Serious Games

As competitive and cooperative dynamics gain prominence in games, they present unique opportunities to study player behavior. This paper explores the orientations of different player types, as categorized by Bartle’s Taxonomy, through the lens of a Game With A Purpose (GWAP) called BartleZ. Bartle’s Taxonomy identifies four distinct player types–Achievers, Explorers, Socializers, and Killers. This study delves into how these different types approach competitive and cooperative gameplay, through structured dilemmas in BartleZ. Results with 45 participants, reveal that player orientations significantly influence engagement and decision-making. Achievers balanced both strategies; Explorers favored cooperation; Socializers consistently chose cooperation; and Killers preferred competition but adapted in some contexts. Overall, players leaned toward cooperation early on, with a shift toward competition as complexity increased. Our findings pinpoint the importance of tailoring GWAP mechanics with diverse player motivations, enhancing both engagement and problem-solving effectiveness.

The emergency management community faces challenges in preparing for and responding to high-impact, weather-related disasters. Traditional training methods, such as tabletop exercises and full-scale drills, often fall short in replicating the complexity, uncertainty, and time-sensitive decision making required in real disaster situations. This paper highlights the need for a novel multiplayer, serious computer game to help train emergency management professionals. Informed by interviews with thirteen emergency management professionals in the United States, we propose a framework for a serious disaster game. The framework for the game has players acting in different emergency management roles working together to respond to an extreme weather event.

This article presents the development of an intrinsically integrated educational video game designed to train medical students and residents on the importance of formative feedback and how to deliver it effectively. Through this design case study, we describe the iterative methodology followed and its critical role in achieving a high-quality outcome.

Despite growing awareness, unconscious racism and sexism still affect hiring decisions. This paper investigates such bias through a serious game designed to raise awareness and observe player behavior. Participants made hiring choices in the game based on applicant “stats” and images. The results indicate the presence of significant hiring bias against women among several actors, particularly in the direct choice between male and female candidates and in the assignment of employees to traditionally male-dominated jobs such as construction workers. These findings confirm the continuing influence of gender bias in recruitment scenarios and suggest that unconscious bias can have a significant impact on recruitment outcomes.

The purpose of this literature review is to summarize the extant literature on the use and impacts of games, both analog and digital, in carceral settings. Our goal is to identify how games are being implemented and evaluated in correctional contexts and to what ends (rehabilitation, education, mental health, behavior management, social dynamics, etc.). Drawing on academic and news sources, this review synthesizes empirical and publicly reported accounts of the use of games in carceral contexts to chart the development, implementation, and outcomes of game-based interventions in prisons and detention facilities. Here we emulate the work of Jenness and colleagues [20] by bringing in the voice of the incarcerated and the administrative staff that serve them. One lead academic researcher authored the main body of the literature review, with two co-authors providing commentary where relevant from the perspectives of those who live and who work inside. Our findings show that, while early implementations used games primarily for external behavioral control or mere diversion, contemporary efforts use games in increasingly sophisticated ways to foster emotional regulation and self-control, social connection and communication skills, rational decision-making and thinking through consequences, mental fitness and the reduction of prejudices. Analog games remain disproportionately prevalent in carceral settings, with chess and Dungeons & Dragons [17] the two most prevalent games used. Future longitudinal and mixed methods research is needed to interrogate the lived experiences of incarcerated players, the emergent dynamics of game play in carceral contexts, and the institutional logics that shape game-based programs and policies.

Advances in Virtual Reality enable new learning spaces for language learning. While game-based learning generally has shown promise in the field of language learning, its potential for low-literate adults remains underexplored. In this work, we examine the potentials of Serious Virtual Reality Games (SVRGs) for language learning and describe the design of a playful SVRG involving an embodied syllable sorting task. Using a within-participants design, adults previously identified as low-literate (n = 9) played the game in two conditions: a low-immersive desktop and a fully immersive VR version. Learning outcomes were measured via pre- and post-tests. We assessed in-game performance, usability, flow, engagement, and embodiment. While the results did not reveal significant differences regarding knowledge gain, usability, and flow, participants reported increased attention playing the SVRG. Moreover, the game metrics revealed that participants pursued a trial-and-error strategy when playing the PC version, whereas in VR the interface design nudged them towards making more informed decisions.

