Abstract
Serious Educational Games (SEGs) are games not having a mere purpose of entertainment. They benefit from the main characteristics of games, such as engagement and immersiveness to achieve pedagogic objectives. In spite of the promising results of SEGs reported in the literature, their analysis and design still require complex tasks that incorporate game design activities within an educational context. Ontologies that include concepts, relations, and governing rules for both games and education domains could offer an approach to solve such problem. An ontology, as a domain modeling tool, could be used as a meta-model to guide a SEG designer, in addition to bridging the communication gap between the game design and pedagogic domains. This paper presents a survey of available ontologies for SEGs in the literature, in addition to comparing them. We managed to find only two SEGs’ ontologies and a meta-model in the literature, and hence presented and compared them. After presenting the survey, and result analysis and general comparison, we followed an ontologies’ comparison method called OntoMetric for further evaluation of the current SEGs’ ontologies. Our research results revealed that SEGs’ ontologies in the literature have two main diverse perspectives. One perspective intensively focuses on the game domain concepts, and the other perspective focuses on the pedagogic domain concepts. In addition, there is little proof that a comprehensive web-based SEGs ontology, which is characterized by completion, consistency, and reusability exists.
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Abou Elfotouh, A.M., Nasr, E.S., Gheith, M.H. (2017). Serious Educational Games’ Ontologies: A Survey and Comparison. In: Hassanien, A., Shaalan, K., Gaber, T., Azar, A., Tolba, M. (eds) Proceedings of the International Conference on Advanced Intelligent Systems and Informatics 2016. AISI 2016. Advances in Intelligent Systems and Computing, vol 533. Springer, Cham. https://doi.org/10.1007/978-3-319-48308-5_70
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