Recent years have seen a rapid proliferation of mass-market consumer software that takes inspiration from video games. Usually summarized as "gamification", this trend connects to a sizeable body of existing concepts and research in human-computer interaction and game studies, such as serious games, pervasive games, alternate reality games, or playful design. However, it is not clear how "gamification" relates to these, whether it denotes a novel phenomenon, and how to define it. Thus, in this paper we investigate "gamification" and the historical origins of the term in relation to precursors and similar concepts. It is suggested that "gamified" applications provide insight into novel, gameful phenomena complementary to playful phenomena. Based on our research, we propose a definition of "gamification" as the use of game design elements in non-game contexts.

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From game design elements to gamefulness: defining "gamification"

What Video Games Have to Teach Us about Learning and Literacy

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It is assumed that serious games influences learning in 2 ways, by changing cognitive processes and by affecting motivation. However, until now research has shown little evidence for these assumptions. We used meta-analytic techniques to investigate whether serious games are more effective in terms of learning and more motivating than conventional instruction methods (learning: k = 77, N 5,547; motivation: k = 31, N 2,216). Consistent with our hypotheses, serious games were found to be more effective in terms of learning (d= 0.29, p .05) than conventional instruction methods. Additional moderator analyses on the learning effects revealed that learners in serious games learned more, relative to those taught with conventional instruction methods, when the game was supplemented with other instruction methods, when multiple training sessions were involved, and when players worked in groups.

/pdf/a-meta-analysis-of-the-cognitive-and-motivational-effects-of-2hxl2cnuc5.pdf

A meta-analysis of the cognitive and motivational effects of serious games

This study is a ten-year critical review of empirical research on the educational applications of Virtual Reality (VR). Results show that although the majority of the 53 reviewed articles refer to science and mathematics, researchers from social sciences also seem to appreciate the educational value of VR and incorporate their learning goals in Educational Virtual Environments (EVEs). Although VR supports multisensory interaction channels, visual representations predominate. Few are the studies that incorporate intuitive interactivity, indicating a research trend in this direction. Few are the settings that use immersive EVEs reporting positive results on users' attitudes and learning outcomes, indicating that there is a need for further research on the capabilities of such systems. Features of VR that contribute to learning such as first order experiences, natural semantics, size, transduction, reification, autonomy and presence are exploited according to the educational context and content. Presence seems to play an important role in learning and it is a subject needing further and intensive studies. Constructivism seems to be the theoretical model the majority of the EVEs are based on. The studies present real world, authentic tasks that enable context and content dependent knowledge construction. They also provide multiple representations of reality by representing the natural complexity of the world. Findings show that collaboration and social negotiation are not only limited to the participants of an EVE, but exist between participants and avatars, offering a new dimension to computer assisted learning. Little can yet be concluded regarding the retention of the knowledge acquired in EVEs. Longitudinal studies are necessary, and we believe that the main outcome of this study is the future research perspectives it brings to light.

Educational virtual environments: A ten-year review of empirical research (1999-2009)

In this paper, we describe a set of personalized exergames which combine methods and concepts of serious games, adaptation and personalization, authoring and sensor technologies Compared to existing systems, the set of games does not only keep track of the user's vital state, but also directly integrates vital parameters into the gameplay and supports the training and motivation for sustainable physical activity in a playful manner

Serious games for health: personalized exergames

Technologies for E-Learning and Digital Entertainment

Technologies for Interactive Digital Storytelling and Entertainment

Gameplay experience (GX) is created during the process of player-game interaction, where this interaction has the goal to provide a motivating, fun experience for the player. Since GX is an important factor for the success of failure of a game, a formal classification of how to design for and evaluate GX is necessary. Using appropriate mechanisms for evaluation and measurement of GX allows the validation of good gameplay experiences. This paper presents an approach to formalize such evaluative methods and a roadmap for applying these mechanisms in the context of serious games. We first discuss related work of user experience (UX) and player experience models, based on which we propose a three-layer framework of GX. For each layer, a number of measurement methodologies are listed and our focus is put on physiological and technical metrics for game evaluation. Finally, we point out the potential use of this framework within the field of game-based learning and serious gaming for sports and health. GAMEPLAY, AFFECT, PSYCHOPHYSIOLOGY, USER EXPERIENCE (UX), SERIOUS GAMING

Methods for Evaluating Gameplay Experience in a Serious Gaming Context.

Cybersickness (CS) is a term used to refer to symptoms, such as nausea, headache, and dizziness that users experience during or after virtual reality immersion. Initially discovered in flight simulators, commercial virtual reality (VR) head-mounted displays (HMD) of the current generation also seem to cause CS, albeit in a different manner and severity. The goal of this work is to summarize recent literature on CS with modern HMDs, to determine the specificities and profile of immersive VR-caused CS, and to provide an outlook for future research areas. A systematic review was performed on the databases IEEE Xplore, PubMed, ACM, and Scopus from 2013 to 2019 and 49 publications were selected. A summarized text states how different VR HMDs impact CS, how the nature of movement in VR HMDs contributes to CS, and how we can use biosensors to detect CS. The results of the meta-analysis show that although current-generation VR HMDs cause significantly less CS (
 $$p<0.001$$
 ), some symptoms remain as intense. Further results show that the nature of movement and, in particular, sensory mismatch as well as perceived motion have been the leading cause of CS. We suggest an outlook on future research, including the use of galvanic skin response to evaluate CS in combination with the golden standard (Simulator Sickness Questionnaire, SSQ) as well as an update on the subjective evaluation scores of the SSQ.

/pdf/cybersickness-in-current-generation-virtual-reality-head-8vwdzunz2b.pdf

Stefan Göbel

Papers

Serious games for health: personalized exergames

Technologies for E-Learning and Digital Entertainment

Technologies for Interactive Digital Storytelling and Entertainment

Methods for Evaluating Gameplay Experience in a Serious Gaming Context.

Cybersickness in current-generation virtual reality head-mounted displays: systematic review and outlook