Why are serious games often less attractive to play? How is it possible that since the 70's it has seldom been possible to design really good and attractive Games for Health (G4H)? And why isn't serious gaming an essential part of our medical curricula, knowing that it is a learning tool with enormous potential? This dissertation shows that G4Hs are almost always simulations of reality, in which an attempt is made to approach a certain degree of similarity with professional practice. Yet games do not always have to be literal representations of reality. By linking an educational theory about figural transfer that has fallen into oblivion to the manifestations of serious games, this research argues for a 'design for transfer-rationale' with which different, and perhaps even better, serious games can be designed. This way of thinking requires a design research approach, necessary to recontextualize existing insights in a research-based manner towards new game contexts. This dissertation also makes concrete recommendations regarding educational innovation, the need for design-oriented research, and the importance of good design in Health.
|Qualification||Doctor of Philosophy|
|Place of Publication||[Groningen]|
|Publication status||Published - 2019|