Field. Report, Games for Change (2016)Google Scholar
  25. 25.
    Connolly, T., Boyle, E., MacArthur, E., Hainey, T., Boyle, J.: A systematic review of empirical evidence on computer games and serious games. Comput. Educ. 59(2), 661–686 (2012)CrossRefGoogle Scholar
  26. 26.
    Yusoff, A., Crowder, R., Gilbert, L.: Validation of serious games attributes using the technology acceptance model. In: Debattista, K., Dickey, M., Proença, A., Santos, L., (eds.) 2010 Second International Conference on Games and Virtual Worlds for Serious Applications (VS-GAMES), Braga, pp. 45–51. IEEE (2010)Google Scholar
  27. 27.
    Rao, V.: A framework for evaluating behavior change interventions through gaming. In: Reidsma, D., Katayose, H., Nijholt, A. (eds.) ACE 2013. LNCS, vol. 8253, pp. 368–379. Springer, Heidelberg (2013)CrossRefGoogle Scholar
  28. 28.
    Desurvire, H., Wiberg, C.: Game usability heuristics (PLAY) for evaluating and designing better games: the next iteration. In: Ozok, A., Zaphiris, P. (eds.) OCSC 2009. LNCS, vol. 5621, pp. 557–566. Springer, Heidelberg (2009)CrossRefGoogle Scholar
  29. 29.
    Jerzak, N., Rebelo, F.: Serious games and heuristic evaluation – the cross-comparison of existing heuristic evaluation methods for games. In: Marcus, A. (ed.) DUXU 2014, Part I. LNCS, vol. 8517, pp. 453–464. Springer, Heidelberg (2014)Google Scholar
  30. 30.
    Steiner, C., Nussbaumer, A., Kluijhout, E., Nadolski, R., Bazzanella, B., Mscarenhas, S., Ger, P., Dascalu, M., Trausan-Matu, S., Becker, J., Yuan, L., Hollins, P.: RAGE Evaluation Framework and Guidelines. Project Deliverable, Graz University of Technology (2016)Google Scholar
  31. 31.
    Arnab, S., Riccardo, B., Earp, J., de Freitas, S., Popescu, M., Romero, M., Stanescu, I., Usart, M.: Framing the adoption of serious games in formal education. E-J. E-Learn. 10(2), 159–171 (2012)Google Scholar
  32. 32.
    Arnab, S., de Freitas, S., Bellotti, F., Lim, T., Louchart, S., Suttie, N., Berta, R., de Gloria, A.: Pedagogy-driven design of Serious Games: An overall view on learning and game mechanics mapping, and cognition-based models. Research Report, Serious Games Institute (2012)Google Scholar
  33. 33.
    Ulicsak, M., Williamson, B.: Computer Games and Learning. Futurelab, London (2011)Google Scholar
  34. 34.
    Azadegan, A., Riedel, J.C., Baalsrud Hauge, J.: Serious games adoption in corporate training. In: Ma, M., Oliveira, M.F., Hauge, J.B., Duin, H., Thoben, K.-D. (eds.) SGDA 2012. LNCS, vol. 7528, pp. 74–85. Springer, Heidelberg (2012)CrossRefGoogle Scholar
  35. 35.
    Watt, J.: Improving methodology in serious games research with elaborated theory. In: Serious Games: Mechanisms and Effects, pp. 374–388. Routledge, London (2009)Google Scholar
  36. 36.
    Eraut, M.: Developing Professional Knowledge and Comptenence. Routledge, London (1994)Google Scholar
  37. 37.
    Jencks, C., Riesman, D.: The Academic Revolution. Doubleday, New York (1968)Google Scholar
  38. 38.
    Etzkowitz, H.: The norms of entrepreneurial science: cognitive effects of the new university-industry linkages. Res. Policy 27(8), 823–833 (1998)CrossRefGoogle Scholar
  39. 39.
    Etzkowitz, H., Webster, A., Gebhardt, C., Terra, B.: The future of the university and the university of the future: evolution of ivory tower to entrepreneurial paradigm. Res. Policy 29(2), 313–330 (2000)CrossRefGoogle Scholar
  40. 40.
    Bellotti, F., Berta, R., De Gloria, A.: Games and learning alliance (GaLA) supporting education and training through Hi-Tech gaming. In: 12th International Conference on Advanced Learning Technologies, Rome, pp. 740–741. IEEE (2012)Google Scholar
  41. 41.
    Serious Games Institute: SGI Community. http://www.seriousgamesinstitute.co.uk/community/
  42. 42.
  43. 43.
