Characterizing the Serious Gameand Assessing Learning Goals

Abstract

Serious Games (SGs) are video or computer games designed for training or educationalpurposes. Thanks to the wide variety of opportunities they provide, e.g. interactivity, immer-sion, simulation, etc., they have become universally embraced in both academic and non-academic fields alike. However, the selection of the most suitable SG with regard to a givenlearning goal seems to be less well addressed in the literature. This paper tries to bridge thisresearch gap by building a new Characterizing and Assessing Serious Games Grid(CASGG). The research was based on a design science method. The CASGG was built dur-ing a series of meetings (i.e. working group with professionals (education experts), brain-storming with students and teachers) and pilot tests with students. Subsequently, it was test-ed in the higher education field with 41 graduate students to assess their learningperformance according to leaning goals using a specific SG. The tested SG was StarBankthe Game and the learning goal was to understand the principal mechanisms of banking.The findings revealed no difference in terms of learning performance between studentswho have used the SG and those who have followed the theoretical course. With referenceto learning satisfaction, the first category of students expressed much more enthusiasm andmotivation for learning. Using the SG was for them more enjoyable and engaging. Thegame play succeeded in capturing their attention, challenging their curiosity and enhanc-ing their interest in the theoretical knowledge. Moreover, owing to this research the designscience approach proved most suitable for the building and application of the CASGG bydemonstrating its practical feasibility and use. Regarding the context of SGs, the CASGG isactually not only an empirical elaboration of an SG assessment instrument, but also a start-ing point for further research in this area.