Learnability

According to Kornel, (2011), brain is always working and it is in learning mode. That is why new
synapses are being formed between the neurons. And it means, gamers are learning something
new through games.

Aesthetics

According to Marco Aesthetics is a helpful technique to better understand how to

categorize our games and specially to anticipate how changes will impact each
aspect of the framework and the resulting designs/implementations.
In addition, by understanding how formal decisions about game play impacts the end
user experience, we are able to better decompose that experience, and use it to fuel
new designs, research and criticism respectively.

Interactivity
According to Huifen Lin (2015)The study also examined the effect of interactivity on induced
cognitive load. Students were first matched based on their game experiences, demographic
information and English ability and then randomly assigned to either the gameplay or game replay
condition. Results indicated that interactivity induced from multi-players is conducive to germane
cognitive load and significantly enhanced vocabulary recall. Additionally, language proficiency was
confirmed to be a factor that mediated the amount of mental effort EFL gamers invested in a web-
based English simulation game.

Echoing what Sims (1997) has

argued that successful and ef
ective instructional design lies
in interaction and that
multimedia itself is not
intrinsically interactive, the
study broadens what previous
research on interactivity in
multimedia learning
environment have found and
concluded that exposing
students in a web-based
simulation game
did ass
ist their vocabulary recall and
acquisition both in receptive
and productive level
Echoing what Sims (1997) has
argued that successful and ef
ective instructional design lies
in interaction and that
multimedia itself is not
intrinsically interactive, the
study broadens what previous
research on interactivity in
multimedia learning
environment have found and
concluded that exposing
students in a web-based
simulation game
did ass
ist their vocabulary recall and
acquisition both in receptive
and productive level
Echoing what Sims (1997) has
argued that successful and ef
ective instructional design lies
in interaction and that
multimedia itself is not
intrinsically interactive, the
study broadens what previous
research on interactivity in
multimedia learning
environment have found and
concluded that exposing
students in a web-based
simulation game
did ass
ist their vocabulary recall and
acquisition both in receptive
and productive level
Echoing what Sims (1997) has
argued that successful and ef
ective instructional design lies
in interaction and that
multimedia itself is not
intrinsically interactive, the
study broadens what previous
research on interactivity in
multimedia learning
environment have found and
concluded that exposing
students in a web-based
simulation game
did ass
ist their vocabulary recall and
acquisition both in receptive
and productive level
Echoing what Sims (1997) has
argued that successful and ef
ective instructional design lies
in interaction and that
multimedia itself is not
intrinsically interactive, the
study broadens what previous
research on interactivity in
multimedia learning
environment have found and
concluded that exposing
students in a web-based
simulation game
did ass
ist their vocabulary recall and
acquisition both in receptive
and productive level
Echoing what Sims (1997) has
argued that successful and ef
ective instructional design lies
in interaction and that
multimedia itself is not
intrinsically interactive, the
study broadens what previous
research on interactivity in
multimedia learning
environment have found and
concluded that exposing
students in a web-based
simulation game
did ass
ist their vocabulary recall and
acquisition both in receptive
and productive level
Echoing what Sims (1997) has
argued that successful and ef
ective instructional design lies
in interaction and that
multimedia itself is not
intrinsically interactive, the
study broadens what previous
research on interactivity in
multimedia learning
environment have found and
concluded that exposing
students in a web-based
simulation game
did ass
ist their vocabulary recall and
acquisition both in receptive
and productive level
Echoing what Sims (1997) has
argued that successful and ef
ective instructional design lies
in interaction and that
multimedia itself is not
intrinsically interactive, the
study broadens what previous
research on interactivity in
multimedia learning
environment have found and
concluded that exposing
students in a web-based
simulation game
did ass
ist their vocabulary recall and
acquisition both in receptive
and productive level
Echoing what Sims (1997) has
argued that successful and ef
ective instructional design lies
in interaction and that
multimedia itself is not
intrinsically interactive, the
study broadens what previous
research on interactivity in
multimedia learning
environment have found and
concluded that exposing
students in a web-based
simulation game
did ass
ist their vocabulary recall and
acquisition both in receptive
and productive level
Echoing what Sims (1997) has
argued that successful and ef
ective instructional design lies
in interaction and that
multimedia itself is not
intrinsically interactive, the
study broadens what previous
research on interactivity in
multimedia learning
environment have found and
concluded that exposing
students in a web-based
simulation game
did ass
ist their vocabulary recall and
acquisition both in receptive
and productive level
Echoing what Sims (1997) has
argued that successful and ef
ective instructional design lies
in interaction and that
multimedia itself is not
intrinsically interactive, the
study broadens what previous
research on interactivity in
multimedia learning
environment have found and
concluded that exposing
students in a web-based
simulation game
did ass
ist their vocabulary recall and
acquisition both in receptive
and productive level
Echoing what Sims (1997) has
argued that successful and ef
ective instructional design lies
in interaction and that
multimedia itself is not
intrinsically interactive, the
study broadens what previous
research on interactivity in
multimedia learning
environment have found and
concluded that exposing
students in a web-based
simulation game
did ass
ist their vocabulary recall and
acquisition both in receptive
and productive level
Echoing what Sims (1997) has
argued that successful and ef
ective instructional design lies
in interaction and that
multimedia itself is not
intrinsically interactive, the
study broadens what previous
research on interactivity in
multimedia learning
environment have found and
concluded that exposing
students in a web-based
simulation game
did ass
ist their vocabulary recall and
acquisition both in receptive
and productive level
Echoing what Sims (1997) has
argued that successful and ef
ective instructional design lies
in interaction and that
multimedia itself is not
intrinsically interactive, the
study broadens what previous
research on interactivity in
multimedia learning
environment have found and
concluded that exposing
students in a web-based
simulation game
did ass
ist their vocabulary recall and
acquisition both in receptive
and productive level
Echoing what Sims (1997) has
argued that successful and ef
ective instructional design lies
in interaction and that
multimedia itself is not
intrinsically interactive, the
study broadens what previous
research on interactivity in
multimedia learning
environment have found and
concluded that exposing
students in a web-based
simulation game
did ass
ist their vocabulary recall and
acquisition both in receptive
and productive level.
Echoing what Sims (1997) has
argued that successful and ef
ective instructional design lies
in interaction and that
multimedia itself is not
intrinsically interactive, the
study broadens what previous
research on interactivity in
multimedia learning
environment have found and
concluded that exposing
students in a web-based
simulation game
did ass
ist their vocabulary recall and
acquisition both in receptive
and productive level
Echoing what Sims (1997) has argued that successful and effective instructional design lies in interaction
and that multimedia itself is not intrinsically interactive, the study broadens what previous research on
interactivity in multimedia learning environment have found and concluded that exposing students in a
web-based simulation game did assist their vocabulary recall and acquisition both in receptive and
productive level.

