Foreword	5
	Acknowledgements	7
	Contents	8
	Contributors	12
	About the Editors	18
	Part I Serious Games and Emotion	20
	1 Rising to the Challenge: An Emotion-Driven Approach Toward Adaptive Serious Games	21
	1.1 Introduction	21
	1.2 Definition	23
	1.3 Emotions as Player-Centered Source of Adaptivity	24
	1.4 Emotion Recognition: Assessing the Player's State	26
	1.4.1 Self-Reports of Emotional Experience	26
	1.4.2 Physiological Responses	27
	1.4.3 Gameplay-Based Emotion Recognition	29
	1.5 Implementation of Emotion-Driven Adaptivity in Games	30
	1.5.1 Adaptable Game Elements	31
	1.5.2 Current and Envisioned Implementation Methods	35
	1.5.3 Application in Serious Games	38
	1.6 Conclusion	39
	References	40
	2 The Emotion Detectives Game: Supporting the Social-emotional Competence of Young Children	47
	2.1 Introduction	48
	2.2 Importance of Digital Games as Intervention Tools	49
	2.3 Promoting the Development of Children's Social-emotional Competence Through the Emotion Detectives Game	50
	2.4 Adults' and Peers' Role in Supporting the Child's Play	56
	2.5 Empirical Observations on Children's Gameplay Interactions	56
	2.6 The Process of Recognizing and Naming Emotions	57
	2.7 Player Interaction During Gameplay	60
	2.7.1 Rules and Negotiations	60
	2.7.2 Children's Ways of Interacting and Co-constructing Knowledge	62
	2.8 Children's Interaction with the Emotion Detectives Game	65
	2.9 Discussion	67
	References	67
	Part II Games for Music Education	72
	3 Designing Music Games and Mobile Apps for Early MusicLearning	73
	3.1 Introduction	73
	3.1.1 Digital Music Games for Learning and Entertainment	75
	3.1.1.1 For Learning	75
	3.1.1.2 For Entertainment	75
	3.1.2 Cognitive Development	77
	3.1.3 Musical Development and Perception	78
	3.1.4 Knowledge Formation and Musical Knowledge	79
	3.1.5 Children's Play and Learning Motivation	79
	3.2 Musical Applications on Android System	80
	3.2.1 Music Teaching Approach and Content	80
	3.2.2 Multi-touch Application and Music Learning	81
	3.2.3 Music Game Content and Sequential Learning	82
	3.3 Technical Issues in Developing Applications on Mobile Devices	83
	3.3.1 Agile Software Development Method	83
	3.3.2 Game-Based Applications for Music Learning	84
	3.3.2.1 Visual Design	84
	3.3.2.2 Sound Design	85
	3.3.2.3 Mapping Music Elements onto Gameplay	85
	3.4 Qualitative and Quantitative Research	87
	3.4.1 Usability Measurement and Interactive Interface	88
	3.5 Summary	89
	References	90
	4 Shake and Create: Reappropriating Video Game Technologies for the Enactive Learning of Music	92
	4.1 Introduction	92
	4.2 Music Hacks	94
	4.3 KIDI: A Tactile Controller for Learning Through Play	95
	4.4 BitBox!: A Gestural Framework for Exploring Adaptive Music	103
	4.5 Conclusion and Future Development	109
	References	110
	Part III Games for Medical Education and Training	113
	5 Digitisation of Anatomical Specimens and Historical Pathology Specimens for Educational Benefit	114
	5.1 Introduction	115
	5.2 Photogrammetry and Object VR for Visualising Anatomical Specimens	116
	5.2.1 Results of Photogrammetry	117
	5.2.2 Object Virtual Reality	118
	5.2.3 Portable Document Format Files	118
	5.2.4 Use of Digitised Specimens in Games and Interactive Applications	119
	5.3 Advanced Digital Imaging of Historical Specimens	120
	5.3.1 Agisoft PhotoScan	120
	5.3.2 Autodesk ReCap	121
	5.3.3 Autodesk Memento	121
	5.3.4 Selection of Specimens	121
	5.3.5 Imaging	121
	5.3.6 Image Acquisition Issues	123
	5.3.6.1 Lighting	123
	5.3.6.2 Movement	123
	5.3.6.3 Coverage	123
