Investigating the added value of interactivity and serious gaming for educational TV F. Bellotti a,1 , R. Berta a, * , A. De Gloria a, 1 , A. Ozolina b, 2 a DIBE – Department of Electronics and Biophysical Engineering, University of Genoa, Via Opera Pia 11/a,16145 Genova, Italy b Riga Technical University,1, Kalku Street, Riga LV-1658, Latvia article info Article history: Received 23 July 2010 Received in revised form 6 November 2010 Accepted 23 November 2010 Keywords: Interactive TV Serious games TV-based learning t-Learning User tests User centered design Television Digital TV abstract TV is a medium with high penetration rates and has been suited to deliver informal education in several aspects since years. Thus, interactive TV may play a significant role in the current Life-Long Learning challenges, provided that meaningful applications are implemented. In this research work, we have explored the added value of interactivity in digital TV, with a particular focus on Serious Games (SGs), given their growing relevance in technology-enhanced learning. We have followed an evolutionary rather than revolutionary approach, in particular given the still traditional use of TV by a large audience. The approach preserves a media-driven strategy and the role of the author/director in proposing contents (storytelling), as in the TV tradition. We argue that interactive SGs may help the viewer to better contextualize/understand the video stream and go more in depth about the touched items at the end of the stream. This also enables new iTV applications, in particular to support weaker users (i.e. users that could not view the video without a help). This paper presents the results from user tests based on an interactive enhancement of a clip from the Disney’s Snow White movie, that challenged the authors in addressing a dynamic, high-value document. Qualitative and quantitative results show the potential of the system for informal education. The tests also stress the importance of good solutions (e.g., devel- opment languages, display modalities, metaphors) for synchronizing video and overlaid interactive elements. To the best of our knowledge, this research work is the first one discussing user test results about the usefulness of a class of iTV SG applications that can be instantiated serially in several different contexts. Ó 2010 Elsevier Ltd. All rights reserved. 1. Introduction Life-long learning has become an ever more relevant aspect of current education policies (Field, 2006; Lifelong-Learning EC, 2010). Since life-long learning involves a variety of users, styles, contents and situations, a number of tools, products and services have been developed in order to meet different needs and opportunities. In this context, PC-based e-learning has been extended with other technological supports, leading to mobile learning (m-learning) (Quinn, 2000; Sharples, 2000), and t-learning (Aarreniemi-Jokipelto, & Kalli, 2006), which exploits interactive Digital TV (iDTV, or iTV) (Lee, 2007). (PJB, 2003) provides a global analysis of the challenges concerning the development of digital TV-based interactive learning at home. The report makes recommendations for policy and decision makers, broadcasters and other players as to devise and exploit iTV solutions to increase learning opportunities at home, in particular addressing issues such as widening participation to learning and overcoming the digital divide. (Chorianopoulos & Leakos, 2007) report that the main rationale cited for adopting TV as a learning medium is its pervasiveness, as television is a familiar and reliable consumer device with more than 90% penetration in developed countries. * Corresponding author. Tel./fax: þ39 010 3532795. E-mail addresses: franz@elios.unige.it (F. Bellotti), berta@elios.unige.it (R. Berta), adg@elios.unige.it (A. De Gloria), aiga@epakavs.lv (A. Ozolina). 1 Tel./fax: þ39 010 3532795. 2 Tel.: þ371 7089333. Contents lists available at ScienceDirect Computers & Education journal homepage: www.elsevier.com/locate/compedu 0360-1315/$ – see front matter Ó 2010 Elsevier Ltd. All rights reserved. doi:10.1016/j.compedu.2010.11.013 Computers & Education 57 (2011) 1137–1148