Serious game

{{Short description|Video game genre}} {{distinguish|text=professional gaming team Serious Gaming}} {{weasel|date=April 2022}} {{Video game industry}} A '''serious game''' or '''applied game''' is a game designed for a primary purpose other than pure entertainment.<ref>{{cite web|last1=Djaouti|first1=Damien|last2=Alvarez|first2=Julian|last3=Jessel|first3=Jean-Pierre|title=Classifying Serious Games: the G/P/S model|url=http://www.ludoscience.com/files/ressources/classifying_serious_games.pdf|access-date=26 June 2015|archive-date=10 March 2016|archive-url=https://web.archive.org/web/20160310101701/http://www.ludoscience.com/files/ressources/classifying_serious_games.pdf|url-status=dead}}</ref> The "serious" adjective is generally prepended to refer to video games used by industries like defense, education, scientific exploration, health care, emergency management, city planning, engineering, politics, and art.<ref>{{cite web|title=Serious Games|url=http://cs.gmu.edu/~gaia/SeriousGames/index.html|website=cs.gmu.edu|access-date=26 June 2015}}</ref> Serious games are a subgenre of serious storytelling, where storytelling is applied "outside the context of entertainment, where the narration progresses as a sequence of patterns impressive in quality ... and is part of a thoughtful progress".<ref>{{cite journal|last1=Lugmayr|first1=Artur|last2=Suhonen|first2=Jarkko|last3=Hlavacs|first3=Helmut|last4=Montero|first4=Calkin|last5=Suutinen|first5=Erkki|last6=Sedano|first6=Carolina|title=Serious storytelling - a first definition and review|journal=Multimedia Tools and Applications|volume=76|issue=14|pages=15707–15733|date=2016|doi=10.1007/s11042-016-3865-5|s2cid=207219982}}</ref> The idea shares aspects with simulation generally, including flight simulation and medical simulation, but explicitly emphasizes the added pedagogical value of fun and competition.{{Citation needed|date=December 2020}}

==History== The formal term "serious game" first appeared in the 1970s and further grew in popularity during the early 2000s. However, the concept of games serving a purpose aside from entertainment can be traced back to the ancient past.<ref name=":0">{{Cite journal |last1=Laamarti |first1=Fedwa |last2=Eid |first2=Mohamad |last3=El Saddik |first3=Abdulmotaleb |date=2014 |title=An Overview of Serious Games |journal=International Journal of Computer Games Technology |language=en |volume=2014 |pages=1–15 |doi=10.1155/2014/358152 |doi-access=free |issn=1687-7047}}</ref>

The game Mancala, for example, dates back to 1400 BC and was used as an accounting tool for the trade of animals and food.<ref name=":0" />

Other games intended to provide lessons along with entertainment. The ancient board game snakes and ladders traditionally features didactic content, with the player's movement up or down the board representing the respective consequences of good and bad deeds.

The use of games in educational circles has been practiced since at least the twentieth century. For example, Lizzie Magie created a game called ''The Landlord's Game'', a predecessor of Monopoly, in 1903. Use of paper-based educational games became popular in the 1960s and 1970s, but waned under the Back to Basics teaching movement.<ref>{{cite journal|author=Rice, J. W.|year=2007|url=http://gamingtechcti.eportalnow.net/uploads/1/0/4/5/10458734/assessing_higher_order_thinking_in_video_games.pdf |archive-url=https://web.archive.org/web/20150627104200/http://gamingtechcti.eportalnow.net/uploads/1/0/4/5/10458734/assessing_higher_order_thinking_in_video_games.pdf |url-status=usurped |archive-date=June 27, 2015 |title=Assessing higher order thinking in video games|journal=Journal of Technology and Teacher Education|volume=15|issue=1|page=87}}</ref> (The Back to Basics teaching movement is a change in teaching style that started in the 1970s after student scores declined on standardized tests and students were alleged to be exploring too many electives. This movement wanted to focus students on reading, writing and arithmetic and intensify the curriculum.)<ref>"Education Update"; Back To Basics; Dr. Carole G. Hankin and Randi T. Sachs; 2002</ref> Clark C. Abt is credited for coining the term "serious games" in the 1970s, defined as games that have an "explicit and carefully thought-out educational purpose and are not intended to be played primarily for amusement." Abt also recognized that this "does not mean that serious games are not, or should not be, entertaining."<ref>{{cite book | last1 = Djaouti | first1 = Damien | first2= Julian | last2= Alvarez | first3= Jean-Pierre | last3= Jessel | first4= Olivier | last4= Rampnoux | chapter = Origins of Serious Games | title = Serious Games and Edutainment Applications | pages= 25–43 | publisher =Springer |year= 2011 | doi = 10.1007/978-1-4471-2161-9_3 | isbn = 978-1-4471-2160-2 | chapter-url = https://normandie-univ.hal.science/hal-04024666/file/Serious%20Games%20History_final.doc.pdf }}</ref>

