Relevant bibliographies by topics / Board games Psychological aspects

Academic literature on the topic 'Board games Psychological aspects'

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Published: 10 December 2022
Last updated: 29 January 2023

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Journal articles on the topic "Board games Psychological aspects"

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Karbowniczek, Jolanta, and Beata Kucharska. "Coronavirus as an (Anti)Hero of Fairy Tales and Guides for Children." Multidisciplinary Journal of School Education 9, (2) 18 (December 31, 2020): 121–40. http://dx.doi.org/10.35765/mjse.2020.0918.06.

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Nowadays, preschool and school children develop, are raised, and learn in a new reality for them, caused by the coronavirus pandemic. Including the assumptions of the connectivist paradigm as a novelty in the didactic activities of teachers, remote e-learning, computer games, board games, e-books, audiobooks, and multimedia programs fill free time and are becoming a way of learning and teaching in the digital age. The literary genre introducing children to the world of the contemporary threat of COVID 19 is the new fairy tale and therapeutic children’s story, thanks to which events and characters struggling with the prevailing pandemic around the world are presented. The purpose of the article is to analyze and interpret innovative proposals for e-books of fairy tales which explain to young children what the coronavirus pandemic is, how to guard against it, what is happening in Poland and around the world, how to behave, and what actions to take to prevent the spread of viruses. In their discussion, the authors emphasize the psychological, sociological, and therapeutic aspects of the presented content of fairy tales, which are most often related to experiences, emotional sensitivity, anxiety, a fear of something bad, an identification with the characters, and overcoming any difficulties in this situation which is trying for all.
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Zhang, Cevin, Jannicke Baalsrud Hauge, Karin Pukk Härenstam, and Sebastiaan Meijer. "Game Experience and Learning Effects of a Scoring-Based Mechanic for Logistical Aspects of Pediatric Emergency Medicine: Development and Feasibility Study." JMIR Serious Games 9, no. 1 (March 11, 2021): e21988. http://dx.doi.org/10.2196/21988.

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Background Using serious games for learning in operations management is well established. However, especially for logistics skills in health care operations, there is little work on the design of game mechanics for learning engagement and the achievement of the desired learning goals. Objective This contribution presents a serious game design representing patient flow characteristics, systemic resource configurations, and the roles of the players based on a real Swedish emergency ward. The game was tested in a set of game-based learning practices in the modalities of a physical board game and an online multiplayer serious game that implemented the same game structure. Methods First, survey scores were collected using the Game Experience Questionnaire Core and Social Presence Modules to evaluate the experience and acceptance of the proposed design to gamify real processes in emergency care. Second, lag sequential analysis was applied to analyze the impact of the game mechanics on learning behavior transitions. Lastly, regression analysis was used to understand whether learning engagement attributes could potentially serve as significant predicting variables for logistical performance in a simulated learning environment. Results A total of 36 students from courses in engineering and management at KTH Royal Institute of Technology participated in both game-based learning practices during the autumn and spring semesters of 2019 and 2020. For the Core Module, significant differences were found for the scores for negative affect and tension compared with the rest of the module. For the Social Presence Module, significant differences were found in the scores for the psychological involvement – negative feelings dimension compared with the rest of the module. During the process of content generation, the participant had access to circulating management resources and could edit profiles. The standard regression analysis output yielded a ΔR2 of 0.796 (F14,31=2725.49, P<.001) for the board version and 0.702 (F24,31=2635.31, P<.001) for the multiplayer online version after the learning engagement attributes. Conclusions The high scores of positive affect and immersion compared to the low scores of negative feelings demonstrated the motivating and cognitive involvement impact of the game. The proposed game mechanics have visible effects on significant correlation parameters between the majority of scoring features and changes in learning engagement attributes. Therefore, we conclude that for enhancing learning in logistical aspects of health care, serious games that are steered by well-designed scoring mechanisms can be used.
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Lenska, Svitlana, Nataliia Naumovska, Nataliia Rudakova, Olesia Naumovska, Tamara Marchii-Dmytrash, and Andrii Sova. "Neuropedagogical and Psychological Aspects of Play." BRAIN. Broad Research in Artificial Intelligence and Neuroscience 13, no. 4 (December 21, 2022): 104–21. http://dx.doi.org/10.18662/brain/13.4/378.

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A new article by Ukrainian experts in ethno-pedagogy for the first time in science maximally summarizes the neuro-pedagogical, psychological and social potential of human development through the reproduction of folk games. The aim of the article is not only to consider the thematic diversity, but also to demonstrate how Ukrainian folk children's games and ancient adult games have a natural influence on the formation of worldview, socialization and maturity with the involvement of physical, neurophysiological and psycho-pedagogical mechanisms. Using general scientific, historical and neuroscientific methods, we proved the imitative, compensatory, sublimational, imitative, ritual and entertaining nature of folk games. Within the limits and possibilities available to the authors, neuroscientific commentary is presented to substantiate the underlying functions and mechanisms of folk games. The main result of the article is the creation of the fullest possible classification of the developing educational potential of folk games at two levels of generalization (general pedagogical aspects and specific functions). The authors were also able to review related literature on the topic, identify valuable observations and gnostic lacunas in need of scientific explication and ekplanatornost.
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Frapolli, Fulvio, Amos Brocco, Apostolos Malatras, and Béat Hirsbrunner. "Decoupling Aspects in Board Game Modeling." International Journal of Gaming and Computer-Mediated Simulations 2, no. 2 (April 2010): 18–35. http://dx.doi.org/10.4018/jgcms.2010040102.

