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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I.I., Rakhimova, Mukhiddinova U.A., Bеrdiqulоvа G.N., Suleymanova D.I., and Sayitova U.H. "Positive And Negative Aspects Of The Psychological Impact Of The Virtual World." American Journal of Social Science and Education Innovations 03, no. 05 (May 7, 2021): 25–29. http://dx.doi.org/10.37547/tajssei/volume03issue05-05.
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In today's age of the Internet, computers and mobile phones for people of all ages are available in almost every home. In addition, in today’s world-wide pandemic, the use of the Internet for education and all aspects of cultural, socio-economic life as well as games such as games is growing rapidly. This, in turn, has a psychological effect on the individual, both positively and negatively on our society and national values. In this article, I have tried to highlight the positive and negative aspects of the internet world that affect the individual. In the article we will focus on the role of the virtual world in human life, the need not to depend on it, to use it for useful purposes.
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Tichon, Jennifer G., and Timothy Mavin. "Experiencing Resilience via Video Games." Social Science Computer Review 35, no. 5 (August 18, 2016): 666–75. http://dx.doi.org/10.1177/0894439316664507.
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The purpose of this study was to investigate the influence of games, where characters must overcome adversity, on player’s perceptions of their psychological resilience. Located on the PlayStation blog (blog.us.playstation.com ), the online PlayStation Network (PSN) community group focuses on video gamers unique stories and experiences. Using a qualitative and exploratory design, blogs posted between March 2012 and January 2013 were analyzed for content describing experiences via gameplay that members reported made them feel more resilient. Both social and emotional aspects of resilience were discussed with players reporting game experiences had helped them feel more confident in their abilities. Many also associated themselves with the same resilient traits as their characters display in games. A range of popular off-the-shelf video games were reported as helpful in providing players with the opportunity to feel confident under pressure and, importantly, some players reported transferring these positive psychological effects to their real-world lives.
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Chin Ike, Tan, and Tan Wee Hoe. "Exploring the Link Between the Psychological Needs and the Elements of Game Design for Educational Games." Journal of ICT In Education 7, no. 2 (December 22, 2020): 65–73. http://dx.doi.org/10.37134/jictie.vol7.2.6.2020.
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This paper explores the link between play, an evolutionary and biological trait found in human behaviour and the fundamental human psychological needs; and its complex relationship with the game design principles in order to answer the following - why do people play games and what motivates them to do so? Answering these two questions would enable educational game designers to better understand game design principles for developing engaging educational games. This research will delve into the psychological aspects of play and attempt to link those aspects to game design elements. Studying Prensky’s six elements of successful games, the Octalysis gamification framework and the fundamental psychological needs, the paper will then present the findings of an exploratory and confirmatory survey from practicing game designers all around South-East Asia. The results of these findings give an overall positive and current result that provides a useful point of reference in order to create a game design model that would offer a set of guiding principles for educational game designers to create engaging gameplay.
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Bikić, Vesna, and Jasna Vuković. "Board Games Reconsidered: Mancala in the Balkans." Issues in Ethnology and Anthropology 5, no. 1 (February 19, 2010): 183–209. http://dx.doi.org/10.21301/eap.v5i1.10.
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Two mancala (one of the oldest games in the world) boards, which were found in the Lower Town of the Belgrade Fortress in 2006, present so far unique archaeological proof that this game was played in the region of the Balkan peninsula. Considering the fact that the knowledge regarding mancala is still quite modest, in this paper, we have also examined the different aspects of this game: the question of its origin, which is linked to the beginning of the Neolithic Age on the territories of Africa and the Near East; the link with the methods of geomantic divination; the anthropological knowledge regarding playing mancala in traditional communities; the distribution and the directions of its diffusion, as well as the archaeological finds in the area Mediterranean.
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Brenskott, Krzysztof. "Jak czytać planszówki? Gry planszowe zorientowane na narrację a powieści hipertekstowe." Wielogłos, no. 3 (45) (2020): 161–80. http://dx.doi.org/10.4467/2084395xwi.20.026.12834.
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How to Read Board Games: The Similarities between Narrative-Oriented Board Games and Hypertext Novels In Storytelling in the Modern Board Game: Narrative Trends from the Late 1960s to Today, Marco Arnaudo describes how board games can create narratives by using the tools that ludology and postclassical narratology provide. The way narratives emerge from tabletop games is extremely unique and interactive: they are created through the synergy of the game rules, material components, and actions undertaken by players. Board games, treated as transmedial narrative systems in which the text is entangled in various relations with images, sounds, or the ludic aspects of games, can become an area of research in literary studies. The aim of this paper is to demonstrate that a scholar can effectively use knowledge of hypertext novels or ergodic literature to study narrative-oriented board games.
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Fjællingsdal, Kristoffer S., and Christian A. Klöckner. "Green Across the Board: Board Games as Tools for Dialogue and Simplified Environmental Communication." Simulation & Gaming 51, no. 5 (June 12, 2020): 632–52. http://dx.doi.org/10.1177/1046878120925133.
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Background. Board games are a promising, yet rarely used arena for learning about environmental issues. Existing research suggests that they are highly innovative communication tools that make complex sustainability problems more salient and easily understandable. To date, little to no research exists where several environment-themed board games have been compared in a single study. Method. 17 respondents were invited to board game nights where they were tasked to play an environmental board game of their choosing. The respondents were then invited to participate in subsequent focus group interviews about their gameplay experience and learning outcomes. Results. 5 focus group interviews were transcribed and subjected to a qualitative thematic analysis, revealing 2 main themes; the first revolving around board games as simplified environmental simulations and the second revolving around the players’ perceptions of their own impact on the game board. Conclusion. Our results suggest that board games can be highly effective tools in some aspects of environmental communication. Limitations of the study and suggestions for future research are discussed.