	5.3.7 Results	123
	5.3.7.1 Glass and Encasing	123
	5.3.7.2 Light	124
	5.3.7.3 Dry Specimens	124
	5.3.7.4 Wet Specimens	125
	5.3.7.5 Pollution	126
	5.3.7.6 Summary	127
	5.4 General Discussion	127
	5.4.1 Medical Museums	127
	5.5 Learning and Teaching with 3D	128
	5.5.1 Embedding in Games	129
	5.6 Conclusions	130
	References	131
	6 Towards the Development of a Virtual Reality Simulator with Haptic Force Feedback for Training in Stereotactic Brain Biopsies	133
	6.1 Introduction	134
	6.1.1 Stereotactic Brain Biopsies and Traditional Surgical Training	134
	6.1.2 Motor Skill Training and Haptic Technologies	135
	6.1.3 How Haptic Technologies Assist Surgical Training	136
	6.2 Aim	137
	6.3 Apparatus and Methods	137
	6.3.1 Materials	137
	6.3.1.1 Dataset	137
	6.3.1.2 Data Extraction and Visualization	138
	6.3.1.3 Haptic Interface	138
	6.3.2 Methodological and Technological Framework	138
	6.3.2.1 Biopsy Observation	139
	6.3.2.2 Creation of Anatomical 3D Models and Scene Components	140
	6.3.2.3 Design and Development of the Application	143
	6.4 Heuristic Study	147
	6.5 Results	148
	6.5.1 Parameterization and Analysis of the Haptic Force Feedback	149
	6.5.2 Assessment of the Anatomical Accuracy	149
	6.5.3 Assessment of the Instrumentation	149
	6.6 Discussion	150
	6.6.1 Parameterization and Analysis of the Haptic Force Feedback	151
	6.6.2 Assessment of the Anatomical Accuracy	152
	6.6.3 Assessment of the Instrumentation	153
	6.6.4 Future Potential of the Stereotactic Brain Biopsy Simulator	154
	6.7 Conclusions	155
	References	156
	7 Interaction and Communication in an Immersive Learning Game: The Challenges of Modelling Real-Time Collaboration in a Virtual Operating Room	158
	7.1 Introduction	159
	7.1.1 3D Virtual Operating Room	164
	7.2 Related Work	165
	7.2.1 Learning Games Related to Medical Education	166
	7.2.2 Interaction, Communication and Scenarios	168
	7.2.2.1 Interaction Design	168
	7.2.2.2 Scenario Integration	169
	7.2.2.3 Natural Communication	170
	7.3 Objectives	171
	7.4 Game Design Methodology	173
	7.4.1 Identifying the Objectives	174
	7.4.2 Representing Human Collaborative Activity	175
	7.4.2.1 Depth and Extent of a Scenario Content	179
	7.4.2.2 Scenario Validation	181
	7.4.3 Digitisation of the Activity	182
	7.4.3.1 Grounding the Actions: The Semantic Environment	182
	7.4.3.2 Making of the Interactive Environment	184
	7.4.3.3 AI Control for Non-playing Characters	188
	7.5 Scenario Gamification and the Tutoring System	191
	7.6 Conclusion	194
	References	195
	8 VR Surgery: Interactive Virtual Reality Application for Training Oral and Maxillofacial Surgeons using Oculus Rift and Leap Motion	198
	8.1 Introduction	198
	8.1.1 Surgical Training and Its Challenges	199
	8.2 Innovation in Surgical Training Methods	200
	8.2.1 Surgical Simulation	200
	8.2.2 Serious Games for Surgical Training	201
	8.2.3 Immersive Virtual Reality in Surgical Training	201
	8.3 VR Surgery	202
	8.3.1 Hardware and Software	202
	8.3.2 Design of VR Surgery	203
	8.3.2.1 Content Design	204
	8.3.2.2 Application Design	204
	8.3.2.3 User Feedback	208
	8.4 Discussion	208
	References	210
	9 Creation of E-Tutorials to Enhance Medical Student Anatomy Learning Experience Using Articulate Storyline 2	214
	9.1 Introduction	215
	9.2 Anatomy of the Heart E-Tutorial	218
	9.2.1 Results of Cardiovascular E-Tutorial	219
	9.2.1.1 Regional Anatomy	220
	9.2.1.2 Layers of Heart Wall	220
	9.2.1.3 Cardiac Muscle	221
	9.2.1.4 Chambers, Valves and Blood Flow	221
	9.2.1.5 Innervation and Nodes	221
	9.2.1.6 Vasculature	222