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Existing research on computer enhanced board games is mainly focused on user interaction issues and look-and-feel, however, this overlooks the flexibility of traditional board games when it comes to game rule handling. In this respect, the authors argue that successful game designs need to exploit the advantages of the digital world as well as retaining such flexibility. To achieve this goal, both the rules of the game and the graphical representation should be simple to define at the design stage, and easy to change before or even during a game session. For that reason, the authors propose a framework allowing the implementation of all aspects of a board game in a fully flexible and decoupled way. This paper will describe the Flexiblerules approach, which combines both a model driven and an aspect oriented design of computer enhanced board games. The benefits of this approach are discussed and illustrated in the case of three different board games.
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Kononenko, Anatoliy, and Oksana Kononenko. "PSYCHOLOGICAL ASPECTS OF CIBERCOMMUNICATING INDIVIDUAL DEPENDENCE." International Journal of New Economics and Social Sciences 7, no. 1 (June 29, 2018): 233–44. http://dx.doi.org/10.5604/01.3001.0012.2698.

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The article deals with the main approaches to the study of the problem of cybercommunicative personality dependence in domestic and foreign psychology. It is shown that the problem of psychological predisposition has not been studied in the foreign psychology, mainly the various aspects of the study of dependence, which are conducted in the main directions as an individual variable - cognitive, motivational, emotional and behavioral characteristics of the dependent personality and as a set of behavioral features. The problem of dependent personality is represented by several areas: dependence on the Internet, network gambling and other numerous varieties of dependence. Mostly dependence is seen as a consequence of interpersonal transactions within social groups that create the effect of "social dependence"; dependence as a set of behavioral features. In Ukrainian psychological science, in broad sense, addiction is seen as a specific way of thinking, perception and interpretation, of feeling and of the outside world. The main features of online dependencies are: obsessional passion for work at a computer (games, programming or other activities); pathological commitment to online gambling, online auctions or virtual purchases; Dependence on the social use of the Internet (chatting in chat, group games and teleconferencing), etc.
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Lickiewicz, Jakub, Patricia Paulsen Hughes, and Marta Makara-Studzińska. "Serious Games and Board Games Versus Cultural Changes." Perspektywy Kultury 30, no. 3 (December 20, 2020): 257–70. http://dx.doi.org/10.35765/pk.2020.3003.17.

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The impact of computer games on human functioning has become the sub­ject of many studies and scientific reports. With the development of technol­ogy, games have transcended boards and become part of the video entertain­ment industry. However, technology did not end traditional games. It was only a matter of time before games were extended to other areas of life. Because games were so popular, educators found that students engage quickly with educational games. The article explains the aspects of serious games (SG), which are defined as digital games used for purposes other than entertain­ment. It describes the areas in which games can be used in the educational process, their effectiveness, and controversies regarding their use.
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Marinova, T. Y., and O. V. Zaretskaya. "Social Psychological Aspects of Addiction to Massively Multiplayer Online Role-Playing Games." Social Psychology and Society 6, no. 3 (2015): 109–19. http://dx.doi.org/10.17759/sps.2015060308.

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The paper addresses the issue of how massively multiplayer online role¬playing games (MMORPG) affect the behavior of players. Basing on a series of research, the paper analyzes how massively multiplayer online role¬playing games are created and highlights their specifics that possibly contribute to the development of psychological addiction to such games. The authors describe the outcomes of their own research on motivation in persons with gaming addiction aged 18 and up, with over 1 year of gaming experience. These out-comes suggest that current traditional criteria developed for assessing gaming addiction cannot be applied to this particular form of addictive behavior.
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Barnett, Jane, and Mark Coulson. "Virtually Real: A Psychological Perspective on Massively Multiplayer Online Games." Review of General Psychology 14, no. 2 (June 2010): 167–79. http://dx.doi.org/10.1037/a0019442.

