Detailed Table of Contents

Preface...............................................................................................................................................xlviii

Acknowledgment.................................................................................................................................. lvi

Volume 1

Section 1Serious Games as a Tool of Change

Chapter 1Innovation.Gaming:.An.Immersive.Experience.Environment.Enabling.Co-Creation............................ 1

Marc Pallot, Centre for Concurrent Enterprise, Nottingham University Business School, UKCéline Le Marc, Arts et Metiers ParisTech, LAMPA, FranceSimon Richir, Arts et Metiers ParisTech, LAMPA, FranceColin Schmidt, Le Mans University, FranceJean-Pierre Mathieu, AUDENCIA Nantes, France

A.number.of.existing.innovation.paradigms.and.design.approaches.are.promoting.distributed.collabora-tion.among.organisations.and.user.communities..However,.project.stakeholders.are.mainly.trained.for.improving.their.individual.skills.through.learning.experience.(i.e..practical.exercises,.role.playing.game).rather.than.getting.a.live.user.experience.through.immersive.environments.(e.g..Virtual.Reality,.Serious.Games).that.could.unleash.their.creativity.potential..This.chapter.introduces.the.findings.of.a.study.on.serious.gaming,.which.discusses.various.aspects.of.games.and.explores.a.number.of.issues.related.to.the.use.of.innovation.games.for.enabling.user.co-creation.in.the.context.of.collaborative.innovation.and.experiential.Living.Labs.

Chapter 2Applications.of.Serious.Games.in.Geovisualization............................................................................. 25

Alexandra Diehl, Universidad de Buenos Aires, ArgentinaClaudio Delrieux, Universidad Nacional del Sur, Argentina

The.aim.of.this.chapter.is.to.introduce.the.reader.to.the.impact.of.the.application.of.serious.games.in.geovisualization,.due.in.particular.to.the.use.of.flight.simulators.and.associated.technologies..Authors.present.the.main.elements.and.techniques.developed.for.serious.games.that.have.influenced.geovisual-

ization.research,.and.also.bring.an.overview.of.some.available.frameworks.for.the.implementation.of.serious.games..They.illustrate.the.main.concepts,.the.development.of.an.integrated.system.that.combines.flight.simulator.technologies.with.satellite.imagery,.and.other.diverse.geographical.data.sources.in.a.single.geovisualization.application..The.chapter.also.presents.a.review.of.the.high-end.human-machine.interfaces.designed.for.games.and.their.current.and.possible.uses.as.geovisualization.exploration.tools..A.discussion.about.the.several.challenges.is.provided.as.well.as.the.opportunities.that.arise.through.the.application.of.serious.games.in.this.area.

Chapter 3Serious.Gaming.Supporting.Competence.Development.in.Sustainable.Manufacturing....................... 47

Heiko Duin, BIBA – Bremer Institut für Produktion und Logistik GmbH, GermanyGregor Cerinšek, Institute for Innovation and Development of University of Ljubljana (IRI UL), SloveniaManuel Fradinho, The Foundation for Scientific and Industrial Research at the Norwegian Institute of Technology (SINTEF), NorwayMarco Taisch, Politechnico di Milano, Italy

Becoming.a.sustainable.global.manufacturing.enterprise.is.a.challenge.for.almost.each.manufacturing.organization.in.the.world.because.of.its.multidimensional.nature..Sustainability.combines.environmental,.economic,.and.social.dimensions.and.is.considered.to.be.a.complex.and.hard.to.learn.subject.needing.a.lot.of.experience.and.competences..This.chapter.introduces.a.new.learning.environment.which.is.built.around.a.gaming.engine.supporting.the.development.of.competences.in.specific.subject.areas..Selected.competences.in.sustainable.global.manufacturing.lead.to.the.definition.of.scenarios,.which.then.can.be.executed.by.a.game.engine,.thus.creating.experience.within.the.user..A.knowledge.ecology.space.allows.the.user.to.interact.and.reflect.on.learning.outcomes.with.other.participants..The.subject.of.sustainable.global.manufacturing.is.the.application.case.presented.in.this.chapter.showing.how.specific.competences.in.this.area.have.been.identified.and.how.a.game.scenario.has.been.developed..Finally,.its.implementa-tion.and.evaluation.is.discussed.

Chapter 4Cyber.Defense.Competitions.as.Learning.Tools:.Serious.Applications.for..Information.Warfare.Games................................................................................................................... 72

Julie A. Rursch, Iowa State University, USADoug Jacobson, Iowa State University, USA

In.a.cyber.defense.competition.students.design,.configure.and.maintain.a.set.of.servers.and.a.network.in.a.secure.manner...The.students’.goal.during.the.competition.is.to.prevent.security.breaches.and.to.remediate.any.exploits.that.occur.while.maintaining.a.fully.functional.network.for.their.end.users...Cyber.defense.competitions.provide.active.student.learning,.mimic.real-world.situations.and.provide.engagement.with.computer.and.network.security.topics...To.date.we.have.hosted.18.cyber.defense.competitions.across.four.divisions:..high.school.students,.community.college.students,.ISU.students.and.four-year.university.students.from.across.the.nation...This.chapter.provides.a.brief.history.of.cyber.defense.competitions,.as.well.as.describes.how.they.are.run...We.also.address.the.needs.of.different.audiences.who.participate.in.cyber.defense.competitions.and.show.that.beyond.building.and.strengthening.computer.and.network.security.skills,.cyber.defense.competitions.can.be.used.for.recruitment,.retention,.advanced.training,.and.experimentation.for.students.

Chapter 5Design.and.Evaluation.of.Tamhattan:.A.Multimodal.Game.Promoting.Awareness..of.Health.in.a.Social.and.Positive.Way.................................................................................................. 90

Roope Raisamo, University of Tampere, FinlandSari Walldén, University of Tampere, FinlandKatja Suhonen, Tampere University of Technology, FinlandKalle Myllymaa, University of Tampere, FinlandSusanna Raisamo, University of Tampere, FinlandKimmo Vänni, Tampere University of Applied Sciences, Finland

Progress.in.the.field.of.human-technology.interaction.offers.interesting.possibilities.to.promote.health.through.gaming..The.authors’.objective.was.to.carry.out.user-centered.research.to.develop.an.interac-tive.game.called.Tamhattan.that.was.designed.to.promote.health.awareness.of.adolescents..The.interac-tive.gaming.environment.enables.gaming.in.both.mobile.and.PC.contexts.with.games.based.on.health.knowledge..The.platform.supports.socially.networked.gaming.and.learning..It.enables.input.with.game.controls,.positioning.(GPS),.and.gestures,.as.well.as.multimodal.feedback.through.visual.and.auditive.modalities..The.research.started.with.a.survey.of.the.health.issues.that.should.be.addressed.in.the.games..Adolescents.were.engaged.in.design.and.testing.of.the.games.throughout.the.process..Finally,.the.gaming.environment.was.used.in.actual.teaching.contexts.in.local.schools..The.results.of.these.user.and.gaming.experience.studies.are.presented.and.discussed.

Chapter 6Game4Manager:.More.than.Virtual.Managers.................................................................................... 108

José Neto, CITEVE – Textile Technology Centre, PortugalPaulo Mendes, CITEVE – Textile Technology Centre, Portugal

A.company.in.an.increasingly.globalized.and.competitive.world.needs.to.present.itself.more.innova-tive,.more.customer-oriented,.and.capable.of.interpreting.and.responding.to.the.challenges.of.the.world.we.live.in..Game4Manager.is.a.serious.game.in.a.3D.online.environment.where.the.learner’s.role.is.to.implement.an.Integrated.Management.System.in.a.virtual.company.in.12.levels,.analyzing,.managing,.and.improving.all.the.significant.aspects.related.to.the.company’s.sustainable.development..Authors.review.the.framework.for.Game4Manager’s.development.and.its.implementation,.and.they.analyze.this.new.learning.approach.based.on.gaming.in.a.focus.group..Game4Manager.is.a.European.project.funded.by.Leonardo.Da.Vinci.Programme.during.2009-2010.developed.by.a.consortium.of.six.European.institu-tions.from.five.different.countries.(Portugal,.France,.Greece,.Hungary,.and.Sweden).

Chapter 7Using.Serious.Games.for.Collecting.and.Modeling.Human.Procurement.Decisions..in.a.Supply.Chain.Context................................................................................................................... 135

Souleiman Naciri, Laboratory for Production Management and Processes, Ecole Polytechnique Fédérale de Lausanne, SwitzerlandMin-Jung Yoo, Laboratory for Production Management and Processes, Ecole Polytechnique Fédérale de Lausanne, SwitzerlandRémy Glardon, Laboratory for Production Management and Processes, Ecole Polytechnique Fédérale de Lausanne, Switzerland

Computer.simulation.is.often.used.for.studying.specific.issues.in.supply.chains.or.for.evaluating.the.impact.of.eligible.design.and.calibration.solutions.on.the.performance.of.a.company.and.its.supply.chain..In.computer.simulations,.production.facilities.and.planning.processes.are.modeled.in.order.to.correctly.characterize.the.supply.chain.behavior..However,.very.little.attention.has.been.given.so.far.in.these.models.to.human.decisions..Because.human.decisions.are.very.complex.and.may.vary.across.individuals.or.with.time,.they.are.largely.neglected.in.traditional.simulation.models..This.restricts.the.models’.reliability.and.utility..The.first.thing.that.must.be.done.in.order.to.include.human.decisions.in.simulation.models.is.to.capture.how.people.actually.make.decisions...This.chapter.presents.a.serious.game,.called.DecisionTack,.that.was.specifically.developed.to.capture.the.human.decision-making.pro-cess.in.operations.management.(the.procurement.process)..It.captures.both.the.information.the.human.agent.consults.and.the.decisions.he.or.she.makes.

Chapter 8Authoring.Tools.for.Edutainment.Environments.to.Design.Active.Learning.Activities..................... 157

Gilberto Huesca, Tecnológico de Monterrey, Campus Cd. de México, MexicoJulieta Noguez, Tecnológico de Monterrey, Campus Cd. de México, Mexico

Engaging.game.features.could.be.a.tool.to.involve.students.in.an.active.learning.process..Edutainment.is.used.to.improve.education.by.presenting.learning.concepts.in.a.less.stressful.way..However,.a.mul-tidisciplinary.work.team.is.needed.to.create.these.environments..Authoring.tools.are.a.framework.that.allows.virtual.learning.environments.production.with.a.lower.effort..Authors.have.defined.the.RchEd.architecture.for.edutainment.environments..Based.on.this.architecture,.the.chapter.proposes.an.authoring.tool.architecture.named.Archaud.that.identifies.two.components.to.define.simulation.and.knowledge.arguments..A.programming.object.oriented.framework.has.been.developed.as.an. implementation.of.the.Archaud.architecture..This.framework.defines.the.entities.to.create.edutainment.modules.that.can.be.configured.and.connected..Based.on.this,.an.authoring.tool.was.developed.and.a.RPG.game.for.an.undergraduate.Physics.course.was.created..The.authoring.tool.facilities.were.evaluated.with.the.help.of.undergraduate.professors.

