Serious Games and Edutainment Applications (eBook)

Minhua Ma is a Professor of Digital Media & Games in the School of Art, Design and Architecture at the University of Huddersfield and currently serves as the Head of Department of Art & Communication too. As a world-leading academic, involved with the emergence of serious games as a field of academic study, she has widely researched and published on topics such as serious games for education, medicine and healthcare, Virtual and Augmented Reality and Natural Language Processing. Andreas Oikonomou is a Senior Lecturer at Nottingham Trent University where he teaches computer science, human-computer interaction (HCI) design and project management. His current research interests include applied research projects in serious games, interactive technologies, biomedical computing and artificial intelligence.

Foreword 5
Acknowledgements 7
Contents 8
Contributors 12
About the Editors 18
Part I Serious Games and Emotion 20
1 Rising to the Challenge: An Emotion-Driven Approach Toward Adaptive Serious Games 21
1.1 Introduction 21
1.2 Definition 23
1.3 Emotions as Player-Centered Source of Adaptivity 24
1.4 Emotion Recognition: Assessing the Player's State 26
1.4.1 Self-Reports of Emotional Experience 26
1.4.2 Physiological Responses 27
1.4.3 Gameplay-Based Emotion Recognition 29
1.5 Implementation of Emotion-Driven Adaptivity in Games 30
1.5.1 Adaptable Game Elements 31
1.5.2 Current and Envisioned Implementation Methods 35
1.5.3 Application in Serious Games 38
1.6 Conclusion 39
References 40
2 The Emotion Detectives Game: Supporting the Social-emotional Competence of Young Children 47
2.1 Introduction 48
2.2 Importance of Digital Games as Intervention Tools 49
2.3 Promoting the Development of Children's Social-emotional Competence Through the Emotion Detectives Game 50
2.4 Adults' and Peers' Role in Supporting the Child's Play 56
2.5 Empirical Observations on Children's Gameplay Interactions 56
2.6 The Process of Recognizing and Naming Emotions 57
2.7 Player Interaction During Gameplay 60
2.7.1 Rules and Negotiations 60
2.7.2 Children's Ways of Interacting and Co-constructing Knowledge 62
2.8 Children's Interaction with the Emotion Detectives Game 65
2.9 Discussion 67
References 67
Part II Games for Music Education 72
3 Designing Music Games and Mobile Apps for Early MusicLearning 73
3.1 Introduction 73
3.1.1 Digital Music Games for Learning and Entertainment 75
3.1.1.1 For Learning 75
3.1.1.2 For Entertainment 75
3.1.2 Cognitive Development 77
3.1.3 Musical Development and Perception 78
3.1.4 Knowledge Formation and Musical Knowledge 79
3.1.5 Children's Play and Learning Motivation 79
3.2 Musical Applications on Android System 80
3.2.1 Music Teaching Approach and Content 80
3.2.2 Multi-touch Application and Music Learning 81
3.2.3 Music Game Content and Sequential Learning 82
3.3 Technical Issues in Developing Applications on Mobile Devices 83
3.3.1 Agile Software Development Method 83
3.3.2 Game-Based Applications for Music Learning 84
3.3.2.1 Visual Design 84
3.3.2.2 Sound Design 85
3.3.2.3 Mapping Music Elements onto Gameplay 85
3.4 Qualitative and Quantitative Research 87
3.4.1 Usability Measurement and Interactive Interface 88
3.5 Summary 89
References 90
4 Shake and Create: Reappropriating Video Game Technologies for the Enactive Learning of Music 92
4.1 Introduction 92
4.2 Music Hacks 94
4.3 KIDI: A Tactile Controller for Learning Through Play 95
4.4 BitBox!: A Gestural Framework for Exploring Adaptive Music 103
4.5 Conclusion and Future Development 109
