Enhancing Education and Training Initiatives Through Serious Games
Core Reference Title

Enhancing Education and Training Initiatives Through Serious Games

Noted as an IGI Global Core Reference Title in Education for 2019.

John Denholm (The University of Manchester, UK & University of Warwick, UK) and Linda Lee-Davies (The University of Manchester, UK & Wroxton College of Fairleigh Dickinson University, USA)
Release Date: September, 2017|Copyright: © 2018 |Pages: 311
ISBN13: 9781522536895|ISBN10: 1522536892|EISBN13: 9781522536901|DOI: 10.4018/978-1-5225-3689-5


Games have become popular tools to enhance learning in both educational and business environments. Analyzing the link between games and their results on students can help provide advances for learning initiatives in the future.

Enhancing Education and Training Initiatives Through Serious Games is an essential reference source that examines the impact that games and simulations have within different learning environments. Featuring in-depth discussions on relevant topics including self-reporting surveys, project management techniques, academic training, and game design, this publication is an ideal resource for academicians, students, business owners, and professionals that are interested in discovering the advances of serious gaming techniques.

Topics Covered

The many academic areas covered in this publication include, but are not limited to:

  • Academic Training
  • Experiential Visioning
  • Game Design
  • Game Trial Methodology
  • Knowledge Exchange
  • Mixed Reality Games
  • Project Management Techniques
  • Self-Reporting Surveys

Table of Contents and List of Contributors

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Author(s)/Editor(s) Biography

John Denholm has a PhD from Coventry University, UK on the subject of Serious Games, an MSc in Engineering from Imperial College of Science & Technology and a Certificate in Education. As a graduate trainee and then Assistant Engineer he worked on aircraft wind tunnel testing with British Aerospace at Warton in Lancashire on major projects such as TSR2 and the early development of Concorde. He has since held senior positions in Corporate Planning with several international companies over some fifteen years before becoming a Senior Consultant with a US-based Business Consulting Group, carrying out assignments in the USA, Belgium, Germany and the UK. In the later stages of his career he has moved into education as a Senior Lecturer at Birmingham City University where he coordinated MSc courses in Project Management and Developing Financial Capabilities and has been involved in the development of new approaches to teaching, including blended learning, distance learning and the use of serious games. More recently he has taken up part-time appointments for occasional lecturing and supervision of dissertations for MSc students of Project Management at Warwick and Manchester Universities with the opportunity to pursue further research into the effectiveness of games and simulations in Higher Education.
Linda Lee-Davies, MBA, SFHEA, PGCTHE, BA(Hons), has extensive experience in the provision of on-site, blended and distance learning Executive Training and Development for a wide range of global Corporate clients. Linda has also run and designed University MBAs for large, local, national and international mixed cohorts and was awarded for outstanding achievement having brought essential commercial elements to academic provision and procedures. Prior to that, she held a senior position with a large recruitment firm running a large section of their business across the UK. With both a commercial and academic background, Linda has a Doctorate in the field of leadership with published authored/co-authored books and academic journal articles. As part of her academic role and research, Linda undertakes fresh business assignments every year to ensure she is up-to-date and works with Millennials of all nationalities to research emerging trends in leadership and technology. Her ongoing research objectives are to bring academia and business closer together, to bridge the gap in leadership understanding between older and new generations in the workforce and to examine the impact of new technology in Higher Education and Business Leadership Culture.