Hostname: page-component-7479d7b7d-t6hkb Total loading time: 0 Render date: 2024-07-08T10:24:15.380Z Has data issue: false hasContentIssue false
  • English
  • Français

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

Part of: Design Education

Published online by Cambridge University Press:  26 July 2019

Yiming Ma ,
Flore Vallet ,
François Cluzel  and
Bernard Yannou
Yiming Ma*
Affiliation:
Laboratoire Genie Industriel, CentraleSupélec, Université Paris-Saclay, Gif-sur-Yvette, France;
Flore Vallet
Affiliation:
Laboratoire Genie Industriel, CentraleSupélec, Université Paris-Saclay, Gif-sur-Yvette, France; IRT SystemX, Gif-sur-Yvette, France
François Cluzel
Affiliation:
Laboratoire Genie Industriel, CentraleSupélec, Université Paris-Saclay, Gif-sur-Yvette, France;
Bernard Yannou
Affiliation:
Laboratoire Genie Industriel, CentraleSupélec, Université Paris-Saclay, Gif-sur-Yvette, France;
*
Contact: MA, Yiming, CENTRALESUPELEC, Industrial Engineering Research, France, yiming.ma@centralesupelec.fr

Abstract

Core share and HTML view are not available for this content. However, as you have access to this content, a full PDF is available via the ‘Save PDF’ action button.

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.

Keywords

Design processInnovationSerious gamesGame design elementsOpen innovation
Type
Article
Information
Proceedings of the Design Society: International Conference on Engineering Design , Volume 1 , Issue 1 , July 2019 , pp. 439 - 448
Creative Commons
Creative Common License - CCCreative Common License - BYCreative Common License - NCCreative Common License - ND
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.
Copyright
© The Author(s) 2019

