Minhua Ma Andreas Oikonomou Editors Volume II Serious Games and Edutainment Applications Serious Games and Edutainment Applications Minhua Ma • Andreas Oikonomou Editors Serious Games and Edutainment Applications Volume II 123 Editors Minhua Ma Andreas Oikonomou School of Art, Design and Architecture College of Science and Technology University of Huddersfield Nottingham Trent University Huddersfield, UK Nottingham, UK ISBN 978-3-319-51643-1 ISBN 978-3-319-51645-5 (eBook) DOI 10.1007/978-3-319-51645-5 Library of Congress Control Number: 2011939794 © Springer International Publishing AG 2017 This work is subject to copyright. All rights are reserved by the Publisher, whether the whole or part of the material is concerned, specifically the rights of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfilms or in any other physical way, and transmission or information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed. The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use. The publisher, the authors and the editors are safe to assume that the advice and information in this book are believed to be true and accurate at the date of publication. Neither the publisher nor the authors or the editors give a warranty, express or implied, with respect to the material contained herein or for any errors or omissions that may have been made. The publisher remains neutral with regard to jurisdictional claims in published maps and institutional affiliations. Printed on acid-free paper This Springer imprint is published by Springer Nature The registered company is Springer International Publishing AG The registered company address is: Gewerbestrasse 11, 6330 Cham, Switzerland Foreword When Eunice (the first editor of the book, a.k.a. Minhua Ma), Lakhmi and myself published the first volume of this book back in December 2011, we would not have perhaps predicted the direction of technological progress in the fields of games, serious games and edutainment applications, both in terms of hardware and software. Researchers, designers and even students now have wide access to effective virtual reality (VR) headsets; accurate, responsive, VR interaction control systems; portable augmented reality solutions like the Microsoft HoloLens; and the development software to support them. This comes on top of what would be considered expected progress in areas such as graphics and general processing performance; faster, larger and cheaper memory; wider, brighter, higher-definition and even “bendable” displays; and so on. In 2011, I remember questioning the title of the first volume and the word “edutainment” in particular. It was a term not widely used at the time, and I wondered whether new terminology was even necessary to describe the kind of research our book sought to highlight. Since then, edutainment has become fairly common both in industry and academia and is perhaps considered to be the obvious description of the kind of work it describes. After all, it means what it says, education through entertainment. However, education in the past was not always an entertaining matter. Despite humanity’s advances in methods and means of communication, we still have a lot to learn from observing how nature works, certainly in many fields but particularly so in matters relating to the transfer of information and building of skills amongst living beings, both human and animals. Take survival training for example, a skill as important for life as life itself for which one can expect evolution to have produced both efficient and effective ways of teaching and training the next generations. If one looks closely, a good part of it involves fun, games and play. Skill building and knowledge acquisition are a natural outcome of those activities. Our first book looked into theories and reviews of serious games and edutainment applications. It also looked at custom-made games and case studies, the use of commercial off-the-shelf (COTS) games for educational purposes, social impact of games and the concept of gamification. v vi Foreword We wanted to benefit a wide range of people through that effort, academics, researchers, graduates and undergraduates in the fields of computer games and education, educators who wished to use games technologies in their teaching, game designers and developers, game publishers and entrepreneurs in the games industry. For academics, it would serve as a good collection of related articles to facilitate a broad understanding of the subject and as such become one of the handbooks of choice to help select, plan and carry out teaching using commercial or custom-made games. Professional game designers and developers adapting off-the-shelf virtual envi- ronment for teaching and learning purposes on the other hand would also find some interesting examples of using COTS games in educational settings and guidelines on choosing suitable games for the classroom. Five years have passed since and this second book has a very similar mission, to classify and present advances in the area of serious games and edutainment. Readers will find the work presented here falling broadly under ten distinct categories, serious games and emotion, music-related edutainment, medical education and training, game-based learning, applications targeted towards children, serious games for serious purposes, gamification, assessment of the effectiveness of serious games, narrative design and methodological research in edutainment design. In the first section, we will explore work that aims to utilise emotions as an active component of edutainment interactions. Games for music education will present two examples of how edutainment has been used to teach music. Medical education and training will present a number of research projects including works utilising virtual reality, haptic technologies, stereoscopic 3D display, etc. The game-based learning section will present case studies for applications varying from chemistry to history education, whilst edutainment for children will explore case studies for children of varying needs and cultures. Serious games for serious purposes will take us through case studies dealing with subjects such as the communication of culture and history followed by works in gamification theory and practice. The effectiveness of serious games and edutainment applications is where we turn our attention to work relating to the assessment of the effectiveness of serious games. Finally, we will look at advances in narrative design and methodological approaches in edutainment design. We hope that you will find the second volume as useful as the previous one. Who knows what the future of games, serious games and edutainment technologies and design approaches will be in the next 5 years, but if it is anything as exciting as what we have seen since the last volume of this book, we can hardly wait! Nottingham Trent University, Nottingham, UK Andreas Oikonomou October 2016 Acknowledgements I would like to acknowledge the help of all the people involved in this edited collection of Serious Games and Edutainment Applications (the second volume) and, more specifically, the authors and reviewers that took part in the review process. Without their support, this book would not have become a reality. First and foremost, I would like to thank each one of the authors for their contributions. Our sincere gratitude goes to the chapter’s authors who contributed their time and expertise to this book. They have not only written the state-of-the- art development of the subject matter but have done so with a sense of dedication, professionalism and enthusiasm that has made the job of editor much easier. I am proud of the work that we have assembled together. Second, I wish to acknowledge the valuable contributions of the peer reviewers regarding the improvement of quality, coherence and content presentation of chap- ters. They worked to extremely tight deadlines and ensured a quick turnaround of reviews. I would like to thank Lakhmi Jain from the University of Canberra, Ioannis Parask from the University of Greenwich, Carlo Fabricatore from the University of Huddersfield, Gavin Sim from the University of Central Lancashire, Walt Scacchi from the University of California at Irvine, Stephen Tang from Liverpool John Moores University and Bob-Antoine Jerry Menelas from the University of Quebec at Chicoutimi. I appreciate their insightful and erudite review reports, which helped authors to improve their work and strengthen key sections of the book, and special thanks to coeditor Andreas Oikonomou from Nottingham Trent University and my PhD student Yeshwanth Pulijala at the University of Huddersfield. Personal thanks go to the three most important people in my life: my daughters Brenda and Dory and my husband Jinbiao Sheng for their love and encouragement. University of Huddersfield, Huddersfield, UK Minhua Ma 17 October 2016 vii Contents Part I Serious Games and Emotion 1 Rising to the Challenge: An Emotion-Driven Approach Toward Adaptive Serious Games ......................................... 3 Claudia Schrader, Julia Brich, Julian Frommel, Valentin Riemer, and Katja Rogers 2TheEmotion Detectives Game: Supporting the Social-emotional Competence of Young