Chapter 9An.Overview.on.the.Use.of.Serious.Games.in.the.Military.Industry.and.Health............................... 182

Jorge Brandão, Portuguese Catholics University, PortugalTiago Ferreira, Portuguese Catholics University, PortugalVítor Carvalho, University of Minho and Polytechnic Institute of Cávado and Ave, Portugal

For.bringing.together.the.capacity.to.inform,.educate,.and.train.their.users.through.the.interaction.with.the.player.and.simulation.environments.very.close.to.reality,.in.which.the.acquisition.of.new.skills.have.a.primary.plan.and.fun.to.play.a.secondary.plan.serious.games.became.the.ideal.tool.for.health.applica-tions.and.training.military.personnel.as.well.as.for.improving.their.techniques..In.this.chapter,.it.is.pre-sented.in.a.general.point.of.view.the.use.of.serious.games.in.the.military.industry.and.health..Moreover,.the.chapter.also.discusses.what.serious.games.are.and.in.which.areas.they.can.be.applied,.which.steps.a.serious.game.development.involves,.as.well.as.which.platforms.and.technologies.can.be.used.in.its.development..A.description.on.successful.military.serious.games.is.also.provided,.as.well.as.the.results.of.an.interview.with.the.psychologists.of.the.Association.“ENCONTRA-SE”.(Oporto,.Portugal).about.the.use.of.health.serious.games.as.a.therapy.for.patients.with.mental.illnesses.

Chapter 10PLAYER:.A.European.Challenge.Game.to.Discover.Young.Entrepreneurs....................................... 202

Pedro Neves, University of Trás-os-Montes e Alto Douro (UTAD), PortugalRicardo Rodrigues Nunes, University of Trás-os-Montes e Alto Douro (UTAD), PortugalJorge Lima, University of Trás-os-Montes e Alto Douro (UTAD), PortugalPaulo Martins, University of Trás-os-Montes e Alto Douro (UTAD), PortugalHugo Paredes, University of Trás-os-Montes e Alto Douro (UTAD), PortugalJoão Varajão, University of Trás-os-Montes e Alto Douro (UTAD), PortugalLeonel Morgado, University of Trás-os-Montes e Alto Douro (UTAD), PortugalRamiro Gonçalves, University of Trás-os-Montes e Alto Douro (UTAD), PortugalBenjamim Fonseca, University of Trás-os-Montes e Alto Douro (UTAD), PortugalRobert Sanders, European BIC Network (EBN), BelgiumVera Barracho, European BIC Network, Belgium & University of Maribor / IRP, SloveniaMatej Rus, University of Maribor / IRP, SloveniaMartin Rahe, Escuela de Alta Dirección y Administración (EADA), SpainAndre Mostert, University of East London, UKJoão Carvalho, Centro de Inovação Empresarial da Beira Interior (CIEBI), PortugalIsabel Duarte, Centro de Inovação Empresarial da Beira Interior (CIEBI), Portugal

Serious.games.are.playing.an.increasing.role.as.educational.tools,.and.the.last.decade.witnessed.a.grow-ing.number.of.proposals.in.this.field..One.of.the.major.challenges.of.the.current.European.societies.is.to.foster.entrepreneurship.attitude.in.young.people.and.the.European.Commission.has.been.promoting.projects.that.pursue.this.objective..This.chapter.presents.one.such.project,.PLAYER,.in.which.an.edu-cational.game.was.implemented.in.Facebook.with.the.aim.of.promoting.entrepreneurship.by.guiding.young.people.in.the.definition.of.a.business.proposal..The.game.encompasses.four.stages.that.include.the.basic.description.of.the.business.idea,.the.characterization.of.its.strategies,.the.filling.of.a.funding.quiz,.the.SWOT.analysis,.and.finally,.the.production.of.a.detailed.business.plan,.for.those.players.to.be.able.to.reach.the.final.stage.of.the.game.

Chapter 11Playing.with.Design:.The.Universality.of.Design.in.Game.Development.......................................... 217

Pedro Mota Teixeira, Polytechnic Institute of Cávado and Ave, PortugalMaria João Félix, Polytechnic Institute of Cávado and Ave, PortugalPaula Tavares, Polytechnic Institute of Cávado and Ave, Portugal

In.recent.years,.digital.games.had.the.capacity.to.join.a.vast.set.of.knowledge.fields.that.provided.them.the.status.of.one.of.the.areas.that.has.most.contributed.to.the.development.of.contemporary.theory.of.new.technologies.and.also.to.the.development.of.new.imagetic.solutions,.very.especially.in.tri-dimensional.representation.(3D)..Digital.games.were.the.motto.in.the.research.of.artificial.intelligence,.physical.and.virtual.interfaces,.the.relationship.between.man.and.machine,.virtual.representation,.and.development.in.the.field.of.digital.animation...In.this.context,.the.aim.of.this.proposal.is.to.show.the.need.and.universality.of.design.in.the.development.of.digital.games,.at.the.level.of.amusement.games.and,.mainly,.in.serious.games...Since.the.authors.consider.design.as.a.project.and.understand.design.as.an.essential.tool.in.the.development.of.the.project,.they.dwell.on.the.amplitude.of.design.and.designer.in.multidisciplinary.teams.of.game.creation..The.following.“4.Ds”.will.be.studied.and.explained.in.detail,.according.to.the.following.points:.design.of.games,.design.of.characters.and.virtual.scenography,.“design”.of.emotions,.and.design.of.the.interface.

Chapter 12eRiskGame:.A.Persistent.Browser-Based.Game.for.Supporting.Project-Based..Learning.in.the.Risk.Management.Context......................................................................................... 232

Túlio Acácio Bandeira Galvão, Rural Federal University of the Semi-Arid – UFERSA, BrazilFrancisco Milton Mendes Neto, Rural Federal University of the Semi-Arid – UFERSA, BrazilMara Franklin Bonates, Rural Federal University of the Semi-Arid – UFERSA, Brazil

Motivated.by.the.increasing.demand.for.software.engineering.professionals,.in.particular.project.man-agers,.by.the.dissemination.of.the.use.of.games.as.an.attractive.instrument.in.the.learning.process.and.by.the.universalization.of.the.Web.platform.as.a.catalyst.of.human.relations.nowadays,. this.chapter.proposes. the.use.of.a.persistent.browser-based.game.as.a.support. in. the.qualifying.process.for.new.professionals.of.project.management..Following.the.pedagogical.theory.of.the.project-based.learning.(PBL),.the.game.gives.the.player.the.opportunity.to.experience.real.situations.of.Project.Management.by.proposing.challenges.commonly.faced.in.most.enterprises..These.ever.present.challenges.include.the.unpredictability.in.the.software.manufacturing.organizations,.by.means.of.the.use.of.intelligent.agents.to.assign.challenges.and.common.barriers.to.Software.Projects.

Chapter 13Virtual.Worlds.Innovation.with.Open.Wonderland.............................................................................. 250

Fábio Alexandre Caravieri Modesto, Federal Institute of Science, Technology and Education of São Paulo-Campus Salto, Brazil

Open.Wonderland.is.a.Java.open.source.toolkit.for.creating.collaborative.3D.virtual.worlds..Within.those.worlds,.users.can.communicate.with.high-fidelity,. immersive.audio,.share.live.desktop.applications,.and.collaborate.in.an.education,.business,.or.government.context..Wonderland.is.completely.extensible;.developers.and.graphic.artists.can.extend.its.functionality.to.create.entirely.new.worlds.and.add.new.features.to.existing.worlds..The.vision.for.Open.Wonderland.is.to.provide.an.environment.that.is.robust.enough.in.terms.of.security,.scalability,.and.functionality,.which.organizations.can.rely.on.it.as.a.place.to.conduct.real.business.or.education..Organizations.should.be.able.to.use.Wonderland.to.create.a.virtual.presence.to.better.communicate.with.students,.customers,.partners,.or.friends..Individuals.should.also.be.able.to.tailor.portions.of.the.world.to.adapt.to.their.needs.and.to.express.their.personal.style.

Section 2Technological Aspects of Serious Games

Chapter 14Serious.Lessons.from.the.Commercial.Games.Industry...................................................................... 269

Dave Beaudoin, Michigan State University, USA

This.chapter.seeks.to.find.the.common.ground.between.the.business.oriented.design.practices.of.the.commercial.video.game.industry.and.the.scholarship.based.design.practices.of.the.serious.games.seg-ment.of.the.video.game.industry..The.examination.of.commercial.design.principles.allows.the.serious.game.designer.to.maintain.an.internal.catalog.of.effective.game.design.tools.and.the.ability.to.establish.a.historical.perspective.on.the.effectiveness.of.game.mechanics.as.they.have.evolved.over.time..Devel-opers.can.utilize.this.perspective.to.determine.game.design.methods.that.are.likely.to.establish.flow.and.subsequently.improve.the.conveyance.of.information.to.the.player.

Chapter 15Crossing.the.Chasm:.Hurdles.to.Acceptance.and.Success.of.Serious.Games..................................... 280

Theresa M. Vitolo, Gannon University, USA

The.acceptance.of.serious.games.into.mainstream.processes.requires.addressing.several.systemic.issues.spanning.social,.economic,.behavioral,.and.technological.aspects...First,.deployment.of.gaming.tech-nology.for.critical.processes.needs.to.embrace.statistical.and.scientific.methods.appropriate.for.valid,.accurate,.and.verifiable.simulation.of.such.processes..Second,.identifying.the.correct.instance.and.ap-plication.breadth.for.a.serious.game.within.an.organization.needs.to.be.articulated.and.supported.with.research..Third,.funding.for.serious-games.initiatives.will.need.to.be.won.as.the.funding.will.displace.monies.previously.allocated.and.championed.for.other.projects..Last,.the.endeavor.faces.the.problem.of.negative.connotations.about.its.appropriateness.as.a.viable.technology.for.mainstream.processes.rather.than.for.entertainment.and.diversion..The.chapter.examines.the.chasm.serious.games.must.traverse.by.examining.the.issues.and.posing.approaches.to.minimize.their.effect.on.the.adoption.of.the.technology...The.histories.of.other.technologies.which.faced.similar.hurdles.are.compared.to.the.current.state.of.seri-ous.games,.offering.a.perspective.on.the.hurdle’s.resolution...In.the.future,.the.hurdles.can.be.minimized.as.curriculums.are.developed.with.the.solutions.to.the.issues.incorporated.in.the.content.