	9.2.1.7 Thoracic Aorta Branches	222
	9.2.1.8 Surface Anatomy	222
	9.2.1.9 Cardiac Imaging	223
	9.2.1.10 Total Quiz Results	223
	9.3 Attainment in Anatomy: The Abdomen	223
	9.3.1 Results of Attainment in Anatomy: The Abdomen	223
	9.3.1.1 Teach Yourself Anatomy	223
	9.3.1.2 Teach Yourself Histology	224
	9.3.1.3 Teach Yourself Imaging	224
	9.3.1.4 Test Yourself	225
	9.4 Anatomy of the Wrist and Hand E-Tutorial	225
	9.4.1 Results of Anatomy of the Wrist and Hand E-Tutorial	226
	9.4.1.1 Introduction to Terminology	226
	9.4.1.2 Gross Anatomy	226
	9.4.1.3 Surface Anatomy	227
	9.4.1.4 Clinical Relevance	227
	9.4.1.5 Quiz	228
	9.5 Results of Beta Phase End-User Evaluation	228
	9.5.1 Pre-evaluation Questionnaire	228
	9.5.2 Post-evaluation Questionnaire	229
	9.6 Discussion	230
	References	232
	Part IV Game Based Learning in Various Subjects	233
	10 Tipping the Scales: Classroom Feasibility of the Radix Endeavor Game	234
	10.1 Introduction	235
	10.2 Barriers and Benefits	238
	10.3 Background	240
	10.3.1 Design of the Radix Endeavor	240
	10.3.2 Implementation Design	243
	10.3.3 Implementation Realities	245
	10.4 Research Design	246
	10.4.1 Sample	246
	10.4.2 Data Collected	247
	10.4.2.1 Log Data	247
	10.4.2.2 Surveys	247
	10.4.2.3 Interviews	248
	10.4.3 Data Analysis Goals	248
	10.5 Findings	249
	10.5.1 Background	249
	10.5.1.1 Feasibility and Usage	249
	10.5.1.2 Comfort Level with Radix	251
	10.5.1.3 Ease of Implementation Ratings	252
	10.5.2 Implementation Barriers	253
	10.5.2.1 Technical Issues	253
	10.5.2.2 Curriculum Fit	254
	10.5.2.3 Gameplay Reports	254
	10.5.2.4 Teacher and Student Resources	255
	10.5.2.5 Control over Student Actions	256
	10.5.2.6 Amount of Time Needed	257
	10.5.2.7 Students' Boredom or Frustration	257
	10.5.3 Implementation Successes	258
	10.5.3.1 Pedagogy Fit and Approaches Used	258
	10.5.3.2 Curriculum Alignment and Content Learned	259
	10.5.3.3 Practices and Soft Skills Developed	260
	10.5.3.4 Level of Student Engagement	261
	10.5.3.5 Unique Qualities	261
	10.5.4 Factors not Discussed by Teachers	262
	10.5.4.1 Connections Across the Curriculum	262
	10.5.4.2 Formative Assessment	263
	10.5.4.3 Mismatched Pedagogy	263
	10.6 Discussion	264
	10.6.1 Increasing Adoption	265
	References	267
	11 Al-Kimia: How to Create a Video Game to Help High School Students Enjoy Chemistry	268
	11.1 What Is Al-Kimia?	269
	11.2 Why Design a Video Game About Chemistry?	269
	11.3 Use of Games as an Effective Learning Tool	270
	11.4 What Type of Video Game Is Most Effective for Learning?	270
	11.5 How to Design a Digital Game	272
	11.6 Al-Kimia	275
	11.6.1 The Story	276
	11.6.2 Applying the Theoretical Framework in the Real World	277
	11.7 Results	279
	11.8 Conclusions	280
	References	281
	12 Designing Virtual Worlds for Learning History: The Case Study of NetConnect Project	282
	12.1 Background	282
	12.2 Main Aim of the Chapter	283
	12.3 NetConnect Virtual Worlds	284
	12.3.1 Historical Details and 3D Reconstruction	284
	12.3.2 Design, Edutainment and Gaming Features	286
	12.4 Research 1: Evaluation of the Virtual Worlds	287
	12.4.1 Research Participants and Questionnaires	287
	12.4.2 Procedure	288
	12.4.3 Results	288
	12.4.4 Limitations and Future Works	288
	12.5 Research 2: Learning Through VWs and Motivation	289
	12.5.1 Research Participants	289
	12.5.2 Procedure	289
	12.5.3 Results	290
	12.5.4 Limitations and Future Works	290
	12.6 Conclusions	291
	References	291
	Part V Serious Games for Children and Adolescents	295
