Given the degree of potential future adoption, will serious gaming be distributed to a mass of academic institutions?

Introduction Currently education and entertainment are widely separate to the point in which they can be considered di erent ends of a spectrum, this however is a cultural a iction and not necessarily the way in which they have to be distinguished and/or nurtured. It is important to consider the end user when reviewing the reasons behind why serious gaming and general media industries are separated, in doing so one would nd that the user base generally becomes the consideration for end development models meaning simply the choices in which most pupils of institutions decide to embark on changes the growth of resources that all students are able to access. It is because of the ways in which institutions develop for the top of a hierarchy of academic subjects that serious gaming or educational entertainment has been a rarity within the past as given by the development of cultural societies it has long been considered a negative to pursue entertainment and leisure industries when compared with the sciences and the potential in which they have brought for prospering society. [25] Another issue with serious games is nding working frameworks. Id softwares video game Quake, set major frameworks for how rst person shooter games should work, this is true for a number of the initial genre titles. The mechanics in earlier games have lead future generations of developers to develop with a clear understanding on the production outcome. Elements of Quake can be found within the current day top seller modern warfare which utilized strafe jumping for fast paced functionalities. Serious games is a young eld and frameworks for working mechanics are yet to be fully realized. Methodology One of the core issues with serious game development are the developershaving little disciplines in gaming environments. Generally it is developers with backgrounds in computer science and teachers who are involved in the process with serious game development who then generalize the notions of game-play to t a curriculum. Artists, musicians and story writers are arguably the most important components of video game development today when applying to user interest, this di erentiation will have to be challenged if future serious games are to be considered an entertainment source by the mass market. By researching the development process on serious gaming i can form conclusions on their implementations that could potentially be required in order for institutions to consider serious gaming a platform for educating. By analyzing and comparing quantitative serious game data with conventional video games and conventional teachings I can gain insights into how prosperous edutainment is in relativity to modern day reforms. Researching studies will give a clear understanding on where serious gaming currently stands, whilst observing the adoption of serious gaming in relation to the potentials of other methods i can nalize an option on whether through adoption or continuation can a time-frame be built for when future academic implementations are likely to be made. I will form conclusions based upon a joint combination of studies and titles in hope to map a future time frame for when and if serious gaming can be mass marketed for inclusion within classrooms. Reviewing serious game titles in depth will allow me to assess the current day performance of serious gaming and how overall the teaching within their systems can impact users.

Educational Methods

Processes of Learning

Processes of Teaching

Academic and Social Networking Culture

Dual coding theory

Dual coding theory states that the connection between words and imagery allows for association based memory. Recalling information through perceiving visual imagery can be directly linked to word representations giving the learner a better ability to submit that information to memory.

The Cognitive Load Theory

The Cognitive load theory states that having to process large units of complexity over a short period of time means that the amount of information retained decreases. Goal-free problems allows students to learn information as it is displayed rather than having to retain information on what they should be looking for. Loading the learner with unnecessary information limits learning, so promoting standard teaching to a serious game based framework with goals, missions and unnecessary visual information could be viewed as a less instructive manner of teaching. In conclusion using motor functions allows for a more analog retainment of information meaning that more complex information can be stored and recalled using association. [16]

Academic Networks

Data Collection for Assessment

Data collection systems can allow for a central hub to acquire and addition data automatically, such mechanisms can provide various levels of data integrations where released data can be accessed and analyzed. Within assessing user data serious games could o er a particularly broad spectrum of analyzable information in respects to the users learnings on a wider range of variables than current data collection systems within schools allow today.

Virtual Tutoring
Virtual tutoring had been a part of networked society for a number of years. This methods o er the teacher to provide students / user with a less schedules curriculum as tutoring over the internet does not have to be con ned with normal working hours. Through videos and images tutors can allow students / users to understand material over time and review each area in correlation with other computerized applications.

Common coding theory

Common coding theory states that the principles required by motor functions are intertwined with perception. Creating linkage between motor functions and perception allows each to be modulated by means of similarity.

Learning overview Learning as a quantitative increase in knowledge. Learning is acquiring information or knowing a lot. Learning as memorizing. Learning is storing information that can be reproduced. Learning as acquiring facts, skills, and methods that can be retained and used as necessary. Learning as making sense or abstracting meaning. Learning involves relating parts of the subject matter to each other and to the real world. Learning as interpreting and understanding reality in a di erent way. Learning involves comprehending the world by reinterpreting knowledge. [16]

Formalism
Community Based Models Incorporating community based models inside of the classroom is a problem within teaching large groups. the potentials include allowing students more knowledgeable in an area to teach other students allowing for a number of students to set group goals to grasp the taught material.