Chapter 16Security.Issues.in.Massively.Multiplayer.Online.Games.................................................................... 290

Rui Costa Cardoso, Instituto de Telecomunicações, University of Beira Interior, PortugalAbel Gomes, Instituto de Telecomunicações, University of Beira Interior, Portugal

Massively.Multiplayer.Online.Games.(MMOGs).have.been.steadily.growing.in.interest.over.the.past.decade..Their.economic.value.turns.them.into.one.of.the.main.targets.of.malware.and.cheating.in.Internet..This.chapter.then.presents.and.discusses.security.issues.in.MMOG.environments..The.study.starts.with.a.preliminary.characterization.of.MMOGs,.highlighting.their.main.features..Afterwards,. the.authors.present.the.security.approaches.that.are.applicable.to.MMOGs,.exposing.the.implications.of.security.breaches.and.the.need.for.better.protection.mechanisms..Besides,.they.present.current.safety.measures.and.solutions.to.tackle.specific.security.issues..Finally,.the.authors.present.security.trends.that.can.be.relevant.in.the.future.

Chapter 17Serious.Games.and.Virtual.Reality.for.Education,.Training.and.Health............................................. 315

Ronei Marcos de Moares, Laboratory of Technologies for Virtual Teaching and Statistics (LabTEVE), CCEN, Federal University of Paraíba, BrazilLiliane S. Machado, Laboratory of Technologies for Virtual Teaching and Statistics (LabTEVE), CCEN, Federal University of Paraíba, Brazil,Fátima de Lourdes dos Santos Nunes, University of São Paulo, BrazilRosa Maria Esteves Moreira da Costa, Institute of Mathematics and Statistics – UERJ, Brazil

Since.the.first.electronic.game.produced.in.the.40s,.a.large.market.of.entertainment.games.has.been.established..Since.then,.the.main.focus.of.games.continues.to.be.provide.fun.for.users..However,.Serious.Games.(SG).have.been.developed.as.a.special.class.of.games.devoted.to.join.fun.activities.with.specific.content..The.multidisciplinary.aspects.necessary.to.the.development.of.such.applications.is.enhanced.when.they.are.devoted.to.training.and.education.purposes..In.this.chapter,.details.of.development.of.five.serious.games.will.be.presented,.in.which.intelligent.methodologies.and/or.virtual.reality.techniques.were.incorporated..The.games.include.education.for.children.and.adults.and.training.for.professionals.

Chapter 18Serious.Game.Framework.for.Design.of.Medical.Applications.......................................................... 337

Yingxiao Xu, CETI, The Ohio State University, USA & Fudan University, ChinaJay Ramanathan, CETI, The Ohio State University, USARajiv Ramnath, CETI, The Ohio State University, USA

Serious.games.have.potential.for.achieving.a.variety.of.effectiveness.goals.for.different.stakeholders.in.complex.domains.like.health.care...The.authors.propose.a.Serious.Game.Framework.(SGF).that.pro-vides.a.conceptual.architecture.that.considers.the.design.alternatives,.support.for.multiple.game.types.on.the.same.architecture,.and.the.ability.to.assess,.research,.and.improve.the.learning.process...They.show.with.examples.how.with.this,.on.one.hand,.the.same.knowledge.content.can.be.used.in.different.serious.games.to.achieve.different.learning.outcomes.and.goals...On.the.other.hand,.the.same.goal.can.be.achieved.by.different.serious.games.and.the.user.preferences.might.determine.what.games.are.used..The.game.interaction.data.also.becomes.shareable.and.useful.for.analysis.and.continuous.improvement.

Section 3Psychological and Social Effects

Chapter 19Articulating.the.Paradigm.Shift:.Serious.Games.for.Psychological.Healing..of.the.Collective.Persona..................................................................................................................... 352

Stephen Brock Schafer, Digipen Institute of Technology, USA

The.author’s.hypothesis.is.that.neural.processes.are.correlated.with.archetypal.states.of.the.cognitive.unconscious,. that.archetypes.form.a.magnetic.field.and.energy.center.underlying.the.transformation.of.the.psychic.processes.into.images,.that--.as.in.Jungian.dream.analysis—images.can.be.used.to.ac-cess.dimensions.of.the.cognitive.unconscious,.and.that.drama-based.video.games.(DBG).constitute.a.dream.analog.that.can.be.employed.as.a.cognitive.research.instrument.the.cognitive.unconscious.can.be...Therefore,.using.a.dramatic-metaphorical.point.of.reference,.deep.states.of.the.psychic.unconscious.can.be.interrogated.using.Jungian.principles.of.dream.analysis,.the.most.recent.research.in.the.cognitive.sciences,.and.the.mathematics.of.recursion.in.order.to.improve.understanding.of.higher.order.cogni-tive.functions,.to.apply.compensational.content.patterns.to.the.global.media,.and.to.foster.sustainable,.coherent.human.values,.and.behaviors.

Chapter 20Norms,.Practices,.and.Rules.of.Virtual.Community.of.Online.Gamers:.Applying.the.Institutional.Theoretical.Lens................................................................................................................................... 378

Shafiz Affendi Mohd Yusof, University of Wollongong in Dubai, UAE & University Utara Malaysia, Malaysia

In.this.chapter,.the.authors.address.a.key.question.rooted.in.an.institutional.perspective:.What.norms,.practices,.and.rules.are.evident.in.online.gaming.that.facilitates.the.development.of.a.virtual.community.of.online.gamers?”.Available.studies.have.so.far.examined.the.institutional.influences.on.organizations.but.not.on.virtual.community..Thus,.there.is.a.compelling.need.to.bridge.fields.such.as.IS.and.sociology.in.order.to.understand.virtual.communities.of.online.gamers..The.chapter.comprises.five.sections:.(1).examination.of.online.gamers.as.an.example.of.a.virtual.community;.(2).brief.description.of.institutional.

theory.to.illustrate.the.theoretical.lens.applied;.(3).presentation.of.the.methodology.of.the.study;.(4).discussion.of.the.findings.based.on.four.different.aspects:.social.roles.and.social.positions,.interaction.rules,.social.control.systems,.and.leadership;.and.finally.(5).presentation.of.some.implications.and.sug-gestion.of.future.directions.for.study.of.the.rapidly-growing.phenomenon.of.online.gaming.

Chapter 21Online.Playability:.The.Social.Dimension.to.the.Virtual.World.......................................................... 391

Ricardo Gouveia Rodrigues, NECE – University of Beira Interior, PortugalPaulo Gonçalves Pinheiro, NECE – University of Beira Interior, PortugalJosé Barbosa, Instituto da Segurança Social Centro Distrital de Aveiro, Portugal

A.growing.phenomenon.of.increasingly.high.importance,.online.gaming.generates.some.of.the.Internet’s.most.popular.and.profitable.content.and.has.also.experienced.exponential.growth.in.recent.years..The.relevance.of.this.issue.and.the.relative.lack.of.research.available.both.consolidate.the.appropriateness.of.this.theme..The.social.mechanism.to.MMOGs.(Massively.Multiplayer.Online.Games).is.perceived.as.both.key.to.their.attractiveness.and.a.factor.of.differentiation.in.their.success.with.corresponding.attention.to.how.game.design.can.enhance.this.facet..Thus,.this.research.aims.to.understand.how.the.social.mechanism.present.in.MMOGs.takes.precedent.over.the.range.of.pre-defined.player.objectives.and.play.a.key.role.in.this.type.of.game..For.this.purpose,.two.interviews.were.applied.to.two.different.publics:.first,.fifteen.interviews.were.held.with.fifteen.players.of.the.MMOG.Travian,.with.the.second.an.interview.with.the.game’s.management.in.order.to.gather.information.both.from.those.playing.and.those.providing.the.game..The.interviews.were.then.analyzed.using.content.analysis..It.was.found.that.the.social.mechanism.overrides.the.achievement.of.goals.by.players.and.that.it.is.acknowledged,.harnessed,.and.strengthened.by.the.management.as.a.key.factor.in.the.success.of.Travian.

Chapter 22Serious.Games.in.Speech.Therapy...................................................................................................... 422

Tobolcea Iolanda, Alexandra Ioan Cuza University of Iasi, RomaniaDanubianu Mirela, Universitatea Ştefan cel Mare din Suceava, Romania

Technological.development.will.shed.a.new.light.upon.teaching.methodologies,.and.psychologists,.peda-gogical.experts,.and.computer.experts.will.have.to.closely.collaborate.in.order.to.produce.a.ready-made.tool.to.be.used.in.the.future.teaching.practice..The.educational.system.intensively.uses.ICT.devices.and.programs,.as.their.use.can.change.the.perspective.on.the.educational.policy..In.Romania,.the.psycho-pedagogical.studies.and.experiments.contributed.to.the.improvement.of.the.therapeutic.progress.of.the.persons.with.special.educational.needs..The.aim.of.this.chapter.is.to.analyze.the.way.in.which.serious.games.can.be.used.in.education.and.see.how.they.can.become.useful.tools.in.speech.therapy..The.con-clusion.of.this.chapter.is.that,.like.many.other.computer.applications,.serious.games.can.be.tools.that.complement.therapy,.often.with.remarkable.results.

Section 4Applications in Business

Chapter 23The.Business.of.Collaborating:.Designing.and.Implementing.a.Group..Decision-Making.Scenario.Using.the.TeamMATE.Collaborative.Computer.Game........................... 446

Daniel I. Thomas, Griffith University, AustraliaLjubo B. Vlacic, Griffith University, Australia

This.chapter.explores.how.business.partners.can.come.together.and.engage.collaboratively.to.solve.a.resource-scheduling.problem.for.a.large.multinational.organization.consisting.of.multiple.regions..To.solve.this.problem,.a.TeamMATE.©.computer.game.scenario.was.constructed..Over.the.course.of.the.chapter,.the.structure.of.the.collaborative.computer.game.is.discussed.and.implemented..The.constructed.play.scenario.is.then.demonstrated.showing.group.decision-making.in.action.regardless.of.whether.the.business.partners.are.human.or.virtual.beings..Thus,.the.developed.collaborative.computer.game.work.environment.can.be.used.for.real.collaborative.activities.(where.all.players.are.just.human.beings).or.a.simulation.work.environment.(when.some.of.the.players.are.virtual.beings).