	13 Intelligent Behaviors of Virtual Characters in Serious Games for Child Safety Education	296
	13.1 Introduction	296
	13.2 Current Serious Games for Safety Education	297
	13.3 Risk-Taking Behaviors and Danger Zone	298
	13.4 Behavior Design for Virtual Characters	300
	13.5 Evaluation of the Child Safety Games	306
	13.5.1 Waterside Safety Game	306
	13.5.2 Earthquake Escape Game	308
	13.6 Conclusions	312
	References	312
	14 Using Serious Games to (Re)Train Cognition in Adolescents	314
	14.1 Introduction	314
	14.2 Training Cognitive Processes	315
	14.3 Motivations	318
	14.4 Serious Games and Cognitive Training	319
	14.5 Recommendations for Future Research and Development	322
	References	324
	15 Promoting Healthy Adolescent Lifestyles Through Serious Games: Enacting a Multidisciplinary Approach	329
	15.1 Introduction	330
	15.2 Background	331
	15.3 Games for Health: A Multidisciplinary Project	334
	15.4 Design Processes and Perspectives	336
	15.4.1 The Theory-Based Design Perspective	337
	15.4.2 The Research-Driven Design Perspective	340
	15.4.3 The Entertainment Design Perspective	342
	15.4.4 Reconciling Perspectives	344
	15.5 A Case Study: The PEGASO Project	346
	15.6 Conclusions	349
	References	350
	16 Digital Games in Early Childhood: Broadening Definitions of Learning, Literacy, and Play	355
	16.1 Introduction	355
	16.2 Learning in, Through, and Beyond Digital Games	357
	16.2.1 The Elements of Motivation, Autonomy, Competence, and Relatedness in Digital Games	357
	16.2.2 Early Childhood and the Learning Potential of Digital Games	359
	16.3 Toward Multiple Literacies	362
	16.3.1 Digital Games and Multiple Literacies	362
	16.3.2 Multiple Literacies in Early Childhood	364
	16.4 The Significance of Digital Play	365
	16.4.1 Defining Digital Play	366
	16.4.2 The Educational Value of Digital Play in Early Childhood	367
	16.5 Concluding Remarks: Toward a Child Perspective on Digital Game Playing	368
	References	369
	Part VI Serious Games for Serious Topics	374
	17 “Walk a Mile in My Shoes”: A Virtual World Exercise for Fostering Students' Subjective Understandings of the Experiences of People of Color	375
	17.1 Introduction	375
	17.2 Previous Uses of Virtual Worlds in Educational Settings	377
	17.3 The VIP	379
	17.4 Method	380
	17.4.1 Participants	380
	17.4.2 Data Analysis	381
	17.4.3 Reflexivity and Verification	381
	17.5 White Students' Experiences with the VIP	382
	17.5.1 Experiences of White Racism	383
	17.5.2 Experiences of Interminority Prejudice	384
	17.5.3 Experiences of Racial Microaggressions	385
	17.5.4 Insight into Double Consciousness	387
	17.5.5 Influences of Racial Contexts on Racial Experiences	388
	17.5.6 Resistance to Seeing Race	390
	17.6 Conclusion	392
	References	393
	18 Question-Answering Virtual Humans Based on Pre-recorded Testimonies for Holocaust Education	395
	18.1 Introduction	396
	18.2 Conversational Natural Language Interfaces	396
	18.2.1 Question Answering (QA) About the Holocaust	397
	18.3 Design and Development of Interact	398
	18.3.1 Mapping Current Interaction	398
	18.3.2 The Interact System	400
	18.3.3 Question Generation Methodology	401
	18.3.4 Video Recording and 3D Data Capture	403
	18.3.5 Creating Virtual Survivors	403
	18.3.6 The Uncanny Valley and a New Form of Mixed Reality	405
	18.3.7 Query Elaboration and Expansion	407
	18.3.8 Interact Hardware	409
	18.4 Evaluation	409
	18.5 Conclusions and Future Work	411
	References	412
	19 A Driving Simulator Designed for the Care of Trucker Suffering from Post-Traumatic Stress Disorder	414
	19.1 Introduction	414
	19.2 Related Work	415