Collaborating and Cooperation

Academic Assessment ans grading

The formality of teaching institutions challenges serious gaming, as the context of gaming is generally considered highly informal.[16]

The assessing of academic ability within schools has lead to our current day set curriculum, whilst this o ers a standardizing model of education it has been argued to come at the consequences Co-operative learners can use community based models to develop skills as teams. This would allow individuals to of the learner.[7] Serious game developers learn in a way that is less reformed to knowledge but suited better towarding interacting within group enviroments. constantly make the notion that serious Serious gaming is a prime example of how a wide user base can utilize education via large network gaming will be able to reform this type connectivity. [8] of process by allowing games to set the learner with goals in a fairer and more applicable manner than tests, whether or not this is an actuality or a fostered Transformative learning process hope is not yet fully conclusive due to lack If games aim at chang- ing the players perspectives, of evidence and academic studies. as many serious games do, they are trying to foster learning on this Assessing generally refers to the process serious level. While most studies research the transfer of behav- ior, of gathering important information about of knowledge, literacies and skills, little is known about deep and competencies and attributes, either in meaningful trans formative learning processes through playing serious formal or informal learning contexts. games. Previous studies show that games o er a possibility space for This should lead to valid and reliable transformative and serious learning and that games as a media form inferences, both diagnostic and predictive. might have more potential to encourage players to change their Too often, classroom and other high-stakes perspectives and attitudes than other media. Thus, little is understood assessments are used for purposes of grading, about how players process learning beyond the game space and promotion, and placement, but not to transform their self- and world view. Furthermore, engender learning (i.e., a typical educational it could be shown that the connection to the players expectations, cycle is: Teach. Stop. Administer test. values and beliefs appear relevant, and that serious learning can only be Next loop, with new content). [7] processed if the frames of reference patterns developed in the game can be trans- ferred--------------------------------- to real life settings.

While many have begun to see the potential of serious games to supplement and augment traditional formal education and informal non curriculum training, the potential of serious games to o er a paradigm shift in how education and training are delivered in the twenty- rst century. The implications of this transition to a new paradigm of game-based learning will be broadly to adopt metaphors of games, or the gamication of learning. The shift will include the adoption of: distributed tutoring models using avatar driven sca olded approaches, models of assessment and accreditation towards peer and personalized modeling of the learner and provide an emphasis upon social interactive learning based upon dialogue and social interactions rather than tutor-based and individual study. [16]

Serious Game Design Frameworks

Exploratory learning The exploratory learning model is a model derived from kolbs experiential learning cycle [11] Concrete Experience

LEARNING

INSTRUCTION GAME ELEMENTS: Context GAME ELEMENTS: Learner Speci cs

ASSESSMENT

Use of Avatars

Exogenous
An Exogenous game has the content material outside of the functionality and framework of the initial application. [1] In teaching applications this allows teachers to ignore the gameplay factors in relativity to the teaching methodology as the methods can be constructed to be the same as an application without a gameplay element.
In exogenous games, the learning content is often added into general game framework like a quiz show or a shooter game. One well-known example is Math Blaster. In endogenous games, the content material is intimately tied in with the gameplay. [1]

Learning objectives Clear player goals Re ective Observation User engagement

User learning

Active Experimentation

Instructional design

User behavior

Debrie ng Abstract Conceptualization Learning content Learning in the exploratory model is choreographed, rather than designed, with the potential to include a myriad of sensory components from touch to smell, taste to vision and hearing. Game design and experience design therefore are not simply aspects of the re ective cycle of experience, but active design tools and components of experience design, leading to wider possibilities about how virtual spaces can be designed and interacted with, towards a seamless transition between physical and virtual spaces. [16] Player feedback GAME ELEMENTS: Representation GAME ELEMENTS: Pedagogy System feedback