The early 2000s saw a surge in different types of educational games, especially those designed for the younger learner. Many of these games were not computer-based but took on the model of other traditional gaming systems both in the console and hand-held formats. In 1999, LeapFrog Enterprises introduced the LeapPad, which combined an interactive book with a cartridge and allowed kids to play games and interact with a paper-based book. Based on the popularity of traditional hand-held gaming systems like Nintendo's Game Boy, they also introduced their hand-held gaming system called the Leapster in 2003. This system was cartridge-based and integrated arcade–style games with educational content.<ref>{{cite book|contributor1=Gray, J. H.|contributor2=Bulat, J.|contributor3=Jaynes, C.|contributor4=Cunningham, A.|year=2009|contribution=LeapFrog learning|title=Mobile Technology for Children: Designing for Interaction and Learning|page=171|isbn=9780080954097|author=A. Druin|publisher=Morgan Kaufmann|author-link=Allison Druin}}</ref>

Also in the 2000s, educational games saw an expanse into sustainable development with titles such as Learning Sustainable Development in 2000 and Climate Challenge in 2006.<ref>{{Cite web|last1=Katsaliaki|first1=Korina|last2=Mustafee|first2=Navonil|date=2012-12-09|title=A survey of serious games on sustainable development|url=http://dl.acm.org/citation.cfm?id=2429759.2429941|publisher=Winter Simulation Conference|pages=136:1–136:13|series=Wsc '12}}</ref>

Other directions for serious video games beyond education began to emerge in the early 2000s, with ''America's Army'' in 2002 as an early example. The game was a first-person shooter developed by the United States Army as a recruitment tool, and later used as an early training tool for new recruits.<ref>{{cite journal | last= Zyda | first = Michael | title = From visual simulation to virtual reality to games | journal = Computer | volume = 38 | issue= 9 |date = 2005 | pages= 25–32 | doi = 10.1109/MC.2005.297 | bibcode = 2005Compr..38i..25Z | s2cid = 19105209 }}</ref>

thumb|Coventry University Serious Games Institute

By 2010, serious games had evolved to incorporate actual economies{{citation needed|date=May 2017}} like ''Second Life'', in which users can create actual businesses that provide virtual commodities and services for Linden dollars, which are exchangeable for US currency. In 2015, Project Discovery was launched as a serious game. Project Discovery was launched as a vehicle by which geneticists and astronomers with the University of Geneva could access the cataloging efforts of the gaming public via a mini-game contained within the ''Eve Online'' massively multiplayer online role-playing game (MMORPG). Players acting as citizen scientists categorize and assess actual genetic samples or astronomical data. This data was then utilized and warehoused by researchers. Any data flagged as atypical was further investigated by scientists.

