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Serious games for learning have received increased attention in recent years. However, empirical studies on students’ gaming experiences throughout the developmental process of serious games and discussions regarding game design are missing. The aims of the present study were to analyze students’ gaming experiences while playing four consecutive versions of the Number Navigation Game (NNG)—a mathematical game-based learning environment focusing on flexibility and adaptivity with whole-number arithmetic; and to provide an extensive review of the NNG developmental and design process over 3 years with focus on how and why the design decisions were made, and how those choices affected students’ gaming experiences. The study employed a mixed-methods design of quantitative and qualitative research. The Game Experience Questionnaire about eight core game experience dimensions was answered by different groups of students at primary schools in Finland in three different experiments after students played four versions of the NNG from 2014 to 2016. Six semi structured interviews related to students’ game experiences, preferences and game features of the latest version of NNG were conducted. Overall, results indicate that improvement in game’s usability and clarity in the user interface has positive impacts on students’ game experiences. Furthermore, there seems to be a clear advantage in having better aesthetics and value in improving extrinsic elements that could contribute to maintain players’ enthusiasm and situational interest in serious games.

We are witnessing a mad rush to pour educational content into games in an ad hoc manner in hopes that player/learners are motivated simply because the content is housed inside a game. A failure to base educational game design on well-established learning and instructional theories increases the risk of the game failing to meet its intended educational goals, and yielding students who are entertained but who have not acquired any academic skills or knowledge. Our review of standalone educational games has shown that they are not always based on sound educational principles and theories. We contend that, if academic learning is to take place, a new design paradigm must be developed. This article discusses the RETAIN design and evaluation model for educational games that was developed to aide in the evaluation of how well academic content is endogenously immersed and embedded within the game's fantasy and story context, promoters transfer of knowledge, and encourages repetitive usage to that content becomes available for use in an automatic way.

Serious games developed for learning have gained popularity due to their promise for better learning outcomes. However, designing these games can be costly, take a long time, and may not lead to the desired outcomes if an adequate design process is not followed. Especially critical in this process is the creation of an effective game concept. Based on our experience in serious game development and the research gap we identified from the relevant literature, we developed the Art of Serious Game Design (ASGD) framework and methodology to aid developers in the concept- development stage of the serious game design process to address the needs of multidisciplinary teams through a practical step-by-step methodology. The ASGD methodology offers good potential in helping multidisciplinary serious game design teams improve the design process and, ultimately, the outcomes of serious games. We evaluated ASGD through a mixed-method approach and found that multidisciplinary game design teams perceived its positive effects in efficiency, structure and flow, usability, and team support. The actual prototype design process reflected these perceptions as well. ASGD was applied in practice to lead the design of a serious game during concept development, which produced a structured and detailed game concept with well-integrated learning outcomes in a timely manner. We conclude that the ASGD framework and methodology constitute a valuable tool for multidisciplinary teams working on the development of a serious game concept because of its ability to enhance brainstorming (through iteration) and streamline communication between team members.

E-polis is a serious digital game designed to gamify sociological surveys studying young people’s political opinions. In this platform game, players navigate a digital world, encountering quests posing sociological questions. Players’ answers shape the city-game world, altering building structures based on their choices. E-polis is a serious game, not a government simulation, aiming to understand players’ behaviors and opinions; thus, we do not train the players but rather understand them and help them visualize their choices in shaping a city’s future. Also, it is noticed that no correct or incorrect answers apply. Moreover, our game utilizes a novel middleware architecture for development, diverging from typical asset-prefab-scene and script segregation. This article presents the data layer of our game’s middleware, specifically focusing on data analysis based on respondents’ gameplay answers. E-polis represents an innovative approach to gamifying sociological research, providing a unique platform for gathering and analyzing data on political opinions among youth and contributing to the broader field of serious games.

University orientation plays a crucial role in fostering student engagement, social integration, and retention. This practice report describes the development and refinement of a game-based orientation activity: a digital scavenger hunt designed to enhance engagement, social connectedness, and campus familiarisation. The activity was guided by the ENGAGE framework, a practical six-stage model for creating effective scavenger hunts. Over three years (2023 to 2025), it was iteratively improved based on participant feedback and evaluated using the MEEGA+ game evaluation framework. Feedback highlighted strong outcomes in social interaction, campus exploration, and enjoyment. Importantly, the initiative demonstrates how game-based activities can be scaled across years with minimal staff input. This report shares lessons learned and presents a practical, low-effort, and effective model that other institutions can adapt to improve student transitions and success through engaging, game-based orientation experiences.