Avatars are representations of a user, they allow for personal engage to be embedded within a virtual world/system by depicting the users personality and interests into a graphical character / icon . Avatars can be a large part of serious game immersion as they can be the essence of the learner or student which instantly would give relevance to a context that may not be familiar or alternatively desired. Avatars allow for multiple users to communicate with each other in a more personalized manner as the a graphical representation of di erent users allows for more natural understanding of digitized social contexts this graphical depiction can also change overtime to give users a better conceptual understanding of their process. [1] For educational games, designers have the opportunity to provide avatars with knowledge equivalent to the players prior knowledge - at least within the narrow context of the game world. Then the learning of the content material within the game can fall neatly in the learners zone of proximal development [1]

Hierarchy of subjects
Exploratory game design model Source: de Freitas and Jarvis [12] Ken Robinson Creativity is as important as literacy and should be taught as such [22] This diagram shows the hierarchy of subjects within schools,the subjects in which serious gaming can be applied is a key point when considering an overall adoption within institutions. can serious gaming be applied for more academically structured subjects such as maths at the same degree at which it can apply to more exploration based subjects such as geography? and is their a potential for serious gaming to teach in new forms that help in allowing teachers to measure creativity developments?

Endogenous Endogenous games allow for more indulging gameplay options as gameplay is a larger factor within the structure of the application. [20] Whilst this will produce more di erential forms of learning then conventional methods it is also likely the form of game structure that would be produced becomes more di cult to t into an academic curriculum. in an endogenous game, educational content is weaved into the game play so that students can directly learn while exploring or performing other interesting tasks. 'Oregon Trail' is one of the most iconic commercial endogenous games. The game takes you on an adventure across the United States in a covered wagon. Players attempt to keep their companions alive by rationing supplies correctly, and making other various decisions. [20]

Zone of proximal Development

The ZPD refers to the di culty a learner experiences in correlation with the problems they encounter.[3] The distance between the skill required to accomplish a set goal and the frustration produced when nding a task too hard in comparative with the boredom experienced when nding a task too easy needs be optimal for learning activities to prosper. Zone of proximal development Focused teaching The Zone of Proximal Development (ZPD) provides a framework for thinking about a learning experience in training scenarios. The ZPD is the trade-o between learner ability and scenario difculty. The ideal situation is that, over time, the learner does not stray out of the ZPD into the zone of confusion or zone of boredom. While the ZPD is a developmental theory, it can be applied to training scenarios as well. [3] What the learner will be able to achieve independently Sca olding occurs through the support of the more knowing other

Constructionism
Constructivist teaching is based on the belief that students learn best when they gain knowledge through exploration and active learning. Education is centered on themes and concepts and the connections between them, rather than isolated information [10] Constructionism has become one of the most popular research approaches in the social sciences. But until now, little attention has been given to the conceptual and methodological underpinnings of the constructionist stance, and the remarkable diversity within the eld. Without wanting to deny the value of instructional games, constructionists have focused their e orts in a very di erent direction. Rather than embedding lessons directly in games, their goal has been to provide students with greater opportunities to construct their own gamesand to construct new relationships with knowledge in the process. In the world of educational games, such constructionist 6 approaches have received far less attention than their instructionist counterparts, but it is conceivable that they hold equal if not more potential for engaging childrens enthusiasm for games in the service of learning. [19]

Anxiety
m en t ve l op

ro xim

Level of Challenge
What the Learner can Achieve with Assistance

Virtual worlds
The use of virtual worlds is allowing for more complex social interactions and designed learning experiences as well as encouraging learner empowerment through increased interactivity. Recent research has been investigating how people interact with virtual humans. This work will provide a better understanding of how people interact socially with virtual humans in a cultural learning context, and will develop improved ways to support inter-cultural learning through technology. It will increase understanding of how social goals in uence learning in the context of a cross-cultural negotiation task, and how they can be promoted in a way that is bene cial to learning. this work contributes to understanding whether students who approach virtual characters as culturally distinct social beings increase their learning over those with a task focus. [8]

al

de

Level of competence

The Four Dimensional Framework

The four dimensional frameworks brings together four dimensional elements, the respresentation of a game, the pedagogies (associative, cognitive, situative learning theories), the context in which learning can be applied.[17] In the future, we envisagea socially driven and participatory model for developing all interactive exploratory learning environments, and argue that the four dimensional framework and the exploratory learning model will be used as a conceptual basis for designing and testing these environments and approaches.[16] Serious Games Four Dimensional Framework Learner Speci cs Pro le Role Competencies Pedagogy Associative Cognitive Social/Situate

