What makes computer games fun byte

Ertmer, P. The ID casebook: Case studies in instructional design. Columbus, OH: Merrill. Frasca, G. Ludology meets narratology: Similitude and differences between video games and narrative. Freeman, D.

Four ways to use symbols to add emotional depth to games. Creating emotion in games. Prepublication galley proof. Indianapolis, IN: New Riders. Frye, B. Civilization, colonization, SimCity: simulations for the social studies classroom. Learning and Leading with Technology. Gard, T. Building character. Gredler, M.

Designing and evaluating games and simulations: A process approach. London: Kogan Page. Educational games and simulations: A technology in search of a research paradigm. Hall, K. Hancock, H. Better game design through cutscenes. Hannafin, M. The design, development and evaluation of instructional software , New York: Macmillan. Horn, R. Howland, G. Balancing gameplay hooks. Game design perspectives. Essential fucts about the computer and video game industry.

Jakobsson, M. The Sopranos meets Everquest: Social networking in massively multiuser networking games. Melbourne, Australia. Jenkins, H. Game design as narrative architecture. Jonassen, D. Designing constructivist learning environments. Reigeluth Ed. Instructional-design theories and models: A new paradigm of instructional theory Vol. Jones, B. Designing learning and technology for educational reform. North Central Regional Educational Laboratory.

Julian, M. The chronicles of rocket boy. Compelling case experiences: Challenges for emerging instructional designers. Juul, J. A clash between game and narrative. Paper presented at the Digital Arts and Culture conference. Bergen, Norway. Games telling stories? Kearsley, G. Engagement theory: A framework for technology-based teaching and learning.

Educational Technology 38 5 , 20— Laurillard, D. Computers in Education 31 , — Lave, J. Situated learning. New York, Cambridge University Press. Malone, T. Toward a theory of intrinsically motivating instruction. Cognitive Science 4 , — What makes computer games fun?

McLellan, H. Hypertextual tales: Story models for hypertext design. Journal of Educational Multimedia and Hypermedia, 2 , — Meece, J.

Students' goal orientations and cognitive engagement in classroom activities. Journal of Educational Psychology, 80 4. Miller, L. Girls preferences in software design. Insights from a focus group. Miller-Lachmann, L. Exploring America in computer simulation games. Multicultural Review, 4 3 , 44—46, 48— Onder, B. Storytelling in level-based game design. Pahl, R. Finally a good way to teach city government! The Social Studies 82 4 , — Furthermore, they lead us to hypothesize that an increased involvement of the body can afford the player a stronger affective experience.

We propose that the contribution of full-body experience is three-fold: a it facilitates the feeling of presence in the digital environment fantasy ; b it enables the affective aspects of human-human interaction communication ; and c it unleashes the regulatory properties of emotion affect. Unable to display preview. Download preview PDF. Skip to main content.

This service is more advanced with JavaScript available. Advertisement Hide. Conference paper. Keywords Engagement body movement gaming affective states. This is a preview of subscription content, log in to check access. Sheridan, T. Barhield, W. Witmer, B. Smith, S. Presence 7, — CrossRef Google Scholar.

Malone, T. Byte 6, pp. Csikszentmihalyi, M. However, there may be some subtle differences with respect to modern main-stream serious games, for example:. Recently, so-called gamification gained attention in some circles. It's inspired by "boy scout" badges and actually implements badging systems. The main purpose of serious games is education and training. Within education, there are many different subtypes, e. Other areas of serious gaming use include advertizing, political and religious propaganda, health helping people in various ways with health issues , military, etc.

Aldrich b presented a diagram that defines serious games as a games genre that can include educational simulations. Martens cited by Ulicsak identified Game-based-learning i.

Breuer and Bente created a Venn diagram that we reproduced in slightly modified form and that identifes how serious games fit into the general "entertain education" area and how it relates to technology-enhanced learning called e-learning in the original :.

Entertainment education simply refers to the ida to make learning more enjoyable, e. Game-based learning refers to all sorts of games made for educational purposes. Digital game-based learning DGBL includes games that include learning as the main or sole purpose, both typical learning games of the 80's as well as large subset of modern serious games. The diagram shows that serious games may include other purposes than education.

Edutainment can be seen as a subset of DGBL as in the original figure , however we also left the possibility that edutainment can just refer to a kind of non-serious game e.

At first, serious games are what the title indicates: games. The game itself is flexible and bound to certain rules at the same time thereby forming a safe area of practice and experimentation which has its own innate goals and that you enter voluntarily without external pressure ibid. Although they can contain elements of entertainment or competition see gamification , they usually apply these successful gaming mechanisms and its thereby increased level of involvement only to initialise gains in knowledge and competencies Jantke, , p.

Simulations like these also enable experimental learning, i. Inevitable for them would be a reduction of reality in a didactic manner though ibid. The Summit on Educational Games , page 18 identifies the following features of optimal learning environments and note that gameplayers implemented many of these features in gameplay :.

This means, that a learner can experience a feeling of self-efficacy , i. More generally, games seem to induce states of flow , i. Topics are ranging from team building , project management up to leadership or personnel development in general ibid. Implementation happens in simple computer-puzzle games , video games or in more complex digital or web-based learning games Kriz, , p.

Serious games are not necessarily labeled as such. Many synomyes are used, e. In addition, some types of simulations, construction environments like microworlds , etc.

Below is a provisional list of genres. Educational Technology Wardip-Fruin, N. MIT Press. Cambridge, MA. Bryce, J. Mayra ed. Carr, D. Cassell, J. Flanagan, M. Cambridge: MIT Press, , Kennedy, H. Kerr, A. Raessens eds. Mortensen, Torill and Corneliussen, H. Schott, Gareth and Horrell, Kirsty R.

Taylor, T. Garris , R.