Classifying Serious Games: The G/P/S ModelDamien Djaouti (IRIT – University of Toulouse, France), Julian Alvarez (IRIT – University of Toulouse, France) and Jean-Pierre Jessel (IRIT – University of Toulouse, France)
Copyright © 2011. 19 pages.
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DOI: 10.4018/978-1-60960-495-0.ch006, ISBN13: 9781609604950, ISBN10: 1609604954, EISBN13: 9781609604967 Sample PDFCite Chapter
MLA
Djaouti, Damien, Julian Alvarez and Jean-Pierre Jessel. "Classifying Serious Games: The G/P/S Model." Handbook of Research on Improving Learning and Motivation through Educational Games: Multidisciplinary Approaches. IGI Global, 2011. 118-136. Web. 23 May. 2012. doi:10.4018/978-1-60960-495-0.ch006
APA
Djaouti, D., Alvarez, J., & Jessel, J. (2011). Classifying Serious Games: The G/P/S Model. In P. Felicia (Ed.), Handbook of Research on Improving Learning and Motivation through Educational Games: Multidisciplinary Approaches (pp. 118-136). Hershey, PA: Information Science Reference. doi:10.4018/978-1-60960-495-0.ch006
Chicago
Djaouti, Damien, Julian Alvarez and Jean-Pierre Jessel. "Classifying Serious Games: The G/P/S Model." In Handbook of Research on Improving Learning and Motivation through Educational Games: Multidisciplinary Approaches, ed. Patrick Felicia, 118-136 (2011), accessed May 23, 2012. doi:10.4018/978-1-60960-495-0.ch006
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 | | TopAbstractThe purpose of this chapter is to introduce an overall classification system for Serious Games. ?The intention of this classification is to guide people through the vast field of Serious Games by providing them with a general overview. For example, it may appeal to teachers who wish to find games with strong educational potential though they may be outside the “edugames” field. This chapter will start by discussing the definition of Serious Games, and define them as having a combination of “serious” and “game” aspects. This theoretical framework will be used to review previous classification systems and discuss their limitations. It will then introduce a new classification that addresses a number of these limitations: the G/P/S model. This classifies games according to both their “serious-related” and “game-related” characteristics, and combines the strengths of several previous classification systems. TopComplete Chapter List|
1.
| Research Review: Empirical Studies on Computer Game Play in Science Education
(pages 1-28)
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2.
| The Use of Computer Games in Education: A Review of the Literature
(pages 29-50)
Thomas Hainey (University of the West of Scotland, Scotland), Thomas Connolly (University of the West of Scotland, Scotland), Mark Stansfield (University of the West of Scotland, Scotland), Liz Boyle (University of the West of Scotland, Scotland)
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3.
| European Schoolnet1’s Games in Schools Study: The Current State of Play in European Schools and the Game Ahead
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| Learning with Video Games
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| A First Step towards Integrating Educational Theory and Game Design
(pages 98-117)
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6.
| Classifying Serious Games: The G/P/S Model
(pages 118-136)
Damien Djaouti (IRIT – University of Toulouse, France), Julian Alvarez (IRIT – University of Toulouse, France), Jean-Pierre Jessel (IRIT – University of Toulouse, France)
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7.
| Game-Based Learning Design Patterns: An Approach to Support the Development of “Better” Educational Games
(pages 137-152)
Manuel Ecker (University of Education Weingarten, Germany), Wolfgang Müller (University of Education Weingarten, Germany), Johannes Zylka (University of Education Weingarten, Germany)
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8.
| I’d Rather Be Playing Calculus: Adapting Entertainment Game Structures to Educational Games
(pages 153-175)
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| Game Literacy: Assessing its Value for Both Classification and Public Perceptions of Games in aNew Zealand Context
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10.
| Unifying Instructional and Game Design
(pages 192-214)
David I. Schwartz (Rochester Institute of Technology, USA), Jessica D. Bayliss (Rochester Institute of Technology, USA)
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11.