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Massively multiplayer games (MMOs) are immersive virtual three-dimensional fantasy worlds in which people cooperate and compete with each other, as well as with the computer-generated denizens of that particular game world. Although typically seen as games, their strong social aspect suggests that they are a form of online communication tool, with which players interact to form friendships, create communities, and work together to accomplish a variety of goals. After an introduction to MMOs, this review explores how social aspects of the game imitate the real world in terms of choices that players make when interacting with others. Furthermore, player-to-player interactions are examined in terms of in-game group formation and how efficient communication is imperative for goal achievement. The review also explores how leadership skills learned in-game may be transferred to real-world scenarios. The reasons why people play MMOs are examined in terms of player motivations and how aspects of game play may have both positive and negative consequences for a player's well-being. The latter half of the review describes how MMOs are used as afterschool virtual teaching environments where students can use aspects of game play to learn, for example, leadership qualities. The review concludes with recommendations for using MMOs as virtual laboratories to explore aspects of human behavior.
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Kochetkov, N. V. "Socio-psychological aspects, depending on the online games and the method of its diagnosis." Social Psychology and Society 7, no. 3 (2016): 148–63. http://dx.doi.org/10.17759/sps.2016070311.

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The article analyzes a non-chemical type of the dependence on online games. The author considers classification and universal signs of dependence and draws the line between the two types of addictive behavior: Internet dependence and dependence on online games. In contrast to clinical characteristics used in the scientific literature, the author suggests a new criterion for identification of the dependence on the on- line games in the scientific psychological school A.V. Petrovsky — position "significant other" in real or virtual space. "Game addiction" — a new term, which is introduced in order to distinguish between the concept of gambling, dependence on online games and, dependence on the game, carried out without Internet connection. The author proposes and substantiates the socio-psychological research methodology aimed at its diagnos- tics. Empirical results that indicate differences in the level of Internet dependence and dependence on online games of respondents, depending on the factor of having "sig- nificant other” in the network, are represented.
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Mukhamedova, Dilbar. "PSYCHOLOGICAL ASPECTS OF ADDICTION TO SOCIAL MEDIA, COMPUTER AND COMPUTER GAMES." International Journal of Psychosocial Rehabilitation 24, no. 02 (February 20, 2020): 319–24. http://dx.doi.org/10.37200/ijpr/v24i2/pr200338.

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Dissertations / Theses on the topic "Board games Psychological aspects"

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Bopp, Stacey-Lee. "A phenomenological study of problematic internet use with massively multiplayer online games." Thesis, Nelson Mandela University, 2017. http://hdl.handle.net/10948/13757.

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Massively multiplayer online games (MMOG’s) are a specific form of online computer games that allow for millions of people to simultaneously play online at any time. This form of online gaming has become a huge phenomenon worldwide both as a popular past time and a business endeavour for many individuals. There are more than 16 million people worldwide who subscribe to fantasy role-playing online games. Although such games can provide entertainment for many people, they can also lead to problematic Internet use (PIU). PIU has also been referred to as Internet addiction, and can cause significant problems in an individual’s functioning. The study aimed to enhance a greater understanding of the phenomenon of male adults’ experiences PIU with MMOG’s. More specifically the study aims to identify if PIU with MMOG’s can be considered a form of Internet addiction within South Africa. Furthermore, assisting in the further development of online addiction diagnosis and treatment strategies. The study utilised an interpretive phenomenological approach (IPA) and participants were purposively sampled. The data was collected using semi-structured individual interviews. Furthermore, Braun and Clarks thematic analysis was used during data analysis while incorporating the four major processes in phenomenological research, namely 1) epoche, 2) phenomenological reduction, 3) imaginative variation and, 4) synthesis. Themes that emerged from the analysis of the participants’ experiences included, initial description of use, motives for continued use of MMOG’s, consequences of PIU with MMOG’s, perceptions of PIU with MMOG’s, and treatment considerations. This study provided a thick description of South African and international literature and combines the literature with the themes that emerged from the participants experiences in order to produce discussions based on the findings of this qualitative study. Conclusions, recommendations, and limitations of this study informed future research on cyber citizenship by providing a detailed understanding of the context of South African male adults’ experiences of PIU with MMOG’s.
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Spoors, Glen R. "Meaning and emotion in Squaresoft's Final Fantasy X: Re-theorising realism and identification in video games." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2005. https://ro.ecu.edu.au/theses/619.

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This thesis takes the position that traditional theories of "realism" and "identification" misrepresent the relationships between players and videogames, and that a cross·disciplinary approach is needed. It uses Ed Tan's (1997) and Torben Grodal's (1997) analyses of narrative, cognition, and emotion in film as a basis for interrogating existing research on, and providing a working model of, video gameplay. It develops this model through an extended account of Squaresoft's adventure role-playing game Final Fantasy X (FFX) (2001), whose hybrid narrative and game macrostructures foreground many of the problems associated with video games. The chapters respectively address; existing research on video games; how perceptual qualities of the interface determine the reality status of gameplay; how narrative and game codes regulate or retard interest; FFX's henneneutic coding of reality; the dual narrative and game coding of video game characters; the uses and limits of the psychoanalytic concept of identification when analysing video games; how gameplay promotes empathetic emotions towards characters; how players develop empathetic emotions towards themselves; and how the disjunctive quality of play may have un existential quality.
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Chan, Holing Sarah, and 陳可苓. "The associations between video gaming, sleep, and neuropsychological functioning in Hong Kong children." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2014. http://hdl.handle.net/10722/209534.