== Applications ==

=== Adult education === Real simulations and simulation games provide the user with the opportunity to gain experience. Actions generated from knowledge can be tested here according to the trial and error principle. Theoretical knowledge can either be acquired beforehand or imparted during the game, which can then be tested in a virtual practice. There is an educational policy interest in the professionalisation of such offers. With the research project NetEnquiry, the Federal Ministry of Education and Research supports a corresponding research project for education and training, implemented here with the focus on mobile learning.<ref>[//netenquiry.cevet.eu/ ''project page'' Netenquiry]. Website of the project coordinator cevet - centre for vocational education and training. Retrieved 7 November 2013.</ref> In addition, there is an increasing incorporation of serious games within university curricula which students can use to consolidate learning or enhance knowledge.<ref>{{Cite journal |last1=Moro |first1=Christian |last2=Phelps |first2=Charlotte |last3=Stromberga |first3=Zane |date=2020-08-14 |title=Utilizing serious games for physiology and anatomy learning and revision |journal=Advances in Physiology Education |volume=44 |issue=3 |pages=505–507 |doi=10.1152/advan.00074.2020 |issn=1043-4046 |pmid=32795126 |doi-access=free}}</ref>

''The News Game'', with 100 headlines and stories, you guess if real or fake news, testing deduction and current affairs knowledge.<ref>{{cite web |title=The News Game |url=https://www.iwantoneofthose.com/gift-games/the-news-game/11629744.html |archive-url=https://web.archive.org/web/20220517064450/https://www.iwantoneofthose.com/gift-games/the-news-game/11629744.html |archive-date=2022-05-17 |access-date=15 December 2022 |website=I Want One Of Those}}</ref><ref>{{cite web |date=14 December 2022 |title=The News Game Political Edition |url=https://www.sowaswillichauch.de/geschenk-spiele/the-news-game-political-edition/11704806.html |archive-url=https://web.archive.org/web/20221214114037/https://www.sowaswillichauch.de/geschenk-spiele/the-news-game-political-edition/11704806.html |archive-date=2022-12-14 |access-date=15 December 2022 |website=SOWIA}}</ref><ref>{{cite web |last1=Parrish |first1=James |date=14 September 2017 |title=Autumn Fair 2017 |url=https://paladone.com/blog/2017/09/14/autumn-fair-2017/ |access-date=15 December 2022 |website=Blog |publisher=Paladone |archive-date=15 December 2022 |archive-url=https://web.archive.org/web/20221215014314/https://paladone.com/blog/2017/09/14/autumn-fair-2017/ |url-status=dead }}</ref><ref>{{cite web |title=The News Game |url=https://boardgamegeek.com/boardgame/269105/news-game |access-date=15 December 2022 |website=BoardGameGeek}}</ref>

=== Agriculture and environmental management ===

Serious games have been increasingly applied in agriculture and environmental management since the late 1960s, addressing topics such as natural resource management, climate adaptation, pesticide reduction, and territorial governance. A 2025 systematic review based on the PRISMA method, conducted by researchers from the GAMAE platform (INRAE, France) and the WUR Games Hub (Wageningen University & Research, Netherlands), identified 237 published studies on serious games in agriculture, documenting a rapid growth since 2010 across crop management, livestock farming, irrigation, and land-use planning.<ref name="Dernat2025"> {{cite journal |last1=Dernat |first1=Sylvain |last2=Grillot |first2=Myriam |last3=Andreotti |first3=Federico |last4=Martel |first4=Gilles |title=A sustainable game changer? Systematic review of serious games used for agriculture and research agenda |journal=Agricultural Systems |volume=222 |article-number=104178 |year=2025 |doi=10.1016/j.agsy.2024.104178 |bibcode=2025AgSys.22204178D }}</ref> The review found that these games primarily serve three purposes: learning (especially on specific agricultural topics), mediation and co-design of practices among stakeholders, and scientific research.

Several participatory approaches have been influential in this domain. The companion modelling (ComMod) approach, developed by researchers at CIRAD and INRAE, uses role-playing games combined with agent-based models to support collective decision-making in socio-ecological systems.<ref name="Etienne2014">{{cite book |last1=Étienne |first1=Michel |editor-first1=Michel |editor-last1=Étienne |title=Companion Modelling: A Participatory Approach to Support Sustainable Development |publisher=Springer |year=2014 |isbn=978-94-017-8557-0 |doi=10.1007/978-94-017-8557-0}}</ref> At Wageningen University & Research, gaming approaches have been developed for smallholder agriculture and the design of sustainable agricultural landscapes.<ref name="Speelman2014">{{cite journal |last1=Speelman |first1=Erika N. |last2=García-Barrios |first2=Luis E. |last3=Groot |first3=Jeroen C.J. |last4=Tittonell |first4=Pablo |title=Gaming for smallholder participation in the design of more sustainable agricultural landscapes |journal=Agricultural Systems |volume=126 |pages=62–75 |year=2014 |doi=10.1016/j.agsy.2013.09.002 |bibcode=2014AgSys.126...62S }}</ref>

