Research into serious games has produced confusing and sometimes conflicting results regarding the effectiveness of using games in education. This confusion can make designing an effective serious game challenging if one wishes to follow the recommendations found in the literature. When we examine these recommendations in light of theoretical models of cognitive and social development along with Universal Design for Learning principles, many of these apparent contradictions can be resolved.
Aim:
In reviewing the literature we identified social learning and motivation factors that when considered in designing serious games can improve their effectiveness. Using these factors, we provide a concise set of guidelines for developing serious games.
Conclusion:
The research-informed guidelines presented here can be utilized by all game designers wishing to maximize serious game effectiveness.
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