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This study examined the associations between video gaming, sleep, and neuropsychological functioning. A total of 143 mother-children dyads were included in the study. The children’s neurocognitive functions were measured using the Wechsler Intelligence Scale for Children– Fourth Edition (Hong Kong), the Test of Everyday Attention for Children (TEA-Ch), and the Grooved Pegboard Test. Sleep quality was measured by the Children's Sleep Habits Questionnaire (CSHQ) and the Pittsburgh Sleep Quality Index (PSQI). Problematic behaviors were measured using the Child Behavior Checklist (CBCL). It was found that (1) more video gaming was associated with poorer subjective sleep quality and shorter total bed time, but not any actual reported sleep time or any domains of problematic sleep in children, (2) playing video games before bed was not associated with more sleep problems in children, (3) children with more sleep problems were perceived to have more internalizing and externalizing behaviors, (4) sleep problem was negatively associated with tests of perceptual reasoning abilities, and had a moderating effect on the relationship between video-gaming and a hand-eye coordination task. Results implied video gaming might not be predominantly bad for children, and the use of it as a training tool must target specific cognitive skills in order to be effective. Children’s sleep problems should be part of a clinical computation and adequately addressed.
published_or_final_version
Clinical Psychology
Master
Master of Social Sciences
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Kumar, Arati. "Level of challenge and task persistence : a study of children in a cognitive activity /." Thesis, This resource online, 1991. http://scholar.lib.vt.edu/theses/available/etd-11072008-063215/.

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Said, Laila Refiana. "The influences of cognitive, experiential and habitual factors in online games playing." University of Western Australia. Faculty of Economics and Commerce, 2006. http://theses.library.uwa.edu.au/adt-WU2006.0100.

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[Truncated abstract] Online games are an exciting new trend in the consumption of entertainment and provide the opportunity to examine selected antecedents of online game-playing based on studying the cognitive, experiential and habitual factors. This study was divided into two parts. The first part analysed the structural relations among research variables that might explain online game-playing using the Structural Equation Modeling (SEM) techniques. These analyses were conducted on a final sample of 218 online gamers. Specific issues examined were: If the variables of Perceived Game Performance, Satisfaction, Hedonic Responses, Flow and Habit Strength influence the Intention to Replay an online game. The importance of factors such as Hedonic Responses and Flow on Satisfaction in online game play. In addition to the SEM, analyses of the participants? reported past playing behaviour were conducted to test whether past game play was simply a matter of random frequency of past behaviour, or followed the specific pattern of the Negative Binomial Distribution (NBD). … The playing-time distribution was not significantly different to the Gamma distribution, in which the largest number of gamers plays for a short time (light gamers) and only a few gamers account for a large proportion of playing time (heavy gamers). Therefore, the reported time play followed a simple and predictable NBD pattern (Chisquare=. 390; p>.05). This study contributes to knowledge in the immediate field of online games and to the wider body of literature on consumer research. The findings demonstrate that gamers tend to act habitually in their playing behaviour. These findings support the argument that past behaviour (habit) is a better explanation of future behaviour than possible cognitive and affective explanations, especially for the apparent routinesed behaviour pattern on online games. The pattern of online game-playing is consistent with the finding of the NBD pattern in television viewing, in which the generalisability of the NBD model has been found in stable environments of repetitive behaviour. This supports the application of the NBD to areas beyond those of patterns in gambling and the purchase of consumer items. The findings have implications both for managerial and public policy decision-making.
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韓政龍 and Ching-lung Hon. "Biorhythms, state anxiety and mood states as predictors of racquet games performance." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2001. http://hub.hku.hk/bib/B31257203.

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Mills, Criss Bentley. "War game." Thesis, Georgia Institute of Technology, 1988. http://hdl.handle.net/1853/23092.

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Kim, Jung K. "The influence of flow experience on video games and agression." Virtual Press, 2007. http://liblink.bsu.edu/uhtbin/catkey/1371467.

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The relationships between violent content and aggression have not been fully understood and explained in video game research literature. This study sought to determine if video game players" flow experience--a psychological absorption—explains the aggression that can follow video game playing. Employing a survey, this project sought to determine if relationships existed among degrees of violence portrayed in video games, degrees of flow experience, and subsequent aggressive attitudes after gaming. In this study, it was determined that a player's flow experience is more strongly correlated with aggression than is the violent content of video games. Moreover, contradicting the common belief that the video game companies make more profit by increasing the quantity of violent content, there is actually no significant relationship between violence and purchase of video games. However, along the same lines of Hoffman and Novak (1977), this study discovered an increase in purchasing intent related to flow experiences in video games.
Department of Telecommunications
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Behrenshausen, Bryan G. "Touching is Good: An Eidetic Phenomenology of Interface, Interobjectivity, and Interaction in Nintendo's "Animal Crossing: Wild World"." Fogler Library, University of Maine, 2007. http://www.library.umaine.edu/theses/pdf/BehrenshausenBG2007.pdf.

