Abstract
Embodied Cognition (EC) theory states that systems for sensing, acting and thinking are intrinsically interdependent and that human cognition is made of modality-specific representations. This approach is based on evolutionary principles of how human beings relate to their environment and for this reason, it is very suitable to be applied to improve design of VR systems, which are clearly based on physical interactions. We can find examples of this theory in common human behaviours as counting with own fingers or walking around an empty room to think about how furniture are going to be placed.
Taking the most contrasted claims of EC, we are going to explore Virtual Reality Serious Games (VRSGs) design from an holistic point of view, trying to optimize the cognitive performance of players. Aiming this, we are going to update Arnab’s et al. Learning Mechanics - Game Mechanics model adding VR specific characteristics based on Embodied Cognition theory. This LM-GM model will frame our proposal. Taking as starting point four of the most accepted EC claims, we are going to propose some interaction design guidelines with the objective of improving game mechanics in VRSGs, from a cognitive point of view.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Gigante, M.A.: Virtual reality: definitions, history and applications. In: Earnshaw, R.A., Gigante, M.A., Jones, H. (eds.) Virtual Reality Systems, pp. 3–14. Academic Press, London (1993)
McLellan, H.: Virtual realities. In: Jonassen, D. (ed.) Handbook of Research for Educational Communications and Technology, pp. 457–487. Kluwer-Nijhoff Publishing, Boston (1996)
Cooper, J.B., Taqueti, V.R.: A brief history of the development of mannequin simulators for clinical education and training. Postgrad. Med. J. 84(997), 563–570 (2008)
Winn, W.: A conceptual basis for educational applications of virtual reality. Technical Publication R-93-9, Human Interface Technology Laboratory of the Washington Technology Center, University of Washington, Seattle (1993)
Mantovani, F.: VR learning: potential and challenges for the use of 3D environments in education and training. In: Riva, G., Galimberti, C. (eds.) Towards Cyberpsychology: Mind, Cognitions and Society in the Internet Age, pp. 207–226. IOS Press, Amsterdam (2001)
Freina, L., Ott, M.: A literature review on immersive virtual reality in education: state of the art and perspectives. In: Conference Proceedings of eLearning and Software for Education (eLSE), no. 1, pp. 133–141. Universitatea Nationala de Aparare Carol I (2015)
Arnab, S., Lim, T., Carvalho, M.B., Bellotti, F., Freitas, S., Louchart, S., De Gloria, A.: Mapping learning and game mechanics for serious games analysis. Br. J. Educ. Technol. 46(2), 391–411 (2015)
Lim, T., Louchart, S., Suttie, N., Ritchie, J.M., Aylett, R.S., Stanescu, I.A., Moreno-Ger, P.: Strategies for effective digital games development and implementation. In: Cases on Digital Game-Based Learning: Methods, Models, and Strategies, pp. 168–198 (2013)
Parlett, D.S.: The Oxford History of Board Games. Oxford University Press, USA (1999)
Cleveland, C.: Meaningful game mechanics. In: Game Design Perspectives, pp. 85–88 (2002)
Hunicke, R., LeBlanc, M., Zubek, R.: MDA: a formal approach to game design and game research. In: Proceedings of the AAAI Workshop on Challenges in Game AI, vol. 4, no. 1 (2004)
Järvinen, A.: Games Without Frontiers: Theories and Methods for Game Studies and Design. Tampere University Press, Tampere (2008)
Salen, K., Zimmerman, E.: Rules of Play: Game Design Fundamentals. MIT Press, Cambridge (2004)
Anderson, L.W., Krathwohl, D.R., Bloom, B.S.: A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom’s Taxonomy of Educational Objectives. Allyn & Bacon, Boston (2001)
Wilson, M.: Six views of embodied cognition. Psychon. Bull. Rev. 9(4), 625–636 (2002)
Clark, A., Chalmers, D.: Embodied, situated, and distributed cognition. In: A Companion to Cognitive Science, pp. 506–517 (1998)
Foglia, L., Wilson, R.A.: Embodied cognition. Wiley Interdisc. Rev.: Cogn. Sci. 4(3), 319–325 (2013)
Anderson, M.L.: Embodied cognition: a field guide. Artif. Intell. 149(1), 91–130 (2003)
Brooks, R.A.: Cambrian Intelligence: The Early History of the New AI, vol. 44. MIT Press, Cambridge (1999)
Pfeifer, R., Scheier, C.: Understanding Intelligence. MIT Press, Cambridge (2001)
Mayer, R.E.: Cognitive theory of multimedia learning. In: Mayer, R.E. (ed.) The Cambridge Handbook of Multimedia Learning. Cambridge University Press, New York (2005)
Sorden, S.: The cognitive theory of multimedia learning. In: Handbook of Educational Theories. Information Age Publishing, Charlotte (2012)
Kirsh, D., Maglio, P.: On distinguishing epistemic from pragmatic action. Cogn. Sci. 18(4), 513–549 (1994)
Merleau-Ponty, M., Smith, C.: Phénoménologie de la perception. In: Phenomenology of Perception. Humanities Press, New York/London (1962)
Soler, J.L., Ferreira, J., Contero, M., Alcañiz, M.: The power of sight: using eye tracking to assess learning experience (LX) in virtual reality environments. In: INTED2017 Proceedings, pp. 8684–8689 (2017)
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2017 Springer International Publishing AG
About this paper
Cite this paper
Soler, J.L., Contero, M., Alcañiz, M. (2017). VR Serious Game Design Based on Embodied Cognition Theory. In: Alcañiz, M., Göbel, S., Ma, M., Fradinho Oliveira, M., Baalsrud Hauge, J., Marsh, T. (eds) Serious Games. JCSG 2017. Lecture Notes in Computer Science(), vol 10622. Springer, Cham. https://doi.org/10.1007/978-3-319-70111-0_2
Download citation
DOI: https://doi.org/10.1007/978-3-319-70111-0_2
Published:
Publisher Name: Springer, Cham
Print ISBN: 978-3-319-70110-3
Online ISBN: 978-3-319-70111-0
eBook Packages: Computer ScienceComputer Science (R0)