Chapter 24Capturing.Tacit.Knowledge.within.Business.Simulation.Games........................................................ 478

Meira Levy, Shenkar College of Engineering and Design, IsraelNava Pliskin, Ben-Gurion University of the Negev, Israel

Knowledge,.in.particular.the.tacit.knowledge.embedded.in.people.and.groups,.is.considered.a.strategic.organizational.asset..Many.organizations.harness.knowledge.to.increase.the.quality.of.decision-making.processes,. especially. in. the. current. complex.global.business. environment..Many.organizations. also.harness.business.simulation.games.to.support.learning.aimed.at.improving.decision-making.processes..Given.the.importance.of.knowledge,.on.the.one.hand,.and.of.simulation.games,.on.the.other,.this.chapter.presents.a.conceptual.model.for.embedding.knowledge.management.capabilities,.including.Web.2.0.applications,.within.simulation.games.environments.for.the.purpose.of.improving.the.learning.outcomes.with.regard.to.capturing.tacit.knowledge.as.well.as.to.developing.online.communication.skills.

Chapter 25The.QUARTIC.Process.Model.to.Support.Serious.Games.Development.for.Contextualized.Competence-Based.Learning.and.Assessment..................................................................................... 491

Ben Cowley, Center for Knowledge and Innovation Research CKIR, FinlandMichael Bedek, Claudia Ribeiro, INESC-ID, PortugalTuija Heikura, Center for Knowledge and Innovation Research CKIR, Aalto University, FinlandSobah Abbas Petersen, SINTEF Technology and Society, Norway

This.chapter.presents.the.QUARTIC.process.model.for.developing.contextualized,.competence-based.educational.games..Parallel.streams.of.pedagogy.and.game.development.have.been.married.to.stream-line.the.process.of.deriving.appropriate.educational.games.from.client.requirements..Furthermore,.the.authors.describe.two.methodologies.to.improve.the.complementarity.of.the.streams:.one.for.building.contextualised.narrative,. and.one. for.describing.competences.applied. in.context..This. increases. the.applicability.of.learning.outcomes.and.allows.the.simultaneous.assessment.of.learning.while.gaming..The.work.presented.is.a.part.of.the.European.research.project,.TARGET,.aimed.at.rapid.competence.development.for.knowledge.workers.

Chapter 26Play.or.Vote:.Matching.games.as.New.Approach.for.Design.Evaluation.in.Innovation.Contests...... 520

Jörg B. A. Haller, University of Erlangen-Nuremberg, GermanyKatja Hutter, University of Innsbruck, AustriaJohann Füller, University of Innsbruck, AustriaKathrin M. Möslein, University of Erlangen-Nuremberg, Germany

This.chapter.displays.IT-based.innovation.contests.as.new.means.to.enrich.a.company’s.“design-ideas”.by.the.creativity.of.a.multiplicity.of.external.designers.and.enthused.users.all.over.the.world..Further.and.foremost,.it.introduces.the.application.of.online.evaluation.games.as.method.to.elicit.promising.contribu-tions.in.innovation.contests..Two.design-oriented.innovation.contests.–.“style.your.smart”.and.“discover.Lattea”.–.serve.as.field.experiments.to.explore.the.applicability.and.use.of.games.for.the.evaluation.of.designs..Results.indicate.that.online.evaluation.games.help.identifying.the.most.promising.designs.in.an.innovation.contest.and.to.overcome.some.of.the.biases.caused.in.typical.evaluation.settings.

Chapter 27Serious.Games.in.Business.................................................................................................................. 539

Silke Balzert, IWi at DFKI, Saarland University, GermanyLucia Pannese, imaginary srl, ItalyMarie-Therese Walter, IWi at DFKI, Saarland University, GermanyPeter Loos, IWi at DFKI, Saarland University, Germany

The.intention.of.this.chapter.is.to.give.an.overview.about.Serious.Games.from.a.scientific.as.well.as.from.a.business.related.point.of.view..As.a.first.step,.several.existing.definitions.of.Serious.Games.are.examined,.and.the.differences.and.similarities.of.these.games.and.common.computer.games.are.presented..In.the.next.step,.some.goals.of.Serious.Games.and.their.dependency.on.the.application.scenario.and/or.the.kind.of.business.in.which.the.game.is.used.are.analyzed..Afterwards,.the.focus.switches.to.Serious.Games.developed.for.an.economic.context..The.specific.goals.of.such.games.are.presented,.and.the.influ-ence.of.these.goals.on.design.and.development.requirements.is.discussed..Furthermore,.it.is.examined.how.the.application.scenario.influences.the.Serious.Game.design..Last.but.not.least,.some.use.cases.are.presented.in.order.to.demonstrate.the.possibilities.of.Serious.Games.for.training.and.learning.purposes.

Chapter 28Serious.Games:.Issues.and.Challenges.for.Teaching.and.Training..................................................... 559

Chien Yu, Mississippi State University, USAJeng-Yang Wu, Mississippi State University, USAAliesha Johnson, Mississippi State University, USA

While.the.study.of.serious.games.is.gradually.increasing,.the.potential.of.serious.games.to.help.increase.the.effectiveness.of.training.and.learning.has.also.been.a.subject.of.debate.in.much.of.the.literature.published.in.the.field.of.teaching.and.training..The.purpose.of.this.chapter.is.to.review.what.has.been.studied.in.the.literature.regarding.serious.games.for.teaching.and.training..By.discussing.the.foundation.of.game-based.learning,.the.study.not.only.discusses.some.of.challenges.and.impacts.of.serious.games.for.teaching.and.training,.but.it.also.outlines.some.of.the.fundamental.issues.and.considerations.for.the.effective.use.of.serious.games.and.strategy.of.game-based.learning.

Chapter 29Wargaming.for.Business,.Non-Profit,.and.Government.Strategy.Development................................. 578

Micah May, New York Public Library, USATimothy Smith, Competitive Simulations, Inc., USA

A.wargame.is.competitive.simulation.used.to.build.and.test.strategy.. .Wargames.have.been.used.by.military.leaders.throughout.history,.notably.by.the.Persians.and.Napoleon,.and.more.recently.by.the.U.S..when.planning.its.invasion.of.Iraq...They.have.also.been.used.effectively.by.business.executives.and.leaders.in.government.agencies.and.even.non-profits..They.can.be.powerful.tools.to.generate.creative.ideas,.surface.and.resolve.taboo.issues,.anticipate.competitive.responses,.identify.and.prioritize.stake-

holder.needs,.assess.likely.market.acceptance.of.a.product.or.service,.or.to.build.and.test.a.strategic.plan...The.authors.(1).define.what.a.wargame.is.and.briefly.introduce.the.reader.to.the.concept.and.history.of.wargaming,.(2).explain.why.wargaming.is.valuable.and.when.it.can.be.used.most.fruitfully,.and.finally.(3).describe.how.to.run.a.wargame,.spanning.from.the.relatively.simple.to.the.more.complex...As.Karl.Von.Clausewitz.so.eloquently.put.it,.“everything.in.war.is.simple;.but.the.simplest.thing.is.difficult...”

Chapter 30Serious.Games.for.Serious.Business:.Improving.Management.Processes.......................................... 598

Paulo Correia, Instituto Superior Manuel Teixeira Gomes / GAME ISMAT, Portugal Paulo Carrasco, Escola Superior de Gestão, Hotelaria e Turismo, Universidade do Algarve / GAME ISMAT, Portugal

The.focus.of.this.chapter.is.serious.games.and.their.applications.in.management.education,.training,.and.skills.development..It.is.argued.that.the.use.of.serious.games.can.improve.management.processes.in.or-ganizations.and.it.is.shown.that.there.are.advantages.to.using.video.games.for.this.purpose.(games-based.learning).in.relation.to.traditional.methods..A.brief.historical.review.of.the.use.of.business.simulation.games.is.conducted..It.is.shown.that.some.types.of.entertainment.video.games.can.also.help.to.develop.management.skills..Potential.benefits.of.using.serious.games.within.businesses.are.mentioned.as.well.as.some.problems.that.may.arise.in.its.implementation.and.ways.to.overcome.them..Finally,.some.examples.of.the.use.of.serious.games.with.the.aim.of.improving.managers’.skills.and.performance.are.presented.

Chapter 31Exploring.Serious.Games.from.Service.Science.Perspective.............................................................. 615

Albena Antonova, Sofia University, Bulgaria

Nowadays,.serious.games.increasingly.attract.public.interest.and.many.applications.of.serious.games.in.education,.business,.politics,.healthcare,.and.social.issues.are.reported..Serious.games.offer.unlimited.number.of.opportunities.for.experiments.and.training,.where.different.experiences.become.possible,.without.costs,.time,.or.physical.limitations..Serious.games.offer.various.services.to.their.end-users,.com-bining.entertainment.with.additional.serious.elements..The.present.chapter.aims.to.discuss.serious.games.from.the.service.science.perspective..Service.science.explores.the.model.of.value-creation.in.complex.and.technology-enabled.services..Therefore.on.one.side.serious.games.are.discussed.from.three.service.science.perspectives,.highlighting.the.end-user.involvement.in.the.process.of.value.co-creation..On.the.other.side.different.application.domains.of.serious.games.are.reviewed.in.the.context.of.services.they.provide.to.users.and.stakeholders..The.last.section.will.discuss.the.benefits.of.service.science.approach,.developing.a.new.set.of.considerations.for.improving.SG.value.for.customers.

Volume 2

Section 5Applications in Education

Chapter 32Game-Based.Learning:.A.Review.on.the.Effectiveness.of.Educational.Games.................................. 628

Sylke Vandercruysse, Katholieke Universiteit Leuven, BelgiumMieke Vandewaetere, Katholieke Universiteit Leuven, BelgiumGeraldine Clarebout, Katholieke Universiteit Leuven, Belgium

A.new.interest.in.the.use.of.video.games.for.learning.has.emerged,.and.a.number.of.claims.are.made.with.respect.to.the.effectiveness.of.games.in.education..These.educational.games.are.considered.as.new.instructional.technology.with.great.potential..The.suggested.positive.outcomes.and.effects.have.been.mentioned.repeatedly..In.this.review.the.learning.effects.of.educational.games.are.studied.in.order.to.gain.more.insights.into.the.conditions.under.which.a.game.may.be.effective.for.learning..A.systematic.literature.search.in.three.databases.was.conducted..Some.studies.reported.a.positive.effect.on.learning.and.motivation,.but.this.is.moderated.by.different.learner.variables.and.depends.on.different.context.variables..Next.to.this,.the.effectivity.research.on.game-based.learning.is.highly.susceptible.to.a.muddle.of.approaches,.methodologies,.and.descriptions.of.gaming.for.educational.purposes.