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Konovalova, A., A. Gasimov, and K. Maslova. "German-style board games in the mental development of children." European Psychiatry 65, S1 (June 2022): S430—S431. http://dx.doi.org/10.1192/j.eurpsy.2022.1093.
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Introduction Play activity has been studied from a scientific point of view relatively recently. Until the middle of the twentieth century, any games were considered only as a way of leisure and/or a tool for transmitting cultural experiences. Objectives The research is aimed at studying play activity as a factor of mental development of a child. Methods The method of work is a bibliographic analysis. Results In psychology, the interest in the role of games in the psychological development of a child is primarily associated with the works of Z. Freud, J. Piaget, L.S. Vygotsky, D.B. Elkonin, who showed the importance of children’s imitation games: role-playing, directing, event-based (classification of E.O. Smirnova). Since the 90s of the XX century, this hobby is becoming ever more common. At first, modern board games were created by adults for adults, and then there appeared board games specially designed for adults to play with children (family games) and for playing children’s groups. Most of the board games popular with parents belong to the German school. Such games are characterized by relatively simple rules, a short or medium duration of the game, no direct confrontation between players and a low randomness in the course of the game (for example, Carcassonne, Catan, Ticket to Ride, etc.). Conclusions German-style board games develop children’s communication skills, voluntary activity, abstract and formal-logical thinking, symbolic function, attention, the ability to cooperate (in cooperative games), imagination, and many games develop the child’s outlook and enrich the ideas about the world around and options for social interaction. Disclosure No significant relationships.
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Bogacheva, N. V., and A. E. Voiskounsky. "Computer games and creativity: the positive aspects and negative trends." Современная зарубежная психология 6, no. 4 (2017): 29–40. http://dx.doi.org/10.17759/jmfp.2017060403.
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The article is aimed at analysis of current studies of the link between video games experience and creativity. The impact of video game playing on the psychological specificity of gamers has repeatedly become a subject of many studies, though higher-level cognitive abilities, such as creativity, were rarely the subject of interest, remaining unexplored in the context of video games. Contrary to the earlier predictions that the increased amount of «readymade» visual information will reduce the imaginative ability, most of the current works show positive links between some types of creativity (in particular — visual) and playing video games. The latter becomes not only a source of inspiration but also a platform for creative realization. Many authors draw attention to possible negative aspects of creativity, in particular, the possibility of its antisocial applications. In this regard, the importance of studying the aggressiveness and empathy of computer players is increasing but the research data in this area is particularly contradictory.
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Rieger, Marc Oliver, and Mei Wang. "Effects of playing Go for education and psychological treatment." Journal of Educational Sciences & Psychology 11(73) (2021): 95–101. http://dx.doi.org/10.51865/jesp.2021.2.11.
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The ancient board game Go is traditionally used as educational tool in East Asian countries. Recently, neurobiological and psychological evidence has been found on the effects of Go playing regarding various intellectual and emotional factors. In this survey, we summarize these results and develop a coherent picture of the value that Go can add to education, as well as to psychological treatment. We will also briefly highlight what makes Go special as compared to other commonly played board games.
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Pierce, Matthew B., William J. Shelstad, Emily Rickel, and Barbara S. Chaparro. "Thinking “Out-of-the-Box” with Board Games." Proceedings of the Human Factors and Ergonomics Society Annual Meeting 62, no. 1 (September 2018): 1321–25. http://dx.doi.org/10.1177/1541931218621302.
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This study demonstrates the user experience measurement technique of Out-of-Box Experience (OOBE) with a commercially available board game. This method of study has yet to be tested on board games in the current literature. Participants experienced four phases of the board game - Unboxing, Setup, Initial Play, and Disassembly – and were queried for their feedback and expectations. Analysis of this data revealed several themes contributing to overall user satisfaction. Players gravitated to the art style, look and theme of the board and pieces. However, users were frustrated with the written instructions and fundamental mechanics of gameplay. These themes can be used for design recommendations and improvements. Overall, these findings show how OOBE can be applied to understand aspects of first impressions that may impact game satisfaction before game play even begins.
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Linek, Stephanie B., Birgit Marte, and Dietrich Albert. "Background Music in Educational Games." International Journal of Game-Based Learning 1, no. 3 (July 2011): 53–64. http://dx.doi.org/10.4018/ijgbl.2011070104.
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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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Nopiyanto, Yahya Eko, Dimyati Dimyati, and Fadli Dongoran. "KARAKTERISTIK PSIKOLOGIS ATLET SEA GAMES INDONESIA DITINJAU DARI CABANG OLAHRAGA TIM." Sporta Saintika 4, no. 2 (October 8, 2019): 27. http://dx.doi.org/10.24036/sporta.v4i2.109.
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This research was aimed to investigate the psychological characteristics of Indonesian SEA Games Athletes in term of team sports. The psychological characteristics consists of motivation, self-confidence, anxiety control, mental preparation, team emphasis, and concentration. This research employed the quantitative approach using survey method with a restrospective causal-comparative design also called ex post facto. The subjects of this research were selected by means of purposive sampling technique. Subjects consisted of 83 athletes from team sports. The data were collected using Psychological Skills Inventory for Sports (PSIS) questionnaire. Those data were then analyzed using SPSS 23. the psychological characteristics consisting of aspects of motivation in the very high category with mean values (35.46), confidence in the high category with mean values (26.51), anxiety control in the high category with mean values (24.18), mental preparation in the high category with mean values (21.32), the team emphasis in the high category with mean values (15.17), and concentration in the moderate category with mean values (22.30). it can be concluded that the psychological characteristics of Indonesian SEA Games Athletes in term of team sports in the high category.