    Etzkowitz, H.: Research groups as ‘quasi-firms’: the invention of the entrepreneurial university. Res. Policy 32(1), 109–121 (2003)CrossRefGoogle Scholar
  44. 44.
    Riestra, R., Westera, W.: The Rage Project Aims at Boosting Games Development for Education and Training in Europe. Press Release, Hull College (2015)Google Scholar
  45. 45.
    de Freitas, S., Mayer, I., Arban, S., Marshall, I.: Industrial and academic collaboration: hybrid models for research and innovation diffusion. J. High. Educ. Policy Manage. 36(1), 2–14 (2014)CrossRefGoogle Scholar
  46. 46.
    Serious Games International: About us. http://www.seriousgamesinternational.com/about-us/
  47. 47.
    PlayGen: About PlayGen. http://playgen.com/company_index/
  48. 48.
  49. 49.
  50. 50.
    IBM Corporation: Serious Solutions with Serious Games. Whitepaper, IBM Global Services (2011)Google Scholar
  51. 51.
  52. 52.
    Adkins, S.: The 2014–2019 Global Edugame Market. Whitepaper, Ambient Insight (2015)Google Scholar
  53. 53.
    Cai, M.: Serious Games, Serious Play. Presentation, Interpret (2012)Google Scholar
  54. 54.
    Adkins, S.: The 2012–2017 Worldwide Game-based Learning and Simulation-based Markets. Presentation, Ambient Insight (2012)Google Scholar
  55. 55.
    Marketsandmarkets: Serious Game Market by Vertical (Education, Corporate, Healthcare, Retail, Media and Advertising), Application (Training, Sales, Human Resource, Marketing), Platform, End-User (Enterprise, Consumer), and Region - Forecast to 2020, Market Research, Marketsandmarkets (2015)Google Scholar
  56. 56.
    Games for Change: About. http://www.gamesforchange.org/about/
  57. 57.
    Swain, C.: Designing games to affect social change. In: Baba, A., (ed.) Proceedings of the 2007 DiGRA International Conference (DiGRA 2007). JAPAX, Tokyo (2007)Google Scholar
  58. 58.
    Games for Change: G4C13 Sex Etc. Game Design Competition. http://www.gamesforchange.org/learn/g4c13-sex-etc-game-design-competition-results/
  59. 59.
    Games for Change: N Square Challenge $10,000 Game Design Competition Around Nuclear Weapons. http://www.gamesforchange.org/2015/10/n-square-game-design-challenge/
  60. 60.
    Reckian, D., Eisenack, K.: Climate change: gaming on board and screen. Simul. Gaming 44(2–3), 253–271 (2013)CrossRefGoogle Scholar
  61. 61.
    Arora, P., Itu, S.: Arm chair activism: Serious games usage by INGOs for educational change. Int. J. Game-Based Learn. 2(4), 1–17 (2012)CrossRefGoogle Scholar
  62. 62.
    Pereira, G., Brisson, A., Prada, R., Paiva, A., Bellotti, F., Kravcik, M., Klamma, R.: Serious games for personal and social learning & ethics: status and trends. In: de Gloria, A., de Freitas, S., (eds.) 4th International Conference on Games and Virtual Worlds for Serious Applications (VS-GAMES 2012), Genoa, pp. 53–65. Elsevier Procedia (2012)Google Scholar
  63. 63.
    Quinn, Z.: Depression Quest An Interaction (non)Fiction About Living With Depression. http://www.depressionquest.com/
  64. 64.
    Numinous Games: That Dragon Cancer. http://www.thatdragoncancer.com/
  65. 65.
    Sinclair, B.: Serious games stigmatized in and out of the industry, says Schell. http://www.gamesindustry.biz/articles/2013–05-30-serious-games-stigmatized-in-and-out-of-the-industry-says-schell
  66. 66.
    Saveski, G.L., Westera, W., Yuan, L., Hollins, P., Manjón, B.F., Ger, P.M., Stefanov, K.: What serious game studios want from ICT research: identifying developers’ needs. In: de Gloria, A., Veltkamp, R., de Gloria, A. (eds.) GALA 2015. LNCS, vol. 9599, pp. 32–41. Springer, Heidelberg (2016). doi: 10.1007/978-3-319-40216-1_4 CrossRefGoogle Scholar
  67. 67.
  68. 68.
    Skinner, B.: The Technology of Teaching. Meridith Corporation, New York (1968)Google Scholar
  69. 69.
    Dunwell, I., Lameras, P., de Freitas, S., Petridis, P., Star, K., Hendrix, M., Arnab, S.: MeTycoon: a game-based approach to career guidance. In: 5th International Conference on Games and Virtual Worlds for Serious Applications (VS-GAMES 2013), Bournemouth, pp. 1–6. IEEE (2013)Google Scholar
  70. 70.