Chapter 33Geo@NET.in.the.Context.of.the.Platform.of.Assisted.Learning.from..Aveiro.University,.Portugal.................................................................................................................. 648

Elisabete Peixoto, University of Aveiro, Campus Universitário de Santiago, PortugalEstela Martins, University of Aveiro, Campus Universitário de Santiago, PortugalAntónio Batel Anjo, University of Aveiro, Campus Universitário de Santiago, PortugalAlexandre Silva, University of Aveiro, Campus Universitário de Santiago, Portugal

geo@NET.is.a.computer.game,.played.online,.whose.main.purpose.is.to.motivate.students.to.the.study.of.geosciences..This.is.the.most.recent.game.included.in.the.Platform.of.assisted.learning.of.“Projecto.Matemática.Ensino”.(PmatE),.and.the.first.geosciences.online.game.that.was.developed.in.Portugal..geo@NET.project.involves.the.conception,.planning.and.development.of.several.question.generator.models,.for.online.games.and.competitions.between.students.of.the.3rd.cycle.of.Portuguese.basic.instruction..The.main.challenge.of.the.game.is.to.find.the.correct.answers.(true/false).in.a.set.of.affirmations..Only.solving.the.questions.of.each.level.of.the.game.allows.the.player.to.go.to.the.next.level..Since.2009,.the.number.of.games.played.in.geo@NET.has.increased,.which.encourages.further.developments.of.this.project..Thus,.this.chapter.aims.to.describe.QGMs,.the.development.of.the.game.and.the.results.obtained.so.far.

Chapter 34Serious.Games.Applied.to.Project.Management.Teaching.................................................................. 668

André Raabe, UNIVALI, BrazilEliana Santos, UNIVALI, BrazilLauriana Paludo, UNIVALI, BrazilFabiane Benitti, UNIVALI, Brazil

The.main.focus.of.this.chapter.is.to.report.studies.that.explain.how.to.develop.serious.games.and.use.them.in.teaching.and.learning..The.focus.has.been.on.undergraduate.teaching,.which.is.detailed.in.the.

chapter.together.with.experiences.related.to.the.topic.of.Project.Management..The.chapter.shares.the.authors’.experiences.and.also.assesses.what.they.have.done.by.proposing.a.set.of.recommendations.for.development.and.use.of.serious.games.in.teaching.practices.in.undergraduate.education.

Chapter 35The.Use.of.a.Business.Simulation.Game.in.a.Management.Course.................................................... 693

Hélder Fanha Martins, Lisbon Polytechnic Institute - Lisbon School of Accounting and Administration (ISCAL), Portugal

There.has.been.a.shift.in.business.education,.which.emphasizes.student.participation.and.involvement.in.the.learning.process,.and.places.lecturers.in.the.position.of.acting.not.only.as.knowledge.creators.and.disseminators,.but.also.as.learning.process.facilitators..With.a.new.degree.on.Management,.a.new.course.called.Management.Simulation.Project.was.created.and.started.in.the.summer.semester.of.2006-2007.at.the.Lisbon.School.of.Accountancy.and.Administration.(ISCAL)..The.teaching.team.wanted.to.explore.ways.to.bring.the.realities.of.business.decision-making.and.action.into.the.curriculum..This.chapter.reflects.on.the.concept.of.educational.simulations.and.games.applied.to.business.and.aims.at.describing.how.a.Web-based.competitive.management.game.has.helped.to.achieve.that..Authors.discuss.their.objectives.and.those.of.the.game.and.outline.our.reasons.for.choosing.it..They.describe.the.context.at.ISCAL.and.the.game’s.main.features,.showing.how.it.is.played.over.a.semester..Authors.consider,.as.online.simulation.facilitators.of.what.is.predominantly.a.student-led.learning.process,.that.the.game.helps.students.to.gain.a.real.feel.for.collaboration,.managerial.decision-making,.and.teamwork.

Chapter 36Serious.Games.for.Exhibition.Contexts:.Limitations.and.Design.Decisions...................................... 708

Ulrike Erb, University of Applied Sciences Bremerhaven, GermanyLeonardo Moura de Araújo, University of Applied Sciences Bremerhaven, GermanyLuise Klein, University of Applied Sciences Bremerhaven, GermanyAnke Königschulte, University of Applied Sciences Bremerhaven, GermanyNora Simonow, University of Applied Sciences Bremerhaven, Germany

In.contrast.to.developing.home.versions.of.educational.games,.the.development.of.games.for.museums.and.exhibitions. is. faced.with. specific. limitations.and. requirements..Thus,. the.game.designer.has. to.consider.restrictions.concerning.not.only.its.content.and.learning.objectives,.which.need.to.be.related.to.the.exhibition,.but.also.the.limited.time.available.for.playing.and.for.understanding.its.mechanics,.as.well.as.restrictions.due.to.the.game’s.location.in.the.exhibition..Furthermore,.typical.problems.related.to.serious.games.must.be.considered,.such.as.creating.both.an.educational.and.engaging.experience.for.players...The.authors’.recommendations.presented.in.this.chapter.refer.to.experiences.made.in.two.case.studies.performed.by.Digital.Media.Master’s.students.of.the.University.of.Applied.Sciences.Bremerhaven,.Germany..Relevant.design.decisions.of.these.two.projects.are.illustrated.and.discussed,.especially.with.respect.to.the.limitations.of.exhibition.environments..Authors.conclude.that.if.digital.technologies.are.well.balanced.with.the.physical.environment,.a.profitable.combination.between.an.interactive.game.and.a.traditional.exhibition.can.enrich.the.overall.visitor.experience.

Chapter 37Brazilian.Occupational.Therapy.Perspective.about.Digital.Games.as.an..Inclusive.Resource.to.Disabled.People.in.Schools.............................................................................. 730

Suzana Rocha Siqueira, Special Needs Healthcare Institution (FAENOL) of Nova Lima City, BrazilEliane Cristina de Freitas Rocha, Pontifícia Universidade Católica de Minas Gerais, BrazilMarcelo Souza Nery, Pontifícia Universidade Católica de Minas Gerais, Brazil

This.chapter.aims.at.contributing.to.serious.games.studies.taking.into.consideration.two.aspects:.“as.a.tool.of.change:.for.social.change”.and.as.“applications.of.serious.games:.in.healthcare.and.e-health;.education.and.other.fields.”.There.have.been.many.studies.and.applications.of.serious.games.in.the.fields.of.education.and.health;.however,.there.is.still.a.lack.of.studies.on.social.inclusion..It.is.said,.based.on.a.wide.review.of.the.literature.on.the.subject,.that.games.can.help.the.construction.of.the.inclusive.school.showing.new.applications.for.serious.games..New.guidelines.for.serious.game.applications.are.presented,.as.well.as.a.new.interface.between.the.development.of.serious.games.and.Occupational.Therapy.–.the.latter.is.the.area.of.health.specialised.in.the.knowledge.of.human.activities.for.clinical.intervention.

Chapter 38The.Three.Dimensions.of.Flexibility.in.the.GameTel.Project............................................................. 750

Roberto Perez-Rodriguez, University of Vigo, SpainJorge Fontenla-Gonzalez, University of Vigo, SpainManuel Caeiro-Rodriguez, University of Vigo, Spain

The. employment. of. serious. games. in. educational. settings. is. a. hot. research. topic. nowadays..Many.research.results.from.a.few.different.research.fields.are.quite.promising,.and.Game.Based.Learning.is.thus.gaining.momentum..This.chapter.presents.the.GameTel.project,.carried.out.(among.other.partners).by.the.University.of.Vigo,.and.that.aims.to.develop.a.software.system.that.enables.the.composition.of.lesson.plans.that.include.serious.games..The.main.focus.in.GameTel.is.placed.in.the.flexibility:.users.may.access.the.GameTel.platform.to.play/learn.from.different.devices.(the.computer.and.the.digital.television.so.far);.the.GameTel.platform.may.adapt.to.different.users.who.have.different.backgrounds.and.preferences;.and.GameTel.may.integrate.different.externally.hosted.games.that.are.online.all.over.the.Internet..This.chapter.goes.through.these.issues,.and.describes.the.solutions.adopted.in.GameTel.

Chapter 39Using.Games.for.Primary.School:.Assessing.its.Use.with.Flow.Experience...................................... 769

Steven Lopes Abrantes, Polytechnic Institute of Viseu, PortugalLuis Borges Gouveia, University Fernando Pessoa, Portugal

Computer.games.are.a.form.of.E-Learning;.the.player.is.able.to.learn.at.his.own.rhythm.in.a.fun.but.ef-fective.way..One.of.the.most.important.aims.of.these.educational.games.is.to.motivate.the.pupils.to.make.learning.easier.by.using.their.own.experiences..This.study.is.based.on.the.flow.experience.introduced.by.Csikszentmihalyi.(1975)..The.person.who.undergoes. the.flow.experience.feels.pleased.and.fully.emerged.in.what.he.is.doing.and.tends.to.repeat.the.activity...In.the.context.of.this.study,.information.has.been.gathered.through.questionnaires.utilizing.the.five.dimensions.of.the.flow.state..The.sample.used.consisted.on.twenty.nine.pupils;.each.of.them.played.five.games..At.the.end.of.the.study,.it.was.possible.to.conclude.that.the.pupils.have.experienced.the.flow.and.that.it.had.a.positive.effect.on.their.learning.experiences.

Chapter 4021st.Century.Learning:.The.Role.of.Serious.Games........................................................................... 782

Jesus H. Trespalacios, New Mexico State University, USABarbara Chamberlin, New Mexico State University, USA

Today’s.students.need.more.than.just.content.knowledge.to.be.able.to.work.and.excel.in.the.21st.cen-tury.workforce..Skills.in.problem.solving,.communication,.collaboration,.creativity,.and.innovation.are.essential.for.students.to.succeed..An.increasing.body.of.evidence.suggests.video.games.are.powerful.ways.to.give.students.these.skills..This.chapter.includes.a.description.of.21st.century.skills.and.provides.information.on.generative.gaming.based.on.the.generative.learning.theory,.which.requires.students.to.

generate.their.own.learning.based.on.their.experiences.in.an.individualized.environment..It.concludes.with.an.example.of.a.mathematics-based.game.development.initiative.at.New.Mexico.State.University.that.teaches.content.knowledge.and.fosters.21st.century.skills.by.enabling.generative.gaming.