	19.3 Theoretical Approach for the Design of an Environment Guided by ACET	417
	19.3.1 Critical Game Features	417
	19.3.2 Serious Game Mechanics of the Simulator	418
	19.3.3 Positive Reinforcement Items	420
	19.3.4 Personalization of the Game	422
	19.3.5 Customization of the Missions	422
	19.3.6 Customization of the Truck	423
	19.4 The Proposed Game	424
	19.4.1 Setup Overview	424
	19.4.2 Gameplay Through the Therapy Protocol	425
	19.4.2.1 The First Session	425
	19.4.2.2 Subsequent Sessions	426
	19.5 Experiments	426
	19.5.1 Protocol	427
	19.5.2 Satisfaction Test	427
	19.5.3 Immersion test	429
	19.5.4 Cybersickness Test	429
	19.6 Conclusion and Future Work	430
	References	432
	20 Using Serious Games to Establish a Dialogue Between Designers and Citizens in Participatory Design	435
	20.1 Introduction	436
	20.2 Literature Review	437
	20.2.1 Participatory Design: Definitions and Issues	438
	20.2.2 3D City Models as Participatory Tools	439
	20.2.3 3D Representation of City in Videogames	439
	20.2.4 Serious Games as Participatory Tool (ca. 350 Words)	441
	20.3 Theoretical Framework: A Virtual Architectural Narrative Environment as Participatory Tool	442
	20.3.1 From Participatory Issues to Research Questions	442
	20.3.2 Architectural Portal of People's Narratives	444
	20.3.2.1 Phase, Communication and Tools	445
	20.3.2.2 Content, Immersion and Playfulness	446
	20.4 Case Study: Grainger Street	447
	20.4.1 Background (Cities, MyPlace and the Age-Friendly City Initiative)	447
	20.4.2 Methodology	448
	20.4.3 Grainger Street: Historical Background	448
	20.4.4 Laser Scanning of the Street	449
	20.4.5 Digital Reconstruction	450
	20.4.6 Virtual Environment in Unity	452
	20.5 Conclusions and Future Developments	454
	References	454
	Part VII Gamification	457
	21 How to Use Game Elements to Enhance Learning: Applications of the Theory of Gamified Learning	458
	21.1 Introduction	458
	21.2 The Theory of Gamified Learning	460
	21.3 Goal-Setting Theory and Self-Regulation	463
	21.3.1 Applying Goal-Setting Theory via Rules/Goals Game Elements	464
	21.3.2 Applying Goal-Setting Theory via Conflict/Challenge Game Elements	465
	21.4 The Testing Effect	466
	21.4.1 Applying the Testing Effect via Assessment Game Elements	467
	21.5 Presence Theory	468
	21.5.1 Applying Presence Theory via Action Language Game Elements	470
	21.5.2 Applying Presence Theory via Immersion Game Elements	471
	21.5.3 Applying Presence Theory via Environment Game Elements	472
	21.6 Self-Determination Theory	473
	21.6.1 Applying Self-Determination Theory via Control Game Elements	474
	21.7 The Narrative Hypothesis	475
	21.7.1 Applying the Narrative Hypothesis via Game Fiction Game Elements	477
	21.8 Social Constructivism	478
	21.8.1 Applying Social Constructivism via Human Interaction Game Elements	479
	21.9 Conclusion	480
	References	481
	22 Why Gamification Fails in Education and How to Make It Successful: Introducing Nine Gamification Heuristics Based on Self-Determination Theory	485
	22.1 Introduction	486
	22.2 Q1 What Is Gamification?	486
	22.3 Q2 How Does Gamification Work?	488
	22.3.1 Intrinsic, Extrinsic and Amotivation	488
	22.3.2 The Internalization Processes of Extrinsic Regulations	490
	22.3.3 Autonomous Motivation Outperforming Controlled Motivation	492
	22.3.4 Basic Psychological Needs Co-shaping Motivations	493
	22.3.5 A Self-Determination Theory Perspective on (Gamified) Motivation in Education	495
	22.4 Q3 How Can Gamification Design Be Improved?	496
	22.4.1 Supporting Basic Psychological Needs	497
