This study aimed to develop a scale of the “images and consciousness of digital games in adolescents” among high school and university students and examine its reliability and validity. A preliminary survey was conducted on 112 university students specializing in digital game development, and 115 items measuring the images of digital games were extracted. Using these 115 items, a survey was conducted on 360 high school and university students. We extracted seven factors (74 items) as the images and consciousness of digital games: “personal and social bad impressions,” “special experiences and positive impressions,” “skill improvement,” “extensive communication,” “health hazards and dependence induction,” “negative ideological effects,” and “lack of exercise.”

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The development of science and technology has been accompanied by the emergence of a variety of social problems. Accordingly, universities are now required to provide education on science and technology to students who do not specialize in the field of science and technology. Implement of learning with game was oftenly found in analog games, which has been becoming difficult to implement with the impact of COVID-19. In this study, "nocobon online", an online version of "nocobon", a card game teaching material on science, technology, and society, was practiced on 61 undergraduate and graduate students. The result suggested that the practice using "nocobon online" had the effect of raising interest in science and technology and acquiring engagement in science and technology.

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This study aimed to develop a creativity scale for digital games and examine their reliability and validity. A preliminary survey was conducted with 112 university students, and 75 items were selected to measure creativity in digital games. Using the 75 items, we surveyed 343 university students. As a result, three factors were extracted as creativity in digital games among university students: “special experiences in games,” “story, design, and characters,” and “game development and setting.”

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This article accounts for the author's memories of Professor Masayuki Uemura, who passed away on 6 December 2021. Since April 2004, I have had the opportunity to interact with Professor Uemura in various situations and was impressed by how he came up with ideas and implemented them. He also seems to have guided his students to put curiosity first and expand their ideas for research by which various perspectives and ideas on 'play' were conceived. When I traveled to the USA and the UK with Professor Uemura for research project-related field studies, Professor Uemura would be asked to give a lecture. After the lecture, the audience was surrounded by Nintendo Entertainment System enthusiasts, some of whom asked for autographs. Despite these circumstances, Professor Uemura was not blinded by arrogance but was simply contemplate the meaning of 'NES as a global social phenomenon’. Generally speaking, Professor Uemura's numerous achievements in the games industry tend to attract attention. Still, for me, he is more like a mentor and a pillar of my life who treats his students and colleagues with love and affection.

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Serious Game Jam has been held seven times from 2014 to 2018. From the second time, the authors have been involved in the event as committee members, and we have learned a lot through the experience. Through this experience, we have gathered data and analyzed them for effective management of the Serious Game Jam. In the first several events, we referred to the general game jam management process, but we have found that we needed different processes for the serious game development. Therefore, we have tried to combine new trials combined with conventional game jam management process. This paper summarizes the lessons learned from our experience of seven Serious Game Jams, and proposed operational guideline which can be useful to the future event administrators.

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