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Project management education is well suited for active learning through serious games, and a lot of research has been published on the use of serious games for project management education. Earlier reviews have focused on the content and features of project management serious games. The objectives for using those serious games have been less reviewed. The aim of this study was to conduct a systematic review to better understand the objectives of using serious games in project management education, with the following research question: Why are project management serious games used in higher education? A systematic review was performed using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA). A systematic search enabled us to identify 175 articles, of which forty-three met the eligibility criteria. An inductive content analysis of those articles showed that project management serious games are used mainly for pedagogical and practical reasons. From a pedagogical perspective, serious games are mainly used to develop specific skills that are difficult to acquire in classic ex cathedra lectures, such as practical competencies and soft skills. From a practical perspective, serious games are mainly used for proposing a risk-free trial environment. Based on our analysis, we propose a taxonomy of reasons for using PM games in higher education. Our study also reveals that few studies assess whether serious games meet all their objectives, and that more research is needed on how to implement them into a coherent pedagogical scenario.

While many studies have been published about project management serious games, most of them mainly describe characteristics and features of the games themselves. In those studies, little is found on the pedagogical implementation of serious games and on how they have impacted project management education. In this article, we both discuss how serious games have impacted project management education and how they are implemented from a pedagogical perspective. We used an empirical research approach, based on qualitative observations. Observations included authors’ own usages of a project management serious game (the PM-Game) complemented with a synthesis of 10 years of observations and discussions with other teachers who had used this same PM-Game. Results showed that serious games may lead to educational changes such as moving toward active pedagogies, developing new competencies such as soft skills, and changing teachers-students relationship. For the pedagogical implementation, results showed that the serious game was implemented as an integrated concept including hybrid simulation modalities, and combining virtual and augmented learning aspects. In conclusion, serious games have the potential to trigger a change in project management education. But to fully benefit from the potential advantages of this change, they have to be designed, developed and implemented as an integrated gaming and learning concept.

Serious game development involves a multidisciplinary team of teachers and computer scientists. But the difference in computer competencies between the team members is a recurring difficulty in this collaboration. Authoring tools, which provide interfaces adapted to users' competencies, are promising solutions to overcome this difficulty. However, existing authoring tools are either limited in their functionalities (not powerful) or too complex for non-computer scientists (not usable). A comprehensive set of design principles to address this limitation does not yet exist. The objective of this research was to define a set of design principles for the development of powerful and usable authoring tools. To achieve this objective, we first defined a set of design principles. We then developed an authoring tool corresponding to these principles. Finally, we carried out test uses of that tool through the development of twelve serious games. Results show that this authoring tool enabled the development of a wide variety of serious games (powerful) by teams with heterogeneous computer skills (usable). Design principles defined in this research integrate and extend previous works. They allow to overcome the dilemma between the power and usability of authoring tools. This could unlock new possibilities for collaborative approaches in serious games developments.

Abstract Background The clinical decisions of emergency department triage nurses need to be of the highest accuracy. However, studies have found repeatedly that these nurses over- or underestimate the severity of patient health conditions. This has major consequences for patient safety and patient flow management. Workplace distractors such as noise and task interruptions have been pointed to as factors that might explain this inaccuracy. The use of a serious game reproducing the work environment during triage affords the opportunity to explore the impact of these distractors on nurse emergency triage accuracy, in a safe setting. Methods/design A pilot study with a factorial design will be carried out to test the acceptability and feasibility of a serious game developed specifically to simulate the triage process in emergency departments and to explore the primary effects of distractors on nurse emergency triage accuracy. Eighty emergency nurses will be randomized into four groups: three groups exposed to different distractors (A, noise; B, task interruptions; C, noise and task interruptions) and one control group. All nurses will have to complete 20 clinical vignettes within 2 h. For each vignette, a gold standard assessment will be determined by experts. Pre-tests will be conducted with clinicians and certified emergency nurses to evaluate the appeal of the serious game. Discussion Study results will inform the design of large-scale investigations and will help identify teaching, training, and research areas that require further development.