Objective: Virtual reality (VR) is a promising tool for training motor skills. Though, the vergence-accommodation conflict (VAC) is a significant, unavoidable issue of VR headsets. VAC is caused by decoupling two highly synchronized visual information processes: the eye lenses focuses on a fixed distance (accommodation), while the eyes converge at the perceived target distance (vergence). This leads to lower efficacy in motor planning and control. The impact of VAC on learning transfer is yet unknown.Method: Using a manual motor task in reaching distance, we will compare learning transfer between VR and real world under different VAC conditions. Due to its focal distance, the device has a small VAC at reaching distance, but the VAC will be manipulated using modified lenses, inducing a large VAC, leading to a maximal decoupling. 180 participants will be randomly assigned to one of three groups (small VAC, large VAC, real-world controls), age ranges from 18 -30 years.Expected Results: We expect a significant interaction between VAC level and time. Training in large VAC condition would lead to more errors and longer task completion times in the real-world setting compared to small VAC conditions.Outcome: To fully exploit the potential of VR, an in-depth problem-oriented understanding of the sensorimotor mechanisms that may limit transfer is of central importance. This study will provide insights for the learning transfer using VR applications in specific motor interventions such as rehabilitation and practice tasks in peri-personal space.

‘Video games have gained remarkable popularity and have become the dominant form of entertainment today. While many educators incorporate video games into their classrooms, limited information exists on faculty experiences in this regard. We investigated teachers’ experiences in classrooms when using educational video games as part of their curriculum. Participants were a purposeful sample of 5 higher education faculty who used games in 4–9 semesters with a total of 3,226 students. The method used was a collective case study using semi-structured interviews and student game play data. Four major themes were discovered based on the interviews with the teachers. The themes show how and why the faculty use the games, mainly as a pedagogical tool, to connect with people, as a method to deliver content and as an artifact. Three distinct faculty profiles emerged from this research. To enhance the effectiveness of game-based teaching, additional research is needed to understand the training and support required by teachers and faculty. Tailored support and training materials should be developed to address the specific needs of these game-based teaching profiles, ultimately assisting faculty in their efforts to employ games in the classroom.

Inclusiveness and accessibility are important properties to allow everyone to participate in today’s society. However, these properties have an even higher importance in the context of security and social engineering as disabled and discriminated persons often additionally struggle with depleted resources and capabilities, and therefore are particularly vulnerable [28]. On the other hand, we found that inclusiveness and accessibility are often neglected when it comes to serious games for security training or awareness. Therefore, we investigated how gender inclusiveness to avoid typical stereotypes, language inclusiveness to improve accessibility and features to ease the participation of visually impaired players could be integrated in the already existing games HATCH [5] and PROTECT [17]. We found that the invested effort in accessibility greatly improved the overall user experience and gender-inclusiveness had a positive impact on the players’ creativity.

In this paper we will discuss the work we are doing within the Game4CED project regarding board games and dyschromatopsia. The term dyschromatopsia indicates a condition of hypo-functioning of a class of cones which leads the subject to confuse colors or perceive some of them in a limited way. Approximately 9% of men and 1% of women are affected by some kind of color deficiency. With this research project we analyzed if modern board games are fully playable by people with color vision deficiency and we tried to utilize a board game designed by us to identify children with this type of vision deficiency. To do so we have analyzed the visual accessibility standards of many modern boardgames, created a method to evaluate these standards and, above all, created a board game called ColorFit. ColorFit is a free abstract board game for two players that requires players to associate colored tiles with colored areas presented on the game board. This simple task associated with specially designed color palettes allows us to estimate if players are viewing colors correctly or have perceived some type of chromatic alteration due to dyschromatopsia.

This study explores how serious games can foster collaborative knowledge-building and resilience in wildfire preparedness scenarios. Through the analysis of player discourse during gameplay, we investigate how knowledge is shared, decisions are influenced, and strategic thinking evolves through co-learning while playing. Employing a discourse analysis framework, complemented by pre/post surveys, we aim to understand player interactions and enhance interactive learning. Findings suggest that structured in-game conversations facilitate knowledge sharing and player discourse reveals important insights into collective resilience-building processes.

This paper presents the co-design process of a serious game aimed at supporting the development of emotion regulation (ER) skills in preschool children aged 3 to 5. The project is grounded in-depth interviews with experienced child psychologists (n = 5), who provided critical insights into the needs and preferences of the target audience of the serious game. Thematic analysis of the interviews revealed five key themes: emotional challenges, triggering contexts, ER strategies used in clinical practice, game-based learning recommendations, and the importance of parental involvement. These themes directly informed the game’s design. Evidence-based ER strategies were translated into interactive elements such as guided activities, playful mini-games, and narrative-driven scenarios. The co-design process was essential to ensure the developmental appropriateness of the serious game and align its mechanics with real-world therapeutic practices.