Given that games and educational products require a higher degree of interactivity, adequate level of
interaction must be integrated to facilitate the acquisition of the target skills or knowledge (Sims, 1997).
This study further found that human-computer interactivity was optimal for successful foreign language
recalls when multi-players are involved in the human side. As indicated by Sykes, Oskoz & Thorne (2009),
“…massively multiplayer online games arguably comprise the most socially and cognitively complex
forms of interactive media currently available”

Entertainment

1. It has been suggested that strongly connecting games to positive emotions leads to the
development of knowledge and skills by using serious games ( Anolli et al. 2010). While a number of
studies (e.g., Barab et al. 2005;Ricci et al. 1996) within the second perspective find that learning
with serious games can result indeed in greater enjoyment and better learning outcomes compared
to traditional media, nonsignificant outcomes or negative effects have been reported in other
studies (Rodrigo and Baker 2011;Wong et al. 2007). These disparate findings have yielded a third
perspective on research that investigates whether and how specific game characteristics trigger
emotions. ...

2. Nowadays, it shows that technology have been developed rapidly and being used by communities as
an important aspects in their life. Therefore, past study supported that entertainment media such as
computer games and video games influence social aspects of community life (Wong, Shen, Nocera,
Carriazo, Tang, Bugga, Narayanan, Wang and Ritterfield, 2007). In fact, through the game as well, a
person can learn in terms of game construction, playing and analyzing the game final result.

3. As already noted above, some serious games proven to be effective in achieving educational
goals may not be assessed as most enjoyable (cf. Graesser, Chip man, Leeming, &
 Biedenbach, this volume, chapter 6; Wong et aL, 2007). The same pattern holds true for Re-
Mission, where test results demonstrate that it has significant power to change adolescents'
knowledge, attitudes, and even selt~care behaviors related to cancer, but which only received
average enjoyment ratings from our player. .

