[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-598230-105":59,"doc-detail-598230-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","serious-games-in-higher-distance-education","Serious Games in Higher Distance Education","","Serious games are presented as an innovative instructional strategy for higher distance education, building on the historical role of games in entertainment and adapting it to education through goal-oriented activities. The paper outlines how game-based learning relates to gamification and serious gaming, describing digital and non-digital formats governed by shared design principles. It highlights engagement, autonomy, progression, instructional content integration, motivational mechanisms, feedback, and safe practice environments that support cognition and digital literacy.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/serious-games-in-higher-distance-education/598230/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/serious-games-in-higher-distance-education/598230.png","ImageObject",300,407,{"name":92,"@type":93},"Mafia Boss","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-06","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":44},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What does the paper say serious games are used for in higher distance education?","Question",{"text":112,"@type":113},"Serious games are designed to engage learners in activities beyond simple entertainment, supporting instructional goals in higher distance education.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How are game-based learning, gamification, and serious gaming distinguished?",{"text":117,"@type":113},"Game-based learning is defined as using games pedagogically; gamification covers game elements in non-game contexts; serious gaming is treated as a subset within the broader gamification meta-concept.",{"name":119,"@type":110,"acceptedAnswer":120},"Which game-related elements and mechanisms are described as supporting learner motivation and learning?",{"text":121,"@type":113},"The paper emphasizes engagement, autonomy, progression with feedback, along with rules, goals, challenges, control, role-playing, curiosity, and competition or cooperation to immerse learners.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},598230,1792188894,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":44,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":41,"preview_page_count":4},962090760730,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","Volume 46 (3) Fall/Automne 2020  \nSerious Games in Higher Distance Education  \nAnn Celestini, Trent University  \nAbstract  \nGames have been socially entrenched throughout history as a form of entertainment. Current rapidly changing technological advances have permitted an increasingly prominent means of utilizing these entertainment sources in an instructional capacity for educational purposes. As a result, serious games focus on engaging learners in activities which are not developed solely for enjoyment purposes. Goal oriented pursuits based in either an authentic or fictitious scenario can be designed to improve motor and cognitive abilities or learner knowledge (de Freitas & Jarvis, 2006; Lamb et al., 2018; Protopsaltis et al., 2011) . Serious games promote intentional, active, and mobile learning that can be successfully used as a supplemental educational tool to facilitate a situated understanding of specific content (Admiral et al., 2011; Gee, 2005). This paper is a brief overview of game-based learning, or serious games, as an innovative instructional strategy in higher distance education.  \nKeywords: Serious games; Post-secondary; Distance education; Instructional strategy; Educator practice  \nSerious Games Basics of Play  \nA variety of definitions of gaming exist, and therefore, each needs to be described based on differences in their purpose, approach, and impact on learning. Game-based learning refers to “the pedagogical approach of utilizing games in education”(Anastasiadis et al., 2018, p. 141) . Coined by Nick Pelling in 2002, gamification is considered an overarching term which includes game-based elements, aesthetics, and reasoning to involve learners in various action and problem-solving activities in a non-game context (Deterding et al., 2011; Kapp, 2017 ; Seaborn & Fel, 2015) . Serious gaming is considered a subset of the meta-concept of gamification. These game types are not purely rooted in entertainment but rather focus on the use of games, mostly digital, in an instructional capacity within other industries such as higher education and health care (Verkuyl et al., 2019) . However, serious games are not always digital, and regardless of format, games are governed by similar design principles. Digital games specifically use a form of video or computer-based learning to create an engaging experience which targets specific practices, goals, and outcomes (de Freitas & Jarvis, 2006; Li & Tsai, 2013;  \nCJLT/RCAT Vol. 46 (3)  \nWhitton, 2010) . Gamification and serious games share similar traits and goals. What sets them apart are the game elements in context.  \nGame Elements  \nThe diversity of definitions means that classification of game elements becomes extremely difficult to develop. To best understand common game components, Kapp (2017) identified three groupings of these game aspects as engagement, autonomy, and a sense of progression based on feedback. Within these broad groupings, rules, goals, quantifiable outcomes, challenges or problems to solve, and a sense of control are among the most frequently cited elements. Not every game exhibits the same elements.  \nCharacteristics  \nOne key characteristic of serious games is the incorporation of traditional instructional content with interesting, enjoyable, and engaging game elements for non-entertainment purposes (Kapp, 2017) . The integration of auditory, visual, and textual displays can be utilized to motivate learners (Woo, 2014), while providing an opportunity to become more personally, emotionally, and cognitively involved in the learning experience (Protopsaltis et al., 2011) .  \nMotivational levers such as competition, cooperation, curiosity, and challenge are among some of the methods used to immerse individual or collaborative players in the game. Learners can be captured through video representations as three dimensional characters or avatars to further engage players into a meaningful role, identity, or situation. These processes enrich a learner","cbCaidG9jDAdagAd","https://ap.wps.com/l/cbCaidG9jDAdagAd","pdf",100663,12,"English","# Serious Games Basics of Play\n## Game Elements\n## Characteristics\n## Motivational Levers and Engagement\n## Cognitive Development and Digital Literacy","[{\"question\":\"What does the paper say serious games are used for in higher distance education?\",\"answer\":\"Serious games are designed to engage learners in activities beyond simple entertainment, supporting instructional goals in higher distance education.\"},{\"question\":\"How are game-based learning, gamification, and serious gaming distinguished?\",\"answer\":\"Game-based learning is defined as using games pedagogically; gamification covers game elements in non-game contexts; serious gaming is treated as a subset within the broader gamification meta-concept.\"},{\"question\":\"Which game-related elements and mechanisms are described as supporting learner motivation and learning?\",\"answer\":\"The paper emphasizes engagement, autonomy, progression with feedback, along with rules, goals, challenges, control, role-playing, curiosity, and competition or cooperation to immerse learners.\"}]","Serious Games in Higher Distance Education | PDF",1792086532]