Games in this field range from board and card games used in agricultural extension services to hybrid games combining physical and digital components. Role-playing games have been used to facilitate dialogue on livestock farming transitions,<ref>{{cite journal |last1=Dernat |first1=Sylvain |last2=Dumont |first2=Bertrand |last3=Vollet |first3=Dominique |title=La Grange: A generic game to reveal trade-offs and synergies among stakeholders in livestock farming areas |journal=Agricultural Systems |volume=209 |article-number=103685 |year=2023 |doi=10.1016/j.agsy.2023.103685 |bibcode=2023AgSys.20903685D }}</ref> while online simulation games have been designed to teach agroecology.<ref>{{cite journal |last1=Jouan |first1=Julia |last2=Carof |first2=Matthieu |last3=Baccar |first3=Rim |title=SEGAE: An online serious game to learn agroecology |journal=Agricultural Systems |volume=191 |article-number=103145 |year=2021 |doi=10.1016/j.agsy.2021.103145 |bibcode=2021AgSys.19103145J }}</ref> The growing body of research has also raised questions about the assessment of real-world impact of these games, identified as a key gap in the field.<ref name="Dernat2025" />

=== Art games === An ''art game'' uses the medium of computer games to create interactive and multimedia art. For the first time, the term was described scientifically in 2002 to emphasize games that attach more importance to art than to game mechanics. Mostly they convince by a special aesthetics and atmosphere and use the interactivity for creativity and the thought stimulation of the player. Art created by or through computer games are also called art games.<ref>{{cite web |last=Holmes |first=Tiffany |title=Arcade Classics Spawn Art? Current Trends in the Art Game Genre |url=http://hypertext.rmit.edu.au/dac/papers/Holmes.pdf |url-status=dead |archive-url=https://web.archive.org/web/20130420092835/http://hypertext.rmit.edu.au/dac/papers/Holmes.pdf |archive-date=2013-04-20 |access-date=2019-03-08}}</ref><ref>{{citation |surname1=Chris Schilling |title=Art house video games |date=2009-07-23 |journal=Daily Telegraph |url=https://www.telegraph.co.uk/technology/video-games/5893530/Art-house-video-games.html |access-date=2019-03-08 |language=de |issn=0307-1235}}</ref>

=== Exercise therapy === {{Main|Exergaming}}

These include serious games that animate the player to sport and movement. For example, hand-eye coordination and upper body muscles can be trained using ''Wii Sports'', regardless of age and physical disabilities, alone or with others. Even simple Jump-'n'-Run games can have an educational purpose, depending on the user. They are partly used in rehabilitation therapies to restore the user's finger mobility, reaction speed and eye-finger coordination.<ref>[http://www.medienpaed.com/15/lampert0903.pdf# The Seriousness of Life].</ref>

=== Health care === On the one hand, the health sector includes digital games for professional medical training, such as surgical simulations to train doctors or to impart specialist knowledge. On the other hand, they address the private end user who uses them, for example, as motivation tools for a healthier lifestyle, nutrition or for rehabilitation purposes. In addition, serious games can be used as a training measure for patients to improve their understanding of their own medical conditions and navigate possible therapy options. {{citation needed|date=June 2020}} There is also an increasing use of serious games in health education programs.<ref>{{Cite journal|last1=Moro|first1=Christian|last2=Stromberga|first2=Zane|title=Enhancing variety through gamified, interactive learning experiences|journal=Medical Education|year=2020|volume=54|issue=12|pages=1180–1181|language=en|doi=10.1111/medu.14251|pmid=32438478|issn=1365-2923|doi-access=free}}</ref>

