Adaptive serious games assessment: The case of the blood transfusion game in nursing education
Abstract
Serious games have gained prominence in education and training (Loh et al., 2015; Squire, 2006), with research increasingly exploring their potential for learning (Laamarti et al., 2014). A serious game is broadly defined as a digital game created not with the primary purpose of pure entertainment but with the intention of serious use in training and education (Loh et al., 2015; Squire, 2006). Learning success within serious games has been linked to factors such as backstory and production, realism, interaction, feedback and debriefing, as well as the integration of artificial intelligence and adaptivity into the serious game (Ravyse et al., 2017). Only recently, artificial intelligence (AI) has been linked with serious games (Tolks et al., 2024). For instance, AI approaches enable advanced game-play architecture and the creation of Non-Playable Characters (NPCs) with more sophisticated behaviours and decision-making abilities (González-Calero & Gómez-Martín, 2011).
Identifier Metadata
| Identifier | 110.0709/CON.2026.00680 |
| Canonical | mdoi:110.0709/CON.2026.00680 |
| Resolver URL | https://mdoi.org/110.0709/CON.2026.00680 |
| Resource URL | Open resource |
| Document URL | Open document |
| Content Type | Article |
| Authors | Dirk Ifenthaler, Muhittin Sahin, Ivan Boo, Darshini Devi Rajasegeran, Ang Shin Yuh |
| Year | 2025 |
| Depositor | Convergence Chronicles Organisation |
| Prefix | 110.0709 |
| Registered | July 21, 2026 |
| Updated | July 21, 2026 |
| Status | Active |
| Visibility | Public |
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