Zo n

Boredom

What the learner can currently achieve independently

eo

fp

Instructionism
The instructionists, accustomed to thinking in terms of making instructional educational materials, turn naturally to the concept of designing instructional games. This central idea has 4 venerable antecedents. Teachers did not have to wait for the computer to make a game of practicing the multiplication tables, the rules of grammar, or the quirks of spelling. And when the computer did come, the advocates of using it in education did not have to wait for the speci c format of the video game to begin exploring the advantages of embedding school-like exercises in a computer game. [19]

Representation Fidelity Interactivity Immersion

Context Environment Access to learning Supporting resources With thousands of instructional computer games on the market, including popular titles such as Math Blaster [24], we know little about which features make an educational game good for learning. A survey of the past 20 years of educational publications reveals a rather sparse bounty, in particular if one is interested in hard-core academic bene ts rather than motivational or social aspects of playing games for learning.[19]

Social Networks
Social networking websites are similar to virtual worlds in communicative terms as they o er the same capabilities in user connectivity. One way in which social networking websites di er is that the community is built upon a framework of necessity and not exploration. A virtual world community is rarely seen as needed as the interactions the world provides are considered to be better done in separate standalone applications without the need for a world overview. this is an important note for serious gaming as serious gaming hopes to provide information that could be gathered linearly and construct it into a world with user immersion. whether virtual worlds can be adopted as a critical community model is directed linked to whether serious games can be 7 adopted as being critical for educational.

Edutainment Core Mechanics

J Gees Principles of Learning in Games[4][5] Perceivable consequence (feedback) There are many types of feedback a user can experiences an example is a response, which initiates after a delay to synchronized Feedback which is the most responsible for engagement. Within an iSTART-ME book user feedback is addressed:
Feedback provides an assessment of performance, a measure of system progress, and is used to sca old student self-regulation and increase self-e cacy. Incentives are designed to provide motivational hooks that maintain interest and help to prolong student engagement. Adapting the level of task di culty allows a system to engage the student within their zone of proximal development (select a task that is challenging but still achievable). [6]

Co-Design
This principle gives the player a sense of creating part of their experience making choices feel more signi cant.

Customize
According to Gee, this principle allows the player to address the in uence of game play in a fundamental manner allowing individual preference.

As social network tools become more central to our lives, a deeper socialization goes in tandem with the blurring between domains of work and leisure, physical and virtual spaces, therefore social and cultural elements, as well as technological issues are becoming major drivers for a greater reliance upon a socialization based increasingly upon community-based models, not just of communication, but also for business models and social organization. [16]

Empower Learners

Control The control system within a game sets the ultimate precedent for how a user engaged themselves within an engine. A control system without uidity makes it harder for the user to apply natural instinctive actions and as such the connection between the content and experience decreases. A successful control system will allow the user to personalize themselves with their environment [2] as explained within the book Intelligent tutoring and games: Game designers commonly include multiple features that encourage user personalization and control. Allowing users to control certain aspects of the learning environment provides opportunities for students to become invested in that environment and to identify themselves with some aspect within it.[2] Immersion
The potential of immersion allows teachers to distribute tutoring through environments where resources can be harness with a graphical interface. This can engage a learner within an exploratory learning process[16] with the additional potential of social interactions to populate the environment to allow for personalized virtual worlds. What is amazing is that many of these massively popular games which are so well liked by gamers around the globe some of whom actually become addicted to them, are in themselves quite educational and involve higher cognitive ability skills, which classroom practice is hard to match with.[16]

facebook serious games and applications

Identity
This addresses the motivation a game provides the player, immersing the player within an alternate reality can help foster investment.

Serious gaming.
IBM has been developing a serious game for city planners called INNOV8: CityOne the idea is to portray various scenarios through environmental and logistical problems.

Manipulation and Distributed Knowledge

This addresses the connection between perception and action. Knowledgeable actions encompass what is possible or which choice is best for a given situation. Serious games are an excellent platform this type of knowledge development.

