The document proposes a model for serious sandbox games called SandBox Serious Games (SBSGs). SBSGs embed educational tasks and units of knowledge throughout a virtual world for players to discover. The model aims to support authors in developing effective learning experiences through semantically annotating tasks so they can be delivered adaptively based on a runtime system's learning of player profiles and author-defined strategies. This allows repurposing tasks across different games and involvement of user communities through open authoring tools and repositories.
HMCS Max Bernays Pre-Deployment Brief (May 2024).pptx
CIG 2009
1. A Task Annotation Model for SandBox Serious Games F. Bellotti, R. Berta, A. De Gloria, L. Primavera ELIOS Lab DIBE – University of Genoa Elios Lab - UniGe
Games have been used in the history of human culture as a powerful medium to provide educational contents. Today videogames have improved the game experience with immersive virtual environment and impressive 3D graphics simulation of the reality. Serious Games (SG) are the attempt of research community to exploit videogame’s features to support acquisition of knowledge and skills. In a typical SG, the pedagogical objectives are not directly apparent. They have to remain in the background of the story, leaving entertainment in prominence. The idea is to provide an edutainment (education + entertainment) experience through play, which is a powerful mediator for learning Using a constructivist pedagogical approach SGs intend to promote an active engagement of the player (“learning by doing”), in particular among young people (digital natives), and to allow the knowledge construction by situating the learner in concrete virtual experiences.
The challenge for the SG research is to produce methods and practices to effectively embed learning aspects in the game mechanics in a seamless way, leaving entertainment in prominence. To this end, it is important to investigate how to exploit the appeal of VideoGames (VGs) to favor/induce learning also in an audience which is not purposely learning. Achieving this goal is not only a matter of contents, since simply “superimposed” educational contents risk to be perceived as boring stuff. We believe, instead, that the game should feature knowledge/skill acquisition mechanisms that are smoothly embedded in a meaningful, homogeneous and compelling whole. In order to investigate and validate this concept it is important also to realize a user evaluation phase is to understand whether the knowledge components inserted in SG are accepted by the users and do not compromise the highly pleasant and compelling experience that is usually perceived by users playing with commercial VGs. However, there is no yet agreement for a standard player enjoyment model yet.
The challenge for the SG research is to produce methods and practices to effectively embed learning aspects in the game mechanics in a seamless way, leaving entertainment in prominence. To this end, it is important to investigate how to exploit the appeal of VideoGames (VGs) to favor/induce learning also in an audience which is not purposely learning. Achieving this goal is not only a matter of contents, since simply “superimposed” educational contents risk to be perceived as boring stuff. We believe, instead, that the game should feature knowledge/skill acquisition mechanisms that are smoothly embedded in a meaningful, homogeneous and compelling whole. In order to investigate and validate this concept it is important also to realize a user evaluation phase is to understand whether the knowledge components inserted in SG are accepted by the users and do not compromise the highly pleasant and compelling experience that is usually perceived by users playing with commercial VGs. However, there is no yet agreement for a standard player enjoyment model yet.
The challenge for the SG research is to produce methods and practices to effectively embed learning aspects in the game mechanics in a seamless way, leaving entertainment in prominence. To this end, it is important to investigate how to exploit the appeal of VideoGames (VGs) to favor/induce learning also in an audience which is not purposely learning. Achieving this goal is not only a matter of contents, since simply “superimposed” educational contents risk to be perceived as boring stuff. We believe, instead, that the game should feature knowledge/skill acquisition mechanisms that are smoothly embedded in a meaningful, homogeneous and compelling whole. In order to investigate and validate this concept it is important also to realize a user evaluation phase is to understand whether the knowledge components inserted in SG are accepted by the users and do not compromise the highly pleasant and compelling experience that is usually perceived by users playing with commercial VGs. However, there is no yet agreement for a standard player enjoyment model yet.
The challenge for the SG research is to produce methods and practices to effectively embed learning aspects in the game mechanics in a seamless way, leaving entertainment in prominence. To this end, it is important to investigate how to exploit the appeal of VideoGames (VGs) to favor/induce learning also in an audience which is not purposely learning. Achieving this goal is not only a matter of contents, since simply “superimposed” educational contents risk to be perceived as boring stuff. We believe, instead, that the game should feature knowledge/skill acquisition mechanisms that are smoothly embedded in a meaningful, homogeneous and compelling whole. In order to investigate and validate this concept it is important also to realize a user evaluation phase is to understand whether the knowledge components inserted in SG are accepted by the users and do not compromise the highly pleasant and compelling experience that is usually perceived by users playing with commercial VGs. However, there is no yet agreement for a standard player enjoyment model yet.