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Kozubtsova, Lesya, Igor Kozubtsov, Tetiana Tereshchenko, and Tetiana Bondarenko. "ABOUT THE CYBERSECURITY OF MILITARY PERSONNEL PLAYING GEOLOCATION GAMES WHILE STAYING AT DEPARTMENTAL CRITICAL INFORMATION INFRASTRUCTURE FACILITIES." Cybersecurity: Education, Science, Technique 1, no. 17 (2022): 76–90. http://dx.doi.org/10.28925/2663-4023.2022.17.7690.
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The subject of research in the scientific article is the state of cybersecurity of the Armed Forces of Ukraine from the gambling dependence of military personnel. Purpose of the article. Study of the psychological and pedagogical problem of gambling addiction among military personnel with the involvement of cellular communications as a new problem in ensuring cybersecurity of the Armed Forces of Ukraine. The result of the study. Sociological studies have shown that people spend more than four hours with their smartphones every day. Smartphone addiction, "nomophobia" is caused by the problem of excessive internet use or internet addiction disorder. Addiction occurs from games, game apps, and online games. This article discusses individual augmented reality geolocation games and their appeal. It is established that the imposition of geolocation games on military personnel is aimed at collecting confidential information about critical infrastructure facilities of the Armed Forces of Ukraine under vivid psychological pleasure. All of them are aimed at where to structure the cybersecurity system of the Armed Forces of Ukraine, and the leakage of geographic information from the location of military facilities is their natural appearance. scientific novelty. For the first time, it is proposed to include the psychological and pedagogical problem of gambling addiction of military personnel on cellular communications in the group of factors that cause cybersecurity violations in the Armed Forces of Ukraine. The practical significance of the obtained scientific result gives grounds for developing recommendations for preventing the leakage of confidential information and conducting explanatory work with the personnel of the Armed Forces of Ukraine about the dangerous consequences both personally for them and for state security through the use of intrusive geolocation games. The presented study does not exhaust all aspects of this problem. The theoretical and practical results obtained in the course of scientific research form the basis for its further study in various aspects.
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Roberts, Patricia, Lorraine Scott, and Bahman Baluch. "University: A Venue for Sex Differences?" Psychological Reports 72, no. 3 (June 1993): 833–34. http://dx.doi.org/10.2466/pr0.1993.72.3.833.
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Psychologists interested in exploring differences between sexes on various aspects of human behaviour most often employ undergraduate (psychology) students as subjects. Here, in spite of reported evidence suggesting significant differences between sexes on attitudes towards arcade games, for 24 men and 24 women university students, no significant sex differences were observed. Generalisability of research on psychological aspects of such sex differences based solely on an undergraduate population may be questioned.
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Zielinski, Dianne. "Can Playing Games Help Students Master Concepts from General Psychology Classes?" International Journal of Game-Based Learning 9, no. 2 (April 2019): 55–72. http://dx.doi.org/10.4018/ijgbl.2019040104.
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As part of a final project for a general psychology course, students were required to play a game, either digital/video or on a board. Students selected their own games, and were asked to identify psychological principles in their game play. Topics included the brain, sensation and perception, human development, learning, motivation, intelligence, personality, and mental disorders. Students successfully applied all topics to game play, but to varying degrees. Student discussions on the brain and intelligence were well covered. Discussions on personality and psychological disorders issues were relatively poor. Students were able to make connections between concepts and their game-play experiences.
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Abdelrazek Ahmed Selim, Ibrahim. "The effect of Electronic Games on Some Physical, Psychological, and Cognitive Aspects For Preschool Children." Assiut Journal of Sport Science and Arts 215, no. 2 (July 1, 2015): 1–28. http://dx.doi.org/10.21608/ajssa.2015.70785.
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Vasiliev, A. A., and Yu V. Pechatnova. "COMPUTER GAMES AS A SUBJECT OF INTERDISCIPLINARY RESEARCH." Russian-Asian Legal Journal, no. 3 (October 18, 2022): 16–21. http://dx.doi.org/10.14258/ralj(2022)3.3.
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The article is devoted to the specifics of the study of computer games. The authors propose to analyzethe phenomenon of computer games in three dimensions: philosophical and cultural, socio-economic andpsychological and pedagogical. The research methodology consists of general scientific methods of systemanalysis and an interdisciplinary approach to the subject of study. As a result, the authors conclude that thereis a need for an integrated approach to the study of computer games and the impossibility of studying one ofthe aspects of computer games in isolation from the other. The experience of interdisciplinary research makesit possible to prevent a one-sided view of computer games and to consider the game as a key accompliceof progress that has led to the development of digital culture, new forms of cognition, means and scales ofcommunication, ways of monetization, new methods of psychological relief.
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Mamchur, I. "Socio-psychological bases of senior pupils' gaming activity - essential precondition of their self-knowledge." Fundamental and applied researches in practice of leading scientific schools 30, no. 6 (December 31, 2018): 50–54. http://dx.doi.org/10.33531/farplss.2018.6.07.
