Expected learning outcomes
After successfully completing the program, the students:
• Possess advanced knowledge of the development process for Serious Games.
• Possess the knowledge needed to be capable of adding game mechanics to new health and education problems.
• Possess specialized insight and good understanding of the current state of the art research in Serious Games with an emphasis on Games for Health and Games for Education
• Possess thorough knowledge of the different methodologies for research in the Health and Education sector, as it relates to using games
• Possess thorough knowledge of game evaluation methodologies and game metrics.
• Are able to analyze existing theories and methods for teaching and engagement and challenge established practice in using game to motivate change.
• Are able to analyze the role of games in both education and health in relation to society
• Are able to critically review literature from the field of serious games when solving new or complex problems
• Are able to analyze ethical issues related to the use of technology and specifically games in non entertainment areas.
• Are able to communicate academic issues, analyses, and conclusions, with specialists in the field and to the public, orally
• Are able to contribute to innovative thinking and innovation processes
- Games and game development foundations
- Why people play
- Gaming environments/platforms/platform capabilities (I/O-devices, HW architecture, SDKs, ...),
- Game Design
- Game development
- Game Engines
- Taxonomy of serious games
- Game metrics for player evaluation
- Ethics related to using games to alter educational and medical outcomes
- Games for training and education
- Games for Health
- Games for Science
Net Support Learning
Teaching Methods (additional text)
In the spring semester, the course will be offered both as an ordinary campus course and as a course that is offered in a flexible way to off-campus students. Lecture notes, e-lectures and other types of e-learning material will be offered through Fronter. Communication between the teachers and the students, and among the students, will be facilitated by the Fronter, google docs and google plus.
Form(s) of Assessment
Oral exam, individually
Alphabetical Scale, A(best) – F (fail)
Internal and/or external examiner
Re-sit August 2016
Students need to present research papers and participate in reflection activities during seminars. Off-campus students need to record presentations and share their reflections in off-line forms.
Notes, handouts and research papers. Details will be announced at the beginning of the course.
Lectures and seminars will be recorded.