The challenge for the SG research is to produce methods and practices to effectively embed learning aspects in the game mechanics in a seamless way, leaving entertainment in prominence. To this end, it is important to investigate how to exploit the appeal of VideoGames (VGs) to favor/induce learning also in an audience which is not purposely learning. Achieving this goal is not only a matter of contents, since simply “superimposed” educational contents risk to be perceived as boring stuff. We believe, instead, that the game should feature knowledge/skill acquisition mechanisms that are smoothly embedded in a meaningful, homogeneous and compelling whole. In order to investigate and validate this concept it is important also to realize a user evaluation phase is to understand whether the knowledge components inserted in SG are accepted by the users and do not compromise the highly pleasant and compelling experience that is usually perceived by users playing with commercial VGs. However, there is no yet agreement for a standard player enjoyment model yet.
The challenge for the SG research is to produce methods and practices to effectively embed learning aspects in the game mechanics in a seamless way, leaving entertainment in prominence. To this end, it is important to investigate how to exploit the appeal of VideoGames (VGs) to favor/induce learning also in an audience which is not purposely learning. Achieving this goal is not only a matter of contents, since simply “superimposed” educational contents risk to be perceived as boring stuff. We believe, instead, that the game should feature knowledge/skill acquisition mechanisms that are smoothly embedded in a meaningful, homogeneous and compelling whole. In order to investigate and validate this concept it is important also to realize a user evaluation phase is to understand whether the knowledge components inserted in SG are accepted by the users and do not compromise the highly pleasant and compelling experience that is usually perceived by users playing with commercial VGs. However, there is no yet agreement for a standard player enjoyment model yet.
The challenge for the SG research is to produce methods and practices to effectively embed learning aspects in the game mechanics in a seamless way, leaving entertainment in prominence. To this end, it is important to investigate how to exploit the appeal of VideoGames (VGs) to favor/induce learning also in an audience which is not purposely learning. Achieving this goal is not only a matter of contents, since simply “superimposed” educational contents risk to be perceived as boring stuff. We believe, instead, that the game should feature knowledge/skill acquisition mechanisms that are smoothly embedded in a meaningful, homogeneous and compelling whole. In order to investigate and validate this concept it is important also to realize a user evaluation phase is to understand whether the knowledge components inserted in SG are accepted by the users and do not compromise the highly pleasant and compelling experience that is usually perceived by users playing with commercial VGs. However, there is no yet agreement for a standard player enjoyment model yet.
The challenge for the SG research is to produce methods and practices to effectively embed learning aspects in the game mechanics in a seamless way, leaving entertainment in prominence. To this end, it is important to investigate how to exploit the appeal of VideoGames (VGs) to favor/induce learning also in an audience which is not purposely learning. Achieving this goal is not only a matter of contents, since simply “superimposed” educational contents risk to be perceived as boring stuff. We believe, instead, that the game should feature knowledge/skill acquisition mechanisms that are smoothly embedded in a meaningful, homogeneous and compelling whole. In order to investigate and validate this concept it is important also to realize a user evaluation phase is to understand whether the knowledge components inserted in SG are accepted by the users and do not compromise the highly pleasant and compelling experience that is usually perceived by users playing with commercial VGs. However, there is no yet agreement for a standard player enjoyment model yet.
The challenge for the SG research is to produce methods and practices to effectively embed learning aspects in the game mechanics in a seamless way, leaving entertainment in prominence. To this end, it is important to investigate how to exploit the appeal of VideoGames (VGs) to favor/induce learning also in an audience which is not purposely learning. Achieving this goal is not only a matter of contents, since simply “superimposed” educational contents risk to be perceived as boring stuff. We believe, instead, that the game should feature knowledge/skill acquisition mechanisms that are smoothly embedded in a meaningful, homogeneous and compelling whole. In order to investigate and validate this concept it is important also to realize a user evaluation phase is to understand whether the knowledge components inserted in SG are accepted by the users and do not compromise the highly pleasant and compelling experience that is usually perceived by users playing with commercial VGs. However, there is no yet agreement for a standard player enjoyment model yet.