    BECTA: Engagement and motivation in games development processes. Research Report, BECTA (2006)Google Scholar
  71. 71.
    Culyba, S.: Report response Sabrina of Schell Games. http://gameimpact.net/response-culyba-schell/
  72. 72.
    Bachvarova, Y., Bocconi, S., van der Pols, B., Popescu, M., Roceanu, I.: Measuring the effectiveness of learning with serious games in corporate training. In: de Gloria, A., de Freitas, S., (eds.) 4th International Conference on Games and Virtual Worlds for Serious Applications (VS-GAMES 2012), Genoa, pp. 221–232. Elsevier (2012)Google Scholar
  73. 73.
    Cheng, M.-T., Chen, J.-H., Chu, S.-J., Chen, S.-Y.: The use of serious games in science education: a review of selected empirical research from 2002 to 2013. J. Comput. Educ. 2(3), 353–375 (2015)CrossRefGoogle Scholar
  74. 74.
    REF: About the REF. http://www.ref.ac.uk/about/
  75. 75.
    Klimmt, C.: Serious games for social change: why they (should) work. In: Serious Games: Mechanisms and Effects, pp. 248–270. Routledge, London (2009)Google Scholar
  76. 76.
    Turkle, S.: The Second Self. Simon & Schuster, New York (1984)Google Scholar
  77. 77.
    Csikszentmihalyi, M.: Flow: The Psychology of Optimal Experience. Harper & Row, New York (1990)Google Scholar
  78. 78.
    Iacovides, I., Aczel, J., Scanlon, E., Taylor, J., Woods, W.: Motivation, engagement and learning through digital games. Int. J. Virtual Pers. Learn. Environ. 2(2), 1–16 (2011)CrossRefGoogle Scholar
  79. 79.
    Kiili, K., de Freitas, S., Arnad, S., Lainema, T.: The design principles for flow experience in educational games. In: de Gloria, A., de Freitas, S., (eds.) 4th International Conference on Games and Virtual Worlds for Serious Applications (VS-GAMES 2012), Genoa, pp. 78–91. Elsevier (2012)Google Scholar
  80. 80.
    Kiili, K., Perttula, A., Arnab, S., Suominen, M.: Flow experience as a quality measure in evaluating physically activating serious games. In: Gloria, A. (ed.) GALA 2013. LNCS, vol. 8605, pp. 200–212. Springer, Heidelberg (2014)Google Scholar
  81. 81.
    Bellotti, F., Kapralos, B., Lee, K., Moreno-Ger, P., Berta, R.: Assessment in and of serious games: an overview. Adv. HCI 2013, 1–11 (2013)Google Scholar
  82. 82.
    Terlutter, R., Capella, M.: The gamification of advertising: analysis and research directions of in-game advertising, advergames, and advertising in social network games. J. Advert. 42(2–3), 95–112 (2013)CrossRefGoogle Scholar
  83. 83.
    Nelson, M.: Exploring consumer response to “advergaming”. In: Online Consumer Psychology: Understanding and Influencing Consumer Behavior in the Virtual World, pp. 156–182. Lawrence Erlbaum Associates, New Jersey (2005)Google Scholar
  84. 84.
    Chipotle: The Scarecrow. http://www.scarecrowgame.com/game.html
  85. 85.
    Weed, A.: Engaging consumers with advergames: case study of Chipotle’s “The Scarecrow”. In: Conference Presentation, MBAA (2015)Google Scholar
  86. 86.
    Harris, J., Speers, S., Schwartz, M., Brownell, K.: US food company branded advergames on the internet: children’s exposure and effects on snack consumption. J. Child. Med. 6(1), 51–68 (2012)CrossRefGoogle Scholar
  87. 87.
    World Food Programme: About. http://freerice.com/about
  88. 88.
    Mariana, C.: Freerice.com - free education based on appealing level-based english tests. In: Roceanu, I., (ed.) Proceedings of the 8th International Scientific Conference “eLearning and Software for Education”, Bucharest, p. 6. Editura Universitara (2012)Google Scholar
  89. 89.
    Zynga: Give the gift of play this holiday season. https://blog.zynga.com/2012/11/28/toys-for-tots/
  90. 90.
    Birkwood, S.: Video game industry ‘could be a goldmine for charity fundraisers’. http://www.thirdsector.co.uk/video-game-industry-could-goldmine-charity-fundraisers/fundraising/article/1347151
  91. 91.
  92. 92.
    Center for Game Science at University of Washington: The Science Behind Foldit. http://fold.it/portal/info/about
  93. 93.
