Characterization of Games Technologies for Learning in the Context of Intangible Cultural Heritage

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dc.contributor.authorZúniga-Solórzano, Marcos E.en_US
dc.contributor.authorFabregat, Ramonen_US
dc.contributor.authorJové, Teodoren_US
dc.contributor.editorCampana, Stefanoen_US
dc.contributor.editorFerdani, Danieleen_US
dc.contributor.editorGraf, Holgeren_US
dc.contributor.editorGuidi, Gabrieleen_US
dc.contributor.editorHegarty, Zackaryen_US
dc.contributor.editorPescarin, Sofiaen_US
dc.contributor.editorRemondino, Fabioen_US
dc.date.accessioned2025-09-05T21:24:57Z
dc.date.available2025-09-05T21:24:57Z
dc.date.issued2025
dc.description.abstractThis paper explores the application of Game Technologies for Learning (GT4L), which includes Serious Games, Gamification, and Game-Based Learning in the context of Intangible Cultural Heritage (ICH). According to the United Nations and the Sustainable Development Goals (SDGs), in particular, target 4 of SDG 11, this study emphasizes the importance of preserving ICH, such as oral traditions, performing arts, and traditional craftsmanship, in an increasingly globalized world. A systematic literature review of 34 articles was conducted to characterize the use of GT4L in ICH. The review aimed to identify the ICH domains where GT4L is applied, the types of GT4L used, the target audiences, the technological aspects considered, the innovations integrated, and how learning styles and player typologies are incorporated. The findings indicate that GT4L is utilized across several ICH domains, including oral traditions, performing arts, social practices, and traditional craftsmanship. Most games are Serious Games in the genres of simulation of arts and sports, adventure, treasure, puzzle, trivia, and role-playing. The target audiences range from children to heritage professionals. The technologies employed include mobile applications, immersive virtual and augmented reality experiences, body-tracking, and 3D environments, all of which incorporate user-centered and participatory design methodologies. However, several innovative aspects are absent that could enhance the impact of these applications. These include the incorporation of accessibility criteria to ensure equitable access to games for all players, the implementation of recommender systems to guide choices based on user profiles, as well as considerations for different learning styles and player types, among others.en_US
dc.description.sectionheadersModern Technologies for Serious Gaming in Cultural Heritage
dc.description.seriesinformationDigital Heritage
dc.identifier.doi10.2312/dh.20253377
dc.identifier.isbn978-3-03868-277-6
dc.identifier.pages10 pages
dc.identifier.urihttps://doi.org/10.2312/dh.20253377
dc.identifier.urihttps://diglib.eg.org/handle/10.2312/dh20253377
dc.publisherThe Eurographics Associationen_US
dc.rightsAttribution 4.0 International License
dc.rights.urihttps://creativecommons.org/licenses/by/4.0/
dc.subjectGames Technologies for Learning, Serious Games, Gamification, Game-Based Learning, Intangible Cultural Heritage.
dc.subjectGames Technologies for Learning
dc.subjectSerious Games
dc.subjectGamification
dc.subjectGame
dc.subjectBased Learning
dc.subjectIntangible Cultural Heritage.
dc.titleCharacterization of Games Technologies for Learning in the Context of Intangible Cultural Heritageen_US
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Track 14 – Play, Learn, Explore (Serious Games Society – GALA SESSION)