References 110
Part III Games for Medical Education and Training 113
5 Digitisation of Anatomical Specimens and Historical Pathology Specimens for Educational Benefit 114
5.1 Introduction 115
5.2 Photogrammetry and Object VR for Visualising Anatomical Specimens 116
5.2.1 Results of Photogrammetry 117
5.2.2 Object Virtual Reality 118
5.2.3 Portable Document Format Files 118
5.2.4 Use of Digitised Specimens in Games and Interactive Applications 119
5.3 Advanced Digital Imaging of Historical Specimens 120
5.3.1 Agisoft PhotoScan 120
5.3.2 Autodesk ReCap 121
5.3.3 Autodesk Memento 121
5.3.4 Selection of Specimens 121
5.3.5 Imaging 121
5.3.6 Image Acquisition Issues 123
5.3.6.1 Lighting 123
5.3.6.2 Movement 123
5.3.6.3 Coverage 123
5.3.7 Results 123
5.3.7.1 Glass and Encasing 123
5.3.7.2 Light 124
5.3.7.3 Dry Specimens 124
5.3.7.4 Wet Specimens 125
5.3.7.5 Pollution 126
5.3.7.6 Summary 127
5.4 General Discussion 127
5.4.1 Medical Museums 127
5.5 Learning and Teaching with 3D 128
5.5.1 Embedding in Games 129
5.6 Conclusions 130
References 131
6 Towards the Development of a Virtual Reality Simulator with Haptic Force Feedback for Training in Stereotactic Brain Biopsies 133
6.1 Introduction 134
6.1.1 Stereotactic Brain Biopsies and Traditional Surgical Training 134
6.1.2 Motor Skill Training and Haptic Technologies 135
6.1.3 How Haptic Technologies Assist Surgical Training 136
6.2 Aim 137
6.3 Apparatus and Methods 137
6.3.1 Materials 137
6.3.1.1 Dataset 137
6.3.1.2 Data Extraction and Visualization 138
6.3.1.3 Haptic Interface 138
6.3.2 Methodological and Technological Framework 138
6.3.2.1 Biopsy Observation 139
6.3.2.2 Creation of Anatomical 3D Models and Scene Components 140
6.3.2.3 Design and Development of the Application 143
6.4 Heuristic Study 147
6.5 Results 148
6.5.1 Parameterization and Analysis of the Haptic Force Feedback 149
6.5.2 Assessment of the Anatomical Accuracy 149
6.5.3 Assessment of the Instrumentation 149
6.6 Discussion 150
6.6.1 Parameterization and Analysis of the Haptic Force Feedback 151
6.6.2 Assessment of the Anatomical Accuracy 152
6.6.3 Assessment of the Instrumentation 153
6.6.4 Future Potential of the Stereotactic Brain Biopsy Simulator 154
6.7 Conclusions 155
References 156
7 Interaction and Communication in an Immersive Learning Game: The Challenges of Modelling Real-Time Collaboration in a Virtual Operating Room 158
7.1 Introduction 159
7.1.1 3D Virtual Operating Room 164
7.2 Related Work 165
7.2.1 Learning Games Related to Medical Education 166
7.2.2 Interaction, Communication and Scenarios 168
7.2.2.1 Interaction Design 168
7.2.2.2 Scenario Integration 169
7.2.2.3 Natural Communication 170
7.3 Objectives 171
7.4 Game Design Methodology 173
7.4.1 Identifying the Objectives 174
7.4.2 Representing Human Collaborative Activity 175
7.4.2.1 Depth and Extent of a Scenario Content 179
7.4.2.2 Scenario Validation 181
7.4.3 Digitisation of the Activity 182
7.4.3.1 Grounding the Actions: The Semantic Environment 182
7.4.3.2 Making of the Interactive Environment 184
7.4.3.3 AI Control for Non-playing Characters 188
7.5 Scenario Gamification and the Tutoring System 191
7.6 Conclusion 194
References 195
8 VR Surgery: Interactive Virtual Reality Application for Training Oral and Maxillofacial Surgeons using Oculus Rift and Leap Motion 198
8.1 Introduction 198
8.1.1 Surgical Training and Its Challenges 199
8.2 Innovation in Surgical Training Methods 200
8.2.1 Surgical Simulation 200
8.2.2 Serious Games for Surgical Training 201
8.2.3 Immersive Virtual Reality in Surgical Training 201