This study presents the design rationale and prototyping process of GeoQuest, a mobile educational game designed to foster curiosity and promote lifelong learning in geography among adult learners. Grounded in game-based learning and design thinking, the project explores how user-centered design methods can inform the development of effective educational games. GeoQuest integrates map-based exploration, challenge-based quizzes, and incentive-driven mechanics to stimulate geographic thinking and self-regulated learning. The study follows the design thinking process, including empathizing, defining, ideating, prototyping, and testing, supported by simulated interviews, persona development, rapid ideation, and iterative prototyping. The primary objective is to investigate how design methodologies can be applied to create engaging and educationally aligned game systems for adult learners. The resulting contribution is a high-fidelity prototype, supported by documented artifacts and usability planning, which illustrates a replicable approach to serious game design. This work provides design implications for creating learning environments that support spatial reasoning, curiosity, and lifelong learning through game-based experiences.

Sarnetz is a web-based serious game for teams of 5 players. The goal is to shape the future of the Eastern Swiss village Zernez in the Alpine region to create a CO2 neutral region. Players take on the role of different stakeholders and build consensus through discussions and proposals of different measures. Sarnetz is based on an existing board game and the digital version has been used in six workshops of 5–7 participants each. Using feedback from students and professors we conducted a thematic analysis and created three themes that highlight how the discussions were shaped: Seeking Consensus, Playing the Numbers Game, and Feelings Do (Not) Matter. Our work allows us to identify Mechanical Roles (MRs) and Role-Playing Roles (RRs) and how their unique qualities contribute to the overall experience. We provide a set of five design considerations on how to balance these roles in similar games.

This paper presents a novel framework for analyzing video game interventions targeting anxiety and depression in randomized controlled trials. We classify games based on their therapeutic approach and analyze their design features using Laine et al.’s design principles taxonomy organized by Plass et al.’s engagement dimensions. Through case studies of Hit the Cancer and Bejeweled, we demonstrate how specific game design features foster different types of engagement. We then present and discuss the most frequent game design principles and engagement identified in five different casual games analyzed.

“The Throne is Mine” is an innovative augmented reality (AR) card game designed for children aged 4–12, that explores the educational experience of hybrid physical-digital card play. By integrating 3d character models with traditional card gameplay, we examined how AR technology can enhance children’s memory retention and decision-making ability while maintaining the existent benefits of conventional tabletop games. Our implementation used Unity 3d and Vuforia for robust image recognition, focusing on creating age-appropriate UI based on Piaget’s cognitive development framework. Preliminary testing with children revealed promising engagement levels, with most of the children responding more positively to this mixed format, showing increased excitement during AR-triggered animations compared to non-AR cards. Key challenges included improving gesture controls for younger users and ensuring consistent AR tracking across varying lighting conditions. This work contributes to the growing conversation around AR’s educational applications by demonstrating how thoughtful integration of digital elements can enhance, rather than replace, physical play experiences. We identify specific design considerations for child-focused AR applications that prioritize both engagement and educational outcomes.

We introduce Tik Tik, a novel video game designed to study problem solving. The game’s structure enables the creation of problems that range from trivially simple to highly complex. Across three studies, we demonstrate how to experimentally manipulate players’ focus on finding optimal solutions. Moreover, we identified two structural parameters, the optimal solution length and the truncated search space size, that determine problem difficulty. These findings establish Tik Tik as a viable serious game for investigating search in problem solving.

This demo paper presents Accompany, an interactive narrative serious game supporting family caregivers of adolescents with anorexia nervosa (AN). It enables users to rehearse communication strategies in emotionally challenging situations while receiving contextual feedback. Scenarios are dynamically generated through a hybrid narrative engine combining rules, branching, and constrained language generation, and are structured around pedagogical goals aligned with clinical principles. The paper outlines the system’s design rationale, interaction model, and adaptive narrative architecture.

This demo showcases a lightweight conversation template designed to help students prototype short, character-driven interactions within Answer Campus, an ongoing academic game series. By writing inside an established game world using a prebuilt Unity framework, students can sidestep common early blockers in game development: scope creep, technical uncertainty, blank-page paralysis, etc. and instead focus on tone, branching structure, and relational outcomes. This demo was piloted as a two-week narrative design sprint where students created original conversations for existing characters, drawing on a shared character bible and game assets. Post-mortems revealed that the template supported both technical and narrative growth, allowing students to explore authorship, collaboration, and emotional design.