Performance

1. The purpose of this study was to determine the effect on motivation and performance of using
an instructional game. The effect of using a supplemental reading on motivation and
performance was also examined. We randomly assigned 75 undergraduates to one of two
treatments after they had attended a lecture on the information-processing model of learning.
The subjects in one treatment group used an instructional board game to practice the material
presented in the lecture, while those in the other group practiced using a traditional worksheet.
Results indicated that using the instructional game significantly affected the four motivational
components of attention, relevance, confidence, and satisfaction. The instructional game did
not influence performance. The results also suggested that the subjects who reported
completion of a supplemental reading had significantly better performance and confidence than
did the subjects who reported that they had not completed the reading. Implications for the
design of practice are discussed.

2. Recent research has demonstrated broad benefits of video game play to perceptual and
cognitive abilities. These broad improvements suggest that video game-based cognitive
interventions may be ideal to combat the many perceptual and cognitive declines associated
with advancing age. Furthermore, game interventions have the potential to induce higher rates
of intervention compliance compared to other cognitive interventions as they are assumed to
be inherently enjoyable and motivating. We explored these issues in an intervention that tested
the ability of an action game and a “brain fitness” game to improve a variety of abilities.
Cognitive abilities did not significantly improve, suggesting caution when recommending video
game interventions as a means to reduce the effects of cognitive aging. However, the game
expected to produce the largest benefit based on previous literature (an action game) induced
the lowest intervention compliance. We explain this low compliance by participants’ ratings of
the action game as less enjoyable and by their prediction that training would have few
meaningful benefits. Despite null cognitive results, data provide valuable insights into the types
of video games older adults are willing to play and why.

Design

According to Sylvie Cossette,(2018) SGs are designed as entertaining and active learning environments
which can be made available on any digital platform (eg, smartphone, computer). Learning in SGs
typically occurs through a gameplay that engages the learner in challenges adapted to his in-game skills.
Challenges are defined as subjective experiences that solicit the learners’ skills. 5 For example, challenges
can require the learner to explore, experiment, compete or cooperate with other learners. 6 7 Gameplay is
defined as a combination of challenges and design elements (DEs)

Serious games (SGs) are interactive and entertaining digital software with an educational purpose. They
engage the learner by proposing challenges and through various design elements (DEs; eg, points,
difficulty adaptation, story). Recent reviews suggest the effectiveness of SGs in healthcare professionals’
and students’ education is mixed. This could be explained by the variability in their DEs, which has been
shown to be highly variable across studies. The aim of this systematic review is to identify, appraise and
synthesise the best available evidence regarding the effectiveness of SGs and the impact of DEs on
engagement and educational outcomes of healthcare professionals and students.

Game concept
According to Buytendijk, games exist because of childhood [4]. Games provide children with
opportunities to be creative and increase their abstract thinking; they serve as basis for optimal
development of physical, social, emotional, and cognitive aspects in children [7]. By playing games,
children have the chance to create a world where they dominate and can thus overcome their
anxieties [10]. Games enable children to practice the skills required for facing future challenges;
they can be regarded as a part of the educational environment that Farid Bahrami et al Euro. J. Exp.
Bio., 2012, 2 (6):2099-2102
_____________________________________________________________________________ 2100
Pelagia Research Library enable adaptation with school environment and help children learn,
develop their emotional and social abilities, and improve their problem solving and abstract thinking
[6]

