• Journal of The Korean Association of Information Education
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• v.18 no.3
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• pp.401-412
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• 2014

The main purpose of this research is to develop and apply an evaluation tool of serious games for science learning. To develop the evaluation tool, probing references and analyzing previously generated evaluation tools and softwares were carried out. After that, 17 experts in elementary science education appraised serious games, 'milc & seereal', made by Gwacheon National Science Museum with the evaluation tool. The findings on the characteristics of good serious games from assessments are as follows; The learning objects of the games are coincident with national science curriculum, they strongly stimulate the students' motivation, the interfaces are neat and pretty useful for users to get informations, games are easy to maintain, inexpensive, and moral. When we develop or select serious games for science class, the strengths of good games should be considered.

• Journal of Korea Game Society
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• v.8 no.2
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• pp.107-118
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• 2008

The world is changing fast from the information society to the knowledge society as the amount of knowledge exploded over through development of the information communication technology. Much efforts to use serious fames for students' learning is being made actively via international and domestic. It is expected that the results of this study would suggest how to utilize serious games in learning and training. The purpose of this study is to totally understanding of serious games that made to achieve educational goal based on specific character of game in which make flow, goal achievement, satisfaction. For this, introduce the game-based learning model to apply education and training, and trends development of serious games.

• Journal of National Security and Military Science
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• s.7
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• pp.233-270
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• 2009

Serious game played with a computer in accordance with specific rules, that uses entertainment to further government or corporate training, education, health, public policy, and strategic communication objectives. The main goal of a serious game is usually to train or educate users while giving them an enjoyable experience. Serous games are video games with serious purposes such as teaching or training and whose principal aim is education. The major characteristics of serious games involve pedagogy which are all of the activities that educate, train, or instruct the player. Other characteristics of serious games are that they use entertainment principles, creativity and technology to build games that carry out serious purposes. This study is to introduce a serious game for the military training and to describe the elements of game design for developing it.

• The Journal of the Korea Contents Association
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• v.16 no.3
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• pp.546-552
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• 2016

With the increasing popularity of computer games as a leisure activity, there has been a rise in the interest in the effectiveness of serious games. Many of the earlier researches are focused on evaluation of effects, types, developments of serious games, whereas little is known about the after effects of serious games. The aim of this paper is to examine the previous literatures on serious games in regard to their impacts and outcomes of gaming for the purpose of empirical evidence as impacts and outcomes are needed for exploratory study of variable outcomes of educational serious games. It is worth noting that current review would be used as an outcome indicator for verifying the after effects of both cognitive and educational after the usage of these educational serious games.

• Journal of Korea Game Society
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• v.16 no.6
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• pp.143-150
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• 2016

Programming is a difficult meat for novices. Educatees nowadays start to play games before they first attend formal education. Serious games offer tools that may have potential to support programming trainers to become more engaged on their learning through a learn while having fun approach. This paper aims to design and implement serious game for programming education. Our serious game substitutes game rules and objects for elements of programming language. We will begin by describing the game mechanics, followed by the general system architecture, finalizing with a small conclusion. We also discuss the implications of our work for the development of the serious game that support the identified features and teach programming concepts.

• Journal of Digital Contents Society
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• v.12 no.4
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• pp.417-427
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• 2011

Serious games combine game entertainment with original purpose in special fields(education, health, sport, military, public), Now, many serious games have been developing in this country, but main points on development factors in serious games have not been presented. In this paper, we analyze existing games which were developed for psychotherapy with essential factors of human-service game presented by Hy Resnick and Moshe Sherer, for developing serious games in psychotherapy field. And, we discuss development methods of psychotherapy game based on the analyzed factors. This paper shows theoretical bases in serious game for psychotherapy, provides guidelines for developers to produce a serious game in psychotherapy.

• Journal of Korea Game Society
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• v.13 no.4
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• pp.73-90
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• 2013

Serious games allow learners to experience situations that are impossible in the real world for various purposes. To date the major applications of serious games include military, government, education, corporate and healthcare applications. This paper aims to provide an overview of the applications of serious games for various health-related purposes, particularly for Health and Medicine education, health risk prevention, behavioral intervention, and disease self-management. These games identified numerous papers reporting empirical evidence about the impacts and outcomes. There is potential promise for serious games to improve health outcomes. We discuss implications of using serious games for health-related purposes and future direction for research in this area.

• Journal of Korea Game Society
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• v.18 no.6
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• pp.29-38
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• 2018

Although computer games seem to be efficient tools for facilitating and supporting situated learning in Europe, GBL(game based learning) is less likely in Korea. The objectives of this paper are to address the causes of the problem and evaluate a serious game for history GBL. We review various cases of history GBL projects in European School Net, commercial games and serious games which are related to history. We draw a demand of our game's structural type, learning criterion, basic model of instruction, and executable prototype from the analysis results. Scene management educators pursue and dependencies of turning points in the history are critical differentiator. An evaluation team of educators, learners, and edu-game managers evaluates that the prototype is suitable model for application in history instruction.

• Journal of Korea Game Society
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• v.14 no.6
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• pp.89-98
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• 2014

In this paper, we have described a survey of applications and results of serious games for science education in elementary and middle school students. We constructed the educational contents and curriculum for learning natural science principles through game contents by analyzing science course of elementary and middle schools. Based on this curriculum, we developed science educational serious games 'Science Heroes' to help teaching-learning difficulty caused by abstract science concepts or spatial-temporal limitation. In our research, we carried out a serious game evaluation test for our game contents by current teachers about applicability to the real education field and supplementary points.

• Journal of Korea Game Society
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• v.18 no.6
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• pp.17-28
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• 2018

Despite the Korean Government's efforts, serious games industry still finds difficult to thrive in Korea. The purpose of this study was to analyze systematically why serious games industry is slow to grow in South Korea and to make future suggestions for policy by studying the case of FCPS program. For future suggestions, the government should support the ecology rather than the games themselves by building more infrastructures, suuporting more software, and considering human factors. Responsible play and digital citizenship must also be emphasized.