This position paper introduces a theoretical framework for the design of learning games based on the concept of experiential metaphor. Grounded in experiential learning and conceptual metaphor theory, the framework offers a method for integrating educational objectives directly into game mechanics. By considering the game as an adidactic and metaphorical environment, it proposes three principles of convergent design to help designers create coherent, meaningful learning experiences that avoid superficial gamification. A concrete example illustrates the model and opens perspectives for its empirical validation.

This paper explores the potential for large language models (LLMs), specifically ChatGPT-4o, to engage in role-playing games (RPGs) by making decisions based on predefined belief systems and motivations. Using a text-based dungeon crawler environment, the LLM was assigned structured character profiles incorporating alignments from Dungeons & Dragons and motivations—wealth accumulation, wanderlust, or safety—to guide decision-making. This approach supports player modeling by enabling the creation of non-player characters (NPCs) that reflect diverse player types, facilitating personalized, adaptive serious games. We also introduce a system for evaluating an LLM’s effectiveness in character generation, offering a structured framework for assessing its ability to maintain consistent, motivation-driven behavior. LLMs demonstrated improved decision-making accuracy ranging from 75% to 93% under the structured framework. The lowest performance appeared in chaotic and evil profiles—behavioral patterns often attenuated during pretraining—while the highest accuracy was found in lawful and neutral profiles oriented toward safety. These findings highlight the potential for LLMs to enhance game design through richer NPC interactions and more dynamic, player-adaptive experiences.

Games are fun. Serious Games are even more than fun, addressing an additional characterizing goal beyond entertainment, e.g. learning, training and simulation, awareness, behavior change or health – ultimately benefiting the welfare of individuals and society. Nevertheless, serious games still represent a niche market of the prospering video games industry, and many serious games are not well received by players due to low quality. Numerous serious games developments end up in prototypes but are not successful from a commercial perspective. Based on that situation, the aim of this interdisciplinary, experience based, and practically oriented work is to raise game developers’ awareness of marketing aspects in the development process of serious games. The paper starts with a brief introduction pointing out the potential and status quo of serious games. Section 2 reviews key marketing concepts, primarily for readers with minor skills in marketing. Then, a conceptual model for marketing is introduced, bridging the game world with the marketing world. Hereby, emphasis is put on the need to consider relevant marketing aspects such as value orientation and the 4P of marketing during the whole lifecycle of game development, starting from a game idea up to the integration and use of a serious game in application fields such as education or health. As a tangible outcome and for practical use of the model, an initial game and marketing concept canvas is proposed. Section 4 provides practical insights how to use the conceptual model, by example of the ongoing research project SG4ChildD in the field of mental health games.

How do we learn when to persist, when to let go, and when to shift gears? Gearshift Fellowship (GF) is the prototype of a new Supertask paradigm designed to model how humans and artificial agents adapt to shifting environmental demands. We introduce Supertasks as novel paradigms that combine serious gaming with computational neurocognitive modeling to study adaptive behavior in dynamic, naturalistic environments. By grounding them in cognitive neuroscience, computational psychiatry, economics, and artificial intelligence, they provide methodological scaffolding for creating structured environments that assess the underlying mechanisms of adaptive behavior using cognitive models. The resulting computational parameters not only explain behavior but also shape the game environment, enabling real-time probing of these mechanisms. Unlike traditional tasks, GF supports individualized modeling across perceptual, learning, and meta-cognitive levels. This offers a flexible testbed for understanding how cognitive control, learning strategies, affect, and motivation shift across contexts and over time. GF serves as an experimental platform for scientists, a phenotype-to-mechanism bridge for clinicians, and a training tool for individuals seeking to strengthen self-regulated learning, mood, and stress resilience. Early results from an ongoing online study (n = 60) replicate canonical effects from established laboratory tasks (demonstrating construct validity) and uncover novel patterns in learning dynamics and clinical features. These findings lay the groundwork for in-game interventions that build self-efficacy and agency in the face of real-world uncertainty. GF offers a new adaptive ecosystem that accelerates scientific discovery, transforms personalized care, and fosters individual growth. It serves as both a mirror and a training ground where humans and machines co-evolve, cultivating deeper flexibility and awareness.