The challenge for the SG research is to produce methods and practices to effectively embed learning aspects in the game mechanics in a seamless way, leaving entertainment in prominence. To this end, it is important to investigate how to exploit the appeal of VideoGames (VGs) to favor/induce learning also in an audience which is not purposely learning. Achieving this goal is not only a matter of contents, since simply “superimposed” educational contents risk to be perceived as boring stuff. We believe, instead, that the game should feature knowledge/skill acquisition mechanisms that are smoothly embedded in a meaningful, homogeneous and compelling whole. In order to investigate and validate this concept it is important also to realize a user evaluation phase is to understand whether the knowledge components inserted in SG are accepted by the users and do not compromise the highly pleasant and compelling experience that is usually perceived by users playing with commercial VGs. However, there is no yet agreement for a standard player enjoyment model yet.
The challenge for the SG research is to produce methods and practices to effectively embed learning aspects in the game mechanics in a seamless way, leaving entertainment in prominence. To this end, it is important to investigate how to exploit the appeal of VideoGames (VGs) to favor/induce learning also in an audience which is not purposely learning. Achieving this goal is not only a matter of contents, since simply “superimposed” educational contents risk to be perceived as boring stuff. We believe, instead, that the game should feature knowledge/skill acquisition mechanisms that are smoothly embedded in a meaningful, homogeneous and compelling whole. In order to investigate and validate this concept it is important also to realize a user evaluation phase is to understand whether the knowledge components inserted in SG are accepted by the users and do not compromise the highly pleasant and compelling experience that is usually perceived by users playing with commercial VGs. However, there is no yet agreement for a standard player enjoyment model yet.
The challenge for the SG research is to produce methods and practices to effectively embed learning aspects in the game mechanics in a seamless way, leaving entertainment in prominence. To this end, it is important to investigate how to exploit the appeal of VideoGames (VGs) to favor/induce learning also in an audience which is not purposely learning. Achieving this goal is not only a matter of contents, since simply “superimposed” educational contents risk to be perceived as boring stuff. We believe, instead, that the game should feature knowledge/skill acquisition mechanisms that are smoothly embedded in a meaningful, homogeneous and compelling whole. In order to investigate and validate this concept it is important also to realize a user evaluation phase is to understand whether the knowledge components inserted in SG are accepted by the users and do not compromise the highly pleasant and compelling experience that is usually perceived by users playing with commercial VGs. However, there is no yet agreement for a standard player enjoyment model yet.
The challenge for the SG research is to produce methods and practices to effectively embed learning aspects in the game mechanics in a seamless way, leaving entertainment in prominence. To this end, it is important to investigate how to exploit the appeal of VideoGames (VGs) to favor/induce learning also in an audience which is not purposely learning. Achieving this goal is not only a matter of contents, since simply “superimposed” educational contents risk to be perceived as boring stuff. We believe, instead, that the game should feature knowledge/skill acquisition mechanisms that are smoothly embedded in a meaningful, homogeneous and compelling whole. In order to investigate and validate this concept it is important also to realize a user evaluation phase is to understand whether the knowledge components inserted in SG are accepted by the users and do not compromise the highly pleasant and compelling experience that is usually perceived by users playing with commercial VGs. However, there is no yet agreement for a standard player enjoyment model yet.
The challenge for the SG research is to produce methods and practices to effectively embed learning aspects in the game mechanics in a seamless way, leaving entertainment in prominence. To this end, it is important to investigate how to exploit the appeal of VideoGames (VGs) to favor/induce learning also in an audience which is not purposely learning. Achieving this goal is not only a matter of contents, since simply “superimposed” educational contents risk to be perceived as boring stuff. We believe, instead, that the game should feature knowledge/skill acquisition mechanisms that are smoothly embedded in a meaningful, homogeneous and compelling whole. In order to investigate and validate this concept it is important also to realize a user evaluation phase is to understand whether the knowledge components inserted in SG are accepted by the users and do not compromise the highly pleasant and compelling experience that is usually perceived by users playing with commercial VGs. However, there is no yet agreement for a standard player enjoyment model yet.
The challenge for the SG research is to produce methods and practices to effectively embed learning aspects in the game mechanics in a seamless way, leaving entertainment in prominence. To this end, it is important to investigate how to exploit the appeal of VideoGames (VGs) to favor/induce learning also in an audience which is not purposely learning. Achieving this goal is not only a matter of contents, since simply “superimposed” educational contents risk to be perceived as boring stuff. We believe, instead, that the game should feature knowledge/skill acquisition mechanisms that are smoothly embedded in a meaningful, homogeneous and compelling whole. In order to investigate and validate this concept it is important also to realize a user evaluation phase is to understand whether the knowledge components inserted in SG are accepted by the users and do not compromise the highly pleasant and compelling experience that is usually perceived by users playing with commercial VGs. However, there is no yet agreement for a standard player enjoyment model yet.
