Game Dimensions and Pedagogical Dimension in Serious Games

Introduction

Electronic games were initially developed in the entertainment market without considering their impact on learning. However, in recent years, educators and researchers have gradually focused their attention on the use of digital games for educational purposes. Since the 1980s, several studies have identified the potential of games for learning (e.g. Arnseth 2006; Clark, et. 2014; de Freitas & Oliver 2006; Gee 2003; Hainey et al. 2011; Kafai and Chin 1996; Malone 1981; Prensky 2001; Squire 2002;). In general, it is believed that video games offer virtual environments in which players can become engaged in learning activities (Connolly et al. 2012; Gee 2003). Some authors consider that video games help to develop strategic thinking, group decision-making and higher cognitive skills (Arnseth 2006; Clark, et. 2014; de Freitas & Oliver 2006). Researchers claim that games permit constructive, situated and experiential learning, which is enhanced by active experimentation and immersion in the game (Squire 2008). Moreover, it is hoped that the use of games might not only increase motivation but also improve specific abilities, such as problem solving and collaboration (Sánchez & Olivares, 2011).

Important developments in producing digital games and the increasingly positive view that digital games are a useful tool for supporting learning have helped to extend the production and use of gaming beyond formal learning. It has spread as a common resource in training at all levels and for all ages. According to the Serious Game Market (2015), North America has the largest market for serious games and this trend is expected to continue during the next decade. Meanwhile, Europe is the second-largest market for serious games. The U.S. government has continually supported the serious game market, with serious games mainly being developed for training purposes by the military and in the healthcare sector, as well as for a broad spectrum of industry, such as government, education and corporate. This explicit support has helped to boost the development of serious games.

Before the development of computer games, the term ‘serious game’ was introduced by Abt (1970; p.9) to refer to games that have “an explicit and carefully thought-out educational purpose and are not intended to be played primarily for amusement.” The term was primarily used in regard to board games and card games. Later, Michael and Chen (2006) promoted serious games initiatives which consider that serious games are those “in which education (in its various forms) is the primary goal, rather than entertainment.” (Michael & Chen, 2006, p.16) These serious games may be differentiated from educational games because of their focus on the post-secondary market and training. According to Djaouti, Alvarez and Jessel (2011), serious games can be designed from scratch but there are also some serious games that are built as software modifications of successful entertainment video games. For example, Escape from Woomera¹is a serious game that provides information about living conditions inside an Australian immigration centre. It is based on the video game Half-Life², which originally referred to fighting an alien invasion. Both games use similar gaming mechanics, but the content and aim have nothing in common.