In the field of elderly care, dementia treatment and neurorehabilitation, serious games are used to address cognitive decline and social isolation. The Tovertafel was the first device to use serious gaming through light-projected games to stimulate cognitive and physical activity among individuals with cognitive impairments. Peer-reviewed studies have indicated that such interactive interventions and serious games can help reduce apathy and improve the quality of life for residents in care facilities.<ref>{{Cite thesis |last=Anderiesen |first=Hester |title=Playful Design for Activation: Co-designing serious games for people with moderate to severe dementia to reduce apathy |date=2017 |degree=Dissertation (TU Delft) |url=http://resolver.tudelft.nl/uuid:ebeef0fa-46fe-4947-86c1-c765a583770a}}</ref>

On 15 June 2020, the Food and Drug Administration approved the game ''EndeavorRx'', the first video game that serves as a treatment for children aged 8-12 with primarily inattentive or combined-type ADHD.<ref>{{Cite web |title=EndeavorRx® |url=https://dtxalliance.org/products/endeavor/ |access-date=2026-03-30 |website=Digital Therapeutics Alliance |language=en-US}}</ref> The game, intended for use in tandem with other treatments, is indicated to improve attention function and can be downloaded with a prescription onto a mobile device. Patients play it for 30 minutes a day, 5 days a week, over a month-long treatment plan.<ref>{{cite news |author=Naomi Thomas and Amy Woodyatt |title=Children with ADHD can now be prescribed a video game, FDA says |url=https://www.cnn.com/2020/06/16/health/adhd-fda-game-intl-scli-wellness/index.html |access-date=18 June 2020 |work=CNN |date=16 June 2020}}</ref>

=== Intelligence === Board games have been used to train employees of intelligence agencies. For example, the Sherman Kent School for Intelligence Analysis, an arm of the Central Intelligence Agency, uses ''Kingpin: The Hunt for El Chapo'', a two-player game where one player represents drug trafficker Joaquín Guzmán and his cartel while the other one plays as law enforcement agencies who aim to capture Guzmán. During a lesson, students play the game twice: once as law enforcement, once as the cartel, and the instructor periodically gives each player useful information. Due to time constraints, the games the CIA uses are not always designed to be played in their entirety. Instead, the goal is to teach the prospective analysts how to figure out which information is useful and when to act on it.<ref>{{cite news |last1=Hall |first1=Charlie |title=The art and craft of making board games for the CIA |url=https://www.polygon.com/2017/6/22/15730254/cia-board-game-volko-ruhnke-coin-series-gmt-games |access-date=29 August 2024 |work=Polygon |date=22 June 2017}}</ref>

=== Military games === Games like America's Army are training simulations that are used in the training and recruitment of soldiers. The games try to represent warfare as realistically as possible in order to familiarize users with the dangers, strategies, weapons, tactics and vehicles. {{fact|date=September 2022}}

=== Politics, culture and advertising === {{See also|Business simulation game}} [[File:Openttd interface.png|thumb|''OpenTTD'', a game that simulates running a railroad business]] Persuasive games are developed for advertisers, policy makers, news organizations and cultural institutions. They are politically and socially motivated games that serve social communication. They cover areas such as politics, religion, environment, urban planning and tourism. The aim is to lead to create a demand for product due to a generated positive exposure to the product in the game or introduce new ways of thinking through experience. {{fact|date=September 2022}}

=== Product creation games === The aim here is to give the user an understanding of a company's products. The user can test the products in a simulation under real conditions and convince themselves of their functionality. Technical basics, handling and security risks can be taught to the user.

=== Recruitment games === This type of serious games is intended to bring the user closer to tasks that would otherwise be less in the limelight. Companies try to present and profile themselves through such games in order to attract apprentices and applicants. Future tasks will be presented and carried out in a large context, for example "TechForce", in which various technical areas are combined into an end product with the aim of winning a race.