This study investigates the game mechanics necessary to induce real-world climate action by adopting a theoretically well-known model of collective action called the Wilcox Ladder of Participation to create a “Games Ladder for Climate Action.” We then evaluate 10 games based on the different levels in the ladder, which includes the ability to inform, consult, involve players in decision making, facilitate collaborative actions, and inspire real-world independent actions. The results show that many games are effective in educating players, but fail to foster deeper engagement mechanisms such as player feedback, decision-making involvement, and collaborative problem solving, which are necessary for promoting real action. This study offers a framework that game developers can use to evaluate their games and some critical insights to help developers design more impactful educational games that not only inform, but also drive real-world action in response to environmental issues.

Dietary choices significantly influence greenhouse gas (GHG) emissions, positioning food consumption as a vital focus for climate mitigation. Traditional eco-feedback tools often rely on abstract numerical data, which may hinder emotional engagement and user motivation. This study explores a plant avatar approach to deliver metaphor-based, gamified feedback on dietary CO₂ emissions. In a 7-day exploratory study, a Telegram chatbot delivered either standard numeric feedback or dynamic avatar responses based on daily food intake. Results showed that participants receiving avatar-based feedback exhibited greater and more consistent reductions in emissions and reported stronger emotional connections and interpretability. While preliminary due to a small sample (N = 8), findings suggest promise for emotionally intelligent, narrative-based interventions in sustainable HCI. This research contributes design insights for more relatable and motivational climate technologies.

Measuring cognitive gains in a multi-skill training game is challenging, especially with dynamic difficulty levels that must be factored into metric design. This exploratory study aims to investigate whether Item Response Theory (IRT) can be used to model the mission difficulty and scale the performance score of participants’ attentional abilities to reflect their training gains in an attentional training game, Skylar’s Run. Properties of EEG-based attention performance were investigated. We modeled the participants’ focused and sustained attention scores during gameplay that are physiologically measured every 1/10th of a second. Using IRT, we calculated difficulty weights for 15 missions and scaled the performance scores accordingly to reflect the inherent difficulty across the missions. We also accounted for EEG data variability. Lastly, we validated the scaled performance scores by fitting regression models and found that training duration had a marginally significant positive association with the performance score of sustained attention but not focused attention. These results provide evidence of the viability of using IRT to consider variability in physiological measures of attention as well as in game difficulty in complex cognitive training games.

This study examines the learning app Basketball Challenge, designed to teach ballistic trajectory concepts at the secondary school level. The app is available in a gamified and a standard version. We compared both versions using pre- and post-tests to measure learning effects. While statistical analyses did not reveal significant learning gains, a notable interaction between gender and condition emerged in game performance. To deepen the analysis, Knowledge Space Theory (KST) and Competence-based KST (CbKST) were applied, enabling a structural, competence-focused evaluation. The model showed good fit for both knowledge tests and game levels. Although competence gains were small and statistically non-significant, structural analyses revealed patterns not evident in aggregated performance scores.

Parenthood poses challenges to emotion regulation (ER), especially during the transition to adolescence, a period of major emotional and social changes. Despite programs for improving emotional skills, access to mental health services is limited. To address these challenges, this study presents the development of a serious game (SG), called EmoBalance, to help parents of young adolescents identify emotions and learn ER strategies based on the Process Model of Emotion Regulation. The game design involved interviews with the target audience and relevant stakeholders. A pilot usability evaluation was conducted with three psychologists and three mothers to assess their experience of and satisfaction with the game. The mothers identified with the topics addressed in the SG. The psychologists recognized the game’s potential for clinical application. Additional mechanics to increase parental engagement are recommended. By helping parents to deal with their own emotions and increase their knowledge of how to model and teach ER processes to their adolescents, it is also expected to contribute to the development of these skills in adolescents.

Regular physical activity is essential for maintaining health, yet many adults remain inactive - often due to low motivation or lack of access to engaging training formats. Exergames, which combine physical movement with interactive gameplay, offer a promising solution. However, many existing systems fail to reach sufficient intensity to produce measurable physiological benefits. This study evaluates SkyRide, an adaptive exergame integrated into the immersive ExerCube system, which merges virtual environments with ergometer-based endurance training. Twenty-one healthy adults participated in a comparative assessment involving both a conventional cycle ergometer session and a SkyRide session. Key physiological parameters - maximum heart rate (HRmax) and maximal oxygen uptake (VO2max) - were continuously recorded. Findings indicate that SkyRide can elicit cardiovascular responses comparable to traditional ergometer training in the overall sample. However, subgroup analyses revealed differing patterns of exertion: female and lower-fit participants showed signs of overexertion, while male and high-fit participants experienced an appropriate level of exertion to slight underload. Subjective feedback was largely positive, with many participants describing SkyRide as motivating, varied, and physically engaging. Overall, SkyRide demonstrates potential as a health-oriented training modality capable of delivering effective cardiorespiratory stimulation in an enjoyable format. Enhancing the system’s ability to adjust intensity based on individual fitness levels is recommended to improve training balance across user groups.