References

Alkan, S. and Cagiltay, K. (2007), “Studying computer game learning experience through eye tracking”. British Journal of Educational Technology, Vol. 38, No. 3, pp. 538–542.Google Scholar
Agustin, R. D., Purwarianti, A., Surendro, K. and Suwardi, I. S. (2015), “Instructional Design in Serious Game for Learning Based on Inquiry and Situated Learning Theory”. Advanced Science Letters, Vol. 21 No. 12, pp. 3667–3671.Google Scholar
Arnab, S., Lim, T., Carvalho, M. B., Bellotti, F., de Freitas, S., Louchart, S., Suttie, N., Berta, R. and De Gloria, A. (2015), “Mapping learning and game mechanics for serious games analysis”. British Journal of Educational Technology, Vol. 46, pp. 391–411.Google Scholar
Becker, J. J. and Wits, W. (2014), “An Experience-Based Approach to Teaching Product Design”. In DS 78: Proceedings of the 16th International Conference on Engineering and Product Design Education (E&PDE14), Design Education and Human Technology Relations, University of Twente, The Netherlands, 04-05.09. 2014 (pp. 688–693).Google Scholar
Bogers, M. and Sproedt, H. (2012), “Playful collaboration (or not): using a game to grasp the social dynamics of open innovation in innovation and business education”. Journal of Teaching in International Business, Vol. 23 No. 2, pp. 75–97.Google Scholar
Boks, C. and McAloone, T. (2009), “The design of Eco Board Games as an umbrella approach to sustainable product design education”. Global Engineering Alliance for Research and Education (GEARE)-A Comprehensive Study & Intern Abroad Program for Engineering Students.Google Scholar
Diaz, V. (2017), “Serious Game & innovation : Trouver les innovations possibles d'un produit en jouant”. Available at: https://www.grenoble-em.com/actualite-serious-game-innovation-trouver-les-innovations-possibles-dun-produit-en-jouant. (Accessed: 21 Nov, 2018)Google Scholar
Emmerich, K. and Bockholt, M. (2016), “Serious games evaluation: processes, models, and concepts”. In Entertainment Computing and Serious Games (pp. 265–283). Springer, Cham.Google Scholar
Gharbi, N. (n.d.). “Creativ’, Le jeu des idées neuves”. Available at: https://www.cipe.fr/jeux-et-formations/creativ/#1447438165937-ca8c92d6-d3adf177-6859. (Accessed: 21 Nov, 2018)Google Scholar
Glassman, A. M. and Opengart, R. (2016), “Teaching Innovation and Creativity: Turning Theory into Practice”. Journal of International Business Education, Vol. 11, p. 113.Google Scholar
Gonçalves, C., Croset, M. C., Ney, M., Balacheff, N. and Bosson, J. L. (2010), “Authenticity in learning game: how it is designed and perceived”. In European Conference on Technology Enhanced Learning (pp. 109–122). Springer, Berlin, Heidelberg.Google Scholar
Innovation Makers. (n.d.), Available at: https://www.daesign.com/innovation-makers. (Accessed: 21 Nov, 2018)Google Scholar
Jeu, IØ. (2016), Available at: http://jeuio.rhizome.group/about. (Accessed: 15 Mar, 2018)Google Scholar
Kerga, E., Akaberi, A., Tasich, M., Rossi, M. and Terzi, S. (2012), “Lean product development: Serious game and evaluation of the learning outcomes”. In IFIP International Conference on Advances in Production Management Systems. Springer, Berlin, Heidelberg. (pp. 590–597)Google Scholar
Lawson, B. and Samson, D. (2001), “Developing innovation capability in organisations: a dynamic capabilities approach”. International Journal of Innovation Management, Vol. 5 No. 3, pp. 377–400.Google Scholar
Marczewski, A. (2017), “52 GAMIFICATION MECHANICS AND ELEMENTS”. Available at: https://www.gamified.uk/user-types/gamification-mechanics-elements/. (Accessed: 30 Apr, 2018)Google Scholar
Mitgutsch, K. and Alvarado, N. (2012), “Purposeful by design? : a serious game design assessment framework”. In Proceedings of the International Conference on the foundations of digital games (pp. 121–128). ACM.Google Scholar
Molenda, M. (2003), “In search of the elusive ADDIE model”. Performance improvement, Vol. 42 No. 5, pp. 34–36.Google Scholar
Mossoux, S., Delcamp, A., Poppe, S., Michellier, C., Canters, F. and Kervyn, M. (2016), “Hazagora: will you survive the next disaster?–A serious game to raise awareness about geohazards and disaster risk reduction”. Natural Hazards and Earth System Sciences, Vol. 16 No. 1, pp. 135–147.Google Scholar
Rosa, M., Rodrigues, L. and González, M. (2018), “Business games and creativity stimulus: the behavior of three different teams in the ideation process”. DS 91: Proceedings of NordDesign 2018, Linköping, Sweden, 14th-17th August 2018.Google Scholar
Schonfeld, E. (2010), “SCVNGR's Secret Game Mechanics Playdeck”. Available at: https://techcrunch.com/2010/08/25/scvngr-game-mechanics/. (Accessed: 30 Apr, 2018)Google Scholar
Tohidi, H. and Jabbari, M. M. (2012). “The important of innovation and its crucial role in growth, survival and success of organisations”. Procedia Technology, Vol. 1, pp. 535–538.Google Scholar
Treviño-Guzmán, N. and Pomales-García, C. (2014). “How Can a Serious Game Impact Student Motivation and Learning?”. In IIE Annual Conference. Proceedings (p. 514). Institute of Industrial and Systems Engineers.Google Scholar
Van Oudenhove, S. (2017). “The business innovation game”. Available at: http://www.businessvaluedesign.com/. (Accessed: 21 Nov, 2018)Google Scholar
Wouters, P., Van Nimwegen, C., Van Oostendorp, H. and Van Der Spek, E. D. (2013). “A meta-analysis of the cognitive and motivational effects of serious games”. Journal of educational psychology, Vol. 105 No. 2, p. 249.Google Scholar