7.4 Defining and Leveraging Game Qualities for Serious Games
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7.4 Defining and Leveraging Game Qualities for Serious Games Defining and Leveraging Game Qualities for Serious Games Michael W. Martin & Yuzhong Shen Old Dominion University Department of Modeling, Simulation, and Visualization Engineering [email protected] [email protected] Abstract. Serious games can and should leverage the unique qualities of video games 10 effectively deliver educational experiences for the learners. However, leveraging these qualities is incumbent upon understanding what these unique 'game' qualities are , and how they can facilitate the learning process. This paper presents an examination of the meaning of the term 'game'. as it applies to both serious games and digital entertainment games. Through the examination of counter examples, we derive three game characteristics; games are self contained, provide a variety of meaningful choices, and are intrinsically compelling. We also discuss the theoretical educational foundations which support the applicalion of these 'game qua lilies' to educational endeavors. This paper concludes with a presentation 01 results achieved Ihrough the application of these qualities and the applicable educational theories to teach leamers about the periodic table of elements via a serious game deveklped by the authors. 1.0 INTRODUCTION "Game" which are relevant to the The term "serious games" is somewhat discussion: open-ended, and even people who work "3a(1) : a physical or mental competition with serious games have a hard time conducted according to rules with the agreeing upon its exact meaning. This work participants in direct opposition to each is not presented with the intent of settling other... 3a(S) : the manner of playing in a the debate on the meaning of the term, but contest ... 3c(2) .' any activity undertaken or si mply as an effort to add to the greater regarded as a contest involving rivalry, strategy, body of discussion. Additionally, this work or struggle" [1 ]. is presented because the authors believe that this approach to looking at serious There are a number of more in depth works games can be useful, not only in the on the subject of games, and they all tend academic sense of defining the term, but in towards these same basic definitional actual development of serious games, as components. [n the 1961 book Man , Play well. and Game, Roger Caillois, described games as being activities that are fun, distinct, To that end, this paper will first present a uncertain, non-productive, rule-driven, and discussion of both common definitions of fictitious [2]. Clark Abt. in 1970. described "games", and "serious games", followed by games as an "activity among two or more an effort to identify some of their salient independent decision-makers seeking to characteristics to clarify the definitions. achieve their objectives in some limiting Then, the paper will discuss the context" [3]. More recently, Katie Salen and development and deployment of a serious Eric Zimmerman describe "a rtificial conflict, game that was created by the authors, defined by rules, that results in a based on these concepts, quantifiable outcome" [4]. Wlile each definition has its own nuances, in general, 2.0 BODY they fairly close[y resemble the dictionary definitions found above, Those common 2.1 Definitions for Game and Video recurrent components found in these Game definitions can be summed up as Mirriam-Webster's online dictionary participants, goals, rules, and challenges, provides several definitions of the term The participants have goals within the game, which they try to achieve via a set of 944 rules. The rules define the participants' to the reallNOrid. The game mechanics and interactions, and in the application of these content have a sufficient degree of fidelity rules, the participants try to overcome with real life mechanics and subject. When challenges in order to achieve their goals. the player learns something in the game, that knowledge is transferable, within The definitions apply to the general term reason, to the real world as well as the game. However, the focus of this paper will game. be on computer based games. This is simply the stipulation that the game in A number of established serious game question takes part on a computer. Michael authorities define serious games in terms of Zyda, Director of the University of Southern their intent. One of the most succinct California Viterbi School of Engineering's definitions for serious games is found on the GamePipe Laboratory builds a similar Michigan State University Serious Game dictionary based definition proposing that a Design Program webpage: video game is: "Serious games are games with purpose beyond "A mental contest, played with a computer just providing enteftainment. ~ [7] according to certain rules for amusement, recreation, or winning a stake." [5] (emphasis Put another way, "Serious Games" are added) game played for a serious intent or reason. Zyda proposes a similar definition, though 2.2 Definitions for Serious Game