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The article specifies that socio-psychological peculiarities of senior pupils' gaming activity became apparent through the interaction of its participants, the organization of a certain community of individuals, the formalization of a collective entity, which is characterized by integrity and ability to function jointly; determined the necessity of using interactive role-playing games in the educational process; first, on the basis of theoretical, applied aspects of the psychological phenomenon of business game, the preconditions for self-knowledge by senior pupils through game activity are determined;
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Mariani, Ni Nyoman. "MEMBANGUN SIKAP SOSIALANAK MELALUI PERMAINAN TRADISIONAL." PRATAMA WIDYA : JURNAL PENDIDIKAN ANAK USIA DINI 2, no. 2 (August 22, 2019): 71. http://dx.doi.org/10.25078/pw.v2i2.1018.
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<p><em>T</em><em>raditional games, especially traditional Balinese games have been abandoned, one reason is the rapid development of technology in various aspects of life, one of them is digital games. Traditional games actually have many benefits for children, indirectly children will be stimulated to be creative and very good for the physical and psychological training of children. It is part of the character education process, so the traditional games can be started early. In the traditional games, students are able to build social attitude, such as social ability to work together, compact, have democratic attitude and love attitude environment. social attitude is expected to facilitate or provide opportunities for positive development of children, then they will be able to achieve social development in a mature. On the contrary, if the social environment is less conducive, the social attitude of the children tend to display deviant behavior. For that, the development of a social attitude of children through traditional games is needed.</em></p>
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OKSANA PYSARCHUK, OKSANA, and RUDENSKYI ROSTYSLAV. "THEORETICAL ASPECTS OF RESEARCHING OF THE TOPIC OF WAR IN TOYS AND PLAY ACTIVITIES OF PRESCHOOL CHILDREN." Scientific Issues of Ternopil Volodymyr Hnatiuk National Pedagogical University. Series: pedagogy 1, no. 2 (January 11, 2023): 120–26. http://dx.doi.org/10.25128/2415-3605.22.2.15.
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The actuality of the study is determined by the need for reaction of teachers and scientists to the phenomena that children reflect in the game – military actions. The professional inadequacy of the methodology for organizing military-themed games encourages scientific research to provide adequate support to teachers and practitioners in wartime. The purpose of the article is to determine the features of military toys, toy weapons usage investigating the theme of war in preschool children’s play activities by analyzing and summarizing the views of child psychologists, psychotherapists, kindergarten teachers and scientists. The following methods were used for the study: analysis, generalization, synthesis. The idea of leisure militarization penetrated not only the games of preschool children, but also children of middle and high school age. The main mechanics were to seize territories and increase military power: men’s and technical. If the role of an adult does not have a purposeful positive impact, then such games will be identified by spontaneity, conflict, consolidation of psychological attitudes, the stronger player wins, and moral norms in such games are not valid.
The results of scientific research are accumulated in the following features: children's games on the theme of war and toy weapons usage have a deep historical origin from the stable stereotypical views on the upbringing of boys and girls; the theme of war and the plots of military events penetrate all kinds of children's games: creative and with rules, while their interpenetration and mutual enrichment is noticeable; games and toys can be the subject of ideological and military reflection and influence of different political and historical periods; such games can reflect the experienced traumatic events, and be necessary means of preventive and psychotherapeutic treatment, etc. It is noted that the organization of children's military-themed games ensures preschoolers’ value orientations formation: patriotism, respect for a person and his life, the value of protecting the Motherland, interest in military’s heroic deeds etc.
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Contreras-Espinosa, Ruth S., and Jose Luis Eguia Gomez. "How Could the Use of Game Elements Help Students' Affective and Cognitive Engagement During Game Play?" Journal of Information Technology Research 13, no. 1 (January 2020): 17–29. http://dx.doi.org/10.4018/jitr.2020010102.
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Researchers have posited different types of engagement, distinguishing between behavioral, cognitive, and affective engagement and theoretical frameworks have helped explain the psychological aspects of engagement. However, game researchers should examine all types of engagement using multiple methodologies as a means to understand what students are learning from educational games during game play. Conclusive results require psychological aspects and learning characteristics to be considered, but also require a deeper understanding of the intricate links between learning and game mechanics for engagement. This article presents the findings from a qualitative study with thirty participants that focuses on the importance of affective and cognitive engagement during game play with educational games. To do this, the researchers used Ferran Alsina, a game that would help to develop learning competences of primary education skills. Researchers obtained the experiences of students through a game play session, basic game metrics, think-aloud protocol, observation and focus groups. Results shows that the game provided participants an active participation associated with both affective and cognitive engagement. Without attention to cognition the atuhors risk losing valuable data that relate to a student's learning. Researchers should consider multiple qualitative methodologies and game play experience analysis as student experiences are qualitative.
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Lukanova, V. V. "Pandemic as an antisystem: analysis of constitutive aspects." Науково-теоретичний альманах "Грані" 21, no. 11 (January 11, 2019): 86–93. http://dx.doi.org/10.15421/1718156.