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Pavlas, Davin. "A model of flow and play in game-based learning the impact of game characteristics, player traits, and player states." Doctoral diss., University of Central Florida, 2010. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4513.

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In this dissertation, the relationship between flow state, serious games, and learning was examined. Serious games, which are games that convey something other than enjoyment (e.g., learning), are increasingly popular platforms for research, training, and advertisement. The elements that make serious games useful to researchers, trainers, and practitioners are closely linked to those that make up the positive psychology construct of flow state. Flow state describes an optimum experience that is encountered when a variety of factors are met, and is characterized by high focus, engagement, motivation, and immersion. While flow state is often discussed in the serious games literature, in-depth empirical examinations of flow state remain elusive. In this dissertation I addressed this need by conducting a thorough literature review of flow, serious games, and game-based learning in order to propose a new model of flow in games. Two studies were conducted in support of this model. The first experiment consisted of the creation and validation of a play experience scale. Based on the data from 203 Study 1 participants, the Play Experience Scale was validated for use with video games. The 14-item version of the Play Experience Scale was composed of the components of freedom, lack of extrinsic motivation, autotelic experience, and direct assessment of play. The scale was reliable, with a calculated alpha of .86. In the second study, the newly developed scale was used alongside an immune system serious game to examine the impact of play, in-game performance, and emotional experience on flow in games. In an effort to provide a more symmetrical version of the scale, two items were added to the scale, resulting in a 16-item revision. Based on the empirical results obtained from Study 2's 77 participants, the proposed model of flow in games was revised slightly.; Though Study 2 only examined a subset of the overall model of flow in games, the evidence suggested the model was a good theoretical match. Further, the two added items of the Play Experience Scale were valid, providing a final 16-item version of the scale. Play and in-game performance were key predictors of game-based learning. Additionally, play, video game self-efficacy, and emotional experience exhibited a reciprocal relationship with flow state. Implications for serious game development, scientific research into games and learning, and industry testing of game playability were provided. Following these implications, conclusions were presented alongside suggestions for further research.
ID: 029051055; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Thesis (Ph.D.)--University of Central Florida, 2010.; Includes bibliographical references (p. 163-184).
Ph.D.
Doctorate
Department of Psychology
Sciences
Applied Experimental and Human Factors
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Books on the topic "Board games Psychological aspects"

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de, Voogt Alexander J., and Retschitzki Jean, eds. Moves in mind: The psychology of board games. Hove, UK: Psychology Press, 2004.

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The Oxford history of board games. Oxford: Oxford University Press, 1999.

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Grout, Jeff. Mind Games. New York: John Wiley & Sons, Ltd., 2004.

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1942-, Goldstein Jeffrey H., ed. Sports, games, and play. 2nd ed. Hillsdale, N.J: L. Erlbaum Associates, 1989.

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Parks, Peggy J. Video games. San Diego, CA: ReferencePoint Press, 2008.

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Ignaciuk, V. P. Gateway to eternity. Edinburgh: Pentland Press, 1997.

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Benesch, Hellmuth. Automatenspiele: Psychologische Untersuchungen an mechanischen und elektronischen Spielgeräten. Heidelberg: R. Asanger, 1992.

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Pervez, Mohammad. Video-games in Pakistan: A psychological perspective. Islamabad, Pakistan: National Institute of Psychology, Centre of Excellence, Quaid-e-Azam University, 1985.

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M, Ryan Richard, ed. Glued to games: How video games draw us in and hold us spellbound. Santa Barbara, Calif: ABC-CLIO, 2011.

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Game frame: Using Games as a Strategy for Success. New York: Free Press, 2011.

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Book chapters on the topic "Board games Psychological aspects"

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Singh, Gunjan Singhal, and Pooja Sharma. "Mythological Aspects of Ancient Indian Board Games: A Journey Towards Digitalisation." In Digitalization of Culture Through Technology, 98–105. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003332183-17.

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Tröger, Johannes, Jan Alexandersson, Jochen Britz, Maurice Rekrut, Daniel Bieber, and Kathleen Schwarz. "Board Games and Regulars’ Tables — Extending User Centred Design in the Mobia Project." In Human Aspects of IT for the Aged Population. Design for Aging, 129–40. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-39943-0_13.

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Boyle, Elizabeth. "Psychological Aspects of Serious Games." In Gamification, 1568–85. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-8200-9.ch079.

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Over the past fifteen years there has been increasing interest in serious games as a new medium for learning, skill acquisition, and training. Developing and evaluating engaging and effective serious games presents an interdisciplinary challenge. Psychology is at the interface between hard science and social science and is uniquely placed to play an integrative role in advancing our understanding of the characteristics and impacts of serious games. As the diversity of the chapters in this book illustrates, psychologists have wide-ranging interests in serious games. The purpose of the current chapter is to introduce key concepts, constructs, theories, and research in psychology to examine areas where these are relevant to serious games and provide a context for subsequent chapters in the book.
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Lapid, Maria I., and Mark W. Olsen. "Psychological Development Through the Life Cycle." In Mayo Clinic Neurology Board Review, edited by Kelly D. Flemming, 316–21. Oxford University Press, 2021. http://dx.doi.org/10.1093/med/9780197512166.003.0038.

