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Serious Games
‘Serious games’ are not new in educational processes. The term dates back to late 60’s and first appears in Clark Abt’s book (1968) entitled ‘Serious Games’. Abt (1970, p.9 cited in Ulicsak and Wright, 2010) describes serious games as having ‘an explicit and carefully thought- out educational purpose and are not intended to be played primarily for amusement; this does not mean that serious games are not, or should not be entertaining’. In his book, Abt (1970, p9 cited in Ulicsak and Wright, 2010) was referred to simulations for training managers, teachers, and students as well as to military games that simulated dramatic scenarios.
Should be entertaining?
The very first definition did not clearly state whether serious games should be entertaining. Recent definitions do not also illuminate the aspect of ‘entertainment’. Literature shows that researchers and practitioners in the area of serious games have not come to agreement regarding the entertainment or amusement aspect within serious games (Ulicsak and Wright, 2010). Zyda (2005, p.25) considers the ‘entertainment’ aspect a prerequisite and describes a serious game as a ‘mental contest, played with a computer in accordance with specific rules that uses entertainment to further government or corporate training, education, health, public policy, and strategic communication objectives’. Stone (2008, p.9) in his definition of serious games had weakened the aspect of entertainment stressing the fact that serious games ‘move beyond entertainment per se to deliver engaging interactive media to support learning in its broadest sense’.
The aspect of entertainment is absent in Sorensen and Meyer’s (2007, p.559) definition, where serious games are described as ‘digital games and equipment with an agenda of educational design and beyond entertainment’. According to other definitions aspects of leisure games and game technologies are imported to serious games; for instance, Felicia (2009, p.6) describes serious games as using ‘new gaming technologies for educational or training purposes’ stressing also the fact that serious have the potential to trigger ‘educational, therapeutic, and social’ mechanisms.