8.3 VR Surgery 202
8.3.1 Hardware and Software 202
8.3.2 Design of VR Surgery 203
8.3.2.1 Content Design 204
8.3.2.2 Application Design 204
8.3.2.3 User Feedback 208
8.4 Discussion 208
References 210
9 Creation of E-Tutorials to Enhance Medical Student Anatomy Learning Experience Using Articulate Storyline 2 214
9.1 Introduction 215
9.2 Anatomy of the Heart E-Tutorial 218
9.2.1 Results of Cardiovascular E-Tutorial 219
9.2.1.1 Regional Anatomy 220
9.2.1.2 Layers of Heart Wall 220
9.2.1.3 Cardiac Muscle 221
9.2.1.4 Chambers, Valves and Blood Flow 221
9.2.1.5 Innervation and Nodes 221
9.2.1.6 Vasculature 222
9.2.1.7 Thoracic Aorta Branches 222
9.2.1.8 Surface Anatomy 222
9.2.1.9 Cardiac Imaging 223
9.2.1.10 Total Quiz Results 223
9.3 Attainment in Anatomy: The Abdomen 223
9.3.1 Results of Attainment in Anatomy: The Abdomen 223
9.3.1.1 Teach Yourself Anatomy 223
9.3.1.2 Teach Yourself Histology 224
9.3.1.3 Teach Yourself Imaging 224
9.3.1.4 Test Yourself 225
9.4 Anatomy of the Wrist and Hand E-Tutorial 225
9.4.1 Results of Anatomy of the Wrist and Hand E-Tutorial 226
9.4.1.1 Introduction to Terminology 226
9.4.1.2 Gross Anatomy 226
9.4.1.3 Surface Anatomy 227
9.4.1.4 Clinical Relevance 227
9.4.1.5 Quiz 228
9.5 Results of Beta Phase End-User Evaluation 228
9.5.1 Pre-evaluation Questionnaire 228
9.5.2 Post-evaluation Questionnaire 229
9.6 Discussion 230
References 232
Part IV Game Based Learning in Various Subjects 233
10 Tipping the Scales: Classroom Feasibility of the Radix Endeavor Game 234
10.1 Introduction 235
10.2 Barriers and Benefits 238
10.3 Background 240
10.3.1 Design of the Radix Endeavor 240
10.3.2 Implementation Design 243
10.3.3 Implementation Realities 245
10.4 Research Design 246
10.4.1 Sample 246
10.4.2 Data Collected 247
10.4.2.1 Log Data 247
10.4.2.2 Surveys 247
10.4.2.3 Interviews 248
10.4.3 Data Analysis Goals 248
10.5 Findings 249
10.5.1 Background 249
10.5.1.1 Feasibility and Usage 249
10.5.1.2 Comfort Level with Radix 251
10.5.1.3 Ease of Implementation Ratings 252
10.5.2 Implementation Barriers 253
10.5.2.1 Technical Issues 253
10.5.2.2 Curriculum Fit 254
10.5.2.3 Gameplay Reports 254
10.5.2.4 Teacher and Student Resources 255
10.5.2.5 Control over Student Actions 256
10.5.2.6 Amount of Time Needed 257
10.5.2.7 Students' Boredom or Frustration 257
10.5.3 Implementation Successes 258
10.5.3.1 Pedagogy Fit and Approaches Used 258
10.5.3.2 Curriculum Alignment and Content Learned 259
10.5.3.3 Practices and Soft Skills Developed 260
10.5.3.4 Level of Student Engagement 261
10.5.3.5 Unique Qualities 261
10.5.4 Factors not Discussed by Teachers 262
10.5.4.1 Connections Across the Curriculum 262
10.5.4.2 Formative Assessment 263
10.5.4.3 Mismatched Pedagogy 263
10.6 Discussion 264
10.6.1 Increasing Adoption 265
References 267
11 Al-Kimia: How to Create a Video Game to Help High School Students Enjoy Chemistry 268
11.1 What Is Al-Kimia? 269
11.2 Why Design a Video Game About Chemistry? 269
11.3 Use of Games as an Effective Learning Tool 270
11.4 What Type of Video Game Is Most Effective for Learning? 270
11.5 How to Design a Digital Game 272
11.6 Al-Kimia 275
11.6.1 The Story 276
11.6.2 Applying the Theoretical Framework in the Real World 277
11.7 Results 279
11.8 Conclusions 280
References 281
12 Designing Virtual Worlds for Learning History: The Case Study of NetConnect Project 282
12.1 Background 282
12.2 Main Aim of the Chapter 283
12.3 NetConnect Virtual Worlds 284
12.3.1 Historical Details and 3D Reconstruction 284
12.3.2 Design, Edutainment and Gaming Features 286