BackgroundMultidisciplinary collaboration is essential to the successful development of serious games, albeit difficult to achieve. In a previous study, the co.LAB serious game design framework was created to support collaboration within serious game multidisciplinary design teams. Its use has not yet been validated in a real usage context. ObjectiveThe objective of this study was to perform a first assessment of the impact of the co.LAB framework on collaboration within multidisciplinary teams during serious game design and development. MethodsA mixed methods study was conducted, based on 2 serious game design projects in which the co.LAB framework was used. The first phase was qualitative and carried out using a general inductive approach. To this end, all members of the first serious game project team who used the co.LAB framework were invited to take part in a focus group session (n=6). In a second phase, results inferred from qualitative data were used to define a quantitative instrument (questionnaire) that was designed according to the Checklist for Reporting Results of Internet E-Surveys. Members of both project teams (n=11) were then asked to answer the questionnaire. Quantitative results were reported as median (Q1, Q3), and appropriate nonparametric tests were used to assess between-group differences. Finally, results gathered through the qualitative and quantitative phases were integrated. ResultsIn both phases, the participation rate was 100% (6/6 and 11/11). Verbatim transcripts were classified into 4 high level themes: (1) influence on collaborative dimensions; (2) impact on project course, monitoring, and efficiency; (3) qualitative perceptions of the framework; and (4) influence of team composition on the use of the framework. The web-based questionnaire was then developed according to the 7 dimensions of collaboration by Burkhardt et al. In both projects, the co.LAB framework had a positive impact on most dimensions of collaboration during the multidisciplinary design and development of serious games. When all collaborative dimensions were aggregated, the overall impact of the framework was rated on a scale from –42 to 42 (very negative to very positive). The overall median score was 23 (Q1, Q3: 20, 27), with no significant difference between groups (P=.58). Most respondents also believed that all serious game design teams should include a member possessing significant expertise in serious game design to guide the development process. ConclusionsThe co.LAB framework had a positive impact on collaboration within serious game design and development teams. However, expert guidance seems necessary to maximize development efficiency. Whether such guidance can be provided by means of a collaborative web platform remains to be determined.

BackgroundSerious games are increasingly used at all levels of education. However, research shows that serious games do not always fulfill all the targeted pedagogical objectives. Designing efficient and engaging serious games is a difficult and multidisciplinary process that requires a collaborative approach. Many design frameworks have been described, most of which are dedicated to the development of specific types of serious games and take the collaborative dimension into account only to a limited extent. ObjectiveOur aim was to create a generic serious game design framework that could be adapted to all kinds of serious games and implemented in a collaborative web platform. MethodsWe combined the results of a literature review with our experience in serious game design and development to determine the basic building blocks of a collaborative design framework. We then organized these building blocks into categories and determined the features that a generic design framework should include. Finally, based on the paradigm of complex systems and systemic modelling, we created the co.LAB generic design framework and specifications to allow its implementation in a collaborative web platform. ResultsBased on a total of 10 existing design methodologies or frameworks, 23 building blocks were identified and represent the foundation of the co.LAB framework. These blocks were organized into 5 categories: “context and objectives,” “game design,” “mechanics,” “learning design,” and “assessment.” The arrangement by categories provides a structure that can be visualized in multiple and complementary ways. The classical view links game and learning design while other views offer project, systemic, and process visualizations. For the implementation of the co.LAB framework in a web platform, we propose to convert the building blocks into “cards.” Each card would constitute a collaborative working space for the design of the corresponding block. To make the framework adaptive, cards could be added, adapted, or removed according to the kind of serious game intended. Enhancing the visualization of relationships between cards should support a systemic implementation of the framework. ConclusionsBy offering a structured view of the fundamental design elements required to create serious games, the co.LAB framework can facilitate the design and development of such games by virtue of a collaborative, adaptive, and systemic approach. The different visualizations of the building blocks should allow for a shared understanding and a consistent approach throughout the design and development process. The implementation of the co.LAB framework in a collaborative web platform should now be performed and its actual usability and effectiveness tested.

In the last decades, Natural Language Processing (NLP) has obtained a high level of success. Interactions between NLP and Serious Games have started and some of them already include NLP techniques. The objectives of this paper are twofold: on the one hand, providing a simple framework to enable analysis of potential uses of NLP in Serious Games and, on the other hand, applying the NLP framework to existing Serious Games and giving an overview of the use of NLP in pedagogical Serious Games. In this paper we present 11 serious games exploiting NLP techniques. We present them systematically, according to the following structure: first, we highlight possible uses of NLP techniques in Serious Games, second, we describe the type of NLP implemented in the each specific Serious Game and, third, we provide a link to possible purposes of use for the different actors interacting in the Serious Game.