Advertisement

Towards Designing for Competence and Engagement in Serious Games

  • Erik D. van der Spek
Part of the Lecture Notes in Computer Science book series (LNCS, volume 7528)

Abstract

Through a series of game design experiments evidence was found signifying the importance of feeling competence as a driver for engagement during gameplay. Engagement during gameplay is important both as a motivation to play games, as well as for serious games to improve cognitive interest and thereby the learning efficacy of the game. Consequently, a number of design guidelines are proposed, both on the local and global level of the game, to enhance the feeling of competence and thereby engagement of the game.

Keywords

game design designing for competence engagement serious games experiential learning self-determination theory 

Preview

Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.

References

  1. 1.
    Van der Spek, E.D., Wouters, P., Van Oostendorp, H.: Code Red: Triage or COgnition-based DEsign Rules Enhancing DecisionmakingTRaining In A Game Environment. British Journal of Educational Technology 42, 441–455 (2011)CrossRefGoogle Scholar
  2. 2.
    Van der Spek, E.D.: Experiments in serious game design: a cognitive approach. Doctoral dissertation. Utrecht University. SIKS Dissertation Series, vol. 2011-36 (2011)Google Scholar
  3. 3.
    Lessiter, J., Freeman, J., Keogh, E., Davidoff, J.: A Cross-Media Presence Questionnaire: The ITC-Sense of Presence Inventory. Presence: Teleoperators and Virtual Environments 10, 282–297 (2001)CrossRefGoogle Scholar
  4. 4.
    Gee, J.P.: Learning and Games. In: Salen, K. (ed.) The Ecology of Games: Connecting Youth, Games, and Learning, pp. 21–40. MIT Press, Cambridge (2008)Google Scholar
  5. 5.
    Garris, R., Ahlers, R., Driskell, J.E.: Games, Motivation, and Learning: A Research and Practice Model. Simulation & Gaming 33, 441–467 (2002)CrossRefGoogle Scholar
  6. 6.
    Tamborini, R., Skalski, P.: The Role of Presence in the Experience of Electronic Games. In: Vorderer, P., Bryant, J. (eds.) Playing Video Games Motives Responses and Consequences, pp. 225–240. Lawrence Erlbaum Associates (2006)Google Scholar
  7. 7.
    Sweetser, P., Wyeth, P.: GameFlow: A Model for Evaluating Player Enjoyment in Games. Computers in Entertainment 3, 1–24 (2005)CrossRefGoogle Scholar
  8. 8.
    Ryan, R.M., Deci, E.L.: Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist 55, 68–78 (2000)CrossRefGoogle Scholar
  9. 9.
    Przybylski, A.K., Rigby, C.S., Ryan, R.M.: A motivational model of video game engagement. Review of General Psychology 14, 154–166 (2010)CrossRefGoogle Scholar
  10. 10.
    Tanenbaum, K., Tanenbaum, J.: Agency as commitment to meaning: communicative competence in games. Digital Creativity 21, 11–17 (2010)CrossRefGoogle Scholar
  11. 11.
    Wouters, P., Oostendorp, H.V., Boonekamp, R., Van der Spek, E.D.: The role of Game Discourse Analysis and curiosity in creating engaging and effective serious games by implementing a back story and foreshadowing. Interacting with Computers 23, 329–336 (2011)CrossRefGoogle Scholar
  12. 12.
    Habgood, M.P.J.: Endogenous fantasy and learning in digital games. Simulation & Gaming 36, 483–498 (2005)CrossRefGoogle Scholar
  13. 13.
    Dickey, M.D.: Engaging By Design: How Engagement Strategies in Popular Computer and Video Games Can Inform Instructional Design. Educational Technology Research and Development 53, 67–83 (2005)CrossRefGoogle Scholar
  14. 14.
    Gecas, V.: The social psychology of self-efficacy. Annual Review of Social Psychology 15, 291–316 (1989)CrossRefGoogle Scholar
  15. 15.