12.4 Research 1: Evaluation of the Virtual Worlds 287
12.4.1 Research Participants and Questionnaires 287
12.4.2 Procedure 288
12.4.3 Results 288
12.4.4 Limitations and Future Works 288
12.5 Research 2: Learning Through VWs and Motivation 289
12.5.1 Research Participants 289
12.5.2 Procedure 289
12.5.3 Results 290
12.5.4 Limitations and Future Works 290
12.6 Conclusions 291
References 291
Part V Serious Games for Children and Adolescents 295
13 Intelligent Behaviors of Virtual Characters in Serious Games for Child Safety Education 296
13.1 Introduction 296
13.2 Current Serious Games for Safety Education 297
13.3 Risk-Taking Behaviors and Danger Zone 298
13.4 Behavior Design for Virtual Characters 300
13.5 Evaluation of the Child Safety Games 306
13.5.1 Waterside Safety Game 306
13.5.2 Earthquake Escape Game 308
13.6 Conclusions 312
References 312
14 Using Serious Games to (Re)Train Cognition in Adolescents 314
14.1 Introduction 314
14.2 Training Cognitive Processes 315
14.3 Motivations 318
14.4 Serious Games and Cognitive Training 319
14.5 Recommendations for Future Research and Development 322
References 324
15 Promoting Healthy Adolescent Lifestyles Through Serious Games: Enacting a Multidisciplinary Approach 329
15.1 Introduction 330
15.2 Background 331
15.3 Games for Health: A Multidisciplinary Project 334
15.4 Design Processes and Perspectives 336
15.4.1 The Theory-Based Design Perspective 337
15.4.2 The Research-Driven Design Perspective 340
15.4.3 The Entertainment Design Perspective 342
15.4.4 Reconciling Perspectives 344
15.5 A Case Study: The PEGASO Project 346
15.6 Conclusions 349
References 350
16 Digital Games in Early Childhood: Broadening Definitions of Learning, Literacy, and Play 355
16.1 Introduction 355
16.2 Learning in, Through, and Beyond Digital Games 357
16.2.1 The Elements of Motivation, Autonomy, Competence, and Relatedness in Digital Games 357
16.2.2 Early Childhood and the Learning Potential of Digital Games 359
16.3 Toward Multiple Literacies 362
16.3.1 Digital Games and Multiple Literacies 362
16.3.2 Multiple Literacies in Early Childhood 364
16.4 The Significance of Digital Play 365
16.4.1 Defining Digital Play 366
16.4.2 The Educational Value of Digital Play in Early Childhood 367
16.5 Concluding Remarks: Toward a Child Perspective on Digital Game Playing 368
References 369
Part VI Serious Games for Serious Topics 374
17 “Walk a Mile in My Shoes”: A Virtual World Exercise for Fostering Students' Subjective Understandings of the Experiences of People of Color 375
17.1 Introduction 375
17.2 Previous Uses of Virtual Worlds in Educational Settings 377
17.3 The VIP 379
17.4 Method 380
17.4.1 Participants 380
17.4.2 Data Analysis 381
17.4.3 Reflexivity and Verification 381
17.5 White Students' Experiences with the VIP 382
17.5.1 Experiences of White Racism 383
17.5.2 Experiences of Interminority Prejudice 384
17.5.3 Experiences of Racial Microaggressions 385
17.5.4 Insight into Double Consciousness 387
17.5.5 Influences of Racial Contexts on Racial Experiences 388
17.5.6 Resistance to Seeing Race 390
17.6 Conclusion 392
References 393
18 Question-Answering Virtual Humans Based on Pre-recorded Testimonies for Holocaust Education 395
18.1 Introduction 396
18.2 Conversational Natural Language Interfaces 396
18.2.1 Question Answering (QA) About the Holocaust 397
18.3 Design and Development of Interact 398
18.3.1 Mapping Current Interaction 398
18.3.2 The Interact System 400
18.3.3 Question Generation Methodology 401
18.3.4 Video Recording and 3D Data Capture 403
18.3.5 Creating Virtual Survivors 403