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It has been shown in the article that the negative medianity is that theoretical concept, which, on the one hand, shows the clinical picture of each particular case of a pandemic, and, on the other hand, it takes into account the socio-cultural, economic-geographical and other specific circumstances of the emergence of the pandemic.It has been found out that cases of the negative medianity can be represented in the horizons of language games by L. Wittgenstein. The essence of mosaic pandemics has been characterized through the concept of language games, firstly, by a certain set of concepts (verbal cut), secondly, by a certain set of actions for the diagnosis and counteraction of a pandemic (nonverbal cut), thirdly, by a certain compendium of the rules to be followed (normative cut), and fourthly, by some uncertainty as it is impossible to predict how pandemic will end (a cut of uncertainty).A semiotic approach to the study of the phenomenon of the pandemic has been suggested. It has been shown that the semiotic approach to the study of the pandemic contains, on the one hand, the stratagems of a medical semiotic, which consists of general and private parts, and on the other hand, it consists of semiotics as a humanitarian and interdisciplinary research direction.It has been found out that the semiotic structure of the pandemic should take into account three levels which predict each other mutually.It has been shown in the article that the concept of «extreme situation» is based on the non-classical understanding of the situation, which involves the presence of several aspects: problems, shocks, choices, boundaries and mood. It has been proved that the features of the pandemic as an extreme situation are: negligence, danger, extra ordinariness, stress, non-adaptation. The three layers of the extreme situation have been revealed (empirical, containing a number of moments: occurrence, vital safety, marginality, reality and potentialities of consequences; formal-psychological, reactive, personal, interactive, transactional points of view; meta psychological or ontological or existential-axiological, which in its turn includes three points of view: meta-psychological, ontological and existential-axiological).It has been shown that the antagonism of entropy and negentropy in the framework of the humanity-environment system is mutually exclusive and is rooted in the fundamental binary opposition of «order / chaos». And in the modern post-classical world this requires the search for new dialogues between humanity and the environment.
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Krzywinski, Aleksander, Weiqin Chen, and Arne Helgesen. "Agent Architecture in Social Games — The Implementation of Subsumption Architecture in Diplomacy." Proceedings of the AAAI Conference on Artificial Intelligence and Interactive Digital Entertainment 4, no. 1 (September 27, 2021): 191–96. http://dx.doi.org/10.1609/aiide.v4i1.18696.
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Social games are challenging for AI research because they involve not only the mechanism of game (taking actions, planning, etc), but also the social aspects including communicating, cooperating and reaching agreements. Some social games also require cunning, duplicity, or bad faith. In this paper we present the implementation of a prototype that utilizes the properties of the subsumption architecture to provide an interesting computer opponent in a social board game — Diplomacy. The evaluation result indicates that the subsumption architecture is appropriate for social games.
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Su, Fan, Di Zou, Haoran Xie, and Fu Lee Wang. "A Comparative Review of Mobile and Non-Mobile Games for Language Learning." SAGE Open 11, no. 4 (October 2021): 215824402110672. http://dx.doi.org/10.1177/21582440211067247.
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Recent studies have increasingly investigated the effectiveness of both mobile and non-mobile digital game-based language learning. To gain an in-depth understanding of the differences in the effectiveness of mobile and non-mobile games, we compared studies from January 2000 to August 2020 investigating mobile game-based language learning (MGBLL) and non-mobile game-based language learning (NMGBLL). Sixty-four articles were analyzed from four aspects: game types, game elements, target languages, and learning outcomes. The results showed that (a) gamification, simulation games, and immersive games were applied most; (b) all games possessed the game elements of goals or rules; (c) the most investigated target languages were English and Chinese; and (d) the most discussed learning outcomes were language acquisition and psychological/affective state. The similarities and differences between MGBLL and NMGBLL were also identified. The current review provides an overview and in-depth analysis of mobile and non-mobile games for language learning, guiding practitioners to select appropriate digital games to cater to specific language teaching goals. Future directions of research are also discussed.
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Zvicevičienė, Solveiga, and Vilmantė Aleksienė. "Awakening Games Genre of Lithuanian Dancing Folklore: the Aspects of Education and Therapy." Pedagogika 120, no. 4 (December 18, 2015): 142–53. http://dx.doi.org/10.15823/p.2015.044.
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Lithuanian folk awakening games for babies and young age children are classified as dancing folklore genre. These are syncretic musical compositions of low volume, intended for infants and small children, which are performed vocalising and in action. This is child-friendly interactive action, which has a playful nature and is based on intensive movement. A rich range of possibilities is noticeable in Lithuanian folk awakening games, necessary for versatile child’s education / learning.
Purpose of article: to disclose the application possibilities of awakening games in work with children, who have special needs:
1) achieving the training goals;
2) achieving the therapeutic goals.
Research method: analysis suitability of children awakening games for education and therapy. Literature of different areas has been reviewed: ethnic culture, music therapy, dance-movement therapy, ethno therapy, developmental psychology, education and special education. It is also based on manuscripts material from the Archives: of Lithuanian Folk Culture Centre, Institute of Lithuanian Literature and Folklore, Ethnomusicology Archive of Lithuanian Academy of Music and Theatre and on its expedition manuscripts material as well.
Drawn conclusions: Lithuanian folk awakening games belong to minor genre of dancing folklore, which is expressed in syncretic musical compositions of low volume, has “encoded”, not yet been researched, broad options of educational and therapeutic content, and can be purposefully used trying to respond to various individual or special needs of a child.
Awakening games can be used in a child‘s education / self-training process for numerous, complementary factors, which stimulate development of a child: training of communication and language, promotion of environmental knowledge and acceptance of changes, shaping of positive behaviour, training of motility, development of playfulness and creativity skills.
Lithuanian folk awakening games can be used in therapeutic process as an effective means of communication formation with a child and activation of its ability to imitate. While playing with a child, conditions are created naturally for its psychological security, self-esteem and confidence; self-expression, self-realization; reducing of its fears; relaxation and experience of pleasure and other.
