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Serious Games in Cultural Heritage The 10th International Symposium on Virtual Reality, Archaeology and Cultural Heritage VAST - State of the Art Reports (2009) M. Ashley and F. Liarokapis (Editors) Serious Games in Cultural Heritage Eike Falk Anderson1, Leigh McLoughlin2, Fotis Liarokapis1, Christopher Peters1, Panagiotis Petridis3, Sara de Freitas3 1Interactive Worlds Applied Research Group (iWARG), Coventry University, United Kingdom 2The National Centre for Computer Animation (NCCA), Bournemouth University, United Kingdom 3Serious Games Institute (SGI), Coventry University, United Kingdom Abstract Although the widespread use of gaming for leisure purposes has been well documented, the use of games to support cultural heritage purposes, such as historical teaching and learning, or for enhancing museum visits, has been less well considered. The state-of-the-art in serious game technology is identical to that of the state-of-the-art in en- tertainment games technology. As a result the field of serious heritage games concerns itself with recent advances in computer games, real-time computer graphics, virtual and augmented reality and artificial intelligence. On the other hand, the main strengths of serious gaming applications may be generalised as being in the areas of com- munication, visual expression of information, collaboration mechanisms, interactivity and entertainment. In this report, we will focus on the state-of-the-art with respect to the theories, methods and technologies used in serious heritage games. We provide an overview of existing literature of relevance to the domain, discuss the strengths and weaknesses of the described methods and point out unsolved problems and challenges. In addition, several case studies illustrating the application of methods and technologies used in cultural heritage are presented. Categories and Subject Descriptors (according to ACM CCS): H.5.1 [Information Interfaces and Presentation]: Mul- timedia Information Systems—Artificial, augmented, and virtual realities I.2.1 [Artificial Intelligence]: Applica- tions and Expert Systems—Games K.3.1 [Computers and Education]: Computer Uses in Education—Computer- assisted instruction K.8.0 [Personal Computing]: General—Games 1. Introduction which exist within a cultural heritage context, reveal the po- tential of these technologies to engage and motivate beyond Computer games with complex virtual worlds for entertain- leisure time activities. ment are enjoying widespread use and in recent years we have witnessed the introduction of serious games, including The popularity of video games, especially among younger the use of games to support cultural heritage purposes, such people, makes them an ideal medium for educational pur- as historical teaching and learning, or for enhancing museum poses [ML87]. As a result there has been a trend towards visits. At the same time, game development has been fuelled the development of more complex, serious games, which are by dramatic advances in computer graphics hardware – in informed by both pedagogical and game-like, fun elements. turn driven by the success of video games – which have led The term ‘serious games’ describes a relatively new concept, to a rise in the quality of real-time computer graphics and in- computer games that are not limited to the aim of providing creased realism in computer games. The successes of games entertainment, that allow for collaborative use of 3D spaces that cross over into educational gaming – or serious gam- that are used for learning and educational purposes in a num- ing, such as the popular Civilization (although “abstract and ber of application domains. Typical examples are game en- ahistorical” [App06]) and Total War series of entertainment gines and online virtual environments that have been used to games, as well as games and virtual worlds that are specif- design and implement games for non-leisure purposes, e.g. ically developed for educational purposes, such as Revolu- in military and health training [Mac02, Zyd05], as well as tion [Fra06] and the Virtual Egyptian Temple [JH05], all of cultural heritage (Figure 1). c 2009. This work is licensed under the creative commons attribution 3.0 Unported Li- cense. creativecommons.org Anderson et al. / Serious Games in Cultural Heritage tural heritage serious games and illustrating challenges in their application. 2. The State-of-the-Art in Serious Games The state-of-the-art in Serious Game technology is identical to the state-of-the-art in Entertainment Games technology. Both types of computer game share the same infrastructure, or as Zyda notes, “applying games and simulations technol- ogy to non-entertainment domains results in serious games” [Zyd05]. The main strengths of serious gaming applications Figure 1: Experiencing ‘Rome Reborn’ as a game. may be generalised as being in the areas of communication, visual expression of information, collaboration mechanisms, interactivity and entertainment. Over the past decade there have been tremendous ad- This report explores the wider research area of interac- vances in entertainment computing technology, and “today’s tive games and related applications with a cultural heritage games are exponentially more powerful and sophisticated context and the technologies used for their creation. Mod- than those of just three or four years ago” [Saw02], which ern games technologies (and related optimisations [CD09]) in turn is leading to very high consumer expectations. Real- allow the real-time interactive visualisation/simulation of re- time computer graphics can achieve near-photorealism and alistic virtual heritage scenarios, such as reconstructions of virtual game worlds are usually populated with considerable ancient sites and monuments, while using relatively basic amounts of high quality content, creating a rich user experi- consumer machines. Our aim is to provide an overview of ence. In this respect, Zyda [Zyd05] argues that while peda- the methods and techniques used in entertainment games gogy is an implicit component of a serious game, it should that can potentially be deployed in cultural heritage contexts, be secondary to entertainment, meaning that a serious game as demonstrated by particular games and applications, thus that is not ‘fun’ to play would be useless, independent of its making cultural heritage much more accessible. pedagogical content or value. This view is not shared by all, Serious games can exist in the form of mobile applica- and there exist design methodologies for the development tions, simple web-based solutions, more complex ‘mashup’ of games incorporating pedagogic elements, such as the four applications (e.g. combinations of social software applica- dimensional framework [dFO06], which outlines the central- tions) or in the shape of ‘grown-up’ computer games, em- ity of four elements that can be used as design and evaluation ploying modern games technologies to create virtual worlds criteria for the creation of serious games. In any case there is for interactive experiences that may include socially based a need for the game developers and instructional designers interactions, as well as mixed reality games that combine to work together to develop engaging and motivating serious real and virtual interactions, all of which can be used in games for the future. cultural heritage applications. This state-of-the-art report fo- cusses on the serious games technologies that can be found in modern computer games. 2.1. Online Virtual Environments The report is divided into two main sections: There is a great range of different online virtual world ap- plications – at least 80 virtual world applications existed • The first of these is concerned with the area of cultural in 2008 with another 100 planned for 2009. The field is heritage and serious games, which integrate the core tech- extensive, not just in terms of potential use for education nologies of computer games with principled pedagogical and training but also in terms of actual usage and uptake methodologies. This is explored in a range of characteris- by users, which is amply illustrated by the online platform tic case studies, which include entertainment games that Second Life (Linden Labs), which currently has 13 million can be used for non-leisure purposes as well as virtual registered accounts worldwide. The use of Second Life for museums and educationally focused and designed cultural supporting seminar activities, lectures and other educational heritage projects. purposes has been documented in a number of recent re- • The second part investigates those computer games tech- ports and a wide range of examples of Second Life use by nologies that are potentially useful for the creation of cul- UK universities has been documented [Kir08]. Online vir- tural heritage games, such as real-time rendering tech- tual worlds provide excellent capabilities for creating ef- niques, mixed reality technologies and subdomains of fective distance and online learning opportunities through (game) artificial intelligence. This literature review in- the provision of unique support for distributed groups (on- cludes discussions of strengths and weaknesses of the line chat, the use of avatars, document sharing etc.). This most prominent methods, indicating potential uses for cul- benefit has so far been most exploited in business where c 2009. This work is licensed under the creative commons attribution 3.0 Unported License. creativecommons.org Anderson et al. / Serious Games in Cultural Heritage these tools have been used to support distributed
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