Serious games for higher education: a framework for reducing design complexity

By Wim Westera, Rob Nadolski, Hans G. K. Hummel, Iwan Wopereis. Journal of Computer Assisted Learning, 2008

343 citations recorded by the source corpus.

Westera, W., Nadolski, R., Hummel, H. G. K., & Wopereis, I. (2008). Serious games for higher education: a framework for reducing design complexity. Journal of Computer Assisted Learning, 24(5), 420-432.

Subfields: Computer Vision and Pattern Recognition, Developmental and Educational Psychology, Human-Computer Interaction

View Paper: https://www.semanticscholar.org/paper/6d1cf929f517cec86b34c4596ef1a4a9fe9405e6

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Computer Vision and Pattern Recognition

1. Riccardo Berta
2. Maira B. Carvalho
3. Sara de Freitas
4. Francesco Bellotti
5. Alessandro De Gloria

In Developmental and Educational Psychology

1. Riccardo Berta
2. Maira B. Carvalho
3. Sara de Freitas
4. Theodore Lim
5. Annie Magnan
6. Francesco Bellotti
7. Alessandro De Gloria
8. Jean Écalle

In Human-Computer Interaction

1. Sara de Freitas

Citations in the corpus

• Mapping learning and game mechanics for serious games analysis (2015, methodology): “Westera et al. (2008) argue that existing frameworks have been effectively used as evaluation guidelines, where game design can be analysed with respect to the educational context.”
• Serious games as new educational tools: how effective are they? A meta-analysis of recent studies (2013, background): “In other words, people today are fascinated and stimulated by VGs (in the broad sense), which are engaging and entertaining to play (Johnson et al. 2005; Westera et al. 2008; Wrzesien & Raya 2010).”