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11. Bibliografía

Bibliografía

  • Abt, C. C. (1970). Serious games. New York: Viking Press. 
  • Alvarez, J., Rampnoux, O., Jessel, J. P., & Methel, G. (2007). Serious Game: Just a question of posture. Artificial & Ambient Intelligence, AISB, 7, 420-423. 
  • Antonini, M. (2021). An overview of co-design: advantages, challenges and perspectives of users’ involvement in the design process. Journal of Design Thinking, 2(1), 45-60. 
  • Baranowski, T., Baranowski, J., Chen, T. A., Buday, R., Beltran, A., Dadabhoy, H., ... & Lu, A. S. (2019). Videogames that encourage healthy behavior did not alter fasting insulin or other diabetes risks in children: randomized clinical trial. Games for Health Journal, 8(4), 257-264. 
  • Beale, I. L., Kato, P. M., Marin-Bowling, V. M., Guthrie, N., & Cole, S. W. (2007). Improvement in cancer-related knowledge following use of a psychoeducational video game for adolescents and young adults with cancer. Journal of Adolescent Health, 41(3), 263-270. 
  • Bunny & Gnome. (2016). Trash Monster. https://muell-ag.de/ 
  • Carlier, S., Van der Paelt, S., Ongenae, F., De Backere, F., & De Turck, F. (2020). Empowering children with ASD and their parents: design of a serious game for anxiety and stress reduction. Sensors, 20(4), 966. 
  • Caserman, P., Hoffmann, K., Müller, P., Schaub, M., Straßburg, K., Wiemeyer, J., ... & Göbel, S. (2020). Quality criteria for serious games: serious part, game part, and balance. JMIR serious games, 8(3), e19037. 
  • Clifford, G. (2013). Hakitzu-promising AI platform blurs lines between gaming and learning. https://www.wired.com/2013/03/hakitzu-gaming-learning. 
  • Cody, M. (2013). Meister Cody–Talasia. Meister Cody GmbH, Düsseldorf. 
  • Crockett, L. J. (2016). " Easy to Learn, Difficult to Master": Accessible Front-Ends to Challenging Science Assignments. In European Conference on Games Based Learning (p. 144). Academic Conferences International Limited.De la Cruz Macho, F. J. (2019). Ancestors: historias de Atapuerca. Iber: Didáctica de las ciencias sociales, geografía e historia, (97), 74-75. 
  • De Lope, R. (2018).  Metodología de desarrollo para videojuegos educativos basada en notaciones gráficas. Tesis Doctoral. Universidad de Granada. 
  • De Lope, R. P., Arcos, J. R. L., Medina-Medina, N., Paderewski, P., & Gutiérrez-Vela, F. L. (2017). Design methodology for educational games based on graphical notations: Designing Urano. Entertainment Computing, 18, 1-14. 
  • De Lope, R. P., Medina-Medina, N., Urbieta, M., Lliteras, A. B., & García, A. M. (2021). A novel UML-based methodology for modeling adventure-based educational games. Entertainment Computing, 38, 100429. 
  • Desurvire, H., & Wiberg, C. (2009). Game usability heuristics (PLAY) for evaluating and designing better games: The next iteration. In Online Communities and Social Computing: Third International Conference, OCSC 2009, Held as Part of HCI International 2009, San Diego, CA, USA, July 19-24, 2009. Proceedings 3 (pp. 557-566). Springer Berlin Heidelberg. 
  • Djaouti, D., Alvarez, J., Jessel, J. P., & Rampnoux, O. (2011). Origins of serious games. Serious games and edutainment applications, 25-43. 
  • Doumas, I., Everard, G., Dehem, S., & Lejeune, T. (2021). Serious games for upper limb rehabilitation after stroke: a meta-analysis. Journal of neuroengineering and rehabilitation, 18, 1-16. 
  • Gajewski, S., El Mawas, N., & Heutte, J. (2020). Towards a methodology to co-design a learning game by nursing students. In Games and Learning Alliance: 9th International Conference, GALA 2020, Laval, France, December 9–10, 2020, Proceedings 9 (pp. 273-282). Springer International Publishing. 
  • González Sánchez, J. L. (2010). Jugabilidad. Caracterización de la experiencia del jugador en videojuegos. 
  • Gudmundsen, J. (2006). Movement aims to get serious about games. USA Today, 5(19), 2006. 
  • Hardy, S., Dutz, T., Wiemeyer, J., Göbel, S., & Steinmetz, R. (2015). Framework for personalized and adaptive game-based training programs in health sport. Multimedia Tools and Applications, 74, 5289-5311. 
  • Harrison Jr., J.O. (1964). Computer-Aided Information Systems for Gaming. Research Analysis Corporation, USA. 
