Serious Games : An Overview
By Tarja Susi, M. Johannesson, P. Backlund. 2007
1,110 citations recorded by the source corpus.
View Paper: https://www.semanticscholar.org/paper/ff9fad9cad3663a49cf3df5f795164fe7b1a18aa
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
- Ganit Richter
- Daphne Ruth Raban
- Sheizaf Rafaeli
- A. V. Gaalen
- J. Schönrock-Adema
- Shoko Dauwels-Okutsu
- Beatrice L'Estrade Ehrstrom
- Tineke Bouwkamp-Timmer
Citations in the corpus
- Why so serious? On the relation of serious games and learning (2010, background): “Other concepts which are similar and partly overlapping with the category of serious games are e-learning and (digital) game-based learning (Susi et al. 2007).”
- Serious Gaming and Gamification Education in Health Professions: Systematic Review (2019, background): “Learners may have the opportunity to develop analytical skills, strategic thinking, knowledge, multitasking, decision making, communication, and psychomotor skills [6], with multiplayer functions providing opportunities for collaborative learning [7].”
- Studying Gamification: The Effect of Rewards and Incentives on Motivation (2015, background): “…cation has already become subject to controversy and critique as some infl uential bloggers (McDonald, 2010 ; Robertson, 2010 ; Wu, 2012 ) emphasized the need for developing gamifi cation systems that create intrinsic motivations rather than replacing them with extrinsic rewards (points and badges).”
- Serious games (2016, background): “Besides being used for entertainment purposes, game s re also used in a wide variety of areas, in several aspects of common life, like E ducation [14-17], Project Management [7, 18], Weather Forecast [3], Military [3, 18], Healthcare [19], Virtual Reality [14], Archeology [9], Simulators [20], amon ”
- Mobile English learning: An evidence-based study with fifth graders (2011, background): “The game elements are meant to motivate and engage the learner (Susi, Johannesson, & Backlund, 2007).”
- Gamification of health professions education: a systematic review (2020, background): “Second, this intention is different from the intention in serious games, which are defined as games (in their various forms) in which education is the primary goal, rather than entertainment (Susi et al. 2007).”