Pleasantly Frustrating
This addresses the motivation a game provides the player, immersing the player within an alternate reality can help foster investment. In a press release by IBM Mark McGibbon who uses CityOne in some of his classes stated Using serious games like INNOV8 to teach something as slippery as business process management has really helped my students visualize the impact of these systems on a business. We are greatly looking forward to the next IBM game. [14] What sets serious games apart from the rest is the focus on speci c and intentional learning outcomes to achieve serious, measurable, sustained changes in performance and behavior. Learning design represents a new, complex area of design for the game world. Learning designers have unique opportunities to make a signi cant contribution to game design teams by organizing game play to focus on changing, in a prede ned way, the beliefs, skills, and/or behaviors of those who play the game, while preserving the entertainment aspects of the game experience. [18]

Problem Solving

Information On-Demand and Just-In-Time

Just-in-time information allows the player to see immediately how applying new knowledge will help them advance. With instant feedback knowledge can be learnt continuously.

Addiction Addiction is an interesting element within games design as it ties in closely with immersion. Massive multilayer online games have been structured around addiction using methods such as the lever, to capitalized their players to continuously repeating a task. Well-ordered Problems
Creating a sweet-spot between complexity and simplicity is a challenge that will essentially determine the outcome of whether a teaching game is successful.

Interfaces
As technology has advanced so has the interfaced developed to interact with them. The current wave and future potentials of touch screen tablets makes it easier to teach with serious gaming without the use of a game controller. A software currently used by game studios is scaleform which allows for scripted two dimensional and three dimensional interfaces to be incorporated into a 3d environment by using adobe ash. Intelligent interfaces within a virtual world enables the possibility for complex teaching material to be harnessed whilst allowing gameplay by means of displaying this information on the users GUI. Within an of serious game simulation research article [13] Stefan goes over the comparisons between game engines and how each game engine allows a slightly di erent way of interfacing a sequence which in this case is within a simulated surgical training scene. The article was published in 2006 and as such our technologies have evolved signi cantly in user interfacing abilities and the peripherals that will allow for broader potentials in next-generation serious game applications.

Cycles of Expertise; Skills as Strategies

Repeated cycles of learners allows a learner to practice skills until they are nearly automatic, then having those skills fail causes the learners to have to think again and learn anew

Input devices

The wii controller has been used for a simulation serious game called underground which simulates the functionality of laparoscopy surgery [23]

Expertise is formed in any area by repeated cycles of learners practicing skills until they are nearly automatic, then having those skills fail in ways that cause the learners to have to think again and learn anew.[4, p. 10]

Fish Tanks; Sandboxes

Fisk tank games are described as stripped-down versions which helps the user to focus on speci c goals whilst sandbox games allows for large complexity giving the player a world to explore yet without the consequence of failure/death.

The leap motion allows for a number of potential teaching applications, the motion sensor tool could be the device needed for bridging the gap between gaming control systems and simulators with its extreme precision.

Tablets have been around for a number of years, yet a revolution has started with the new windows 8 tablet that allows full applications on a tablet. This is a great platform for experimenting with serious gaming in schools as it can be easily incorporated in classrooms without the use of a full computer rig.

System Thinking
Learning of isolated facts and knowledge is not useful learning. Learning is only useful if it comes with understanding of associations, applications, conditions, causes and e ects [15]

Understanding

Game controls have a standard of functionality, the analog stick allows for camera and movement, the buttons for input and the L and Rs for inputs with pressure sensitivity. It could be argued that the standard functions of a game controller are requirements for. The kinect allows for motion tracking based controlling, whilst this peripheral in particular unit tracks poorly compared to true motion trackers the concept of allows multiple users to freely become part of a gaming experience has the potential to be the best way of allows large groups of students to interact with a serious game system within class.

Meaning as Action Image

Linking meaning with action is a formular that can help give a player a better conceptual learning process

Market Research and Economic Models

Classi cation and Labeling

The classi cation of serious gaming could be argued to be the reason for its di cult application. The naming is broad and encompasses a large variety of potential products Edutainment became a popular word in the media industry durring the 1990s[21] it could stated that serious games are a newer brand of edutainment with the added layer of training aswell as teaching. It is also interesting to note that the two other historical video games markets, Europe and Japan, did not rely on such a label to release video games for serious purposes. Video game historians always observed that the Japanese video games market was not focused on a child audience (Ashcraft,2009; Kohler,2004). Though many games are available for children, games for adults and/or serious purposes also get published in Japan without raising public controversy. Therefore, to release Dr Kawashimas Brain Training (Nintendo, 2005), Nintendo did not need to use the Serious Game label.[16] Market repartition of Serious Games Before 2002