18.3.6 The Uncanny Valley and a New Form of Mixed Reality 405
18.3.7 Query Elaboration and Expansion 407
18.3.8 Interact Hardware 409
18.4 Evaluation 409
18.5 Conclusions and Future Work 411
References 412
19 A Driving Simulator Designed for the Care of Trucker Suffering from Post-Traumatic Stress Disorder 414
19.1 Introduction 414
19.2 Related Work 415
19.3 Theoretical Approach for the Design of an Environment Guided by ACET 417
19.3.1 Critical Game Features 417
19.3.2 Serious Game Mechanics of the Simulator 418
19.3.3 Positive Reinforcement Items 420
19.3.4 Personalization of the Game 422
19.3.5 Customization of the Missions 422
19.3.6 Customization of the Truck 423
19.4 The Proposed Game 424
19.4.1 Setup Overview 424
19.4.2 Gameplay Through the Therapy Protocol 425
19.4.2.1 The First Session 425
19.4.2.2 Subsequent Sessions 426
19.5 Experiments 426
19.5.1 Protocol 427
19.5.2 Satisfaction Test 427
19.5.3 Immersion test 429
19.5.4 Cybersickness Test 429
19.6 Conclusion and Future Work 430
References 432
20 Using Serious Games to Establish a Dialogue Between Designers and Citizens in Participatory Design 435
20.1 Introduction 436
20.2 Literature Review 437
20.2.1 Participatory Design: Definitions and Issues 438
20.2.2 3D City Models as Participatory Tools 439
20.2.3 3D Representation of City in Videogames 439
20.2.4 Serious Games as Participatory Tool (ca. 350 Words) 441
20.3 Theoretical Framework: A Virtual Architectural Narrative Environment as Participatory Tool 442
20.3.1 From Participatory Issues to Research Questions 442
20.3.2 Architectural Portal of People's Narratives 444
20.3.2.1 Phase, Communication and Tools 445
20.3.2.2 Content, Immersion and Playfulness 446
20.4 Case Study: Grainger Street 447
20.4.1 Background (Cities, MyPlace and the Age-Friendly City Initiative) 447
20.4.2 Methodology 448
20.4.3 Grainger Street: Historical Background 448
20.4.4 Laser Scanning of the Street 449
20.4.5 Digital Reconstruction 450
20.4.6 Virtual Environment in Unity 452
20.5 Conclusions and Future Developments 454
References 454
Part VII Gamification 457
21 How to Use Game Elements to Enhance Learning: Applications of the Theory of Gamified Learning 458
21.1 Introduction 458
21.2 The Theory of Gamified Learning 460
21.3 Goal-Setting Theory and Self-Regulation 463
21.3.1 Applying Goal-Setting Theory via Rules/Goals Game Elements 464
21.3.2 Applying Goal-Setting Theory via Conflict/Challenge Game Elements 465
21.4 The Testing Effect 466
21.4.1 Applying the Testing Effect via Assessment Game Elements 467
21.5 Presence Theory 468
21.5.1 Applying Presence Theory via Action Language Game Elements 470
21.5.2 Applying Presence Theory via Immersion Game Elements 471
21.5.3 Applying Presence Theory via Environment Game Elements 472
21.6 Self-Determination Theory 473
21.6.1 Applying Self-Determination Theory via Control Game Elements 474
21.7 The Narrative Hypothesis 475
21.7.1 Applying the Narrative Hypothesis via Game Fiction Game Elements 477
21.8 Social Constructivism 478
21.8.1 Applying Social Constructivism via Human Interaction Game Elements 479
21.9 Conclusion 480
References 481
22 Why Gamification Fails in Education and How to Make It Successful: Introducing Nine Gamification Heuristics Based on Self-Determination Theory 485
22.1 Introduction 486
22.2 Q1 What Is Gamification? 486
22.3 Q2 How Does Gamification Work? 488
22.3.1 Intrinsic, Extrinsic and Amotivation 488
22.3.2 The Internalization Processes of Extrinsic Regulations 490
22.3.3 Autonomous Motivation Outperforming Controlled Motivation 492