=== Scientific tool ===

In 2021, Heather R. Campbell, a graduate student at the University of Kentucky, published her doctoral dissertation, ''Towards a Holistic Risk Model For Safeguarding the Pharmaceutical Supply Chain: Capturing the Human-Induced Risk to Drug Quality''.<ref name=Buiceetal>{{cite thesis | last1=Campbell | first1=Heather R. | title=Towards a Holistic Risk Model For Safeguarding the Pharmaceutical Supply Chain: Capturing the Human-Induced Risk to Drug Quality| type=PhD dissertation| year=2021 |publisher=University of Kentucky | doi=10.13023/etd.2021.374 }}</ref> In this work, Campbell developed a virtual pharmaceutical manufacturing plant and used the flexibility of video games to develop various real-life scenarios. The scenarios were then played by humans under different motivating objectives through a series of experiments. The results allowed Campbell to gather useful information on what might be the next threat to the pharmaceutical supply chain. The results showed promise for the future of video games as a scientific data collection tool and was featured in a Bloomberg ''Prognosis'' article.<ref name=p>{{cite news | last1=Edney | first1=Anna|title= A Video Game Only A Pharmacist Could Love Ferrets Out Drug Fraud: Health professionals build a tool inspired from war-gaming technology to predict drug company behavior | newspaper= Bloomberg | date=7 November 2021| url=https://www.bloomberg.com/news/articles/2021-11-07/a-video-game-only-a-pharmacist-could-love-ferrets-out-drug-fraud }}</ref>

=== Security === Serious games in the security sector are mainly aimed for disaster control, defense and recruitment. Serious games can support a wide range of public, private and municipal institutions, including fire departments, law enforcement, federal agencies (such as tPublic, private and municipal institutions, such as fire brigades, police, federal agencies (including the Federal Agency for Technical Relief in Germany) and NGOs and other humanitarian organizations like the Red Cross. By simulating scenarios such as natural disasters, acts of terrorism, and emergency medical crises, these games allow personnel to practice danger prevention and response in a controlled environment. One of the advantages of these simulations is the ability to test decision-making under time pressure and high-stakes conditions while minimizing the costs and logistical resources required for real drills.

An example of a serious game in this sector is the ''Emergency'' game series and the various disaster management simulators that allow teams to explore the response of communities to disaster situations.

=== Youth education === The user is given tasks and missions that they can only solve with the knowledge that they will gradually discover during the game. The theoretical aspects of the game are always taught in small quantities at the right time to be able to solve the next task and thus test the theoretical approaches in practice.{{fact|date=September 2022}}

== Evaluation and impact assessment == The evaluation of serious game effects remains a methodological challenge. While many games are designed with specific intended outcomes, measuring whether those outcomes are achieved requires rigorous assessment methods. Evaluation approaches range from satisfaction surveys (measuring participants' immediate reactions) to longer-term impact studies assessing behavioural or systemic change.<ref>{{cite journal |last1=Mayer |first1=Igor S. |title=Towards a comprehensive methodology for the research and evaluation of serious games |journal=Procedia Computer Science |volume=15 |pages=233–247 |year=2012 |doi=10.1016/j.procs.2012.10.075}}</ref>

Several frameworks have been proposed to structure evaluation. Adaptations of Kirkpatrick's four levels of training evaluation have been used to assess games along dimensions of reaction, learning, behaviour, and results. Other scholars have drawn on realist evaluation, contribution analysis, and theory of change approaches to account for the complex, context-dependent nature of game-based interventions.