    America’s Army: America’s Army Backgrounder. Press Release, United State’s Army (2013)Google Scholar
  94. 94.
    Nieborg, D.: America’s Army: more than a game? In: Eberle, T., Kriz, W., (eds.) 35th Annual Conference of the International Simulation and Gaming Association (ISAGA 2004), Munich, p. 2. SAGSAGA (2004)Google Scholar
  95. 95.
    Galloway, A.: Social realism in gaming. Int. J. Comput. Games. Res. 4(1) (2004) Google Scholar
  96. 96.
    American Civil Liberties Union: Soldiers of Misfortunate: Abusive U.S. Military Recruitment and Failure to Protect Child Soldiers. Report, American Civil Liberties Union (2008)Google Scholar
  97. 97.
    Wardynski, E.: Informing popular culture: the America’s Army game concept. In: America’s Army PC Game Vision and Realization, pp. 6–8. The Wecker Group, Monterey (2004)Google Scholar
  98. 98.
    Smith, R.: The long history of gaming in military training. Simul. Gaming 41(1), 6–19 (2010)CrossRefGoogle Scholar
  99. 99.
    Haworth, R., Sedig, K.: The importance of design for educational games. In: Education in a Technological World: Communicating Current and Emerging Research and Technological Efforts, pp. 518–522. Formatex, Badajoz (2011)Google Scholar
  100. 100.
    Squire, K., Jenkins, H.: Harnessing the power of games in education. Insight 3(1), 5–33 (2003)Google Scholar
  101. 101.
    Riedel, J.C., Feng, Y., Azadegan, A., Romero, M., Usart, M., Baalsrud Hauge, J.: Measuring the commercial outcomes of serious games in companies – a review. In: Ma, M., Oliveira, M.F., Baalsrud Hauge, J. (eds.) SGDA 2014. LNCS, vol. 8778, pp. 176–191. Springer, Heidelberg (2014)Google Scholar
  102. 102.
    Johnson, W., Wu, S.: Assessing aptitude for learning with a serious game for foreign language and culture. In: Woolf, B.P., Aïmeur, E., Nkambou, R., Lajoie, S. (eds.) ITS 2008. LNCS, vol. 5091, pp. 520–529. Springer, Heidelberg (2008)CrossRefGoogle Scholar
  103. 103.
    O’Neil, H., Wainess, R., Baker, E.: Classification of learning outcomes: evidence from the computer games literature. Curric. J. 16(4), 455–474 (2005)CrossRefGoogle Scholar
  104. 104.
    Martínez-Durá, R., Arevalillo-Herráez, M., García-Fernández, I., Gamón-Giménez, M., Rodríguez-Cerro, A.: Serious games for health and safety training. In: Serious Games and Edutainment Applications, pp. 107–124. Springer, London (2011)Google Scholar
  105. 105.
    Kirkpatrick, D.: Techniques for evaluating training programs. Train. Dev. J. 33(1), 78–92 (1979)Google Scholar
  106. 106.
    Donovan, L.: The Use of Serious Games in the Corporate Sector. Report, Learnovate Centre (2012)Google Scholar
  107. 107.
    Bloom, B.: Learning for Mastery. Eval. Comment 1(2), 1–12 (1968)Google Scholar
  108. 108.
    Hays, M., Ogan, A., Lane, H.: The evolution of assessment: learning about culture from a serious game. In: Lynch, C., Ashley, K., Mitrovic, T., Dimitrova, V., Pinkwart, N., Aleven, V., (eds.) ITS 2010. LNCS, vol. 6094, pp. 37–44. Springer, Heidelberg (2010)Google Scholar
  109. 109.
    Williamson, B.: Computer Games, Schools, and Young People: A Report for Educators on Using Games for Learning. Futurelab, Bristol (2009). Research ReportGoogle Scholar
  110. 110.
    Internet Advertising Bureau UK: Gaming Revolution. Research Report, Internet Advertising Bureau UK (2014)Google Scholar
  111. 111.
    Buckingham, D.: Is there a digital generation? In: Digital Generations: Children, Young People, and the New Media, pp. 1–18. Lawrence Erlbaum Associates, New Jersey (2006)Google Scholar
  112. 112.
    Prensky, M.: Digital Game-Based Learning. McGraw-Hill Education, New York (2001)Google Scholar
  113. 113.
    de Freitas, S., Rebolledo-Mendez, G., Liarokapis, F., Magoulas, G., Poulovassilis, A.: Learning as immersive experiences: Using the four-dimensional framework for designing and evaluating immersive learning experiences in a virtual world. Br. J. Educ. Technol. 41(1), 69–85 (2010)CrossRefGoogle Scholar
  114. 114.