22.3.4 Basic Psychological Needs Co-shaping Motivations 493
22.3.5 A Self-Determination Theory Perspective on (Gamified) Motivation in Education 495
22.4 Q3 How Can Gamification Design Be Improved? 496
22.4.1 Supporting Basic Psychological Needs 497
22.4.1.1 Need for Autonomy 497
22.4.1.2 Need for Competence 498
22.4.1.3 Need for Relatedness 499
22.4.1.4 Interplay Between Psychological Needs 500
22.4.2 Situational Gamification 501
22.4.2.1 Integration of Gamification into the Activity Context 501
22.4.2.2 Implementation Context and Environment 501
22.4.2.3 User Characteristics 502
22.5 Conclusion 503
References 505
Part VIII Assessment of Serious Games 510
23 Factors Associated with Player Satisfaction and Educational Value of Serious Games 511
23.1 Computer Games 512
23.1.1 Project Aims 514
23.2 Methods 515
23.2.1 Participants 515
23.2.2 Study Questionnaires 515
23.2.3 The Game-Specific Questionnaires 516
23.3 Results 517
23.3.1 Demographic 518
23.3.2 Evaluation of Serious Games for Playability and Educational Content 518
23.3.2.1 Cancer Game 518
23.3.2.2 Darfur Is Dying 519
23.3.2.3 Elude 519
23.3.3 Rating and Replayability of the Games 520
23.3.4 Knowledge Quiz 521
23.3.4.1 Cancer Game 521
23.3.4.2 Darfur Is Dying 521
23.3.4.3 Elude 521
23.3.5 Player Satisfaction 522
23.3.6 Comparison with Heuristics 523
23.4 Discussion 524
23.4.1 Review of the Games 525
23.4.2 Comparison of Player Views of the Three Games 526
23.4.3 Comparison to Published Heuristics 526
23.5 Limitations of the Work 530
23.6 Conclusion 531
References 532
24 Learning Analytics as an Assessment Tool in Serious Games: A Review of Literature 534
24.1 Introduction 534
24.1.1 Purpose of the Study and Research Questions 535
24.2 Method 535
24.2.1 Article Selection Criteria 536
24.2.2 Analysis 536
24.3 Findings and Discussion 540
24.3.1 What Issues Have Researchers Been Investigating on Using Learning Analytics in SG (RQ1)? 540
24.3.1.1 Student Performance 541
24.3.1.2 Game Design Strategies 542
24.3.1.3 Motivation 543
24.3.1.4 Student Behavior 543
24.3.1.5 Problem-Solving Strategies 544
24.3.1.6 Learner Progress Trajectories 545
24.3.1.7 Student Collaboration 545
24.3.2 What Research Evidences Are There in Using Analytics to Support Teaching and Learning Through SG (RQ2)? 545
24.3.3 What Techniques Have Been Used to Investigate Analytics in SG (RQ3)? 548
24.3.3.1 Game Features and Metrics 549
24.3.3.2 Data Visualization 550
24.3.4 What Challenges Have Researchers Identified in Using Analytics for SG (RQ4)? 553
24.3.4.1 Are There Any Trends Shown in the Review (RQ5)? 555
24.4 Implications and Conclusion 557
24.4.1 Implications for Future Research 557
24.4.2 Limitations of the Study 558
24.5 Conclusion 558
References 559
Part IX Narrative Design 561
25 Creating Story-Based Serious Games Using a Controlled Natural Language Domain Specific Modeling Language 562
25.1 Introduction 563
25.2 Related Work 565
25.3 Principles of the Language 568
25.3.1 Domain-Specific Modeling Language 568
25.3.2 Controlled Natural Language 568
25.3.3 Flow-Oriented Modeling 568
25.3.4 Graphical Language 569
25.3.5 Open Narrative 569
25.4 Modeling Concepts 570
25.4.1 Modeling Concepts for the Game Narrative 570
25.4.1.1 Game Moves 570
25.4.1.2 Bricks 570
25.4.1.3 Scenarios 571
25.4.2 Non-Narrative Modeling Concepts: Annotations 573
25.5 ACE-Based Syntax 576
25.5.1 Noun Phrases 577
25.5.2 Verb Phrases 578
25.5.3 Adjective Phrases 579
25.5.4 Special Sentence Structures 579
25.6 Mapping the Syntax to Bricks 580
25.7 Overall Example 581
25.8 Linking Narrative and Pedagogy 582
