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Analysing the Relevance of Serious Game Elements for Effectively Teaching Innovation Processes

  • Yiming Ma (a1), Flore Vallet (a1) (a2), François Cluzel (a1) and Bernard Yannou (a1)

Abstract

Serious games (SGs) as a new educational format have gained interest among many scholars from diverse fields. SGs seem to be useful tools for teaching innovation processes (IP) as they guarantee intrinsic motivation and provide situated learning. So far, there is no guideline on designing IP games and lowering their development time while ensuring their effectiveness. To fill this gap, we should first analyse the existing IP games with evaluation methods and synthesise their commonalities. Numerous methods have been put forward in the literature to assess digital SGs; however, most of the SGs for IP are board games. That is why we explore in this paper the use of Serious Game Design Assessment (SGDA) framework to analyse IP board games. According to the case study on an open innovation board game, we suggest applying this method to examine the a priori relevance of game elements (components that make up a game system). Moreover, we make recommendations to complement the SGDA framework with Game and Learning Mechanics, and real-world information. This contribution should help designers transform traditional educational supports into serious board games for teaching IP.

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Copyright

© The Author(s) 2019
This is an Open Access article, distributed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives licence (http://creativecommons.org/licenses/by-nc-nd/4.0/), which permits non-commercial re-use, distribution, and reproduction in any medium, provided the original work is unaltered and is properly cited. The written permission of Cambridge University Press must be obtained for commercial re-use or in order to create a derivative work.

Corresponding author

Contact: MA, Yiming, CENTRALESUPELEC, Industrial Engineering Research, France, yiming.ma@centralesupelec.fr

References

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  • Open access

Analysing the Relevance of Serious Game Elements for Effectively Teaching Innovation Processes

  • Yiming Ma (a1), Flore Vallet (a1) (a2), François Cluzel (a1) and Bernard Yannou (a1)

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