6 Today, 72% of American households play videogames, 7 enhancing the prospect of self-motivated serious videogame play. Edutainment software designed to educate and enter tain was faulted for not fostering deep understanding, for offering little intrinsic motivation, 5 and for being boring. 4 Delivering serious content as computer-based entertainment has drawn advocates and critics since the age of “edutainment” in the 1970s–1990s. 3 Proponents of serious videogames argue the medium's broad appeal offers teaching moments and behavior intervention opportunities. It concludes that direct comparisons between serious and commercial game entertainment values may be misdirected.Ĭ hildren play videogames for many reasons, but primarily for fun. It explores differences between game developer- and researcher-led projects and discusses ways serious videogames can avoid boring and alienating players. “How can serious videogames attract and maintain players,” the argument goes, “if they aren't as much fun as commercial titles, or even any fun at all?” This article examines the argument that, to be effective, serious videogames should be overtly fun and comparable to commercial off-the-shelf videogames. Critics question serious videogames' entertainment value and, thus, their viability. An informal Web search reveals numerous skeptics. Support for serious videogames, however, is not universal. Although more research is needed, a growing body of literature suggests serious videogames can be effective. What began in the 1970s as tentative attempts to create learning software is now a recognized videogame genre and an emerging health science. Serious videogames use entertainment to teach, train, or change behavior.
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