Awakening games are still important in contemporary culture for versatile child’s development / self-formation and recommended to apply in Lithuanian families, as well as in working methodologies of a special educator, physical therapist, speech therapist, ergotherapist, psychologist and art therapist.
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Roberts, J. Christopher. "Self-Determination Theory and Children’s Singing Games In and Out of the Classroom: A Literature Review." Update: Applications of Research in Music Education 36, no. 3 (November 9, 2017): 12–19. http://dx.doi.org/10.1177/8755123317741488.
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In a bid to make formal music education experiences more relevant to children’s lives, teachers have sought to incorporate aspects of children’s informal learning practices into classroom settings. Singing games have a long history both in and out of school settings, and the recontextualization that occurs when brought into the music classroom typically leads to differences in issues such as player populations, modes of transmission, and pedagogical practices. This literature review examines the motivational impacts of these discrepancies, analyzing research on singing games through the lens of self-determination theory of achievement motivation. Self-determination theory posits that three basic psychological needs are essential for humans’ optional functioning—relatedness, competence, and autonomy. Each psychological need is defined, benefits are described, and distinctions are made between the ways that the need is met or thwarted in informal and formal settings during singing game play. Suggestions for music teachers are provided.
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Safitri, Rias Pratiwi, Joko Jumadi, Fitri Romadonika, and Eka Adithia Pratiwi. "Mencegah Trauma Pasca Bencana Gempa Bumi pada Anak dengan Terapi Rekreasional di Lombok Utara." ADMA : Jurnal Pengabdian dan Pemberdayaan Masyarakat 2, no. 1 (July 24, 2021): 93–98. http://dx.doi.org/10.30812/adma.v2i1.1265.
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Earthquakes that have occurred consecutively in Lombok since July 29, 2018, have had a tremendous impact on all aspects of the lives of disaster victims, both physical, social, and psychological aspects. Various children's reactions to disasters according to the American Academy of Child and Adolescent Psychiatry (AACAP) depend on the damage suffered during the disaster. The death of a family member or friend is very traumatic, followed by the loss of family homes, schools, pets, and damage to the community. Therefore, efforts to implement recreational therapy in the form of fun-based games and games education is needed to help mental recovery of children, so as to prevent continuing trauma. After doing recreational therapy in 20 villages, it shows positive changes for the children to be more cheerful and require continuous therapy, especially those that support children's education and visual-motor skills.
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Campos, M., and C. Varanda. "Online psychological therapy for kids during social distancing: A study case in a brazilian clinical setting." European Psychiatry 64, S1 (April 2021): S298. http://dx.doi.org/10.1192/j.eurpsy.2021.800.
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IntroductionIn response to the spread of COVID-19, many Brazilian therapists faced the challenge of taking their practices online considering legal and ethical issues, besides learning to handle new technologies in a way the therapeutic setting was maintained. The cooperation of the family is fundamental for the creation and maintenance of an adequate therapeutic setting. Children are not sufficiently mature to speak clearly about what bothers them or to talk about how they feel and why, so, drawing, pretend playing, story telling, playing games are the common tools for children’s communication during therapy.ObjectivesEvaluating if online therapy for children can support therapeutic play tools and be effective in a virtual environment preserving the therapeutic setting.MethodsTwo children aged 6 to 11 attended the psychological sessions that were conducted through video calls.The family should provide a silent and private room for those sessions. The children were free to choose the toy they would like to play with and that was available at home such as board games, comic and story books. Mimicry, drawing, an adaptation of the Winnicott Squiggle Game were used, as well as electronic games through screen sharing.ResultsThe emotional conflicts were expressed either through conventional games and play or electronic games. Playing with children online was possible as well as maintaining the therapeutic alliance in order to carry on with the treatment in a proper therapeutic setting.ConclusionsOnline therapy for kids showed to be an effective form of service delivery, under strict measures of social distancing in Brazil.
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Belova, Elena S. "Psychological Aspects of Using Digital Devices for the Development of Older Preschoolers with Signs of Giftedness." RUDN Journal of Psychology and Pedagogics 19, no. 4 (December 31, 2022): 649–69. http://dx.doi.org/10.22363/2313-1683-2022-19-4-649-669.
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Revealing children’s abilities and talents in the context of digitalization is one of the urgent problems of modern psychology. The first signs of giftedness may appear early, already at the stage of preschool childhood, when its development largely depends on the conditions of the microenvironment, especially in the family. Digitalization processes set a new direction for the development of the system of family education and training of preschoolers, causing the emergence of both new opportunities and new risks in discovering children’s talents. This is a complex area of scientific research, which still remains little explored. The study was aimed at identifying the psychological characteristics of using digital devices (tablets/computers) as components of a family educational microenvironment for the development of older preschoolers with signs of general giftedness. In accordance with the conceptual provisions put forward by A.M. Matyushkin, giftedness was considered as a prerequisite for the development of a creative personality. The study involved 200 children of senior preschool age (Mage = 6.7, SD = 0.307, including 98 boys) and their parents (mostly mothers - 166). The method for diagnosing intellectual abilities (MEDIA) was used. Intellectual and creative activity as well as creative thinking of the children was studied during a diagnostic game lesson using structured observation and expert assessments. The parents of the preschoolers were surveyed using a specially designed questionnaire containing questions about the use of a tablet/computer (frequency, time, programs/games) at home for the development their children as well as questions about their interests and hobbies. The use of diagnostic techniques made it possible to single out a group (N = 24) of children with signs of giftedness among the preschoolers as well as a group of their peers for subsequent comparative analysis (their intellectual and creative abilities were less pronounced). It was found that almost all the children with signs of giftedness (95.8%), like their peers, had experience of using a tablet/computer at home for developmental purposes. The frequency of using digital devices by the preschoolers with signs of giftedness was less than that of their peers. With the observed variety of developing computer programs/games used, their total number was less in the group of the gifted preschoolers compared to the group of their peers. Partial correspondence of digital content to the interests and hobbies of the children was revealed. Most often, when choosing computer programs/games for them, their parents pursued the goal of preparing them for school. It was recognized as necessary to provide psychological assistance to the parents of the preschoolers in solving the issues of using digital devices to develop children’s abilities and talents. The results of the study can be used to develop practical recommendations based on an integrated approach to the disclosure of giftedness at the stage of preschool childhood, taking into account the digitalization of the family microenvironment.
