Serious Games : The Recycling Strategy

Higher education organizations use different strategies when implementing serious games in their learning process.  Each of these strategies aims at reaching specific Key Performance Indicators (from students’ satisfaction to organizational benefits or ROI) and therefore corresponds to different deployment conditions. From my personal experience and some analysis, I think that there is a progression curve from a “Recycling” to “Co-branding” Strategy.


When an organization starts thinking about serious games, the very first approach is often the “Recycling” approach. In general, this is an individual initiative launched by a teacher during his own lecture. The key goal is to enhance students’ motivation when teaching complex or “boring” topics by using “classical” games in another perspective. This “recycling approach” can also be related to a “serious gaming” approach: it reorientates a game via different methods, in order to offer activities that go beyond mere entertainment.

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Serious Games: Press “START”

Serious Games  have been widely developed as learning methods since the 2000s and are now challenging higher education organizations, not just on their learning method but also on their strategic approach.

For the Financial Time, I defined Serious Games “as games designed for a purpose beyond pure entertainment. They use the motivation levers of game design – such as competition, curiosity, collaboration, individual challenge – and game media, including board games through physical representation or video games, through avatars and 3D immersion, to enhance the motivation of participants to engage in complex or boring tasks. Continue reading


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