Market repartition of Serious Games After 2002

Studies and Analyses

Without analyzing the impact a serious game has on the player then claims of potential future academic uses can not be veried. One of the most detailed studies of the impact of a serious game conducted in recent years investigates the game Re-Mission[23]. In the game, designed for young adults with cancer, the players play the female action hero Roxxi, who defeats cancer with a medicine gun. The game was designed in reference to popular action games and uses the mechanics of rst-person shooters. But Roxxi shoots medicine and what she shoots at are cancer cells. The impact of the game was evaluated between 2004 and 2005 and 375 children in the USA, Canada and Australia took part in the study. The study showed that children who played Re- Mission, successfully and signicantly acquired information about cancer, therapies and medication through learning in the game. . The study showed that the medication intake of the players improved 16% and that blood chemother- apy metabolite levels increased by 40%. Although the researchers did not identify the core mechanics in the game that lead to the learning [16]

In a well designed meta-study on serious games by ONeil, Wainess and Baker only19 out of thousands ofs tudies onsimulations and educational games fullled the standards of providing either quantitative or qualitative data on measured learning outcomes. From these 19 studies only three evaluated the transfer impact of the outcomes. Their ndings demonstrated that the pedagogical e ect is insufcient, when not supported by educational instruction. [16]

At the beginning of 2010 the games industry posted total sales of $1.17 billion just for the month of January. The value of seri- ous games in 2008 was between $1 and 2 billion, recent reports circulating in US and Europe are talking about $911 billion. A recent study on gaming behaviour in Europe by the International Software Federation of Europe found that 74% of those aged 1619 considered themselves gamers (n = 3000), 60% of those 2024, 56% 2529 and 38% 3044. While 32% of the total UK population consider themselves gamers (n = 3000). Thirty one percent of females described themselves as gamers and 34% of males. [16]

Two large studies in the UK and US respectively have demonstrated positive results in large sample groups, in one study on Triage Trainer considerable efcacy of game-based approaches over traditional learning techniques were demonstrated ,while in another study on the game Re:Mission behavioural change in children with respect to medication adher- ence was proven in clinical trials. These studies haveshown the ability for serious games to engage young and older learners, by targeting specic groups, and in both cases of experienced gamers and non-gamers have shown the efcacy of the game format for behavioural and attitudinal change. In another recent study, attitudinal change was found in a game Floodsim designed to raise awareness about ooding issues Together the power of immersive experiences is proving more engaging and motivating than standard approaches to training and education and more evidence of this efcacy is growing in the literature. [16] Serious gaming can be considered a development requirement as there are forms of teaching approaching that can only be utilized with in a serious game context. The expansion on recent technological advances have enabled large organizations to engage in serious game applications for purposes this has recently became a large part of global funding and more so global research as the worlds continues to develop new ways on educating the mass market.

Relevant to practice
For my third year degree project I am making a node based anatomy application which is planned to span to a number of di erent practices such maths, chemistry and engineering used for both teaching and to add a node based approach to certain working tools. The anatomy applications main focus is give interactive information with a more feasible manner by attaching nodes to certain areas and allowing the user to change the input of the node functions to get a di erent output result, for instance adding alcohol and vitamin d to the digestive system will give an output visually and in text form based around resourced information to add to this is a nanobotic game based visualization for immersion. The type of serious i am creating will be exogenous yet i hope to create a separate form of the same application that is endongenous for use outside of institutions.