  • Hoffmann, K., Sportwiss, D., Hardy, S., Wiemeyer, J., & Göbel, S. (2015). Personalized adaptive control of training load in cardio-exergames—a feasibility study. Games for health journal, 4(6), 470-479. 
  • Hookham, G., & Nesbitt, K. (2019). A systematic review of the definition and measurement of engagement in serious games. In Proceedings of the australasian computer science week multiconference (pp. 1-10). 
  • Hunicke, R., LeBlanc, M., & Zubek, R. (2004, July). MDA: A formal approach to game design and game research. In Proceedings of the AAAI Workshop on Challenges in Game AI (Vol. 4, No. 1, p. 1722). 
  • Kazimoglu, C., Kiernan, M., Bacon, L., & Mackinnon, L. (2012). A serious game for developing computational thinking and learning introductory computer programming. Procedia-Social and Behavioral Sciences, 47, 1991-1999. 
  • Khadijah, K., Pulungan, E. N., Hariati, R., & Maisarah, M. (2022). Developing the educational game tool to improve reading ability of early childhood. IJoLE: International Journal of Language Education, 6(2). 
  • Koster, R. (2013). Theory of fun for game design. " O'Reilly Media, Inc.". 
  • Laamarti, F., Eid, M., & Saddik, A. E. (2014). An overview of serious games. International Journal of Computer Games Technology, 2014, 11. 
  • Laine, T. H., & Lindberg, R. S. (2020). Designing engaging games for education: A systematic literature review on game motivators and design principles. IEEE Transactions on Learning Technologies, 13(4), 804-821. 
  • Newell, A., Shaw, J., Simon, H.A. (1958). Chess-Playing Program and the Problem of Complexity. RAND Corporation, USA.  
  • Padilla Zea, Natalia. (2017). El uso educativo de los videojuegos. Sevilla: Junta de Andalucía. https://universoabierto.org/2017/07/18/el-uso-educativo-de-los-videojuegos/ 
  • Popescu, M. M., & Bellotti, F. (2012). Approaches on metrics and taxonomy in serious games. In The International Scientific Conference eLearning and Software for Education(Vol. 2, p. 351). " Carol I" National Defence University. 
  • Pulungan, E. N., & Hariati, R. (2022). Developing the Educational Game Tool to Improve Reading Ability of Early Childhood. International Journal of Language Education, 6(1), 25-35. 
  • Sawyer, B., & Rejeski, D. (2002). Serious games: Improving public policy through game-based learning and simulation. Woodrow Wilson International Center for Scholars. 
  • Sawyer, B., & Smith, P. (2008). Serious games taxonomy. In Slides from the Serious Games Summit at the Game Developers Conference. 
  • Sawyer, B. (2007). The “Serious Games” landscape. The Instructional & Research Technology Symposium for Arts, Humanities and Social Sciences, Camden, EE. UU. 
  • Schönauer, C., Pintaric, T., & Kaufmann, H. (2011). Full body interaction for serious games in motor rehabilitation. In Proceedings of the 2nd Augmented Human International Conference (pp. 1-8). 
  • Sharifzadeh, N., Kharrazi, H., Nazari, E., Tabesh, H., Edalati Khodabandeh, M., Heidari, S., & Tara, M. (2020). Health education serious games targeting health care providers, patients, and public health users: scoping review. JMIR serious games, 8(1), e13459. 
  • Stegman, M. (2014). Immune Attack players perform better on a test of cellular immunology and self confidence than their classmates who play a control video game. Faraday discussions, 169, 403-423. 
  • Susi, T., Johannesson, M., & Backlund, P. (2007). Serious games, an overview. Technical report HIS-IKI-TR-07-001. University of Skvde. 
  • Sweetser, P., & Wyeth, P. (2005). GameFlow: a model for evaluating player enjoyment in games. Computers in Entertainment (CIE), 3(3), 3-3. 
  • Uskov, A., & Sekar, B. (2014, June). Serious games, gamification and game engines to support framework activities in engineering: Case studies, analysis, classifications and outcomes. In IEEE international conference on electro/information technology (pp. 618-623). IEEE. 
  • Zavala, J. C. C., & Martínez, K. (2021). Aprender álgebra jugando: el caso del Dragon Box. Revista electrónica AMIUTEM, 9(1), 47-56. 
  • Zeng, J., Parks, S., & Shang, J. (2020). To learn scientifically, effectively, and enjoyably: A review of educational games. Human Behavior and Emerging Technologies, 2(2), 186-195. 
  • Zyda, M. (2005). From visual simulation to virtual reality to games. Computer, 38(9), 25-32.