Chapter 41Virtual.Reality.Simulations:.Teaching.Interpersonal.and.Clinical.Judgments..Skills.to.Healthcare.Practitioners......................................................................................................... 800

Michelle Aebersold, University of Michigan School of Nursing, USADana Tschannen, University of Michigan School of Nursing, USA

The.use.of.simulation.in.the.training.of.healthcare.professionals.has.become.an.essential.part.of.the.educational.experience...Students.and.practitioners.need.to.learn.a.variety.of.technical,.interpersonal,.and.clinical.judgment.skills.to.be.effective.healthcare.practitioners...Virtual.simulation.can.provide.an.effective.training.method.to.facilitate.learning.and.can.be.targeted.to.develop.specific.skills...This.chapter.reviews.the.literature.around.simulation.techniques.and.outlines.a.development.process.that.can.used.to.develop.virtual.simulations.to.meet.a.variety.of.learning.objectives...Specific.issues.and.solutions.are.also.presented.to.ensure.a.successful.educational.experience.

Chapter 42Beyond.the.Technological.Dimension.of.Edutainment:.An.Evaluation.Framework..with.a.Curricular.Perspective............................................................................................................... 818

Carlos Rodríguez-Hoyos, University of Cantabria, SpainMaria João Gomes, University of Minho, Portugal

The.authors.propose.a.framework.for.carrying.out.an.analysis.of.edutainment.products.from.a.curricu-lar.perspective..Although.this.framework.has.been.developed.for.undertaking.a.curricular.evaluation.of.edutainment,.the.authors.also.incorporated.some.indicators.that.allow.them.to.evaluate.its.playful.dimension..Firstly,.the.different.fields.of.research.that.support.the.framework.are.presented,.such.as.the.studies.on:.commercial.video.games,.serious.games.and.edutainment,.and.curricular.materials.(for.example.textbooks)..This.framework.comprises.four.dimensions.of.analysis.Formal,.Playful,.Curricular.and.Ethical,.organized.as.an.observation.grid.of.edutainment.products.and.a.series.of.guidelines.to.use.it..In.each.dimension.the.authors.take.into.account.a.variable.number.of.units.of.analysis,.indicators,.and.evidences..Finally,.the.chapter.offers.some.general.conclusions.to.the.evaluation.process.of.edutainment,.focusing.on.its.appropriateness.to.specific.curricular.subjects.and.contexts.

Chapter 43Social.Studies.Education.Game.Development.as.an.Undergraduate.Immersive..Learning.Experience............................................................................................................................ 838

Paul Gestwicki, Ball State University, USARonald Morris, Ball State University, USA

The.chapter.describes.a.model.for.involving.multidisciplinary.teams.of.students.in.history.education.game.development,.focusing.on.the.process.as.a.learning.experience..This.is.described.in.the.context.of.immersive.learning,.a.model.for.higher.education.that.emphasizes.interdisciplinary.problem-solving.through.creative.artifacts..The.students.involved.in.this.multi-semester.experience.explored.emerging.theories.of.interactive.entertainment.and.learning,.diverging.from.traditional.educational.game.designs.to.explore.why.people.play.games.at.all,.the.impact.of.design.decisions.on.fun,.and.how.to.harness.this.insight.to.create.games.that.are.both.fun.and.educational..The.student.team.worked.with.educators.and.historians.to.create.a.game.that.would.incorporate.Civil.War.content.involving.the.John.Hunt.Morgan.

Raid.across.Indiana..The.game.had.to.fit.educational.constructs.and.constrictions..Suggestions.for.future.research.and.conclusions.based.on.this.experience.are.provided.

Chapter 44Business.Interactive.Game.Business.Interactive.Game.(BIG):.An.Innovative.Game.to.Support.Enterprise.Management.Training......................................................................................................... 859

Habib Sedehi, Rome University “La Sapienza,” ItalyFederico Baleani, Access Point Coop., Italy

The.chapter.describes.the.characteristics.of.Business.Interactive.Game.(BIG),.an.innovative.business.game.that.includes.a.number.of.“Wellness”.parameters,.developed.mainly.to.support.enterprise.management.training..The.approach.used.is.addressed.principally.to.the.company.entrepreneurs.more.than.the.large.organization.managers,.and.the.ongoing.development.objectives.are.oriented.towards.what.is.known.as.enterprise.GDW.(Gross.Domestic.Wellness).as.an.integration.of.GDP.(Gross.Domestic.Product)..The.BIG.offers.a.multiplayer.simulation.environment.where.each.potential.entrepreneur.in.competition.with.others,.aims.to.gain.market.and..maximize.revenues.stimulated.to.utilize,.not.exclusively.the.traditional.strategic.levers.(popular/innovative.product,.produced.and.distributed.with.the.best.combination.of.cost.and.quality.to.be.offered.to.a.possible.virgin.market.managing.through.an.optimal.price.in.relation.to.possible.competitors),.but.also.taking.particularly.into.account..three.features.identified.by:.(1).Entre-preneur’s.power.(prestige),.(2).Entrepreneur’s.specific.time.dedicated.to.overall.strategic.management,.and.(3).Company.attitude.to.social.responsibility.

Chapter 45Criteria.of.Development.of.Adaptive.Didactic.Games.for.People.with.Intellectual.Disability........... 873

Eduardo César Contreras Delgado, Universidad Autónoma de Coahuila, MéxicoIsis Ivette Contreras González, Universidad Autónoma de Coahuila, México

Children.with.intellectual.disability.have.diminished.the.ability.of.social.intelligence;.thus.it.is.necessary.to.develop.abilities.in.the.area.“use.of.the.community”.in.order.to.do.suitable.use.of.these.resources..An.educative.alternative.is.the.use.of.didactic.games.in.order.to.instruct.disabled.people..Our.approach.is.to.propose.criteria.to.develop.games.for.people.with.intellectual.disability..The.authors.use.prototypes.of.games.like.for.example.to.describe.the.proposed.criteria.applied.in.the.areas.of.development.and.the.situations.of.learning.towards.which.the.game.focuses,.in.order.to.obtain.the.learning,.as.it.is.the.inten-tion.of.the.game..The.result.that.is.expected.is.to.enable.these.players.so.that.they.are.self-sufficient.to.obtain.inclusion.of.these.vulnerable.groups.to.the.social.surroundings..The.chapter.concludes.with.a.proposal.for.the.development.of.a.formal.game.by.a.company.that.could.commercialize.it.and.make.it.available.for.the.targeted.community.

Chapter 46Motivational.and.Cognitive.Aspects.of.Applying.Educational.Games.as.a.Learning.Tool................. 892

Miroslav Minović, University of Belgrade, SerbiaMiloš Milovanović, University of Belgrade, SerbiaIvana Kovačević, University of Belgrade, SerbiaJelena Minović, Institute of Economic Sciences, SerbiaDušan Starčević, University of Belgrade, Serbia

In.this.chapter,.authors.present.a.study.conducted.among.university.students.with.the.purpose.of.acquiring.empirical.evidence.to.support.the.claim.that.game.design.can.be.used.as.an.effective.form.of.learning..The.authors.measured.the.effects.of.different.learning.approaches.with.the.respect.of.individual.differ-

ences.in.cognitive.styles..Use.of.game.designing.opens.the.ability.of.better.understanding.the.subject.matter..Learning.motivation.is.another.one.relevant.factor.of.learning.performance..Since.the.authors.were.not.certain.if.this.way.of.conveying.educational.process.really.had.a.positive.impact.on.learning.effect,.they.decided.to.observe.effect.of.different.learning.contexts,.both.on.exam.results.as.the.measure.of.learning.outcome,.and.subjectively.reported.level.of.motivation..Initial.results.provide.a.good.argu-ment.for.use.of.game.design.as.a.student.learning.tool..In.addition,.the.chapter.reports.some.influence.of.cognitive.style.on.effectiveness.of.using.game.design.

Chapter 47The.In-Depth.Science.of.the.Tic-Tac-Toe.Game................................................................................. 918

Mário António Ramalho, Technical University of Lisbon (TULisbon), Portugal

In.the.present.chapter,.a.robotic.application.bringing.together.games,.informatics,.robotics,.artificial.intelligence,.and.artificial.vision.is.described..The.development.of.a.game.player,.thus.performing.an.“intelligent”.activity,.is.presented...The.authors.suggest.that,.more.than.simulation.only,.the.development.of.the.system.could.a.serious.way.of.develop.learning.and.interest.on.the.underlining.sciences...The.sys-tem,.which.only.uses.off.the.shelf.components,.allows.for.the.“intelligent”.behavior.to.be.shown.through.the.use.of.a.simple.robotic.system..In.particular,.advanced.intelligent.sensors.are.used,.and.the.capaci-ties.derived.from.the.tasks.of.industrial.automatic.visual.inspection,.for.which.the.system.is.designed..These.are.applied.to.the.recognition.of.hand.written.symbols.for.accomplishment.of.a.playful.activity...The.result.is.a.demonstrator,.which.has.proven.to.be.good.at.catching.attention,.curiosity,.and.public.

Chapter 48Exploring.the.Educational.Power.of.Serious.Games:.A.Review.of.Literature.................................... 928

Carlos Rodríguez-Hoyos, University of Cantabria, SpainMaria João Gomes, University of Minho, Portugal

This.chapter.presents.a.review.of.the.state.of.the.art.of.research.carried.out.over.the.last.few.years.aimed.at.a.deeper.analysis.of.the.educational.uses.of.serious.games..In.the.authors’.endeavour,.they.have.ex-amined.a.sample.of.the.scientific.work.generated.between.2008.and.2010.from.three.sources:.Biblioteca.do.Conhecimento.On.Line,.Google.Scholar,.and.the.database.Edit.Lib,.belonging.to.the.Association.for.the.Advancement.of.Computing.in.Education.(ACCE)..As.a.result.of.this.process.of.analysis.and.synthesis,.the.authors.present.the.main.lines.of.research.carried.out.in.this.field.of.work.and.propose.a.research.agenda.in.order.to.improve.the.educational.power.of.edutainment.