[1] Hastings, Peter; Britt, Anne; Sagarin, Brad et al... Designing a Game for Teaching Argumentation Skills. In Proceedings of the Workshop on Intelligent Educational Games 2009. Brighton, England. pp 23 - 24 [2] McNamara, D. S.; Jackson, G. T. & Graesser, A. (2009), Intelligent Tutoring and Games (ITaG), in H. Chad Lane; Amy Ogan & Valerie Shute, ed., 'AIED 2009 Workshops Proceedings Volume 3: Intelligent Educational Games' , University of Southern California, Los Angeles. pp. 6 . [3]Niehaus, James, and M. O. Riedl. "Scenario adaptation: An approach to customizing computer-based training games and simulations." Proceedings of the AIED 2009 Workshop on Intelligent Educational Games. 2009. pp. 90 . [4] Gee, James Paul. "Learning by design: Good video games as learning machines." E-Learning and Digital Media 2.1. 2005. [5] Gee, James Paul. "What video games have to teach us about learning and literacy." Computers in Entertainment (CIE) 1.1. 2003. [6] Jackson, G. Tanner, Chutima Boonthum, and Danielle S. McNAMARA. "iSTART-ME: Situating extended learning within a game-based environment." In Proceedings of the Workshop on Intelligent Educational Games at the 14th Annual Conference on Arti cial Intelligence in Education. 2009. pp 62-63. [7] SHUTE, Valerie, et al. "Assessment and learning in intelligent educational systems: A peek into the future." AIED 2009: 14 th International Conference on Arti cial Intelligence in Education Workshops Proceedings. 2009. pp. 100. [8] OGAN, Amy, et al. "Explicit social goals and learning: enhancing a negotiation game with virtual characters." AIED 2009: 14 th International Conference on Arti cial Intelligence in Education Workshops Proceedings. 2009. pp. 58. [9] De Freitas, Sara, et al. "Learning as immersive experiences: Using the fourdimensional framework for designing and evaluating immersive learning experiences in a virtual world." British Journal of Educational Technology 41.1. 2010. pp. 72. [10] Hodhod, Rania; Kudenko, Daniel; Cairns, Paul AEINS: Adaptive Educational Interactive Narrative System to Teach Ethics. In Proceedings of the Workshop on Intelligent Educational Games 2009. Brighton, England. page 80. [11] Kolb, D.A.: Experiential Learning: Experience as the Source of Learning and Development. Prentice Hall, Englewood Cli s, NJ (1984) [12] de Freitas, S., Jarvis, S.: Towards a development approach for serious games. In: Connolly, T.M., Stans eld, M., Boyle, E. (eds.) Games-Based Learning Advancements for Multi-Sensory Human-Computer Interfaces: Techniques and E ective Practices, pp. 215231. IGI Global, Hershey, PA (2008)

References

[13] Evaluation of Game Engines for Simulated Surgical Training, 2007. http://dl.acm.org/citation.cfm?id=1321311.

[14] Brain activities associated with gaming urge of online gaming addiction Chih-Hung Ko.(2009) [15] J. Bransford, A. Brown, and R. Cocking, editors. How People Learn: Brain, Mind, Experience, and School. National Academic Press, expanded edition, 2000.

GAMES, USA (2004), Ashcraft, B.: Arcade Mania: The Turbo-charged World of Japans Game Centers. Editions PixN Love, France (2009)

[16] Ma, Minhua, Andreas Oikonomou, and Lakhmi C. Jain, eds. Serious games and edutainment applications. Springer, 2011. (pages 9, 16, 19, 39, 151) References (Kohler, C.: Power-Up: How Japanese Video Games Gave the World an Extra Life. BRADY

[17] de Freitas, S., Oliver, M.: How can exploratory learning with games and simulations within the curriculum be most e ectively evaluated? Comput. Edu.46(3), 249264 (2006)

[18] Anne Derryberry, Serious games: online games for learning, Im Serious.net, 9/07, http://www.adobe.com/products/director/pdfs/serious_games_wp_1107.pdf This article will be of use when looking into the di erences between serious games and current online or work based programs, it also concludes on information based on near future ideologies some of which can be answered better in the year this essay will span to 2013.

[19] Kafai, Yasmin B. "Playing and making games for learning instructionist and constructionist perspectives for game studies." Games and Culture 1.1 (2006): 36-40. [20]Mark Floyan, A Literature Review of the Field of Serious Games, Computer Science Dept. University of Massachusetts, Amherst, Fall, 2009. pp .7. [21] Michael, D. and Chen, S. (2006) Serious Games: Games That Educate, Train and Inform. Boston: Thomson [22] Sir Ken Robinson: Bring on the learning revolution! | Video on TED.com. 2013. Sir Ken Robinson: Bring on the learning revolution! | Video on TED.com. [ ONLINE] Available at: http://www.ted.com/talks/sir_ken_robinson_bring_on_the_revolution.html. [Accessed 31 January 2013]. [23] Re-Mission. 2013. Re-Mission. [ONLINE] Available at: http://www.re-mission.net/. [Accessed 31 January 2013]. [24] Cool Math Games for Kids - Fun 3D Virtual World Online - Math Blaster . 2013. Cool Math Games for Kids - Fun 3D Virtual World Online - Math Blaster . [ONLINE] Available at: http://www.mathblaster.com/. [Accessed 31 January 2013].