This paper proposes a live action role-playing game (LARP) curriculum that unites philosophical reflections on the gnomic self, as articulated through Michel Foucault’s hermeneutics of the self, with a mythic-embodied pedagogy modeled on Achilles’ journey through the stages of ego-death. By framing Achilles’ transformation in the The Iliad as a metaphor for leadership maturity, the work situates ancient myth within a modern framework of conscious business. True leadership, it is argued, is not a function of control but the radical alignment of truth and will—a process enacted through self-observation, symbolic death, and ritual embodiment. Using the LARP structure and emotional-introspective exercises, I develop a praxis for cultivating responsibility, emotional mastery, and agapic leadership.

With the emergence of advanced multimedia technology, such as VR/ MR and research into music consciousness and cognitive musicology, new opportunities arise for encouraging associative thinking and imagery in classical music, both for professional performers, and also, music lovers. In this paper, we report on a case study where the experimental group (N = 22) experienced three mixed reality scenes in which the room was augmented with virtual objects from nature (e.g., a tree and falling leaves) and/or the fantastic (e.g., a mermaid) designed to resonate with the music. The control group (N = 21) listened to the same music as the experimental group using audio only. Participants in both groups were asked to rate their emotions and experiences via several subscales of the Phenomenology of Consciousness Inventory, and describe associations, memories or thoughts that came to mind. Both groups reported being significantly absorbed by the experience and that the experience induced a state of relaxation. Listening to the music evoked a more inner-directed state of attention, while the MR group reported strong engagement with the multisensory MR environment. Familiarity with MR/VR increased the enjoyment of the MR experience. The audio group also described a wide range of associative memories and images, which bear resemblance to the MR visualizations in several ways. We conclude that MR art/music experiences have potential uses for (1) attracting new audiences to classical music; (2) encouraging professional performers and/or music lovers in associative thinking and imagery; and (3) possibly serving as a new form of immersive art music therapy.

Adverse Childhood Experiences (ACEs) significantly impact youth mental health, yet stigma and limited service capacity prevent many young people from accessing care and support. Serious games offer an engaging medium that interests young people through play, and there is emerging evidence of effectiveness for adolescent mental health. This paper describes the design and development of ACE of Hearts, a serious digital game designed to support young people affected by ACEs. Employing an iterative, experience-based co-design (EBCD) approach involving young people and stakeholders, the game creatively integrates metaphorical storytelling and early elements of Narrative Exposure Therapy (NET), providing information and self-directed space for reflection and narration of young people’s predicaments. The prototype includes a central cozy space and four mini-games, each addressing distinct combinations of ACEs, including sibling caregiving and bereavement, disability and trauma, gender dysphoria, and poverty. These issues were designed into the serious game through multimodal storytelling and interactive metaphors. We considered ethical safeguarding and user feedback and highlight the implications for future research.

We investigated the effect of three virtual reality design features on users’ emotional responses, including two visual features (object luminosity and background lighting) and an interaction feature (available actions). Our findings revealed the affective quality of these three design features, showing that object luminosity and actions significantly increase positive emotion, while dark background lighting induces slightly negative emotions. Object luminosity and action also had an effect on perceived presence, whereas background lighting did not. Only action increased the level of perceived cognitive load. We discuss the implications of our findings for the emotional design of VR games for learning.

Virtual reality serious games have proven to be effective for therapeutic and educational purposes. Given the specific nature of some disabilities, user-centric design is required. However, this approach limits reusability and comparison. We introduce COMB2MAPE4VR, a framework that uses the Opportunity-Motivation Behavior framework on top of the Monitor Analyze Plan Execute feedback loop to design and implement serious games for virtual therapy on people with disabilities. We test the iterative prototyping approach and the generic monitoring and analysis components on various participants. Results show the potential of the framework to create custom environments and to extract relevant data for analysis and feedback.

Virtual reality has emerged as an effective tool for educational and research purposes. It provides an efficient means of replicating behaviors that cannot be easily reproduced for people to experience. In this paper, we focus on visual impairments and implement and test a virtual application as an effective tool for increasing awareness of non-visible disabilities. We evaluated the results on 52 participants split in control and experimental groups. Results show differences between the answers that suggest positive effects on virtual environments.