Chapter 49Challenges.of.Serious.Games.for.Improving.Students’.Management.Skills..on.Decision.Making............................................................................................................................. 947

Jannicke Baalsrud Hauge, BIBA Bremer Institut für Produktion und Logistik GmbH, GermanyGabriele Hoeborn, Universität Wuppertal-IZ3, GermanyJennifer Bredtmann, Universität Wuppertal-IZ3, Germany

Serious.Games.have.been.used.in.civil.education.since.the.1950s..The.first.serious.games.were.busi-ness.games.aiming.to.improve.the.skills.required.for.decision.making.processes..Serious.games.are.also.widely.used.in.primary.and.secondary.education.nowadays..Children.learn.excellently.by.playing.them..In.contrast,.learning.by.gaming.is.often.seen.as.not.serious.enough.within.higher.education.and.vocational.training..Consequently,.gaming.as.a.teaching.method.is.still.often.excluded.in.many.curricula..Hence,.students.lack.the.experience.of.active.knowledge.acquirement.during.lessons.and.thus.encounter.a.barrier.for.successful.participation.in.serious.games.later..This.chapter.discusses.first,.why.serious.games.should.still.be.considered.as.a.suitable. learning.method.for.mediation.of.management.skills,.

which.barriers.arise,.and.how.to.overcome.these.barriers..The.chapter.is.based.upon.the.experience.of.using.management.games.in.an.environment.being.open.and.reluctant.to.gaming.as.a.learning.method..The.outcome.of.this.chapter.will.be.an.approach.for.reducing.the.barriers.of.adoption..This.approach.will.also.take.cultural.and.gender.issues.into.account,.since.these.both.affect.the.learning.outcome.as.well.as.have.an.impact.on.the.design.of.the.games.

Chapter 50Stalin’s.Dilemma:Design,.Development,.and.Employment.of.a.College.Level..Historical.Computer.Game.................................................................................................................. 965

Edward Bever, State University of New York, College at Old Westbury

Stalin’s.Dilemma.is.an.educational.game.that.simulates.the.industrialization.of.the.Soviet.Union.during.the.three.Five.Year.Plans.between.1928.and.1942..The.goal.of.the.game.is.to.reach.or.exceed.the.historical.levels.of.industrial.capacity,.military.effectiveness,.and.political.stability.in.order.to.prepare.the.country.to.repel.an.attack.by.Nazi.Germany,.but.with.less.human.cost.than.was.inflicted.by.Josef.Stalin...This.chapter.describes.the.game.and.discusses.its.design,.development,.and.use.in.various.educational.settings.and.structures...Its.goal.is.to.convey.insights.and.lessons.that.can.be.applied.to.future.development.and.employment.of.other.instructional.simulation.games...The.primary.conclusions.are.the.need.to.support.a.complex.design.with.extensive.player.aids.and.to.harness.students’.competitiveness.and.ambition.by.directly.connecting.performance.in.the.game.to.performance.in.the.course.

Chapter 51Immersion,.Narrative,.and.Replayability.as.the.Motivational.and.Attractiveness..Factors.in.Serious.Games..................................................................................................................... 991

Pollyana Notargiacomo Mustaro, Universidade Presbiteriana Mackenzie, BrazilRaphael Leal Mendonça, Universidade Presbiteriana Mackenzie, Brazil

Serious.games,.electronic.games.whose.purpose.is.work.educational.elements,.often.do.not.reach.this.goal,.because.by.being.included.the.content.and.teaching.strategies,.the.fun.dimension.and.motivation.to.interact.are.reduced..In.this.sense,.this.chapter.presents.a.proposal.for.the.use.of.immersion,.narrative,.and.replayability.as.devices,.all.to.make.serious.games.more.attractive.to.the.student.in.general..These.three.elements.are.explored.theoretically.and.then.analyzed.and.aligned.with.proposals.for.instructional.design.and.learning.theories..As.a.result,.a.development.proposal.for.Serious.game.Development.Docu-ment.(SGDD).and.rubric.for.evaluation.of.use.are.presented..This.is.expected.to.contribute.and.assist.not.only.with.development,.but.also.with.in.the.analysis.of.serious.games.

Chapter 52Using.Serious.Games.and.Building.Models:.Two.Complementary.Steps.in.the..Learning.Process................................................................................................................................ 1009

Jose M. Sarriegi, Tecnun (University of Navarra), SpainAlberto Conde, NEM Solutions, Spain &Tecnun (University of Navarra), Spain

Technology.currently.allows.the.development.of.games,.which.can.be.used.not.only.for.entertainment.purposes,.but.also.for.training..This.can.be.especially.suitable.in.the.case.of.training.for.business.man-agers..In.fact,.there.is.a.long.tradition.of.using.games.for.training.in.management.issues..This.chapter.presents.a.general.review.of.the.value.added.by.the.serious.games.use.in.the.case.of.management.training.and.particularly.visits.the.experience.of.using.games.based.on.systems.dynamics.simulation.models..The.focus.of.this.type.of.games.is.oriented.towards.making.explicit.the.structure.underlying.the.behaviour.simulated.in.the.game..Finally,.a.real.training.case.is.presented.in.detail,.where.both.methods,.serious.games.and.system.dynamics,.are.combined.for.gaining.a.deep.insight.in.maintenance.techniques.

Section 6Applications in Research and Development

Chapter 53Human.Computation:.A.New.Aspect.of.Serious.Games................................................................... 1027

Markus Krause, University of Bremen, GermanyJan Smeddinck, University of Bremen, Germany

The.scientific.study.of.serious.games.is.a.recent.development,.spanning.less.than.two.decades..One.aspect.in.this.field.is.human.computation.with.digital.games..The.core.of.the.paradigm.is.to.outsource.problems.that.are.not.yet.solvable.by.conventional.computational.systems.to.humans..Therefore,.these.problems.are.reformulated.into.tasks.that.are.then.integrated.into.digital.games..The.players.of.the.game.then.solve.the.problem.while.playing..Different.human.computation.games.have.been.successfully.deployed,.but.tend.to.provide.a.relatively.narrow.gaming.experience..This.chapter.analyzes.the.differences.between.game.design.for.human.computation.and.traditional.digital.game.design..An.in-depth.consideration.of.these.differences.shows.that.it.is.a.viable.approach.to.build.human.computation.games.with.a.wide.range.of.designs..The.key.issues.of.human.computation.game.design.are.illustrated.with.the.game,.OnToGalaxy.

Chapter 54Employing.Co-Design.in.the.Video.Game.Design.Process............................................................... 1048

Greg Walsh, University of Maryland, USA

Innovative.and.engaging.video.games.can.be.created.if.the.target.audience.is.included.in.the.design.process..Co-design.is.the.process.of.working.with.an.intended.audience.as.colleagues.in.the.design.of.technology..Co-design.requires.techniques.that.bring.together.designers.in.a.way.to.create.new.tech-nologies..New.design.techniques.are.developed.to.be.used.in.real-world.situations,.but.require.refine-ment.through.their.own.use..Video.games.offer.technique.designers.an.abundant.source.of.material.to.design.and.refine.techniques.in.real-world.scenarios..This.chapter.will.discuss.co-design.and.the.use.of.co-design.techniques.in.the.design.of.a.serious.video.game.to.explore.history,.to.help.children.be.more.environmentally.minded,.and.a.virtual.world.that.reinforces.positive.social.behavior.

Chapter 55A.Taxonomy.and.a.Proposal.for.a.Classification.of.Serious.Games.................................................. 1064

Stefania Barca, Sapienza Università di Roma, ItalyBrunella Botte, Sapienza Università di Roma, ItalyGiada Marinensi, Sapienza Università di Roma, ItalyClaudia Matera, Sapienza Università di Roma, ItalyCarlo Maria Medaglia, Sapienza Università di Roma, Italy

The.use.of.Serious.Game.with.educational.aims.has.been.studied.for.several.years;.however,.this.is.still.an.experimental.field..The.concept.of.Serious.Game.has.different.spheres.in.which.they.are.being.used.with.different.aims,.and.in.accordance.with.the.disciplinary.area.it.belongs,.it.refers.to.many.other.meanings.and.concepts,.so.it.is.necessary.to.discuss.on.the.general.concept,.analyzing.its.characteristics.to.have.a.clearer.vision.of.the.theme..To.understand.better.and.categorize.Serious.Games,.authors.have.considered.that.the.concept.of.game.could.be.a.basilar.element.of.definition.to.give.a.systematic.order.to.the.numerous.typologies.of.Serious.Game..Starting.from.Joan.Huizinga’s.researches.and.Roger.Cail-lois’.studies.in.games.and.human.approach.and.effects.of.games,.the.authors.define.what.a.simulation.is.and.combine.it.with.the.concept.of.simulation.to.formulate.a.taxonomy.that.would.be.an.acknowledged.instrument.of.research.on.Serious.Games.and.the.contexts.and.fields.of.application.

Chapter 56Using.an.Agent-Based.Behavior.Modeling.for.Finding.Humanitarian.Relief.Center..Location.in.an.Earthquake.Zone........................................................................................................ 1080

Numan Celebi, Istanbul University, Turkey

Every.year,.many.different.disasters.occur.in.the.world..The.numbers.of.disasters.have.increased.espe-cially.in.recent.years..Emergency.management.of.contingency.has.attracted.by.many.researchers,.and.they.use.analytical.methods.to.find.the.optimal.locations.of.humanitarian.relief.distribution.center(s)..This.study.sets.up.a.model.for.humanitarian.relief.center.facility.location.problem..The.authors’.model.considers.some.characteristics.such.as.earthquake.risk.index,.population.density.index,.and.transporta-tion.index.to.determine.the.optimal.facility.location.center.to.respond.the.victims.when.an.earthquake.or.disaster.occurs..The.method.is.based.on.a.mathematical.model.for.locating.facility.center..Authors.apply.this.model.in.a.city.in.Turkey,.and.then.the.model.is.solved.as.an.agent.based.behavior.modeling.according.to.the.particle.swarm.optimization..Finally,.the.results.are.presented.

