5. “There is not one right way to do or teach game production.” 20. “Pedagogy must be subordinate to story and the entertainment component comes first.”
Any game (to an extent) can become a ‘serious game’ depending on how the user chooses to interact with it. For example someone playing CoD could focus on learning facts about WWII through the storyline.
33. “User experience design is a central challenge in developing serious games.”
39. “The development of new solutions has to be needs-driven and demand-driven. Instead of concentrating only on technology we have to study the culture that people live in and the needs that different user groups have.”
55. Children “reported having been motivated by being able to be involved in a real project”. When they were given the opportunity to get involved in the design process of educational games aimed at them.
This book is a collection of essays on various serious game experiments, but they seem to be small, select experiments while I’m more interested in what can be available online for anyone who desires to learn.
REF: Kankaanranta, M. & Neittaanmäki, P [eds.]. (2009). Design and use of serious games. Dordrecht: Springer.