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Human development from conception to death can be viewed from a number of perspectives, including biologic, cognitive, emotional, social, and moral. This chapter reviews the major features of various facets of development from infancy through toddlerhood, preschool, school-aged, preadolescence, adolescence, the transition into early adulthood, adulthood, and late adulthood. It includes consideration of developmental tasks and challenges, as well as the importance of the environmental influence of family, peers, school, and the broader social milieu. Psychological aspects and specific stages of elderly persons are also described.
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Dubbels, Brock Randall. "Requirements-Based Design of Serious Games and Learning Software." In Exploring the Cognitive, Social, Cultural, and Psychological Aspects of Gaming and Simulations, 1–34. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7461-3.ch001.

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A serious game can be entertaining and enjoyable, but it is designed to facilitate the acquisition of skills and knowledge performance in the workplace, classroom, or therapeutic context. Claims of improvement can be validated through assessments successful, measurable practice beyond the game experience, the targeted context of the workplace, classroom, or clinical using the same tools as multiple traits and multiple measure (MTMM) models. This chapter provides a post-mortem describing the development of the initial design and development of a measurable model to inform the design requirements for validation for a serious game. In this chapter, the reader will gain insight into the implementation of lean process, design thinking, and field observations for generative research. This data informs the assessments and measurement of performance, validated through the MTMM model criteria for requirements. The emphasis examines the role of research insights for onboarding and professional development of newly hired certified nursing assistants in a long-term care facility.
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Johnson, Mina C., David Birchfield, and Colleen Megowan-Romanowicz. "If the Gear Fits, Spin It Again!" In Exploring the Cognitive, Social, Cultural, and Psychological Aspects of Gaming and Simulations, 141–70. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7461-3.ch005.

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To understand how students learn while engaged in active and embodied science games, two gears games were created. Would students' gear switching skills during the game be correlated with pre- and post-knowledge tests? Twenty-three seventh graders, playing as dyads, used gestures to manipulate virtual gears in the games. The Microsoft Kinect sensor tracked arm-spinning movements. Paper and pencil gear knowledge tests were administered before and after. In Game 1 (the easier one), the in-game switching data was significantly negatively correlated with only pretest gear knowledge. In Game 2 (the harder one), switching was negatively associated with both pre- and posttests. Negative correlations mean that fewer switches were used and that demonstrated better knowledge of mechanical advantage. In-game process data can provide a window onto learner's knowledge. However, the games need to have appropriate sensitivity and map to the learner's ZPD. In ludo (or in-process) data from videogames with high sensitivity may attenuate the need for repetitive traditional knowledge tests.
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Hromek, Robyn. "Facilitation of Trust in Gaming Situations." In Student Usability in Educational Software and Games, 161–73. IGI Global, 2013. http://dx.doi.org/10.4018/978-1-4666-1987-6.ch007.

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Games are inherently engaging and, when crafted to do so, provide an experiential, mediated learning space that is effective and fun. This chapter explores game-based learning and the role of the facilitator in optimizing learning. As referees, they make sure games proceed in a fair and orderly manner. As teachers, they look for teachable moments to ‘scaffold’ learning. As mentors, they debrief what happened to enhance learning and ensure psychological safety. The author reviews the literature and her practice as an educational psychologist to examine therapeutic board games and socio-emotional learning. The Life-Space Interview and Emotional First Aid are put forward as effective debriefing tools. An argument is made for the importance of face-to-face games and attention is drawn to concerns about excessive screen time.
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Linek, Stephanie B., Birgit Marte, and Dietrich Albert. "Background Music in Educational Games." In Developments in Current Game-Based Learning Design and Deployment, 219–30. IGI Global, 2013. http://dx.doi.org/10.4018/978-1-4666-1864-0.ch016.

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Most game-designers likely stick to the assumption that background music is a design feature for fostering fun and game play. From a psychological point of view, these (intuitive) aspects act upon the intrinsic motivation and the flow experience of players. However, from a pure cognitive perspective on instructional design, background music could also be considered to be redundant information, which distracts from learning. The presented study investigated the influence of background music (present vs. not present) within an educational adventure game on motivational (intrinsic motivation, experienced flow) and cognitive variables (cognitive load, learning success). The results suggest a high motivational potential of background music. However, neither positive nor negative effects on learning were detected. Thus, background music can be considered as a motivating design element of educational games without negative side-effects on learning.
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Linek, Stephanie B., Birgit Marte, and Dietrich Albert. "Background Music in Educational Games." In Gamification for Human Factors Integration, 259–71. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-5071-8.ch016.