    Sandford, R., Facer, K., Williamson, B.: Constructions of games, teachers and young people in formal learning. In: Digital Games and Learning, pp. 175–199. Continuum, New York (2011)Google Scholar
  115. 115.
    Sandford, R., Ulicsak, M., Facer, K., Rudd, T.: Teaching with Games: Using commercial off-the-shelf computer games in formal education. Futurelab, Bristol (2006). Research ReportGoogle Scholar
  116. 116.
    Sandford, R., Williamson, B.: Games and Learning: A Handbook. Futurelab, Bristol (2005)Google Scholar
  117. 117.
    Berger, R., McDougall, J.: Reading videogames as (authorless) literature. Literacy 47(3), 142–149 (2013)CrossRefGoogle Scholar
  118. 118.
    Baek, Y.: What hinders teachers in using computer and video games in the classroom? exploring factors inhibiting the uptake of computer and video games. CyberPsych. Behav. 11(6), 665–671 (2008)CrossRefGoogle Scholar
  119. 119.
    Oxford University Press: MyMaths - Bringing maths alive. https://www.mymaths.co.uk/index.html
  120. 120.
  121. 121.
    Loh, C., Sheng, Y., Ifenthaler, D.: Serious Games Analytics: Methodologies for Performance Measurement, Assessment, and Improvement. Springer International, Switzerland (2015)CrossRefGoogle Scholar
  122. 122.
    Takeuchi, L., Stevens, R.: The New Coviewing: Designing for Learning Through Joint Media Engagement. The Joan Ganz Cooney, New York (2011). Center Research ReportGoogle Scholar
  123. 123.
    Rideout, V.: Learning at Home: Families’ Educational Media Use in America. The Joan Ganz Cooney Center, New York (2014). Research ReportGoogle Scholar
  124. 124.
    Sesame Workshop: workshop at a glance. http://www.sesameworkshop.org/about-us/workshop-at-a-glance/
  125. 125.
    Vygotsky, L.: Mind in Society: Development of Higher Psychological Processes. Harvard University Press, Cambridge (1978)Google Scholar
  126. 126.
    Egenfeldt-Nielson, S.: Third generation educational use of computer games. J. Educ. Med. Hypermed. 16(3), 263–281 (2007)Google Scholar
  127. 127.
    Driscoll, M.: Psychology of Learning for Instruction. Allyn and Bacon, Boston (1994)Google Scholar
  128. 128.
    Papert, S.: Does easy do it? children, games, and learning. Game Developer Mag. (1998). Article Google Scholar
  129. 129.
    Peppler, K., Kafai, Y.: From SuperGoo to Scratch: exploring creative digital media production in informal learning. Learn. Med. Technol. 32(2), 149–166 (2007)CrossRefGoogle Scholar
  130. 130.
    Kafai, Y., Burke, Q.: Connected Code: Why Children Need to Learn Programming. MIT Press, Cambridge (2014)Google Scholar
  131. 131.
    Papert, S.: Mindstorms: Children, Computers, and Powerful Ideas. Basic Books, New York (1980)Google Scholar
  132. 132.
    Kafai, Y.: The classroom as living laboratory: design-based research for understanding, comparing, and evaluating learning science through design. Educ. Technol. 45(1), 28–34 (2005)Google Scholar
  133. 133.
    Marchiori, E., Torrente, J., del Blanco, Á., Moreno-Ger, P., Sancho, P., Fernández-Manjón, B.: A narrative metaphor to facilitate educational game authoring. Comput. Educ. 58(1), 590–599 (2012)CrossRefGoogle Scholar
  134. 134.
    Robertson, J., Howells, C.: Computer game design: Opportunities for successful learning. Comput. Educ. 50(2), 559–578 (2008)CrossRefGoogle Scholar
  135. 135.
    Li, Q., Vandermeiden, E., Lemieux, C., Nathoo, S.: Secondary students learning mathematics through digital game building: a study of the effects and students’ perceptions. Int. J. Technol. Math. Educ. 23(1), 25–34 (2016)Google Scholar
  136. 136.
    Microsoft: What is Kodu? http://www.kodugamelab.com/about/
  137. 137.
    Microsoft: About Imagine Cup. https://www.imaginecup.com/custom/About
  138. 138.
    The Joan Ganz Cooney Center: National STEM Video Game Challenge. http://www.joanganzcooneycenter.org/initiative/stemchallenge/
  139. 139.