==References== {{Reflist|30em}}

==Further reading== *[http://www.br-ie.org/pub/index.php/rbie/article/view/6563/5002 Joy e as Letrinhas]: um Serious Game como ferramenta de auxílio no processo de alfabetização de crianças do ensino fundamental. *Abt, C. (1970). Serious Games. New York: The Viking Press. *{{cite book |last= Aldrich |first=Clark |title=The Complete Guide to Simulations and Serious Games |year=2009 |publisher=Pfeiffer |isbn=978-0-470-46273-7 |page=576 }} *{{Citation|last1 = Anderson|first1 = E. F.|last2 = McLoughlin|first2 = L.|last3 = Liarokapis|first3 = F.|last4 = Peters|first4 = C.|last5 = Petridis|first5 = P.|last6 = de Freitas|first6 = S.|title= Serious Games in Cultural Heritage|url = https://coventry.academia.edu/EikeFalkAnderson/Papers/110808/Serious_Games_in_Cultural_Heritage |series = VAST-STAR, Short and Project Proceedings, 10th VAST International Symposium on Virtual Reality, Archaeology and Cultural Heritage (Eurographics VAST '09) |publisher = Faculty of ICT, University of Malta |pages= 29–48 |year=2009}} *{{cite journal |last1=Baranowski |first1=T |last2=Buday |first2=R |last3=Thompson |first3=DI |last4=Baranowski |first4=J |title=Playing for real: video games and stories for health-related behavior change |journal=American Journal of Preventive Medicine |date=January 2008 |volume=34 |issue=1 |pages=74–82 |pmid=18083454 |pmc=2189579 |doi=10.1016/j.amepre.2007.09.027}} * {{cite journal |last1=Dernat |first1=Sylvain |last2=Grillot |first2=Myriam |last3=Andreotti |first3=Federico |last4=Martel |first4=Gilles |title=A sustainable game changer? Systematic review of serious games used for agriculture and research agenda |journal=Agricultural Systems |volume=222 |article-number=104178 |year=2025 |doi=10.1016/j.agsy.2024.104178 |bibcode=2025AgSys.22204178D }} *{{cite book | last = Digitalarti Mag #0 | title = Serious Game | year = 2009 | pages = 24–25 | url = http://www.digitalarti.com/files/Digitalarti_Mag_No_0_high_res.pdf | access-date = 2010-01-13 | archive-date = 2011-07-10 | archive-url = https://web.archive.org/web/20110710125458/http://www.digitalarti.com/files/Digitalarti_Mag_No_0_high_res.pdf | url-status = dead }}^ * {{cite book |editor1-last=Dörner |editor1-first=Ralf |editor2-last=Göbel |editor2-first=Stefan |editor3-last=Effelsberg |editor3-first=Wolfgang |editor4-last=Wiemeyer |editor4-first=Josef |title=Serious Games: Foundations, Concepts and Practice |date=2016 |publisher=Springer Cham |isbn=978-3-319-40612-1 |language=en |doi=10.1007/978-3-319-40612-1}} *Egenfeldt-Nielsen, Simon. [https://web.archive.org/web/20120610101344/http://media.seriousgames.dk/downloads/the_basic_learning_approach.pdf The basic learning approach behind Serious Games]. April 2005 *Egenfeldt-Nielsen, Simon. [https://web.archive.org/web/20120610102240/http://media.seriousgames.dk/downloads/game-overview.pdf Overview of research on the educational use of video games]. March 2006 *{{cite journal|doi=10.1002/bjs.8819|pmid=22961509|title=Systematic review of serious games for medical education and surgical skills training|journal=British Journal of Surgery|volume=99|issue=10|pages=1322–1330|year=2012|last1=Graafland|first1=M.|last2=Schraagen|first2=J. M.|last3=Schijven|first3=M. 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"Serious Gaming for the Evaluation of Market Mechanisms", Proceedings of the International Conference on Information Systems (ICIS) 2009. *{{cite journal|doi = 10.1109/TEM.2015.2413494|title = Serious Games as a Means for Scientific Knowledge Transfer—A Case from Engineering Management Education|journal = IEEE Transactions on Engineering Management|volume = 62|issue = 2|pages = 256–265|year = 2015|last1 = Mettler|first1 = Tobias|last2 = Pinto|first2 = Roberto|s2cid = 36568500|url = https://www.alexandria.unisg.ch/240462/1/Preprint.pdf|archive-date = 2021-07-16|access-date = 2021-04-20|archive-url = https://web.archive.org/web/20210716095149/https://www.alexandria.unisg.ch/240462/1/Preprint.pdf|url-status = dead}} * Reeves, Byron; Reed, J. Leighton (2009). [http://www.totalengagement.org/ Total Engagement: Using Games and Virtual Worlds to Change the Way People Work and Businesses Compete]. Boston: Harvard Business School Publishing. *Routledge, Helen (2015). 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{{DEFAULTSORT:Serious Game}} Category:Serious games