Section 7Applications to Defense

Chapter 57Quantification.of.Game.AI.Performance.for.Junior.Leadership.Training..in.the.Defence.Domain...................................................................................................................... 1097

Michael Barlow, The University of New South Wales at the Australian Defence Force Academy, AustraliaEdward Rowlands, Australian Defence Simulation Office, Australia

This.chapter.describes.an.academic.and.rigorous.evaluation.of.the.utility.and.current.shortcomings.of.state-of-the-art.game.AI.to.support.junior.leadership.training.outcomes.in.the.defence.domain..A.series.of.experimental.runs.were.conducted.where.the.control.of.members.of.the.section.was.varied:.all.members.of.the.section.were.controlled.by.human.players..Only.the.section.leader.was.controlled.by.a.human.with.all.others.under.AI.control.receiving.orders.from.the.section-leader;.and.all.members.of.the.section.were.AI.controlled..These.three.conditions.were.then.contrasted.employing.the.suite.of.metrics..Significant.differences.were.found.between.all.three.control.configurations,.though.in.general,.human-leading-AI.was.more.similar.to.the.all-human-controlled.outcomes.than.to.the.all-AI-controlled..The.chapter.then.continues.with.the.description.of.and.results.for.a.set.of.subjective.experiments.that.took.the.form.of.a.“group.Turing.test.”.It.was.found.that.observers.were.not.able.to.reliably.determine.which.of.the.three.control.modalities.they.were.observing.–.several.observers.performed.only.at.chance.level.while.even.the.best.observer.was.considerably.less.than.100%.accurate.

Chapter 58The.Use.of.Computer.Games.in.Military.Training.by.the.British.Army........................................... 1122

John Curry, Bath College, UK Tom Mouat, SO2 DS Modelling & Simulation, UK & Defence Academy of the United Kingdom, UK

This.chapter.gives.an.overview.of.how.serious.computer.games.are.being.used.for.training,.education,.and.decision.support.within.the.British.Army,.and.gives.an.in-depth.example.of.the.use.of.JCOVE.train-ing.system.used.to.train.soldiers.in.convoy.driving..Initial.evaluations.on.the.effectiveness.of.the.use.of.serious.games.in.preparing.UK.forces.for.operations.in.Iraq.and.Afghanistan.show.they.have.had.a.significant.positive.impact..Further.research.is.needed.on.the.business.issue.of.better.public.procurement.systems.to.introduce.innovation.in.games.faster.into.the.training.cycle.and.on.the.education.aspects.of.using.serious.games.as.part.of.preparation.to.work.in.hazardous.environments.

Chapter 59The.Use.of.Digital.Games.to.Stimulate.Behaviors............................................................................ 1145

Paulo David da Silva Simões, Instituto Politécnico do Cávado e do Ave, PortugalCláudio Gabriel Inácio Ferreira, Instituto Politécnico do Cávado e do Ave, Portugal

Video.games.already.have.their.own.space.on.people’s.lives.(as.well.as.films,.music,.etc.)..Serious.games.are.able.to.provide.players.an.interactive.environment.where.they.can.have.a.new.personal.fulfillment,.and.try.to.achieve.certain.proposes.as.if.they.were.real..The.U.S..Department.of.Defense.has,.since.the.year.2002,.a.new.tool.for.promotion.and.recruitment.of.civilians.into.the.army..This.is.an.online.game.in.which.the.user.is.invited.to.experience.the.life.of.a.soldier.of.the.regular.army:.The.America’s.Army.game,.which.is.considered.the.first.combat.serious.game..Due.to.its.popularity.and.purpose,.it.is.intended.to.analyze.the.extent.to.which.the.use.of.the.game.influences.the.behavior.of.its.users.

Section 8Applications to e-Health and Health Care

Chapter 60Games.Improving.Disorders.of.Attention.Deficit.and.Hyperactivity................................................ 1160

Andreia Espírito Santo, Polytechnic Institute of Leiria, PortugalRui Rijo, Polytechnic Institute of Leiria, Portugal & Institute for Systems and Computers Engineering at Coimbra, PortugalJoão Monteiro, Polytechnic Institute of Leiria, PortugalInês Henriques, Polytechnic Institute of Leiria, PortugalAna Matos, Polytechnic Institute of Leiria, Portugal Carina Rito, Polytechnic Institute of Leiria, Portugal Paulo Costa, Serviço de Pediatria do Hospital de Santo André, Portugal Luís Marcelino, Polytechnic Institute of Leiria, Portugal

In.Portugal,.there.are.between.35,000.and.75,000.children.suffering.from.Attention.Deficit.Hyperactivity.Disorder..The.need.to.act.prominently.in.children.with.these.disorders,.suggests.the.creation.of.vari-ous.serious.games.that.can.be.executed.with.a.computer,.aiding.affected.children.and.assisting.health.professionals..This.chapter.presents.two.games.that.intend.to.help.children.to.improve.their.capacity.to.speed.information.processing,.enhance.executive.functions,.and.use.of.working.memory.by.performing.a.set.of.exercises.presented.in.the.form.of.educational.games..It.also.enables.the.assisting.physician.to.monitor.the.execution.of.these.exercises..With.the.completion.of.the.tasks.of.the.games,.children.may,.in.an.appealing.way,.improve.their.skills.and.thereby.overcome.their.difficulties..This.chapter.presents.the.research.methodology.followed.to.the.creation.of.the.games,.and.the.preliminary.promising.tests..Future.research.directions.are.also.discussed.

Chapter 61An.Overview.on.the.Use.of.Serious.Games.in.Physical.Therapy.and.Rehabilitation....................... 1175

Tiago Martins, University of Minho, PortugalVítor Carvalho, University of Minho, Portugal & Polytechnic Institute of Cávado and Ave, PortugalFilomena Soares, University of Minho, Portugal

As.a.significant.number.of.individuals.have.severe.motor.disabilities,.due.to.neurological.and.musculo-skeletal.conditions,.it.is.important.to.provide.them.with.an.appropriate.rehabilitation.program.in.order.to.

improve.their.quality.of.life..Several.studies.results.suggest.that.many.elements.of.the.interactive.games.have.a.tremendous.potential.as.rehabilitation.tools..The.serious.games.can.entertain.the.players,.while.rewarding.and.reinforcing.healthy.movements..As.these.technologies.create.a.pleasant.environment,.they.motivate.the.patients.to.perform.the.necessary.exercises.with.satisfaction.and.total.relaxation,.even.forgetting.that.they.are.conducting.a.therapy...In.this.sense,.various.serious.games.are.being.applied.in.healthcare.settings,.namely.in.many.physical.therapy.and.rehabilitation.situations..This.chapter.discusses.the.different.potentialities.of.several.serious.games,.when.used.in.physical.therapy.and.rehabilitation.of.patients.with.problems.in.motor.skills.

Chapter 62New.Forms.of.Interaction.in.Serious.Games.for.Rehabilitation........................................................ 1188

Paula Alexandra Rego, Instituto Politécnico de Viana do Castelo, Portugal & Laboratório de Inteligência Artificial e Ciência de Computadores, PortugalPedro Miguel Moreira, Instituto Politécnico de Viana do Castelo, Portugal & Laboratório de Inteligência Artificial e Ciência de Computadores, PortugalLuís Paulo Reis, University of Porto, Portugal & Laboratório de Inteligência Artificial e Ciência de Computadores, Portugal

This.chapter.addresses.up-to-date.research.development.regarding.to.the.adoption.of.more.natural.forms.of.interaction.in.the.Serious.Games.for.Rehabilitation.domain.of.application..The.chapter.describes.the.main.problems.involved.and.how.Serious.Games.can.benefit.the.process.of.rehabilitation..A.comprehen-sive.literature.survey.is.presented.and.accompanied.by.a.proposed.set.of.classification.criteria.towards.a.taxonomy..From.this.study,.a.main.research.opportunity.that.has.been.identified.is.the.potential.benefits.of.the.adoption.of.natural.interaction.modalities..The.remaining.of.the.chapter.presents.our.recent.work.on.this.subject,.including.the.description.and.design.of.game.prototypes.using.alternative.and.natural.interaction.modalities..The.authors.present.experiments.and.the.results.of.a.user.study.in.order.to.make.possible.to.conclude.about.the.benefits.of.the.newer.forms.of.interaction..From.the.study,.it.was.con-cluded.that.the.introduction.of.the.natural.interaction.modalities.has.increased.the.attractiveness.and.intuitiveness.of.the.prototyped.Serious.Game..This.important.result.motivates.researchers.to.improve.the.interaction.mechanisms.and.conduct.studies.with.distinct.tasks.and.larger.samples.of.users/patients..Lastly,.the.authors.report.identified.research.opportunities.and.open.problems.

Chapter 63Interactive.Games.with.Robotic.and.Augmented.Reality.Technology.in.Cognitive.and.Motor.Rehabilitation..................................................................................................................................... 1212

Ana Belén Naranjo-Saucedo, Virgen del Rocio University Hospital, SpainCristina Suárez-Mejías, Virgen del Rocio University Hospital, SpainCarlos L. Parra-Calderón, Virgen del Rocio University Hospital, SpainEster González-Aguado, Fundació Privada Sant Antoni Abat, SpainFrida Böckel-Martínez, Fundació Privada Sant Antoni Abat, SpainAntoni Yuste-Marco, Fundació Privada Sant Antoni Abat, SpainPablo Bustos, University of Extremadura, Spain Luis Manso, University of Extremadura, SpainPilar Bachiller, University of Extremadura, SpainSergi Plana, m-BOT Solutions SL, Spain Jose M Diaz, m-BOT Solutions SL, SpainRicardo Bonache, m-BOT Solutions SL, SpainAdriá Marcos, m-BOT Solutions SL, Spain

Over.the.years,.robotics.have.become.technological.service.tools.in.different.application.domains..This.chapter.presents.a.direct.application.of.games.and.robotics.as. therapeutic. tools. in. the.healthcare.of.patients..These.strategies.are.used.in.ACROSS.project,.involving.more.than.100.researchers.from.13.Spanish.entities..The.main.objective.of.this.project.is.to.modify.the.current.perspective.of.the.therapies,.taking.advantage.of.the.game.properties.that.will.be.implemented.in.social.robots,.which.are.blocked.in.providing.predefined.services..These.new.systems.are.able.to.self-reconfigure.and.adapt.autonomously..In.order.to.provide.an.open.framework.for.collaboration.between.universities,.research.centres,.and.the.Administration,.ACROSS.will.develop.Open.Source.Services.available.to.everybody..This.chapter.aims.to.contribute.a.new.overview.of.treatment.therapies.with.elderly.and.paediatric.patients.that.pres-ent.cognitive.and.motor.impairments.as.well.as.present.the.methodology.of.evaluation.to.determine.the.effect.of.games.and.social.robots.as.a.means.to.carry.out.a.therapy.

Compilation of References.............................................................................................................. 1234

About the Contributors................................................................................................................... 1330

Index.................................................................................................................................................. 1366