163 © Springer Nature Switzerland AG 2019 D. Ifenthaler, Y. J. Kim (eds.), Game-Based Assessment Revisited, Advances in Game-Based Learning, https://doi.org/10.1007/978-3-030-15569-8_9 Chapter 9 A Provisional Framework for Multimodal Evaluation: Establishing Serious Games Quality Label for Use in Training and Talent Development Wee Hoe Tan and Ivan Boo 9.1 Introduction The idea of using games for serious purposes was proposed by Abt in 1970s, in which he delineated serious games from simulations. All serious games simulate something from the real world, but not all simulations are games because the out- comes of simulations are predetermined results, as opposed to winning or losing outcome in games (Abt, 1970). However, it was the Serious Games Initiative that reintroduced the notion of serious games (Serious Games Society, 2008), where Sawyer and Smith (2008) presented the taxonomy of serious games, providing an overview of the status quo of the serious games industry in the last decade. Then the potential of games was exploited extensively in various felds of study, namely edu- cation (Gloria, Bellotti, Berta, & Lavagnino, 2014), military (US Army, 2017), busi- ness (Popescu, Romero, & Usart, 2013), and healthcare (Wattanasoontorn, Boada, Garcia, & Sbert, 2013). 9.1.1 Evaluation of Custom-Made and Commercial Off-the-Shelf Serious Games When setting up the Serious Games Institute at the Coventry University in mid-2000, de Freitas (2006) predicted widespread use of game technologies in formal contexts through a serious games movement. Nonetheless, the potential of games has been W. H. Tan (*) Faculty of Art, Computing and Creative Industry, Sultan Idris Education University, Tanjong Malim, Perak, Malaysia e-mail: whtan@fskik.upsi.edu.my I. Boo Serious Games Association, Singapore, Singapore e-mail: ivan@seriousgamesasia.com