25.9 Tool Support 584
25.9.1 ATTAC-L Editor 589
25.9.2 Export Module 589
25.9.3 Simulator 590
25.10 Evaluation 593
25.11 Conclusions and Future Work 595
References 596
26 Immersion and Narrative Design in Educational Games Across Cultures 599
26.1 Introduction 599
26.2 Cross-cultural Games and Education 600
26.3 Narrative Cohesion 602
26.3.1 Narrative and Education 605
26.3.2 Narrative and Culture 607
26.4 Immersion 608
26.5 The Framework for Immersion and Narrative Design in Educational Games Across Cultures (INDEC) 610
26.6 Conclusions and Implications 613
References 613
Part X Review and Methodology 616
27 “I Just Don't Know Where to Begin”: Designing to Facilitate the Educational Use of Commercial, Off-the-Shelf Video Games 617
27.1 Introduction 617
27.2 Literature Review 619
27.2.1 Technology in Schools/Curricula 619
27.2.2 Limited Aspects of Educational Content 620
27.3 Research Methods and Process 621
27.3.1 Research Design 622
27.3.2 Preliminary Research 623
27.4 Pilot Testing in the Classroom 625
27.4.1 Year One 625
27.4.2 Year Two 629
27.5 Development of Scalable Resources 630
27.5.1 Framework Design Process 630
27.5.1.1 Card Deck 631
27.5.1.2 Mat 633
27.5.1.3 Online Tool 636
27.5.2 Future Possibilities 637
27.6 Reflections and Conclusions 637
References 638
28 The Role of the Teacher in Game-Based Learning: A Review and Outlook 641
28.1 Introduction 641
28.2 The (Missing?) Role of the Teacher in Game-Based Learning 642
28.2.1 The Teacher as Key for Learning to Occur 642
28.2.2 Addressing the Role of the Teacher in GBL 644
28.2.3 The Marginalized Role of the Teacher in the Design of GBL Applications 645
28.2.4 Teacher Education and Professional Development in GBL 646
28.3 Emphasizing Challenges and Reviewing Current Roles of the Teacher in GBL 647
28.3.1 Goffman's Frame Analysis to Understand the Implications When Digital Games Are Situated in an Educational Context 648
28.3.1.1 Study I: “Teacher Roles in Learning Games – When Games Become Situated in Schools” (Magnussen 2007) 651
28.3.1.2 Study II: “Teachers' Many Roles in Game-Based Learning Projects” (Berg Marklund and Alklind Taylor 2015) 654
28.3.2 Teacher Agency and the Sense of Professional Development 657
28.3.2.1 Study III: “Facilitating Dialog in the Game-Based Learning Classroom: Teacher Challenges Reconstructing Professional Identity” (Chee et al. 2014) 658
28.4 Discussion 661
28.4.1 A Culture of Participation – The Teacher as Designer of Playful Frames 661
28.4.2 Game Design Thinking and Game Literacy as Part of Teacher Education 662
28.5 Conclusion 662
References 663
29 Building Context-Aware Gamified Apps by Using Ontologies as Unified Representation and Reasoning-Based Models 667
29.1 Introduction 667
29.2 Background and Related Work 669
29.3 Motivating Scenario 672
29.3.1 Scenario Description 672
29.3.2 Scenario Analysis and Challenging Requirements 673
29.4 The Global Framework Design 674
29.4.1 Separation of Concern Principle 674
29.4.2 Gamification and Context Awareness as a Set of Micro-services 675
29.4.3 Game Mechanics and Context as a Set of Ontology Modules 678
29.4.3.1 The Context Ontology 679
29.4.3.2 The Gamification Ontology 681
29.4.3.3 Ontology Modules Connections 682
29.5 The Framework's Implementation and Deployment 684
29.5.1 Context-Aware Gamified Apps Design and Development Processes 685
29.5.2 Proof of Concept: Case Study and Micro-services Prototype 686
29.5.2.1 The Mobile App Features' Description 687
29.5.2.2 The Framework's Usability 689
29.6 Conclusion and Future Work 691
References 692