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Most game-designers likely stick to the assumption that background music is a design feature for fostering fun and game play. From a psychological point of view, these (intuitive) aspects act upon the intrinsic motivation and the flow experience of players. However, from a pure cognitive perspective on instructional design, background music could also be considered to be redundant information, which distracts from learning. The presented study investigated the influence of background music (present vs. not present) within an educational adventure game on motivational (intrinsic motivation, experienced flow) and cognitive variables (cognitive load, learning success). The results suggest a high motivational potential of background music. However, neither positive nor negative effects on learning were detected. Thus, background music can be considered as a motivating design element of educational games without negative side-effects on learning.
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Fuertes, Jairo N., Arnold R. Spokane, and Elizabeth Holloway. "Competence in Assessment and Case Conceptualization." In Specialty Competencies in Counseling Psychology, 83–104. Oxford University Press, 2012. http://dx.doi.org/10.1093/med:psych/9780195386448.003.0005.

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Chapter 5 discusses how competency in assessment and case formulation are fundamental components of board certification for every psychological specialty, and how assessment, psychological testing, and case conceptualization are fundamental aspects of the professional practice of counseling psychology and complement treatment and intervention. Competency in each of these areas is judged in the examination for board certification in counseling psychology. In each case, culturally concordant and ethically appropriate practice is expected. It also covers a brief history of assessment and cultural context, culturally appropriate assessment, clinical vs. actuarial assessment, and diagnostic classifications.
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Conference papers on the topic "Board games Psychological aspects"

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Kutun, Bahar, Alke Martens, and Werner Schmidt. "MOTIVATIONAL POWER OF GAMIFICATION: THE EFFECT OF PLAYFUL LEARNING ON PSYCHOLOGICAL NEEDS OF SELF-DETERMINATION THEORY." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end117.

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Gamification, i.e. the integration of game design elements into a non-gaming environment, aims to increase users’ engagement and motivation to achieve their goals regarding a given task. It is placed at the border between formal and informal learning approaches. Motivational difficulties are well known in educational settings, especially in Computer Science, where strict formal content meets very playful computer gamers. Hence, we followed the approach of gamification to raise the motivation of learners in the field of Business Process Management (BPM) lifecycle. We developed a board rallye game, based on 16 game design elements. The core of the rallye game is to convey knowledge in a playful way. In order to be able to determine the effects of the rallye game on several aspects, e.g. knowledge transfer and (learning) motivation, we carried out field experiments with 57 students at the Technische Hochschule Ingolstadt and at the Hochschule Augsburg. In this paper the perspective of self-determination theory (SDT), that has found general acceptance in motivational research, is used to understand and analyze the motivational power of gamification.
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Budiharto, Widodo, Ro'fah Nur Rachmawati, Michael Yoseph Ricky, and B. R. Pingkan Chyntia. "The psychological aspects and implementation of adaptive games for mobile application." In 2013 International Joint Conference on Awareness Science and Technology & Ubi-Media Computing (iCAST-UMEDIA). IEEE, 2013. http://dx.doi.org/10.1109/icawst.2013.6765427.

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SUN, KEYING, and JIAQI LI. "THE CASUAL GAMES DISCUSSION: DEFINE, DESIGN, PLAYERS AND BENEFITS." In 2021 INTERNATIONAL CONFERENCE ON ADVANCED EDUCATION AND INFORMATION MANAGEMENT (AEIM 2021). Destech Publications, Inc., 2021. http://dx.doi.org/10.12783/dtssehs/aeim2021/35980.

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Abstract. In recent years, the market for casual games has been expanding, and so has the number of players. Many researchers have studied casual games in different aspects. This paper summarizes the articles and studies of scholars, and attempts to discuss the definition of casual games, the design emphasis of casual games, the basic attributes of casual game players, and the physical and psychological benefits of playing casual games.
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Oberoi, Sharad, Susan Finger, and Eric Rosé. "Online Implementation of the Delta Design Game for Analyzing Collaborative Team Practices." In ASME 2013 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2013. http://dx.doi.org/10.1115/detc2013-13319.

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Over the past four years the authors have developed an online version of the Delta Design game, a board game which was developed by Bucciarelli (1) to teach students design collaboration skills. In the online version, players move tiles on a shared virtual board and communicate only through text chat. In addition, the objective functions are computed automatically each time a tile is moved, so the focus of the game changes from rapid number-crunching to negotiation. Since every state of the board, along with micro-level team performance and chat data, are captured, the resulting corpus from 38 four-player team games provides a rich resource to explore different aspects of collaborative team practices. This paper gives an overview of the online implementation of Delta Design and discusses the findings from user studies including several undergraduate capstone design classes. Observations of the board-moving tactics show that teams planning a strategy before starting the game or players sharing details about their role’s constraints with other team members do not have much effect on the game’s outcome. Finally, this paper demonstrates that the complex rules of the Delta Design game make it a suitable candidate for analyzing collaboration strategies in team-based design projects.
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Sunnatova, R. I., M. O. Mdivani, and E. V. Lidskaya. "Personal resource as a factor of deviant behaviour prevention among students of digital generation." In INTERNATIONAL SCIENTIFIC AND PRACTICAL ONLINE CONFERENCE. Знание-М, 2020. http://dx.doi.org/10.38006/907345-50-8.2020.264.276.