| A Theoretical Background for Educational Video Games: Games, Signs, Knowledge
(pages 215-238)
Nicolas Szilas (TECFA, FPSE, University of Geneva, Switzerland), Martin Acosta (Escuela de Matematicas, Universidad Industrial de Santander, Bucaramanga, Colombia)
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12.
| ARGuing for Multilingual Motivation in Web 2.0: An Evaluation of a Large-Scale European Pilot
(pages 240-260)
Thomas Hainey (University of the West of Scotland, Scotland), Thomas Connolly (University of the West of Scotland, Scotland), Mark Stansfield (University of the West of Scotland, Scotland), Liz Boyle (University of the West of Scotland, Scotland)
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13.
| Computer Games for Affective Learning
(pages 261-282)
Claire Dormann (University of Ottawa, Canada), Jennifer R. Whitson (Carleton University, Canada), Robert Biddle (Carleton University, Canada)
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14.
| Motivating By Design: Using Digital-Game Based Learning Techniques to Create an Interesting Problem-Based Learning Environment
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15.
| Assessing Engagement in Serious Educational Games: The Development of the Student Engaged Learning in a Technology Rich Interactive Classroom (SELTIC)
(pages 310-329)
Leonard A. Annetta (North Carolina State University, USA), Richard Lamb (North Carolina State University, USA), Brandy Bowling (North Carolina State University, USA), Rebecca Cheng (North Carolina State University, USA)
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16.
| Games that Motivate to Learn: Design Serious Games by Identified Regulations
(pages 330-351)
Menno Deen (Fontys University of Applied Sciences, The Netherlands), Ben A.M. Schouten (Fontys University of Applied Sciences, The Netherlands)
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17.
| Theories of Motivation for Adults Learning with Games
(pages 352-369)
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18.
| Collaborative Learning in Massively Multiplayer Online Games: A Review of Social, Cognitive and Motivational Perspectives
(pages 370-394)
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19.
| How Digital Gaming Enhances Non-Formal and Informal Learning
(pages 395-412)
Daniel Aranda (Universitat Oberta de Catalunya, Spain), Jordi Sánchez-Navarro (Universitat Oberta de Catalunya, Spain)
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20.
| Understanding Serious Gaming: A Psychological Perspective
(pages 413-430)
Priscilla Haring (VU University Amsterdam, The Netherlands), Dimitrina Chakinska (VU University Amersterdam, The Netherlands), Ute Ritterfeld (Technical University of Dortmund, Germany)
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21.
| Using Spatial Audio in Game Technology for Expressing Mathematical Problems to Blind Students
(pages 431-466)
Flaithrí Neff (Limerick Institute of Technology, Ireland), Ian Pitt (University College Cork, Ireland)
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22.
| Mobile Gaming Environment: Learning and Motivational Effects
(pages 467-481)
Namsoo Shin (University of Michigan, USA), Cathleen Norris (University of North Texas, USA), Elliot Soloway (University of Michigan, USA)
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23.
| Affective Gaming in Education, Training and Therapy: Motivation, Requirements, Techniques
(pages 482-511)
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24.
| Gestural Motivation, Learning and Evaluation using Interactive Game Design
(pages 512-528)
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25.
| Hints for Improving Motivation in Game-Based Learning Environments
(pages 530-549)
Jean-Charles Marty (University of Savoie, France), Thibault Carron (University of Savoie, France)
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26.
| Exploring the Gender Differences of Student Teachers when using an Educational Game to Learn Programming Concepts
(pages 550-566)
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27.
| Designing Games to Motivate Student Cohorts through Targeted Game Genre Selection
(pages 567-582)
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28.
| Game-Based Learning: Current Research in Games for Health, a Focus on Biofeedback Video Games as Treatment for AD/HD
(pages 583-605)
Krestina L. Amon (The University of Sydney, Australia), Andrew J. Campbell (The University of Sydney, Australia)
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29.
| As You Like It: What Media Psychology Can Tell Us About Educational Game Design
(pages 606-632)
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30.
| Engaging the Un-Engageable
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31.