	22.4.1.1 Need for Autonomy	497
	22.4.1.2 Need for Competence	498
	22.4.1.3 Need for Relatedness	499
	22.4.1.4 Interplay Between Psychological Needs	500
	22.4.2 Situational Gamification	501
	22.4.2.1 Integration of Gamification into the Activity Context	501
	22.4.2.2 Implementation Context and Environment	501
	22.4.2.3 User Characteristics	502
	22.5 Conclusion	503
	References	505
	Part VIII Assessment of Serious Games	510
	23 Factors Associated with Player Satisfaction and Educational Value of Serious Games	511
	23.1 Computer Games	512
	23.1.1 Project Aims	514
	23.2 Methods	515
	23.2.1 Participants	515
	23.2.2 Study Questionnaires	515
	23.2.3 The Game-Specific Questionnaires	516
	23.3 Results	517
	23.3.1 Demographic	518
	23.3.2 Evaluation of Serious Games for Playability and Educational Content	518
	23.3.2.1 Cancer Game	518
	23.3.2.2 Darfur Is Dying	519
	23.3.2.3 Elude	519
	23.3.3 Rating and Replayability of the Games	520
	23.3.4 Knowledge Quiz	521
	23.3.4.1 Cancer Game	521
	23.3.4.2 Darfur Is Dying	521
	23.3.4.3 Elude	521
	23.3.5 Player Satisfaction	522
	23.3.6 Comparison with Heuristics	523
	23.4 Discussion	524
	23.4.1 Review of the Games	525
	23.4.2 Comparison of Player Views of the Three Games	526
	23.4.3 Comparison to Published Heuristics	526
	23.5 Limitations of the Work	530
	23.6 Conclusion	531
	References	532
	24 Learning Analytics as an Assessment Tool in Serious Games: A Review of Literature	534
	24.1 Introduction	534
	24.1.1 Purpose of the Study and Research Questions	535
	24.2 Method	535
	24.2.1 Article Selection Criteria	536
	24.2.2 Analysis	536
	24.3 Findings and Discussion	540
	24.3.1 What Issues Have Researchers Been Investigating on Using Learning Analytics in SG (RQ1)?	540
	24.3.1.1 Student Performance	541
	24.3.1.2 Game Design Strategies	542
	24.3.1.3 Motivation	543
	24.3.1.4 Student Behavior	543
	24.3.1.5 Problem-Solving Strategies	544
	24.3.1.6 Learner Progress Trajectories	545
	24.3.1.7 Student Collaboration	545
	24.3.2 What Research Evidences Are There in Using Analytics to Support Teaching and Learning Through SG (RQ2)?	545
	24.3.3 What Techniques Have Been Used to Investigate Analytics in SG (RQ3)?	548
	24.3.3.1 Game Features and Metrics	549
	24.3.3.2 Data Visualization	550
	24.3.4 What Challenges Have Researchers Identified in Using Analytics for SG (RQ4)?	553
	24.3.4.1 Are There Any Trends Shown in the Review (RQ5)?	555
	24.4 Implications and Conclusion	557
	24.4.1 Implications for Future Research	557
	24.4.2 Limitations of the Study	558
	24.5 Conclusion	558
	References	559
	Part IX Narrative Design	561
	25 Creating Story-Based Serious Games Using a Controlled Natural Language Domain Specific Modeling Language	562
	25.1 Introduction	563
	25.2 Related Work	565
	25.3 Principles of the Language	568
	25.3.1 Domain-Specific Modeling Language	568
	25.3.2 Controlled Natural Language	568
	25.3.3 Flow-Oriented Modeling	568
	25.3.4 Graphical Language	569
	25.3.5 Open Narrative	569
	25.4 Modeling Concepts	570
	25.4.1 Modeling Concepts for the Game Narrative	570
	25.4.1.1 Game Moves	570
	25.4.1.2 Bricks	570
	25.4.1.3 Scenarios	571
	25.4.2 Non-Narrative Modeling Concepts: Annotations	573
	25.5 ACE-Based Syntax	576
	25.5.1 Noun Phrases	577
	25.5.2 Verb Phrases	578
	25.5.3 Adjective Phrases	579
	25.5.4 Special Sentence Structures	579
	25.6 Mapping the Syntax to Bricks	580
	25.7 Overall Example	581
	25.8 Linking Narrative and Pedagogy	582
	25.9 Tool Support	584
	25.9.1 ATTAC-L Editor	589
	25.9.2 Export Module	589
	25.9.3 Simulator	590
