| Herz |
1997 |
Identified the potential of games beyond entertainment, emphasizing their application in education and training. |
Educational potential, training applications. |
| Zyda |
2005 |
Defined serious games as mental contests using computer-based simulations for training, education, health, and public policy. |
Purpose (training, education, health, public policy), simulation-based. |
| Alvarez |
2007 |
Proposed a classification based on the game’s purpose and target audience, highlighting the diversity of serious games. |
Purpose, target audience, application domain. |
| Sawyer |
2008 |
Developed a taxonomy categorizing serious games by market segments and application areas, aiming to map the serious games landscape comprehensively. |
Market segment, application area (e.g., education, health, training). |
| Djaouti et al. |
2011 |
Introduced the G/P/S model, classifying games based on Gameplay, Purpose, and Scope to analyze their serious aspects systematically. |
Gameplay, Purpose, Scope. |
| U & Seka |
2014 |
Focused on the educational potential of serious games, proposing a taxonomy based on learning objectives and pedagogical approaches. |
Learning objectives, pedagogical approach. |
| Lamarti |
2016 |
Developed a comprehensive taxonomy considering technological aspects, user engagement, and application domains to better understand serious games’ multifaceted nature. |
Technology, user engagement, application domain. |