    Baranowski, T., Blumberg, F., Buday, R., DeSmet, A., Fiellin, L., Green, C., Kato, P., Lu, A., Maloney, A., Mellecker, R., Morrill, B., Peng, W., Shegog, R., Simons, M., Staiano, A., Thompson, D., Young, K.: Games for Health for Children—Current Status and Needed Research. Games Health J. 5(1), 1–12 (2016)CrossRefGoogle Scholar
  140. 140.
    Graafland, M., Schraagen, J., Schijven, M.: Systematic review of serious games for medical education and surgical skills training. Br. J. Surg. 99(10), 1322–1330 (2012)CrossRefGoogle Scholar
  141. 141.
    Tommaso De Paolis, L., Ricciardi, F., Giuliani, F.: Development of a serious game for laparoscopic suture training. In: Paolis, L.T., Mongelli, A. (eds.) AVR 2014. LNCS, vol. 8853, pp. 90–102. Springer, Heidelberg (2014)Google Scholar
  142. 142.
    Sabri, H., Cowan, B., Kapralos, B., Porte, M., Backstein, D., Dubrowskie, A.: Serious games for knee replacement surgery procedure education and training. Soc. Behav. Sci. 2(2), 3483–3488 (2010)CrossRefGoogle Scholar
  143. 143.
    Park, S., Yoon, Y., Kim, L., Lee, S.: Virtual knee joint replacement surgery system. In: Geometric Modeling and Imaging (GMAI 2007), Zurich, pp. 79–84. IEEE (2007)Google Scholar
  144. 144.
    Qin, J., Chui, Y.-P., Pang, W.-M., Choi, K.-S., Heng, P.-A.: Learning Blood Management in Orthopedic Surgery through Gameplay. Comput. Graph. Appl. 30(2), 45–57 (2009)Google Scholar
  145. 145.
    Parsons, G., Richards, B.: Virtual Pain Manager. http://vpm.glam.ac.uk/
  146. 146.
  147. 147.
    Ricciardi, F., De Paolis, L.: A Comprehensive Review of Serious Games in Health Professions. Int. J. Comput. Games Technol. 11(9), 1–11 (2014)CrossRefGoogle Scholar
  148. 148.
  149. 149.
    Lieberman, D.: Video games for diabetes self-management: examples and design strategies. J. Diab. Sci. Technol. 6(4), 802–806 (2012)CrossRefGoogle Scholar
  150. 150.
  151. 151.
    Lieberman, D.: Digital games for health behavior change: research, design, and future directions. In: eHealth Applications: Promising Strategies for Behavior Change, pp. 110–127. Routledge, London (2012)Google Scholar
  152. 152.
    DeShazo, J., Harris, L., Pratt, W.: Effective intervention or child’s play? a review of video games for diabetes education. Diab. Technol. Ther. 12(10), 815–822 (2010)CrossRefGoogle Scholar
  153. 153.
    Klingensmith, G., Aisenberg, J., Kaufman, F., Halvorson, M., Cruz, E., Riordan, M., Varma, C., Pardo, S., Viggiani, M., Wallace, J., Schandner, H., Bailey, T.: Evaluation of a combined blood glucose monitoring and gaming system (Didget®) for motivation in children, adolescents, and young adults with type 1 diabetes. Pediatr. Diab. 14(5), 350–357 (2013)CrossRefGoogle Scholar
  154. 154.
    Bandura, A.: Social Foundations of Thought and Action: A Social Cognitive Theory. Pearson, London (1986)Google Scholar
  155. 155.
    Thompson, D.: Designing Serious Video Games for Health Behavior Change: Current Status and Future Directions. J. Diab. Sci. Technol. 6(4), 807–811 (2012)CrossRefGoogle Scholar
  156. 156.
    Tate, R., Haritatos, J., Cole, S.: HopeLab’s approach to re-mission. Int. J. Learn. Med. 1(1), 29–35 (2009)CrossRefGoogle Scholar
  157. 157.
    Govender, M., Bowen, R., German, M., Bulaj, G., Bruggers, C.: Clinical and neurobiological perspectives of empowering pediatric cancer patients using videogames. Games Health J. 4(5), 362–374 (2015)CrossRefGoogle Scholar
  158. 158.
    Merry, S., Stasiak, K., Shepard, M., Frampton, C., Fleming, T., Lucassen, M.: The effectiveness of SPARX, a computerised self help intervention for adolescents seeking help for depression: randomised controlled non-inferiority trial. Br. Med. J. 344(7857), 16 (2012)Google Scholar
  159. 159.
    Bruce, V., Kutcher, S.: Electronic interventions for depression in adolescents: hot idea or hot air? S. Afr. J. Psychol. 1(1), 1–13 (2016)Google Scholar
  160. 160.
