NDLI: A serious game model for cultural heritage

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Combining X-ray micro-CT technology and 3D printing for the digital preservation and study of a 19th century cantonese chess piece with intricate internal structure

Interactive multimedia ethnography: Archiving workflow, interface aesthetics and metadata

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A serious game model for cultural heritage

Issue 3, October 2012

Issue 2, July 2012

Issue 1, April 2012

Journal on Computing and Cultural Heritage (JOCCH) : Volume 4

Journal on Computing and Cultural Heritage (JOCCH) : Volume 3

Journal on Computing and Cultural Heritage (JOCCH) : Volume 2

Journal on Computing and Cultural Heritage (JOCCH) : Volume 1

A serious game model for cultural heritage

Content Provider	ACM Digital Library
Author	Bellotti, Francesco Berta, Riccardo De Gloria, Alessandro Dursi, Annamaria Fiore, Valentina
Copyright Year	2013
Abstract	Serious games present a promising opportunity for learning, but the genre still lacks methodologies and tools for efficient and low-cost production, particularly for teacher and domain experts. This article gives an authoring framework that aims to provide structured support, from content design to final implementation. In particular, we have abstracted a conceptual model—the SandBox Serious Game - which relies on a generalization of task-based learning theory. The model invites players to perform cognitive tasks contextually while exploring information-rich virtual environments. We consider it particularly suited for cultural heritage entertainment applications. The model defines games that are set in realistic virtual worlds enriched with embedded educational tasks, which we have implemented as minigames. This approach simplifies the authoring work, which can easily be supported by visual authoring tools for ontology-based urban 3D modeling and implementation tasks, thus allowing an approach similar to the mind-maps concept. We propose a top-down methodology for content preparation, starting from a city-level analysis down to the single points of interest and associated tasks, which are instances of simple predefined minigame/quiz typologies. We provide examples and discuss criteria for selecting task typologies according to the authors' cognitive targets. Finally, we discuss the results of a user test, which took place in a lab, aimed at verifying the acquisition of cultural heritage knowledge in a pleasant and engaging way. Games appear particularly suited for supporting the study of images, especially of iconography. Compared to reading text, a game forces the player to focus more strongly on problems, which favors knowledge acquisition and retention. Learning complex concepts requires an investigative attitude, which can be spurred by well-designed games. Good design involves usability, graphic appeal, appropriate content, and the presence of connections which a player must discover in the content. Players should be asked to pay attention to and reason about their whole game activity - including the relationships between the game content, the brief introduction, and concluding texts. More comprehensive tests are needed to better investigate the educational effectiveness—however, the first results are promising, especially in terms of user motivation and creation of new opportunities for learning about CH.
Starting Page	1
Ending Page	27
Page Count	27
File Format	PDF
ISSN	15564673
e-ISSN	15564711
DOI	10.1145/2399180.2399185
Journal	Journal on Computing and Cultural Heritage (JOCCH)
Volume Number	5
Issue Number	4
Language	English
Publisher	Association for Computing Machinery (ACM)
Publisher Date	2013-01-09
Publisher Place	New York
Access Restriction	One Nation One Subscription (ONOS)
Subject Keyword	Serious games Content authoring Cultural heritage Game-based learning Task-based learning User experience User testing Virtual reality
Content Type	Text
Resource Type	Article
Subject	Computer Graphics and Computer-Aided Design Conservation Computer Science Applications Information Systems

Sl.	Authority	Responsibilities	Communication Details
1	Ministry of Education (GoI), Department of Higher Education	Sanctioning Authority	https://www.education.gov.in/ict-initiatives
2	Indian Institute of Technology Kharagpur	Host Institute of the Project: The host institute of the project is responsible for providing infrastructure support and hosting the project	https://www.iitkgp.ac.in
3	National Digital Library of India Office, Indian Institute of Technology Kharagpur	The administrative and infrastructural headquarters of the project	Dr. B. Sutradhar bsutra@ndl.gov.in
4	Project PI / Joint PI	Principal Investigator and Joint Principal Investigators of the project	Dr. B. Sutradhar bsutra@ndl.gov.in Prof. Saswat Chakrabarti will be added soon
5	Website/Portal (Helpdesk)	Queries regarding NDLI and its services	support@ndl.gov.in
6	Contents and Copyright Issues	Queries related to content curation and copyright issues	content@ndl.gov.in
7	National Digital Library of India Club (NDLI Club)	Queries related to NDLI Club formation, support, user awareness program, seminar/symposium, collaboration, social media, promotion, and outreach	clubsupport@ndl.gov.in
8	Digital Preservation Centre (DPC)	Assistance with digitizing and archiving copyright-free printed books	dpc@ndl.gov.in
9	IDR Setup or Support	Queries related to establishment and support of Institutional Digital Repository (IDR) and IDR workshops	idr@ndl.gov.in

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