Serious Games: Games That Educate, Train, and Inform

By David Michael, Sande Chen. 2005

2,138 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/508f0869f33c3c6485d7eb9a01531e1897a3312d

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Citations in the corpus

Response to Travel Information: A Behavioural Review (2015, background): “Serious games and gaming simulations (Hofstede & Meijer, 2008; Michael & Chen, 2006) are emerging as methodological approaches to study how to manage collective behaviours in systems characterised by complexity (where individual decisions influence collective outcomes recursively like travellers…”
The Gaming of Policy and the Politics of Gaming: A Review (2009, background): “…millennium, the serious games notion was reintroduced for the use of technology and concepts derived from computer games developed for entertainment when they were used for nonentertainment purposes, like health care, policy making, education, and so forth (Crawford, 2002; Michael & Chen, 2006).”
Immersive Journalism: Immersive Virtual Reality for the First-Person Experience of News (2010, background): “One example of this is “news games,” which are a subset of the serious games movement (Michael & Chen, 2005), and represent a collection of digital game designers applying game mechanics and engines to games involving educational or topical issues.”
An Overview of Serious Games (2014, background): “Probably, the most common definition of serious games is “games that do not have entertainment, enjoyment, or fun as their primary purpose” [23].”
Systematic review of serious games for medical education and surgical skills training (2012, background): “They present an ideal playground to engage players in simulated complex decision-making processes like those required in medical training 5 .”
Developing a Theory of Gamified Learning (2014, background): “For the purposes of this article, a serious game is defined as “a game in which education (in its various forms) is the primary goal, rather than entertainment” (Michael & Chen, 2005, p. 17).”
Educational game design for online education (2008, background): “Thedebate isactually startingtofocusmoreonissuessuchasthecostofdevelopment,thecomplexityofintegratingthegames into the curriculum or the need to assess the quality of the learning process (Michael & Chen, 2006; Squire, 2005).”
Why so serious? On the relation of serious games and learning (2010, background): “Michael and Chen (2006) disagree and postulate that serious games “are more than just ‘edutainment’” (Michael and Chen 2006, p. XV).”
Origins of Serious Games (2011, unknown): “…or covert messages about power, speed, command and control to those same messages delivered for expediency and with urgency by the military and to the efficiency of the office workplace and the various heritage in consumer culture, are art and culture ready to squarely face this complex mosaic?””
Are Games Effective Learning Tools? A Review of Educational Games (2018, unknown): “These questions led to a range of studies of games in educational contexts and collections of case studies (e.g., Kim et al., 2009; Michael & Chen, 2005; Prensky, 2005; Shute et al., 2009).”
The Lens of Intrinsic Skill Atoms: A Method for Gameful Design (2015, background): “In serious games, enjoyment must be balanced with, is constrained by, and ideally converges with concerns for instrumental outcomes and requirements such as assessment or realism (Harteveld, 2011; Isbister, Flanagan, & Hash, 2010; Khaled & Ingram, 2012, Michael & Chen, 2005; Winn & Heeter, 2006).”