Recently there has been a growing interest in employing serious games (SGs) for the assessment and rehabilitation of elderly people with mild cognitive impairment (MCI), Alzheimer's disease (AD), and related disorders. In the present study we examined the acceptability of 'Kitchen and cooking' - a SG developed in the context of the EU project VERVE (http://www.verveconsortium.eu/) - in these populations. In this game a cooking plot is employed to assess and stimulate executive functions (such as planning abilities) and praxis. The game is installed on a tablet, to be flexibly employed at home and in nursing homes. Twenty one elderly participants (9 MCI and 12 AD, including 14 outpatients and 7 patients living in nursing homes, as well as 11 apathetic and 10 non-apathetic) took part in a 1-month trail, including a clinical and neuropsychological assessment, and 4-week training where the participants were free to play as long as they wanted on a personal tablet. During the training, participants met once a week with a clinician in order to fill in self-report questionnaires assessing their overall game experience (including acceptability, motivation, and perceived emotions). The results of the self reports and of the data concerning game performance (e.g., time spent playing, number of errors, etc) confirm the overall acceptability of Kitchen and cooking for both patients with MCI and patients with AD and related disorders, and the utility to employ it for training purposes. Interestingly, the results confirm that the game is adapted also to apathetic patients.

The emergence of effective Generative AI has sparked a revolution in video game development, enabling us to generate game assets and source code at a fraction of the cost and time needed compared to if human developers were involved. But the support available from GenAI goes far beyond the generation of game assets and code, especially in the case of serious games, which have to combine playability with non-entertainment purposes such as, but not only, education. In this paper, the potential forms of GenAI-based support for serious game development are explored and placed into the context of the respective phases of the serious game development lifecycle. As existing lifecycle models are either not specialized for the specifics of serious games or are otherwise too simple, a new serious game development lifecycle model has been proposed for this purpose.

Educational serious games are primarily intended to teach about or train on a subject. However, a serious game must also be catchy for the player to want to play it multiple times and thus learn while playing. The design of educational serious games includes game experts and pedagogical experts that must be able to efficiently communicate to produce a product that is both educationally efficient and fun to play. Although there are some design frameworks to help with this communication, they are usually more conceptual and do not distinguish the fun factor from the learning contents well, making communication difficult. In this paper, a new practical methodology is presented to support the design process of this kind of digital games. This methodology is more all-encompassing because it identifies all the main steps that are needed to define the learning mechanisms in an educational serious game, from topic choice to user experience. It also separates the game’s learning contents from other mechanics used to keep the game fun to play. Finally, some practical examples are shown, illustrating the use of this methodology.

In serious game design, there is a growing trend towards involving players more substantially in the development process. However, several scholars and practitioners agree that still more research and empirical data are needed to guide such participatory prototyping processes. So far, less focus has been put on the influence of co-creation and co-design on participants in the process. This article explores the co-creation and co-design process in creating a serious game called “Mission BioHero”, with a focus on sustainability and the bioeconomy. The game aims to engage citizens in the bioeconomy, help them learn in a fun and interactive way, and aggregate their ideas to shape bioeconomy policies. This serious game was fully co-created and co-designed with citizens and stakeholders from eight regions in five European countries. This research investigates the nature and impact of co-creation and co-design on game development and its driving success factors, explores educational capacities of this participatory process on participants, and evaluates its impact on the co-designed serious game. The findings draw upon empirical data gathered from the co-creation and co-design phases, participants’ feedback, and external game players’ input. The study confirms the value of the participatory design process in serious games design and offers methodologies, tools and lessons learned for similar future processes.

Traditional serious game design methods often overlook stakeholder needs. This study integrates stakeholder theory and enterprise architecture (EA), along with the Architecture Development Method, to propose a novel framework for serious game design. Crafted to aid practitioners, researchers, and specialists in leveraging resources more effectively, the framework is validated through a design science research methodology. Expert reviews have further refined its features, making it a robust tool for enhancing serious game design and implementation. This paper introduces a framework for designing serious games, covering stakeholder analysis, requirements gathering, and design implementation planning. It highlights the importance of expert review in validating and refining the framework, ensuring its effectiveness and reliability for use in serious game design. Through critical assessment by experts, the framework is optimized for practical application by practitioners, researchers, and specialists in the field, ensuring its utility in enhancing serious game development. The next step will be to validate the framework empirically by applying it to a serious game development project. We developed and validated a conceptual framework for serious game design by synthesizing stakeholder theory and EA through literature review, concept mapping, and theory development by way of a design science research approach. The framework is iteratively refined and validated via expert review, drawing on insights from professionals experienced in serious games, stakeholder theory, and EA. This method ensures the framework's practical relevance and effectiveness in addressing real-world design challenges. An expert review by 29 serious game practitioners validated the framework's success in stakeholder management, confirming its stakeholder-centered effectiveness. Although the experts praised its structured approach, they suggested clearer guidance for game design elements. In addition, the experts, while acknowledging the framework's complexity, saw its depth as valuable for efficient management. The consensus calls for a refined balance between detailed functionality and user-friendly design, with the framework's impact on stakeholder capabilities revealing a spectrum of professional needs. This paper presents a framework for creating effective and organizationally aligned serious games. Evaluated across execution, practical, and EA levels, it is logical but varies in ease of understanding, with experts calling for more accessibility at the EA level. It enhances stakeholder efficiency and management but is criticized for rigidity and a need for flexibility. Recommendations include streamlining the framework, enhancing clarity, reducing administrative tasks, and incorporating clear guidelines on technology use, motivational elements, and operational tools. This aims to help stakeholders produce more targeted and adaptable game designs. The next iteration will be developed after application to a project and team feedback.