	25.10 Evaluation	593
	25.11 Conclusions and Future Work	595
	References	596
	26 Immersion and Narrative Design in Educational Games Across Cultures	599
	26.1 Introduction	599
	26.2 Cross-cultural Games and Education	600
	26.3 Narrative Cohesion	602
	26.3.1 Narrative and Education	605
	26.3.2 Narrative and Culture	607
	26.4 Immersion	608
	26.5 The Framework for Immersion and Narrative Design in Educational Games Across Cultures (INDEC)	610
	26.6 Conclusions and Implications	613
	References	613
	Part X Review and Methodology	616
	27 “I Just Don't Know Where to Begin”: Designing to Facilitate the Educational Use of Commercial, Off-the-Shelf Video Games	617
	27.1 Introduction	617
	27.2 Literature Review	619
	27.2.1 Technology in Schools/Curricula	619
	27.2.2 Limited Aspects of Educational Content	620
	27.3 Research Methods and Process	621
	27.3.1 Research Design	622
	27.3.2 Preliminary Research	623
	27.4 Pilot Testing in the Classroom	625
	27.4.1 Year One	625
	27.4.2 Year Two	629
	27.5 Development of Scalable Resources	630
	27.5.1 Framework Design Process	630
	27.5.1.1 Card Deck	631
	27.5.1.2 Mat	633
	27.5.1.3 Online Tool	636
	27.5.2 Future Possibilities	637
	27.6 Reflections and Conclusions	637
	References	638
	28 The Role of the Teacher in Game-Based Learning: A Review and Outlook	641
	28.1 Introduction	641
	28.2 The (Missing?) Role of the Teacher in Game-Based Learning	642
	28.2.1 The Teacher as Key for Learning to Occur	642
	28.2.2 Addressing the Role of the Teacher in GBL	644
	28.2.3 The Marginalized Role of the Teacher in the Design of GBL Applications	645
	28.2.4 Teacher Education and Professional Development in GBL	646
	28.3 Emphasizing Challenges and Reviewing Current Roles of the Teacher in GBL	647
	28.3.1 Goffman's Frame Analysis to Understand the Implications When Digital Games Are Situated in an Educational Context	648
	28.3.1.1 Study I: “Teacher Roles in Learning Games – When Games Become Situated in Schools” (Magnussen 2007)	651
	28.3.1.2 Study II: “Teachers' Many Roles in Game-Based Learning Projects” (Berg Marklund and Alklind Taylor 2015)	654
	28.3.2 Teacher Agency and the Sense of Professional Development	657
	28.3.2.1 Study III: “Facilitating Dialog in the Game-Based Learning Classroom: Teacher Challenges Reconstructing Professional Identity” (Chee et al. 2014)	658
	28.4 Discussion	661
	28.4.1 A Culture of Participation – The Teacher as Designer of Playful Frames	661
	28.4.2 Game Design Thinking and Game Literacy as Part of Teacher Education	662
	28.5 Conclusion	662
	References	663
	29 Building Context-Aware Gamified Apps by Using Ontologies as Unified Representation and Reasoning-Based Models	667
	29.1 Introduction	667
	29.2 Background and Related Work	669
	29.3 Motivating Scenario	672
	29.3.1 Scenario Description	672
	29.3.2 Scenario Analysis and Challenging Requirements	673
	29.4 The Global Framework Design	674
	29.4.1 Separation of Concern Principle	674
	29.4.2 Gamification and Context Awareness as a Set of Micro-services	675
	29.4.3 Game Mechanics and Context as a Set of Ontology Modules	678
	29.4.3.1 The Context Ontology	679
	29.4.3.2 The Gamification Ontology	681
	29.4.3.3 Ontology Modules Connections	682
	29.5 The Framework's Implementation and Deployment	684
	29.5.1 Context-Aware Gamified Apps Design and Development Processes	685
	29.5.2 Proof of Concept: Case Study and Micro-services Prototype	686
	29.5.2.1 The Mobile App Features' Description	687
	29.5.2.2 The Framework's Usability	689
	29.6 Conclusion and Future Work	691
	References	692