| A Reference Architecture for Game-Based Intelligent Tutoring
(pages 658-682)
Dennis Maciuszek (University of Rostock, Germany), Alke Martens (University of Rostock, Germany)
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32.
| Effective Game use in Neurorehabilitation: User-Centered Perspectives
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Joel C. Perry (TECNALIA Research & Innovation, Spain), Julien Andureu (TECNALIA Research & Innovation, Spain), Francesca Irene Cavallaro (TECNALIA Research & Innovation, Spain), Jan Veneman (TECNALIA Research & Innovation, Spain), Stefan Carmien (TECNALIA Research & Innovation, Spain), Thierry Keller (TECNALIA Research & Innovation, Spain)
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33.
| Serious Linguistic Games as Intelligent Tutoring Systems
(pages 726-758)
Stephen Howell (University College Dublin, Ireland), Tony Veale (University College Dublin, Ireland)
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34.
| Motivating the Demotivated Classroom: Gaming as a Motivational Medium for Students with Intellectual Disability and their Educators
(pages 759-775)
Maria Saridaki (National and Kapodistrian University of Athens, Greece), Constantinos Mourlas (National and Kapodistrian University of Athens, Greece)
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35.
| Field Report: Using a Violent Multiplayer Game as a Virtual Classroom for a Course on Violent Video Games
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Wolfgang Bösche (Technische Universität Darmstadt, Germany), Florian Kattner (Technische Universität Darmstadt, Germany)
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36.
| Students Using Indigenous Knowledge in Video Game Creation to Develop Design Thinking Skills
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Professor Neil Anderson (James Cook University, Australia), Lyn Courtney (James Cook University, Australia)
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37.
| Integration of Educational Games in Synchronous Virtual Classroom: A Case Study
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38.
| Playful Pedagogies: Cultural and Curricular Approaches to Game-Based Learning in the School Classroom
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39.
| Game-Based Learning with a Dialogic Teaching Approach: A Case of Deep Learning and the Use of SporeTM in A-Level Biology Lessons
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40.
| Modifying Commercial Off-The-Shelf (COTS) Games for Use in Education
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41.
| Promoting Sexual Health Education via Gaming: Evidence from the Barrios of Lima, Peru
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42.
| Developing Educational Games for Engineering Education: A Case Study
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43.
| Developing Videogames for Physics Education
(pages 939-960)
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44.
| Practical Applications of Serious Games in Education
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45.
| Game-Based Learning for Knowledge Sharing and Transfer: The e-VITA Approach for Intergenerational Learning
(pages 974-1003)
Dimitra Pappa (NCSR Demokritos, Greece), Ian Dunwell (Serious Games Institute, UK), Aristidis Protopsaltis (Serious Games Institute, UK), Lucia Pannese (Imaginary srl, Italy), Sonia Hetzner (Friedrich-Alexander-Universität Erlangen-Nürnberg, Germany), Sara de Freitas (Serious Games Institute, UK), Genaro Rebolledo-Mendez (Universidad Veracruzana, Mexico)
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46.
| Exploring Educational Video Game Design: Meaning Potentials and Implications for Learning
(pages 1004-1018)
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47.
| Emerging Paradigms in Legal Education: A Learning Environment to Teach Law through Online Role Playing Games
(pages 1019-1035)
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48.
| Computer Games for Algorithm Learning
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49.
| Context-Free Educational Games: Open-Source and Flexible
(pages 1064-1085)
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50.
| A Study on Whether Digital Games can Effect Spatial Reasoning Skills
(pages 1086-1110)
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51.
| LEADER.edu: Using Interactive Scenario-Based Simulations for Leadership Development
(pages 1111-1147)
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52.
| Digital Propensity: An Investigation of Video Game and Information and Communication Technology Practices
(pages 1148-1173)
Boaventura DaCosta (Solers Research Group, USA ), Angelique Nasah (Solers Research Group, USA), Carolyn Kinsell (Solers Research Group, USA), Soonhwa Seok (The Center for Research on Learning—eLearning Design Lab, University of Kansas, USA)
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