“The Spectrum of Abstraction and Realism in Serious Games for Learning” at the European Conference on Games-Based Learning 2025, Norway
https://papers.academic-conferences.org/index.php/ecgbl/article/view/4036
Keywords: Serious Games, Abstraction vs. Realism, Learning Transfer, Game Design
We are happy to share that our paper “The Spectrum of Abstraction and Realism in Serious Games for Learning” has been accepted for presentation at the European Conference on Games-Based Learning (ECGBL 2025).
The paper explores how varying levels of abstraction and realism in serious games shape learning outcomes, offering a framework to guide game design for education.
Authors: Christina Risley, Zoltan Buzady and Charlie Liang Xu
DOI: 10.13140/RG.2.2.27301.41440
Abstract: The design of serious games for learning is shaped by a fundamental tension between realism and abstraction. Realism in serious games can manifest in multiple dimensions, such as graphical fidelity, sound design, game mechanics, narrative structure etc. Some serious games aim for high-fidelity simulation, replicating real-world scenarios as closely as possible (e.g., flight simulators or medical training applications). Others may incorporate abstract elements while still being grounded in real-world principles, such as strategy games that simplify complex decision-making processes. Abstraction, by removing unnecessary complexity, may reduce extraneous cognitive load and enhance generalisation of learning. In contrast, realism may support situated learning and contextual skill transfer, particularly when training requires familiarity with real-world environments. To better understand the implications of abstraction and realism in serious game design, this paper comparatively explores two case studies: FLIGBY, a corporate leadership development game, and Cipher, a language-learning game designed for children. Findings identify six key dimensions that differentiate abstraction and realism in serious games: visual style, audio style, mechanics and interface, rule systems and feedback. Engagement, motivation, and cultural perception are also considered, noting that realism may appeal more in professional settings, while abstraction may be particularly effective in child-centered learning environments. This research contributes to the broader field of serious games by providing a conceptual framework to guide educators, game designers, and researchers in making informed design decisions, also offering a foundation for future empirical research.
Keywords: Serious Games, Abstraction vs. Realism, Learning Transfer, Game Design