    Inglés-Camats, G., Presno-Rivas, M., Antonijoan, M., Garcia-Panella, O., Forrest, T.: Yummy tricks: a serious game for learning healthy eating habits. Stud. Health Technol. Inform. 172(1), 185–190 (2012)Google Scholar
  161. 161.
    Thompson, D., Bhatt, R., Lazarus, M., Cullen, K., Baranowski, J., Baranowski, T.: A serious video game to increase fruit and vegetable consumption among elementary aged youth (Squire’s Quest! II): rationale, design, and methods. JMIR Res. Protoc. 1(2), e19 (2012)CrossRefGoogle Scholar
  162. 162.
    Baranowski, T., Buday, R., Thompson, D., Lyons, E., Lu, A., Baranowski, J.: Developing games for health behavior change: getting started. Games Health J. 2(4), 183–190 (2013)CrossRefGoogle Scholar
  163. 163.
    Peng, W.: Design and evaluation of a computer game to promote a healthy diet for young adults computer game as a medium for health promotion. Health Commun. 24(2), 115–127 (2009)CrossRefGoogle Scholar
  164. 164.
    Rusch, D.: “Elude”: designing depression. In: El-Nasr, M.S., Consalvo, M., Feiner, S., (eds.) Proceedings of the International Conference on the Foundations of Digital Games (FDG 2012), Raliegh, pp. 254–257. ACM (2012)Google Scholar
  165. 165.
    Russoniello, C., Fish, M., O’Brien, K.: The efficacy of casual videogame play in reducing clinical depression: a randomized controlled study. Games Health J. 2(6), 341–346 (2013)CrossRefGoogle Scholar
  166. 166.
    Fish, M., Russoniello, C., O’Brien, K.: The efficacy of prescribed casual videogame play in reducing symptoms of anxiety: a randomized controlled study. Games. Health J. 3(5), 291–295 (2014)CrossRefGoogle Scholar
  167. 167.
    Swanson, L., Whittinghill, D.: Intrinsic or extrinsic? using videogames to motivate stroke survivors: a systematic review. Games Health J. 4(3), 253–258 (2015)CrossRefGoogle Scholar
  168. 168.
    Szturm, T., Reimer, K., Hochman, J.: Home-based computer gaming in vestibular rehabilitation of gaze and balance impairment. Games Health J. 4(3), 211–220 (2015)CrossRefGoogle Scholar
  169. 169.
    Roepke, A., Jaffee, S., Riffle, O., McGonigal, J., Broome, R., Maxwell, B.: Randomized controlled trial of superbetter, a smartphone-based/internet-based self-help tool to reduce depressive symptoms. Games Health J. 4(3), 235–246 (2015)CrossRefGoogle Scholar
  170. 170.
    Larsen, L., Schou, L., Lund, H., Langberg, H.: The physical effect of exergames in healthy elderly—a systematic review. Games Health J. 2(4), 205–212 (2013)CrossRefGoogle Scholar
  171. 171.
    Hall, A., Chavarria, E., Maneeratana, V., Chaney, B., Bernhardt, J.: Health benefits of digital videogames for older adults: a systematic review of the literature. Games Health J. 1(6), 402–410 (2012)CrossRefGoogle Scholar
  172. 172.
    McCallum, S., Boletsis, C.: Dementia games: a literature review of dementia-related serious games. In: Ma, M., Oliveira, M.F., Petersen, S., Hauge, J.B. (eds.) SGDA 2013. LNCS, vol. 8101, pp. 15–27. Springer, Heidelberg (2013)CrossRefGoogle Scholar
  173. 173.
    Robert, P., König, A., Amieva, H., Andrieu, S., Bremond, F., Bullock, R., Ceccaldi, M., Dubois, B., Gauthier, S., Kenigsberg, A., Nave, S., Orgogozo, J., Piano, J., Benoit, M., Touchon, J., Vellas, B., Yesavage, J., Manera, V.: Recommendations for the use of serious games in people with Alzheimer’s Disease, related disorders and frailty. Front. Aging Neurosci. 6, 54 (2014)CrossRefGoogle Scholar
  174. 174.
    Burns, M., Andeway, K., Eppenstein, P., Ruroede, K.: Use of the Wii gaming system for balance rehabilitation: establishing parameters for healthy individuals. Games Health J. 3(3), 179–183 (2014)CrossRefGoogle Scholar
  175. 175.
    Sato, K., Kuroki, K., Saiki, S., Nagatomi, R.: Improving walking, muscle strength, and balance in the elderly with an exergame using Kinect: a randomized controlled trial. Games. Health J. 4(3), 161–167 (2015)CrossRefGoogle Scholar
  176. 176.
