MINHUA MA, MANUEL FRADINHO OLIVEIRA, JOÃO MADEIRAS PEREIRA,

Serious Games Development and Applications, Second International Conference,

SGDA 2011, Springer, Lisbon 2011.

MICHAEL D. KICKMEIER-RUST, THOMAS AUGUSTIN, DIETRICH ALBERT,

«Personalized Storytelling for Educational Computer Games», σελ. 13-22, 13

The idea of using the cool modern computer games for serious, particularly

educational purposes is thrilling educators, researchers, and developers. The genre of

learning games has become a major field of psycho-pedagogical research and those

games will definitely play an important role in the future educational landscape. On

this playful basis, “serious” games can make learning a more pleasant activity, maybe

a more effective activity (for which we occasionally find evidence), maybe more

suitable for the “digital natives”, but definitely we can reach those children and

adolescents we could not reach satisfyingly with conventional educational measures.

TIAGO FERNANDES, JOÃO JACOB, «Virtual Location-Based Indoor Guide», σελ.

36-48, 38,
Serious games often rely on virtual environments and user interaction with it to get

their message across.

Σελ. 46, Also, considering that most serious games attempt to emulate a

particular environment, the possibility of playing location-based serious games, in

order to do a more realistic simulation, is both appealing and doable with the

approach presented in this paper

MARTIN RUSKOV, WILLIAM SEAGER, «What Can Bits Teach about Leadership:
A Study of the Application of Variation Theory in Serious Games», σελ. 49-60, 49,

Σελ. 49, Serious games have been widely appreciated as an attractive and accessible
form of experiential learning,
MANUEL FRADINHO OLIVEIRA, BJORN ANDERSEN, JOAO PEREIRA,
WILLIAM SEAGER, CLAUDIA RIBEIRO, «The Use of Integrative Framework to
Support the Development of Competences», σελ. 117-128, 120,

Serious games are strong contenders to support competence development and have

potential advantages over more traditional learning methods and on-the-job training

because they offer tailored experiences, in which participants learn through a

grammar

of doing and being

In addition serious games increase

motivation, provide ego gratification, encourage creativity, socialization and above all

are fun. Serious games also support a situated context for learning in a virtual world
as

when you learn by playing a game, you apply that learning immediately in the game

and move on to learning new skills [15]. Game scenarios and characters in the game

that reflect the real world will enable a near-transfer of knowledge.

Using serious games, a learner is able to

go through a multitude of experiences, each one introducing different situations

generated dynamically to suit the learning purposes. This is one way serious games

can offer the advantages of both experiential learning and situated learning, which is

learning by doing and acting in real life situations

MATHIAS FUCHS, DEBORAH LEIGHTON, «Ordsall Hall in Manchester: A

Creative Game for Heritage Studies», σελ. 139-145, 140,

The term “Serious Games” was introduced in the first decade of the 21st century to

describe projects that use computer game technology for purposes not generally
considered to be part of the mainstream games industry
EMMA NORLING, «On Evaluating Agents for Serious Games», στο FRANK
DIGNUM, JEFF BRADSHAW, BARRY SILVERMAN, WILLEM VAN
DOESBURG (Eds.), Agents for Games and Simulations: Trends in Techniques,
Concepts and Design, Springer, Berlin 2009, σελ. 155-169.

σελ. 155, In games that are developed purely for entertainment, one of the key goals is
to create ‘believable’ characters; this “does not mean an honest or reliable character,
but one that provides an illusion of life, thus permitting the audience’s suspension of
disbelief” [1]. In other words, so long as the behaviour of the character isn’t such that
the viewer stops to question it, it doesn’t matter if in reality the behaviour is
implausible; what is important is that the viewer is carried along with the story, and
that the character behaves ‘sensibly’ within the context of the story.

However ‘serious games’ is a label that has been termed to apply to a diverse

range of gaming applications whose primary purpose is not entertainment.