Speed
Nelson performed two different experiments in which participants played either a fast-action video game
(Unreal Tournament) or a puzzle-solving video game (Portal). Before and after their gaming sessions,
participants performed a task in which both speed and accuracy were emphasized. “People who played
the action video game did tasks faster, but at the cost of being less accurate,” he says. “Those who
played the strategy game did things more accurately, but more slowly.”
Nelson notes that the results show that the kinds of video games that children and college students play
might affect the ways they approach their school work or other tasks. For example, he says: “If they’re
playing an action game and then switch to homework, they may try to blaze through their homework at
the cost of making mistakes.” Or if they play strategy games, they may work slowly, but turn in more
accurate work.“In fact, it is striking how dramatically these strategies can be shifted by a single hour of
video-game play,” Nelson says.
He said the implications could also be felt in the workplace because the same thing that applies to kids
might apply to adults. “Workers who play action video games during their lunch hour may find that it
affects the accuracy of their work soon after,” Nelson says.
The study, “Action and puzzle video games prime different speed/accuracy tradeoffs,” offers a rare look at
the impact different types of video games have on cognitive and perceptual abilities. “While there has
been a great deal of [research] focused on performance differences between non-video-game players
and avid video-game players, we were interested in looking at the affects of playing different types of
video games,” he says.
The research was co-authored by Ian Strachan, a 2009 psychobiology graduate at Wheaton.
“Results convincingly demonstrate a priming effect for two different types of video games,” Nelson says.
“Playing Unreal Tournament, an action video game, resulted in faster reaction times and lower accuracy
on a location task, while playing Portal, a puzzle game, resulted in slower reaction times and higher
accuracy.”
According to Nelson, these results underscore the importance of studying the cognitive and perceptual
consequences of video games in terms of the types of skills demanded from the particular video game
under study. “It is also clear that generalized statements about how video games affect cognition are
misleading,” Nelson says.
“Different genres affect perception and strategy in very different ways.” An action video game and a
puzzle video game have very different demands, he says, and no doubt there are other demands of video
games which fall into other categories. He notes that most studies on the perceptual effects of video
games in recent years have utilized a particular genre, that of the fast-action first-person shooter (FPS).
“However, it is misleading to base conclusions about video games in general on a single genre, just as it
would be misleading to base one's conclusions about the effects of television by considering only crime
shows.”
In recent years, video games have evolved into a number of distinct genres, Nelson says. “Although many
games may overlap in genre, they are often broken down into categories such as sports, simulation,
puzzle, FPS, role-playing, with each of these categories including several subgenres.” In the study of the
effects of video-game play on perceptual and attentional processes, the relevant categorization into
genres may be different than for other purposes, notes the Wheaton College professor.
“For example, the game Halo 3 has a science fiction theme, while the game Medal of Honor 4 has a
military theme,” he says. “If they were films, they might be categorized into war and science-fiction
genres.” However, the relevant aspect here is that they are both FPS games with a similar style of play--
fast reactions, accuracy, and good spatial navigation being important for successful game play. “In order
to make a serious effort at understanding the perceptual and cognitive effects of video games, it must be
realized that the variety of video games is quite broad.”
Nelson, whose primary research focus is on visual perception and attention, says the project has led him
to ponder the degree to which the type of effect demonstrated in this research manifests itself in everyday
life: “How might video-game play affect the way in which students interact in the classroom?”
Perhaps students who have just played an action video game before class are less patient but faster in
their interactions, while those who have played a puzzle game show a slower but more accurate mode of
interaction.

3. Employing a speed dating model in the classroom in place of a panel can be an

effective way for students to learn a variety of perspectives in a short amount of
time. This model improves and enhances student engagement and “creates
learning that is active, collaborative, and fosters learning relationships” (Zepke
and Leach, 2013).
4. December 2009 Daphne Bavelier. In many everyday situations, speed is of the essence.
However, fast decisions typically mean more mistakes. To this day, it remains unknown
whether reaction times can be reduced with appropriate training, within one individual,
across a range of tasks, and without compromising accuracy. Here we review evidence that
the very act of playing action video games significantly reduces reaction times without
sacrificing accuracy. Critically, this increase in speed is observed across various tasks
beyond game situations. Video gaming may therefore provide an efficient training regimen to
induce a general speeding of perceptual reaction times without decreases in accuracy of
performance.
 5. In this article, we'll look at the skill of speed reading, and explore
techniques that you can use to read better and faster. We'll also
consider the pros and cons of speed reading – when it is appropriate to
use, and the effects that it can have on understanding.
Portability
The game elements that we make portable are the game logic, the object model, and 
the game state, which represent the game's brain, and which we collectively refer to 
as the game factor, or G­factor. We achieve this using an architecture based around a 
service­oriented approach. We present an overview of this architecture and its use in 
developing games. The evaluation demonstrates that the architecture does not affect 
performance unduly, adds little development overhead, is scaleable, and supports 
modifiability.

We see the portability of the G­factor as the next logical step in the evolution of game
development and, following Lewis and Jacobson's terminology [1], we call it the game­
engines­independent   game   development   approach.   A   benefit   of   making   the   G­factor
portable would be to encourage more developers to make use of game engines, since a
particular game engine's future capability (or potential discontinuation, as was the fate of
Adobe Atmosphere which was used for Adolescent Therapy­Personal Investigator [3])
would   not   be   a   worry   as   a   different   game   engine   could   easily   be   substituted.   This
problem   has   recently   been   referred   to  as the RenderWare Problem [4]   after   the
acquisition of RenderWare  engine  by  Electronic  Arts  (EA)  and  its  removal  from the
market. We see the issue of rewriting the G­factor from scratch every time we migrate
from one engine to another as similar to the undesired practice of developing games from
scratch which was deemed unfeasible and resulted in the advent of game engines.

As we noted earlier, portability is an issue that pervades all games with regards to game
assets. In addition, however, and related to our work, are the moves towards addressing
more aspects of portability.