Challenges in Serious Game Design and Development: Educators' Experiences. (April 2021)

• Record Type: Journal Article
• Authors: Dimitriadou, Anastasia; Djafarova, Naza; Turetken, Ozgur; Verkuyl, Margaret; Ferworn, Alexander
• Is Part Of: Simulation & gaming. Volume 52:Number 2(2021)
• Page Start: 132
• Page End: 152
• Publication Date: 2021-04
• Subjects: active learning -- educational technology -- experiential learning -- game-based learning -- game design process -- game development -- post-secondary education -- serious games -- simulations; Social sciences -- Study and teaching -- Periodicals; Simulation methods -- Periodicals; Game theory -- Periodicals; Sciences sociales -- Étude et enseignement -- Périodiques; Simulation, Méthodes de -- Périodiques; Jeu de rôle -- Périodiques; Éducation; Jeu d'entreprise; Jeu de simulation; Méthode de simulation; Sciences sociales; Théorie des jeux; Périodique électronique (Descripteur de forme); Ressource Internet (Descripteur de forme); 003.3
• DOI: 10.1177/1046878120944197
• Languages: English
• ISSNs: 1046-8781

Abstract

Background: Relatively little is known about the role ofeducators inserious game design and development and their experiences withserious game implementation . We investigate educators' perceivedchallenges deriving from their involvement as subject matter experts during the serious game development trajectory. Methods: A secondary analysis of data collected through an exploratory survey about serious game design and development approaches was carried out. The sample included 41 educators from post-secondary education institutions across North America. An in-depth analysis of qualitative data revealed educators' roles in game development, the challenges they faced, and thestrategies they deployed in serious game design, development, and implementation. Results: Educators, as serious game designers, perceived challenges to be administrative, design-related, attitudinal, and communicative. Strategies deployed to overcome challenges during the concept development, pre-production, and production stages of game design include the creation of games that balance learning and fun, and enhanced team collaboration through cultural mediation. During the post-production stage, although challenges are acknowledged and some strategies, such as improving the usability of a game, are deployed, a clear pattern in challenges and mitigating strategies could not be observed. Conclusion: Serious game design and development can be improved by nurturing diversity of ideas and adopting creative design and development methodologies. Serious game implementation can be improved by devising effective administrative and attitudinal strategies, and incorporating diversity of ideas into target curricula. Additionally, clear directives about usability should be devised, and academic objectivity towards serious games needs to be be created. Strategies to achieve these goals should focus on developing trust between target users, the technical development team, and educators as serious game implementers.