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The history of students’ deviant behavior problem and studying different aspects of this phenomenon is defined by ambiguous understanding of the phenomenon occurrence nature. Widespread digitalization of educational environment and social life introduces new factors determining the behavior of modern adolescents. A promising approach to solving a number of research and practical problems in preventing deviant behavior among adolescents may consider the possibility of identifying a personal resource as a factor of preventing violations in adolescent behavior. The study involved 402 students from Moscow school. It revealed negative connotations in self-confidence and obsession with computer games, browsing social networks (Spearman’s correlation coefficient — .583), as well as with volitional control of emotional reactions — .598. A significant correlation was also found between teenagers’ dissatisfaction with significant adults’ attitude and obsession with computer games, browsing social networks: problems with teachers — Spearman’s correlation coefficient .458 and, accordingly, dissatisfaction with family relationship .431. All correlations are significant at the level of 0.01. Generally, the analysis results allow us to state that the questionnaire being developed can be useful both to identify the adolescent’s personal resource that enforce normative behavior and to identify deviant behavior risk predictors for students in grades 7–11. It can also be used as a tool for targeted planning in psychological and pedagogical support aimed at leveling various behavior violations and intrapersonal destructive states of adolescents.
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Pervak, V. E. "РОЛЬ ИГРОПРАКТИКИ КАК ПСИХОЛОГИЧЕСКОГО ИНСТРУМЕНТА В КОНСУЛЬТИРОВАНИИ СПЕЦИЛИСТА (НА ПРИМЕРЕ ИГРОТРЕНИНГА ИроКом)." In ПЕРВЫЙ МЕЖКОНТИНЕНТАЛЬНЫЙ ЭКСТЕРРИТОРИАЛЬНЫЙ КОНГРЕСС «ПЛАНЕТА ПСИХОТЕРАПИИ 2022: ДЕТИ. СЕМЬЯ. ОБЩЕСТВО. БУДУЩЕЕ». Crossref, 2022. http://dx.doi.org/10.54775/ppl.2022.47.34.001.

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The present time in the midst of the current situation in the world, many professions are experiencing physical and psychological changes. Game practice also goes through its own psychological path of development, because it has been introduced into our lives as an effective psychological method of helping the people through various transformational board and online games. The psychological game "IgroCom" (authors: V. Pervak, M. Kovaleva, E. Danko, A. Muravyeva) is a simulator to train specialists in the field of game practice under the development program "Game practice for specialists of helping professions". It includes modern therapeutic and transformational gaming technologies that improve the quality of services and qualified assistance to the people. The 179 theoretical basis of the game includes the basic concepts: archetypes of C. Jung; stages of effective communication according to M. Forverg; coaching; resource psychology. The basic principles of coaching are orientation to the goal, future, result; directed questions in the game as a technique for modeling the future; search for the best strategies and solutions. The task for the specialist through the transformational game "IgroCom" is to help the participants of game training to realize what internal resources are necessary to achieve the goal; to find out which archetype is the most resourceful for the client, and what it can give them; to restore the participant's current state, to improve communication and negotiation skills; to explore the situation and to feel like to be a part of the team; to realize how this game reflects the events of life and what resource it gives. The game invites you to an exciting journey for the effective communication and resources. The motto of the game is The Fire of Life wants you to start the way! На современном этапе, в разгар сложившейся ситуации в мире, многие профессии переживают физические и психологические изменения. Игропрактика также проходит свой собственный психологический путь развития и устойчиво внедрилась в нашу жизнь как эффективный психологический метод помощи клиентам через трансформационные настольные и онлайн-игры. Психологическая игра "ИгроКом" (авторы: В. Первак, М. Ковалева, Е. Данько, А. Муравьева) является тренажером для обучения специалистов в сфере игропрактики по программе повышения кввалификации «Игропрактика для специалистов помогающих профессий». Она включает в себя современные терапевтические и трансформационные игровые технологии, позволяющие повысить качество оказания услуг и квалифицированной помощи населению. Теоретическая основа игры включает в себя основные концепции: архетипы К. Юнга; этапы эффективного общения по М. Форвергу; коучинг; ресурсную психологию. Основные принципы коучинга: ориентация на цель, будущее, результат; направленные вопросы в игре как техника моделирования будущего; поиск наилучших стратегий и решений. Задача специалиста через трансформационную игру «ИгроКом» помочь участникам игротренинга: осознать, какие внутренние ресурсы необходимы для достижения поставленной цели; выяснить, какой архетип самый ресурсный для клиента в данной ситуации, и что он может дать; восстановить текущее состояние участника; совершенствовать навыки общения, ведения переговоров; исследовать ситуацию и почувствовать себя частью команды; осознать, как эта игра отражает события жизни и какой ресурс это даёт. Игротренинг «ИгроКом» приглашает в увлекательное путешествие в горы за эффективным общением и ресурсами. Девиз игры: «Огонь Жизни» зовёт тебя в путь!
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