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Winda Trisnawati, Susi Susanti,. "IMPROVING STUDENTS’ ABILITY IN MASTERING BASIC ENGLISH GRAMMAR THROUGH BOARD GAMES." Journal Of Language Education and Development (JLed) 1, no. 2 (July 31, 2019): 149–57. http://dx.doi.org/10.52060/jled.v1i2.137.
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Grammar is central to the teaching and learning of languages. It is also one of the most difficult aspects of language to teach. Teachers teach grammar by explaining the forms and rules and then drilling students on them. This results in bored and disaffected for students. Actually teacher can teach grammar through game. There is a game that can support teachers to teach grammar which called board game. This research aimed to improve students’ mastery in Basic English grammar though board games and to figure out students’ perceptions on the use of board game in teaching Basic English grammar. This research was classroom action research. The research was done in two cycles. The sample of this study were the second semester students of English Department at STKIP MuhammadiyahMuaraBungo. They were chosen through total sampling. The data were gathered by using grammar test and Interview. The data were analyzed with qualitative and quantitate analysis. The result shown that the use of board games could improve students’ mastery in Basic English Grammar. It could be seen from the students’ scores. Moreover, students gave positive responses toward the use of board games in teaching basic grammar.
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Chernushevich, V. A., E. A. Kupriyanova, and E. I. Bobryshova. "Folk national culture as a means of forming norms of communication in childhood." Psychology and Law 6, no. 2 (2016): 93–106. http://dx.doi.org/10.17759/psylaw.2016060207.
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The best carriers of playing culture are children, who possess and enjoy it. Destroyed social kids’ structures, territorial kids’ associations (family, yard, village, street communities of children) interrupted generally the process of culture transmission, reproduction and passing of communication tradition. And there is a need in social-state “revivification” (recovering folk games list and its’ players, enough for folk games reproduction process). Folk game includes particular properties of relations on the levels of physical and emotional, vocal interaction, imagery-symbolic filling, special features of clothes (all aspects of communication that constitute features of national culture of the nation and make from the nation the community of people very special and different from other communities and nations). Studying of correctional possibilities of folk games within the frames of playing agendas showed that their psychological and emotional resources provide the conditions for adoption by children the norms of communication.
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Korolenko, Vyktor, and Vladymyr Shenkevich. "Modern aspects of moral health of schools." Scientific visnyk V.O. Sukhomlynskyi Mykolaiv National University. Pedagogical Sciences 65, no. 2 (2019): 154–57. http://dx.doi.org/10.33310/2518-7813-2019-65-2-154-157.
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Moral education is one of the forms of moral inheritance in society. In the perception of modern society moral is a synonym of ethics. Thus, the term «moral education» means the process of the purposeful forming of child moral values and reinforcement the habit complex which is proper to the norms and moral accepted in a society. Nowadays, when the standards of legal cruelty are widely presented in mass media, entertaining programs and computer games which children are involved in since their preschool age, moral education of young people claims special attention. In the present paper the problem of schoolchildren moral development and socialization is considered. Taking into account current pedagogical conditions various approaches to the issue particularly the ways of the modern youth psychological impact efficiency improvement have been analyzed. The results of the conducted research show the need for higher school children socialization level since it’s the basis of the personality development. The importance of innovative pedagogical achievements use in the course of young people moral education is stressed. Moral education is one of the forms of inheritance of morality in society. A moral is in understanding of modern society, is the synonym of ethics. Thus, under moral education it is possible to understand the process of the purposeful forming for the child of the moral settings, and also fixing of habits of conduct, proper to the norms and moral, accepted in society. Presently, when the standards of legal cruelty with people are widely presented in mass medias, entertaining transmissions and films, and also in computer games which children master from preschool age, moral education of children must spare the special attention.
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Novrialdy, Eryzal, Herman Nirwana, and Riska Ahmad. "High School Students Understanding of the Risks of Online Game Addiction." Journal of Educational and Learning Studies 2, no. 2 (November 6, 2019): 113. http://dx.doi.org/10.32698/0772.
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Adolescents are currently in the midst of technological sophistication, which is very helpful for its development. On the other hand, many adolescents are trapped in the problem of technology addiction. Adolescents are the most age group who experience problems with the use of technology, including online games. Online game addiction is the loss of control over the use of online games, which makes other daily activities are disrupted. Online game addiction in adolescents have an impact on several aspects of life, such as health aspects, psychological aspects, academic aspects, social aspects, and financial aspects. Lack of understanding about the risks of online game addiction can get adolescent stuck in online game addiction. This research aims to describe high school students understanding about the risks of online game addiction. The sample consisted of 255 high school students selected by proportional random sampling technique. Data was collected using a scale measuring understanding of the risks of online game addiction. Data analysis used a quantitative approach with descriptive methods. The results showed that high school students understanding about the risks of online game addiction was included in the moderate category with an average score of 198,48 and an achievement score level of 55,14%. Therefore, school counselors must to improve high school students understanding of the risks of online game addiction.
