serious games — Volume 13:2 papers — Digital Culture & Education (ISSN: 1836-8301)

THE POTENTIAL OF SERIOUS GAMES TO FOSTER LEARNING AMONG CHILDREN AND ADOLESCENTS WITH DISABILITIES: A SYSTEMATIC REVIEW

Written by:
Christopher Keller, University of Basel, Switzerland
Anna K. Döring, University of Westminster, London, United Kingdom
Elena Makarova, University of Basel, Switzerland

Abstract: Serious Games for children and adolescents with disabilities can enhance their learning and respond to their needs in an inclusive educational setting. The aim of this systematic review is to analyze the potential of Serious Games for children and young people with disabilities, thereby providing an overview of effective Serious Games for schools and practitioners in the field of inclusive education. For this purpose, a systematic review of empirical literature found in the database Education Resources Information Centre (ERIC) was conducted, applying a qualitative content analysis. Findings from the 21 reviewed quantitative and qualitative studies indicate that Serious Games provide effective support for achieving learning objectives in certain school subjects and facilitate optimal conditions for learning. We found that Serious Games have strong potential and can make an important contribution to the inclusion of children and adolescents with disabilities in school.

Keywords: serious games, children and adolescents with disabilities, inclusion, systematic review

SERIOUS GAMES AS A MEANS TO PROMOTE THINKING ABOUT EUROPEAN IDENTITY: A CASE STUDY OF THE DESIGN AND DEVELOPMENT OF THE RU EU? GAME

Written by:
Elizabeth Boyle, University of the West of Scotland
Melody Terras, University of the West of Scotland
Murray Stewart Leith, University of the West of Scotland
Duncan Sim, University of the West of Scotland
Athanassios Jimoyiannis, University of Peloponnese
Jannicke Baalsrud Hauge, Bremer Institut für Produktion und Logistik
Nadera Sultana Tany, Bremer Institut für Produktion und Logistik
Hans Hummel, Open University of the Netherlands
Petar Jandric, University of Applied Sciences in Zagreb

Abstract: The diversity of the EU is both a strength and a weakness, with Issues of National and European identity contributing to division, marginalization and exclusion. Many European citizens have very firmly entrenched, but frequently simplistic, views about the value of the European Union as good (pro EU) or bad (anti EU). To promote a culture of increased tolerance and inclusion, EU citizens need to develop a more mature and nuanced understanding of National and European identity that considers the validity of others’ points of view. Serious Games are increasingly recognised as active and effective methods for tackling complex social problems. Therefore, the RU EU? (are you EU?) project developed a game to increase players’ awareness of the complexity of European identity and values, to help players develop a more detailed understanding of European identity and promote critical thinking about their own views, the views of others, and the wider societal consequences. In this paper we describe the RU EU? Game as a case study explaining the thinking behind the game design. We outline the early design tasks that led to development of the multicomponent model of European identity that we used in the game, the adoption of the journalist narrative and the tools that assisted the player in his goal of compiling and publishing a set of articles about European identity. We discuss the potential of the game tools and mechanics to be used more widely to promote social understanding and inclusion.

Keywords: serious games; European identity; inclusion; case study; journalist narrative