    Klimmt, C., Hartmann, T.: Effectance, self-efficacy, and the motivation to play video games. In: Vorderer, P., Bryant, J. (eds.) Playing Video Games: Motives, Responses, and Consequences, pp. 133–145. Lawrence Erlbaum Associates, Mahwah (2006)Google Scholar
  16. 16.
    Zimmerman, B.: Self-Efficacy: An Essential Motive to Learn. Contemporary Educational Psychology 25, 82–91 (2000)CrossRefGoogle Scholar
  17. 17.
    Yun, C., Shastri, D., Pavlidis, I., Deng, Z.: O’ Game, Can You Feel My Frustration?: Improving User’ s Gaming Experience via StressCam. In: Proceedings of the CHI Conference, pp. 2195–2204 (2009)Google Scholar
  18. 18.
    Matthews, G., Warm, J.S., Reinerman, L.E., Langheim, L.K.: Task Engagement, Attention, and Executive Control. In: Gruszka, A., Matthews, G., Szymura, B. (eds.) Handbook of Individual Differences in Cognition, pp. 205–230. Springer, New York (2010)CrossRefGoogle Scholar
  19. 19.
    Lopes, R., Bidarra, R.: Adaptivity Challenges in Games and Simulations: a Survey. IEEE Transactions on Computational Intelligence and AI in Games 3, 85–99 (2011)CrossRefGoogle Scholar
  20. 20.
    Shute, V.J., Ventura, M., Bauer, M., Zapata-Rivera, D.: Melding the Power of Serious Games and Embedded Assessment to Monitor and Foster Learning: Flow and Grow. In: Ritterfeld, U., Cody, M., Vorderer, P. (eds.) Serious Games: Mechanisms and Effects, pp. 295–321. Routledge, New York (2009)Google Scholar
  21. 21.
    Nakatsu, R., Rauterberg, M., Vorderer, P.: A New Framework for Entertainment Computing: From Passive to Active Experience. In: Kishino, F., Kitamura, Y., Kato, H., Nagata, N. (eds.) ICEC 2005. LNCS, vol. 3711, pp. 1–12. Springer, Heidelberg (2005)CrossRefGoogle Scholar
  22. 22.
    McGinnis, T., Bustard, D.W., Black, M., Charles, D.: Enhancing E-Learning Engagement Using Design Patterns from Computer Games. In: First International Conference on Advances in Computer-Human Interaction, pp. 124–130. IEEE (2008)Google Scholar
  23. 23.
    Chanel, G., Rebetez, C., Bétrancourt, M., Pun, T.: Boredom, engagement and anxiety as indicators for adaptation to difficulty in games. In: Proceedings of the 12th International Conference on Entertainment and Media in the Ubiquitous Era, pp. 13–17. ACM, New York (2008)Google Scholar
  24. 24.
    Jin, S.-A.A.: “Toward Integrative Models of Flow”: Effects of Performance, Skill, Challenge, Playfulness, and Presence on Flow in Video Games. Journal of Broadcasting & Electronic Media 56, 169–186 (2012)CrossRefGoogle Scholar
  25. 25.
  26. 26.
    Schunk, D.H.: Enhancing self-efficacy and achievement through rewards and goals: Motivational and informational effects. Journal of Educational Research 78, 29–34 (1984)Google Scholar
  27. 27.
    Butler, D.L., Winne, P.H.: Feedback and self-regulated learning: A theoretical synthesis. Review of Educational Research 65, 245–281 (1995)Google Scholar
  28. 28.
    Loewenstein, G.: The psychology of curiosity: A review and reinterpretation. Psychological Bulletin 116, 75–98 (1994)CrossRefGoogle Scholar
  29. 29.
    Hattie, J., Timperley, H.: The Power of Feedback. Review of Educational Research 77, 81–112 (2007)CrossRefGoogle Scholar
  30. 30.
    Bostan, B., Ogut, S.: Game challenges and difficulty levels: lessons learned From RPGs. In: Proceedings of the International Simulation and Gaming Association Conference (2009)Google Scholar
  31. 31.
    Dede, C.: The Evolution of Constructivist Learning Environments: Immersion in Distributed, Virtual Worlds. Educational Technology 35, 46–52 (1995)Google Scholar

Copyright information

© Springer-Verlag Berlin Heidelberg 2012

Authors and Affiliations

  • Erik D. van der Spek
    • 1
  1. 1.Department of Industrial DesignEindhoven University of TechnologyThe Netherlands

Personalised recommendations