The challenge for the SG research is to produce methods and practices to effectively embed learning aspects in the game mechanics in a seamless way, leaving entertainment in prominence. To this end, it is important to investigate how to exploit the appeal of VideoGames (VGs) to favor/induce learning also in an audience which is not purposely learning. Achieving this goal is not only a matter of contents, since simply “superimposed” educational contents risk to be perceived as boring stuff. We believe, instead, that the game should feature knowledge/skill acquisition mechanisms that are smoothly embedded in a meaningful, homogeneous and compelling whole. In order to investigate and validate this concept it is important also to realize a user evaluation phase is to understand whether the knowledge components inserted in SG are accepted by the users and do not compromise the highly pleasant and compelling experience that is usually perceived by users playing with commercial VGs. However, there is no yet agreement for a standard player enjoyment model yet.
The challenge for the SG research is to produce methods and practices to effectively embed learning aspects in the game mechanics in a seamless way, leaving entertainment in prominence. To this end, it is important to investigate how to exploit the appeal of VideoGames (VGs) to favor/induce learning also in an audience which is not purposely learning. Achieving this goal is not only a matter of contents, since simply “superimposed” educational contents risk to be perceived as boring stuff. We believe, instead, that the game should feature knowledge/skill acquisition mechanisms that are smoothly embedded in a meaningful, homogeneous and compelling whole. In order to investigate and validate this concept it is important also to realize a user evaluation phase is to understand whether the knowledge components inserted in SG are accepted by the users and do not compromise the highly pleasant and compelling experience that is usually perceived by users playing with commercial VGs. However, there is no yet agreement for a standard player enjoyment model yet.
The challenge for the SG research is to produce methods and practices to effectively embed learning aspects in the game mechanics in a seamless way, leaving entertainment in prominence. To this end, it is important to investigate how to exploit the appeal of VideoGames (VGs) to favor/induce learning also in an audience which is not purposely learning. Achieving this goal is not only a matter of contents, since simply “superimposed” educational contents risk to be perceived as boring stuff. We believe, instead, that the game should feature knowledge/skill acquisition mechanisms that are smoothly embedded in a meaningful, homogeneous and compelling whole. In order to investigate and validate this concept it is important also to realize a user evaluation phase is to understand whether the knowledge components inserted in SG are accepted by the users and do not compromise the highly pleasant and compelling experience that is usually perceived by users playing with commercial VGs. However, there is no yet agreement for a standard player enjoyment model yet.
The challenge for the SG research is to produce methods and practices to effectively embed learning aspects in the game mechanics in a seamless way, leaving entertainment in prominence. To this end, it is important to investigate how to exploit the appeal of VideoGames (VGs) to favor/induce learning also in an audience which is not purposely learning. Achieving this goal is not only a matter of contents, since simply “superimposed” educational contents risk to be perceived as boring stuff. We believe, instead, that the game should feature knowledge/skill acquisition mechanisms that are smoothly embedded in a meaningful, homogeneous and compelling whole. In order to investigate and validate this concept it is important also to realize a user evaluation phase is to understand whether the knowledge components inserted in SG are accepted by the users and do not compromise the highly pleasant and compelling experience that is usually perceived by users playing with commercial VGs. However, there is no yet agreement for a standard player enjoyment model yet.
The challenge for the SG research is to produce methods and practices to effectively embed learning aspects in the game mechanics in a seamless way, leaving entertainment in prominence. To this end, it is important to investigate how to exploit the appeal of VideoGames (VGs) to favor/induce learning also in an audience which is not purposely learning. Achieving this goal is not only a matter of contents, since simply “superimposed” educational contents risk to be perceived as boring stuff. We believe, instead, that the game should feature knowledge/skill acquisition mechanisms that are smoothly embedded in a meaningful, homogeneous and compelling whole. In order to investigate and validate this concept it is important also to realize a user evaluation phase is to understand whether the knowledge components inserted in SG are accepted by the users and do not compromise the highly pleasant and compelling experience that is usually perceived by users playing with commercial VGs. However, there is no yet agreement for a standard player enjoyment model yet.