    Pham, Q., Khatib, Y., Stansfeld, S., Fox, S., Green, T.: Feasibility and efficacy of an mHealth game for managing anxiety: “Flowy” randomized controlled pilot trial and design evaluation. Games Health J. 5(1), 50–67 (2016)CrossRefGoogle Scholar
  177. 177.
    Bower, K., Clark, R., McGinley, J., Martin, C., Miller, K.: Feasibility and efficacy of the Nintendo Wii gaming system to improve balance performance post-stroke: protocol of a phase II randomized controlled trial in an inpatient rehabilitation setting. Games Health J. 2(2), 103–108 (2013)CrossRefGoogle Scholar
  178. 178.
    Jinhui, L., Theng, Y.-L., Foo, S.: Game-based digital interventions for depression therapy: a systematic review and meta-analysis. Cyberpsychology Behav. Soc. Network. 17(8), 519–527 (2014)CrossRefGoogle Scholar
  179. 179.
    Theng, Y.-L., Lee, J., Patinadan, P., Foo, S.: The use of videogames, gamification, and virtual environments in the self-management of diabetes: a systematic review of evidence. Games Health J. 4(5), 352–361 (2015)CrossRefGoogle Scholar
  180. 180.
    Rahmani, E., Boren, S.: Videogames and health improvement: a literature review of randomized controlled trials. Games Health J. 1(5), 331–341 (2012)CrossRefGoogle Scholar
  181. 181.
    Kato, P.: Evaluating efficacy and validating games for health. Games Health J. 1(1), 74–76 (2012)CrossRefGoogle Scholar
  182. 182.
    Kharrazi, H., Lu, A., Gharghabi, F., Coleman, W.: A scoping review of health game research: past, present, and future. Games Health J. 1(2), 153–164 (2012)CrossRefGoogle Scholar
  183. 183.
    Gao, Z., Chen, S., Pasco, D., Pope, Z.: A meta-analysis of active video games on health outcomes among children and adolescents. Obes. Rev. 16(9), 783–794 (2015)CrossRefGoogle Scholar
  184. 184.
    DeSmet, A., Ryckeghem, D., Compernolle, S., Baranowski, T., Thompson, D., Crombez, G., Poels, K., Van Lippevelde, W., Bastiaensens, S., Van Cleemput, K., Vandebosch, H., De Bourdeaudhuij, I.: A meta-analysis of serious digital games for healthy lifestyle promotion. Prev. Med. 69(1), 95–107 (2014)CrossRefGoogle Scholar
  185. 185.
    Coyle, M., Francis, K., Chapman, Y.: Self-management activities in diabetes care: a systematic review. Aust. Health Rev. 37(4), 512–522 (2013)CrossRefGoogle Scholar
  186. 186.
    Riestra, R., Urbina, M., Guaylupo, S., Westera, W., Star, K.: RAGE Dissemination Plan. Project Deliverable, INMARK (2015)Google Scholar
  187. 187.
    Entertainment Software Association: Essential Facts about the Computer and Video Game Industry. Market Research, Entertainment Software Association (2016)Google Scholar
  188. 188.
    NPD Group: Kids and Gaming 2015. Market Research, NPD Group (2015)Google Scholar
  189. 189.
    Khaled, R., Vasalou, A.: Bridging serious games and participatory design. Int. J. Child-Comput. Interact. 2(2), 93–100 (2014)CrossRefGoogle Scholar
  190. 190.
    Penfield, T., Baker, M., Scoble, R., Wykes, M.: Assessment, evaluations, and definitions of research impact: A review. Res. Eval. 23(1), 21–32 (2014)CrossRefGoogle Scholar
  191. 191.
    European Commision: What is Horizon 2020? https://ec.europa.eu/programmes/horizon2020/en/what-horizon-2020
  192. 192.
    European Commission: Horizon 2020 indicators: Assessing the results and impact of Horizon 2020. Project Documentation, European Commission (2015)Google Scholar
  193. 193.
    Research Excellence Framework: Assessment framework and guidance on submissions. Documentation, Research Excellence Framework (2011)Google Scholar
  194. 194.
    Crookall, D.: Serious games, debriefing, and simulation/gaming as a discipline. Simul. Gaming 41(6), 898–920 (2010)CrossRefGoogle Scholar

Copyright information

© Springer International Publishing AG 2016

Authors and Affiliations

  1. 1.The Centre for Excellence in Media PracticeBournemouth UniversityBournemouthUK
  2. 2.The Centre for Digital EntertainmentBournemouth UniversityBournemouthUK

Personalised recommendations