with more detail as to the nature of the and Definitional Pitfalls purpose: Having established a basic definition for "game", the next step is to determine the "Serious game: a mental contest, played with a computer in accordance with specific rules, that meaning of "serious games ~. uses enteftainment to further government or In understanding the nature of a Serious corporate training, education, health, public policy, and strategic communication objectives. " Game, as defined in thi s paper, it is helpful [5[ to consider that game players learn something in every game. If this were not Building upon the definitions above, a true, then a player's performance on a Serious Game might be "an activity game would be the same the first they consisting of participants, goals, rules, and played as the last. However, this is not so, challenges with a purpose beyond and players improve their performance by entertainment." learning the mechanics which govern the game. These definitions for "Games" and "Serious Games" are useful for grounding the Most of the time, what the players learn is baseline understanding of these concepts. useless in the real world. Players of However, as analytic propositions, they may Nintendo's famous game Super Mario Bros. also be seen as being overly inclusive. [6) learn that mushrooms are evil, but that They encompass the concepts in widely the player can jump on them to kill them. applicable terms, and as a result, may also They also learn that they can jump on be valid for things which are not games. turtles and use their shells to kill other For example, a game of football has enemies, like the mushrooms. Learning participants, goals, rules, and challenges. these aspects of the game helps the players However, arguably the chore of mowing the perform better, but this knowledge usually lawn has all of these com ponents as well. transfers very poorly to the real world. This does not necessarily invalidate the definition as much as it highlights that this In a Serious Game, the knowledge that the definition does not provide sufficient user learns within the game is transferable 945 information to distinguish games from non· seized upon the ~ Serious Games ~ trend. games. They apply game-like facades to traditional computer education activities and declared Normally, a traditional game maker will not them to be games. This misappropriation of suffer from such a definitional dilemma. the term ·Serious Game" is compounded by Arguably, the one and only value metric the fact that, as with the examples above, used for entertainment games is their " fun ~ many traditional computer based leaming or entertainment value. Serious games add activities fulfill the definition of game a competing metric: the ulterior purpose provided above. beyond entertainment. This additional aspect can confound the value assessment. A quiz or test, common to most educational systems, is a prime example of an activity VVith these competing values, the field of that can satisfy the majority of the game serious games can become quite confusing. attributes listed above. A quiz has rules (fill Organizations of all sizes and types attempt in the blank, multiple choice, etc.), it has to leverage viable serious games to achieve goals (to score the highest possible score) their goals. Ambiguity in what constitutes a and conflict (the difficulty of the questions). game allows the term to be applied to a It is a difficult to argue that quizzes or tests variety of efforts which are perhaps better are fun, but some educational applications identified as non·games. decorate test·like experiences with ~ fun ~ veneers, such as cute graphics and silly As with the ~ Iawn mowing ~ example above, sound effects and label them serious the serious game definition might games. Two examples of this are Grammar encompass the use of a budgeting program. Gorillas (8), and Snark's Long Division [9]. Budgeting program have participants, goals, Grammar Gorillas has the player select rules, challenges, and a purpose beyond specific parts from a sentence. Snork's entertainment. Such a definition might be Long Division has the player simply perform technically correct, but ultimately it is long division. Both are self declared serious unhelpful in trying to determine how to best games, but clea~y fall short of what would make use of serious games. Clearly, if normally be considered a game. someone expected a game, and was gi ven a budget to balance, they might be In examining why these activities do not dissatisfied. Such confusion could seem like game, one finds that at their core, contribute to disillusionment on the part of these programs don't provide the leamer serious game customers, users, and with any meaningful choices. The user developers. simply answers the question correctly or fails the question. While the students 2.3 Characterization of Serious choose how to answer the question, these Games choices are not meaningful in that there is To better understand and apply the term only one correct answer, with no viable N ~ serious games it is helpful to identify what alternative.