The challenge for the SG research is to produce methods and practices to effectively embed learning aspects in the game mechanics in a seamless way, leaving entertainment in prominence. To this end, it is important to investigate how to exploit the appeal of VideoGames (VGs) to favor/induce learning also in an audience which is not purposely learning. Achieving this goal is not only a matter of contents, since simply “superimposed” educational contents risk to be perceived as boring stuff. We believe, instead, that the game should feature knowledge/skill acquisition mechanisms that are smoothly embedded in a meaningful, homogeneous and compelling whole. In order to investigate and validate this concept it is important also to realize a user evaluation phase is to understand whether the knowledge components inserted in SG are accepted by the users and do not compromise the highly pleasant and compelling experience that is usually perceived by users playing with commercial VGs. However, there is no yet agreement for a standard player enjoyment model yet.
The challenge for the SG research is to produce methods and practices to effectively embed learning aspects in the game mechanics in a seamless way, leaving entertainment in prominence. To this end, it is important to investigate how to exploit the appeal of VideoGames (VGs) to favor/induce learning also in an audience which is not purposely learning. Achieving this goal is not only a matter of contents, since simply “superimposed” educational contents risk to be perceived as boring stuff. We believe, instead, that the game should feature knowledge/skill acquisition mechanisms that are smoothly embedded in a meaningful, homogeneous and compelling whole. In order to investigate and validate this concept it is important also to realize a user evaluation phase is to understand whether the knowledge components inserted in SG are accepted by the users and do not compromise the highly pleasant and compelling experience that is usually perceived by users playing with commercial VGs. However, there is no yet agreement for a standard player enjoyment model yet.
The challenge for the SG research is to produce methods and practices to effectively embed learning aspects in the game mechanics in a seamless way, leaving entertainment in prominence. To this end, it is important to investigate how to exploit the appeal of VideoGames (VGs) to favor/induce learning also in an audience which is not purposely learning. Achieving this goal is not only a matter of contents, since simply “superimposed” educational contents risk to be perceived as boring stuff. We believe, instead, that the game should feature knowledge/skill acquisition mechanisms that are smoothly embedded in a meaningful, homogeneous and compelling whole. In order to investigate and validate this concept it is important also to realize a user evaluation phase is to understand whether the knowledge components inserted in SG are accepted by the users and do not compromise the highly pleasant and compelling experience that is usually perceived by users playing with commercial VGs. However, there is no yet agreement for a standard player enjoyment model yet.
The challenge for the SG research is to produce methods and practices to effectively embed learning aspects in the game mechanics in a seamless way, leaving entertainment in prominence. To this end, it is important to investigate how to exploit the appeal of VideoGames (VGs) to favor/induce learning also in an audience which is not purposely learning. Achieving this goal is not only a matter of contents, since simply “superimposed” educational contents risk to be perceived as boring stuff. We believe, instead, that the game should feature knowledge/skill acquisition mechanisms that are smoothly embedded in a meaningful, homogeneous and compelling whole. In order to investigate and validate this concept it is important also to realize a user evaluation phase is to understand whether the knowledge components inserted in SG are accepted by the users and do not compromise the highly pleasant and compelling experience that is usually perceived by users playing with commercial VGs. However, there is no yet agreement for a standard player enjoyment model yet.
The challenge for the SG research is to produce methods and practices to effectively embed learning aspects in the game mechanics in a seamless way, leaving entertainment in prominence. To this end, it is important to investigate how to exploit the appeal of VideoGames (VGs) to favor/induce learning also in an audience which is not purposely learning. Achieving this goal is not only a matter of contents, since simply “superimposed” educational contents risk to be perceived as boring stuff. We believe, instead, that the game should feature knowledge/skill acquisition mechanisms that are smoothly embedded in a meaningful, homogeneous and compelling whole. In order to investigate and validate this concept it is important also to realize a user evaluation phase is to understand whether the knowledge components inserted in SG are accepted by the users and do not compromise the highly pleasant and compelling experience that is usually perceived by users playing with commercial VGs. However, there is no yet agreement for a standard player enjoyment model yet.
The challenge for the SG research is to produce methods and practices to effectively embed learning aspects in the game mechanics in a seamless way, leaving entertainment in prominence. To this end, it is important to investigate how to exploit the appeal of VideoGames (VGs) to favor/induce learning also in an audience which is not purposely learning. Achieving this goal is not only a matter of contents, since simply “superimposed” educational contents risk to be perceived as boring stuff. We believe, instead, that the game should feature knowledge/skill acquisition mechanisms that are smoothly embedded in a meaningful, homogeneous and compelling whole. In order to investigate and validate this concept it is important also to realize a user evaluation phase is to understand whether the knowledge components inserted in SG are accepted by the users and do not compromise the highly pleasant and compelling experience that is usually perceived by users playing with commercial VGs. However, there is no yet agreement for a standard player enjoyment model yet.
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