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Although there is a consensus on the instructional potential of Serious Games ( SGs), there is still a lack of methodologies and tools not only for design but also to support analysis and assessment. Filling this gap is one of the main aims of the Games and Learning Alliance () European Network of Excellence on Serious Games, which has a focus upon pedagogy-driven SGs. This paper relies on the assumption that the fundamental aspect of SG design consists in the translation of learning goals/practices into mechanical element of gameplay, serving to an instructional purpose beside that of play and fun. This paper proposes the Learning Mechanics- Game Mechanics ( LM-GM) model, which supports SG analysis and design by allowing reflection on the various pedagogical and game elements in an SG. The LM-GM model includes a set of pre-defined game mechanics and pedagogical elements that we have abstracted from literature on game studies and learning theories. Designers and analysts can exploit these mechanics to draw the LM-GM map for a game, so as to identify and highlight its main pedagogical and entertainment features, and their interrelations. The tool may also be useful for teachers to evaluate the effectiveness of a given game and better understand how to implement it in educational settings. A case study is reported to illustrate the framework's support in determining how gameplay and pedagogy intertwine in an SG. Finally, the paper presents the results of two comparative user tests demonstrating the advantages of the proposed model with respect to a similar state-of-the-art framework. [ABSTRACT FROM AUTHOR]

Serious virtual worlds (SVWs) represent a great opportunity for learning and should embed a lot of high-quality contextualised information so that the player can take the most from his or her exploration of the environment. This requires defining new methodologies and tools for effective production. We have investigated this issue in implementing a couple of SVWs and abstracted a conceptual framework relying on the task-based learning pedagogical theory. The model defines games set in realistic SVWs enriched with embedded educational tasks. Tasks are simple trial activities that embody units of knowledge. The player can discover them in his or her SVW exploration and interact with them in order to construct meaning, build lasting memories and deepen understanding of the featured item(s). The model involves pedagogical task annotation—which allows decoupling the tasks, which can be reused in different VWs from the definition of their delivery strategy in the context of a specific VW, which is specified by the VW designer and automatically managed by the run-time engine. This approach simplifies the authoring work. The visual Creative Toolkit (CT) we have developed is being used for producing contents for the 15 reconstructed cultural cities that will be featured in the first version of the Travel in Europe VW. The paper described the overall framework and the details of the CT. It also presented an implemented example, briefly discussing the methodology we have followed for developing cultural heritage content. [ABSTRACT FROM AUTHOR]

The impending “intelligent car” scenario can have a great impact on improving the quality of life of a number of citizens by reducing wasted time and enhancing interaction with the environment. In this article, the authors describe their development of tour guides on palmtop computers that present tourists with high-quality multimedia information and services. An important added value of tour guides on palmtop computers is that they can assist the user in the real-time event (e.g., in a museum or while walking in a city) and during the in-car trip as well. However, the overall surrounding environment and the contextual tasks performed by the user are different. In-car use is challenging because it requires adapting the interaction modes of the user to the strict safety constraints of driving. The authors have explored these issues in the development of a tour guide for the Castellon region of Spain. In this article, they present ideas and discuss preliminary findings on their interface design. © 2005 Wiley Periodicals, Inc. Hum Factors Man 15: 461–476, 2005. [ABSTRACT FROM AUTHOR]