Immersion, Narrative, and Replayability as the Motivational and Attractiveness Factors in Serious Games

Immersion, Narrative, and Replayability as the Motivational and Attractiveness Factors in Serious Games

Pollyana Notargiacomo Mustaro (Universidade Presbiteriana Mackenzie, Brazil) and Raphael Leal Mendonça (Universidade Presbiteriana Mackenzie, Brazil)
DOI: 10.4018/978-1-4666-0149-9.ch051

Abstract

Serious games, electronic games whose purpose is work educational elements, often do not reach this goal because by being included the content and teaching strategies, the fun’s dimension and motivation to interact are reduced. In this sense, this chapter presents a proposal for the use of immersion, narrative, and replayability as devices to make serious games more attractive to the student in general. These three elements are explored theoretically and then analyzed and aligned with proposals for instructional design and learning theories. As a result, a development proposal for Serious Game Development Document (SGDD) and a rubric for evaluation of use are presented. With this, it is expected to contribute and assist not only with development, but also with in the analysis of serious games.
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Background

Prensky (2007) notes that the net/video game generation is characterized by interactivity with games and other technological devices. This characteristic makes these people seek to take an active stance. Beck & Wade (2004) point out that this interaction with games has presented reflections on the way to learn and perform professional activities of this generation. In this sense, one of the proposals that can be adopted in educational processes is the use of serious games.

Bergeron (2006) characterizes serious games as an interactive computer application that encloses challenging goals in a fun structure where elements are worked to knowledge building, development of competences or attitudes that capacitate students to manage and act in real-world situations. Abt (1987, book originally published in 1970), considered the first author to work with the idea of serious games, supplements this definition by highlighting that games constitute educational devices that can be used in different situations, and for students of all ages; due to the high degree of motivation, to effective communication of concepts and facts and to dramatic representation of problems. This allows players to take realistic roles, to face problems and developing strategies for decision making and to receive feedback almost instantly.

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