Sawyer and Smith have presented a taxonomy of these games, where the purpose

ranges from from training and education through to advertising

D.W.F.VAN KREVELEN, «Intelligent Agent Modeling as Serious Game Towards

Integrating Microworlds, Tutoring and Evolution», στο ίδιο, σελ. 221-236, 221,
ορισμός ως εκπαιδευτικό εργαλείο

JEAN-PIERRE BRIOT, ALESSANDRO SORDONI, EURICO VASCONCELOS,

MARTA DE AZEVEDO IRVING, GUSTAVO MELO, VINICIUS SEBBA-PATTO,
ISABELLE ALVAREZ, «Design of a Decision Maker Agent for a Distributed Role
Playing Game –Experience of the SimParc Project», στο ίδιο, σελ. 119-134, 119,

In this paper, we are discussing our experience of inserting artificial agents in

a role-playing game populated with humans. The role playing game we consider

may be considered as a serious game, as our objective is educational

and epistemic. In this game, humans play some role and discuss, negotiate and

take decisions about a common domain, in our case environment management

decisions.

We are currently designing and inserting different types of artificial agents

into this human-based role-playing game.

STEFAN GÖBEL JOSEF WIEMEYER (Eds.), Games for Training, Education,
Health and Sports, 4th International Conference on Serious Games, GameDays 2014,
Springer, Darmstadt 2014

RAINER MALAKA, «How Computer Games Can Improve Your Health and
Fitness», σελ. 1-7, 1

Serious games became an object of research and development in the

last decade. Using computer game technology for serious applications can be

very beneficial for a variety of applications. In particular when it is about

motivating people through gaming mechanisms,

σελ. 2, Serious games address

this mechanism by wrapping activities into games. Such games can have different

purpose, e.g.

- games to raise awareness (e.g. for ethical issues)

- games for learning and training (so called edutainment)

- games for harvesting data (e.g. games with a purpose)

- games for health and fitness (exergames)

THEODORE LIM, SANDY LOUCHART, NEIL SUTTIE, JANNICKE

BAALSRUD HAUGE, IOANA A. STANESCU, IVAN M. ORTIZ, PABLO
MORENO-GER, FRANCESCO BELLOTTI, MAIRA B. CARVALHO, JEFFREY
EARP, MICHELA OTT, SYLVESTER ARNAB, RICCARDO BERTA, «Narrative
Serious Game Mechanics (NSGM) – Insights into the Narrative-Pedagogical
Mechanism», σελ. 23-34,

Σελ. 25,

To establish the cause and effect of designed narration in SGs, the concept of
Narrative Serious Game Mechanics (NSGM) is proposed. An NSGM is identified in
a game design when aspects of narrative/storytelling such as dialogue, plot events
or character actions/behaviours are used to elicit specific pedagogical outcomes.

Σελ. 27,

Table 2. Establishing Process and Structure within an NSGM

Σελ. 29,

Table 3. Analysis of narrative-pedagogical implications in the GVAB game and the

potential benefits of associated pedagogic practices
JAN CANNON-BOWERS, CLINT BOWERS, Serious Game Design and
Development: Technologies for Training and Learning, Information Science
Reference, Hershey 2010.

RUDY MCDANIEL, STEPHEN M. FIORE, DENISE NICHOLSON, «Serious

Storytelling: Narrative Considerations for Serious Games Researchers and
Developers», σελ. 13-30,

Σελ. 14, The goal of serious games is to create

a virtual environment in which this pathway is

reversed; by encountering and solving problems

in the game world, the player learns skills and

builds knowledge useful for problem solving in

the real world.

MINHUA MA, ANDREAS OIKONOMOU, LAKHMI C. JAIN, Serious Games and

Edutainment Applications, Springer, London 2011.

SARA DE FREITAS, FOTIS LIAROKAPIS, «Serious Games: A New Paradigm for

Education?», σελ. 9-23,

Σελ. 12, Mingoville (Sørensen and Meyer, 2007) is a serious game based on the idea
that

children learn and are motivated by problem-solving and game activities rather than

traditional skills-based and textbook based material focusing on reading, writing,

spelling and listening.

DAMIEN DJAOUTI, JULIAN ALVAREZ, JEAN-PIERRE JESSEL, OLIVIER

RAMPNOUX, «Origins of Serious Games», 25-43,

Σελ. 26, Origins of the “Serious Game” Oxymoron

KONSTANTIN MITGUTSCH, «Serious Learning in Serious Games Learning In,

Through, and Beyond Serious Games», σελ. 45-58,

Σελ. 46, This aim can be described as the intention to design a playful
environment that provides serious content, topics, narratives, rules and goals to foster

a specific purposeful learning process.