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Epstein, Daniel S., Adam Zemski, Joanne Enticott, and Christopher Barton. "Tabletop Board Game Elements and Gamification Interventions for Health Behavior Change: Realist Review and Proposal of a Game Design Framework." JMIR Serious Games 9, no. 1 (March 31, 2021): e23302. http://dx.doi.org/10.2196/23302.
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Background Games, when used as interventional tools, can influence behavior change by incentivizing, reinforcing, educating, providing feedback loops, prompting, persuading, or providing meaning, fun, and community. However, not all game elements will appeal to all consumers equally, and different elements might work for different people and in different contexts. Objective The aim of this study was to conduct a realist review of tabletop games targeting behavior change and to propose a framework for designing effective behavior change games. Methods A realist review was conducted to inform program theory in the development of tabletop games for health behavior change. The context, mechanisms used to change behavior, and outcomes of included studies were reviewed through a realist lens. Results Thirty-one papers met the eligibility criteria and were included in the review. Several design methods were identified that enhanced the efficacy of the games to change behavior. These included design by local teams, pilot testing, clearly defined targets of behavior change, conscious attention to all aspects of game design, including game mechanics, dynamics, aesthetics, and the elicitation of emotions. Delivery with other mediums, leveraging behavioral insights, prior training for delivery, and repeated play were also important. Some design elements that were found to reduce efficacy included limited replayability or lack of fun for immersive engagement. Conclusions Game designers need to consider all aspects of the context and the mechanisms to achieve the desired behavior change outcomes. Careful design thinking should include consideration of the game mechanics, dynamics, aesthetics, emotions, and contexts of the game and the players. People who know the players and the contexts well should design the games or have significant input. Testing in real-world settings is likely to lead to better outcomes. Careful selection and purposeful design of the behavior change mechanisms at play is essential. Fun and enjoyment of the player should be considered, as without engagement, there will be no desired intervention effect.
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Evans, Monica, Erin Jennings, and Michael Andreen. "Assessment through Achievement Systems." International Journal of Game-Based Learning 1, no. 3 (July 2011): 16–29. http://dx.doi.org/10.4018/ijgbl.2011070102.
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Educational games have great potential as tools for motivating and engaging students, in addition to teaching learning content and objectives, but have had difficulty proving their potential through traditional means. This article proposes that recent advances in the achievement systems of entertainment games can be used to measure motivation and engagement in educational games, and can serve as a self-assessing tool for both students and teachers. Achievements may also be utilized as a way to measure things that have been traditionally difficult to measure, such as creativity, curiosity, and the nuances of problem-solving ability. This article proposes a structure for categorizing achievements in relation to assessment, and discusses future research directions for achievements as measures of assessment for educational games. The article covers both traditional and non-traditional measures of assessment as they relate to gaming achievement systems, as well as the psychological aspects of achievements and player behavior, good design principles for learning assessment achievements, and potential for achievements as an additional measure of motivational engagement by students.
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Wijaya, Rebecca, Gazhella Stefy Putri, and Lena Nessyana Pandjaitan. "EFEKTIFITAS PELATIHAN KECERDASAN EMOSIONAL UNTUK MENINGKATKAN KESEJAHTERAAN PSIKOLOGIS REMAJA PANTI ASUHAN." Jurnal Psikohumanika 12, no. 1 (June 9, 2020): 60–78. http://dx.doi.org/10.31001/j.psi.v12i1.791.
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This study aims to improve psychological well-beimg of adolescents Harapan orphanage through emotional intelligence training. Emotional Intelligence aspects in this study are perceiving emotion, facilitating thought with emotion, understanding emotion, and managing emotion. The concept of this training is experiencing learning. Material of training taught and delivered through lecturing, games, discussion, writing task, reflection, role play, presentation, and self record. Participants are 14 teenage boys who lived in HA Orphanage. The design chosen for this study was one-group pretest-posttest design. The result of quantitative analysis was significant differences before and after training. It showed that emotional intelligence training was effective to improve psychological well-being of teenage boys Harapan’s orphanage.
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Pianzola, Federico. "Presence, flow, and narrative absorption questionnaires: a scoping review." Open Research Europe 1 (March 24, 2021): 11. http://dx.doi.org/10.12688/openreseurope.13277.1.
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Background: This is a review and analysis of the questionnaires most used in empirical research on psychological phenomena labelled as “presence,” “flow,” and “narrative absorption,” mostly for experiences mediated by technology (printed books, screens for games and films, and virtual reality). Overlapping concepts have been formulated in different fields according to specific disciplinary interests and based on knowledge within each field. Objectives: This review focuses on how language is actually used in questionnaire items, rather than on how concepts are formulated top-down and arbitrarily associated with corresponding linguistic expressions that become items of a questionnaire. The goal is to highlight similarities and overlaps in order to show the core aspects of the psychological states elicited by mediated experiences. Eligibility criteria: Questionnaires developed or used for research about VR, video games, films, or books have been selected for analysis. They should be available in English and used in empirical research since the year 2000. Sources of evidence: A search has been performed through Google Scholar and two other disciplinary bibliographies edited by international learned societies. Charting methods: The items of each questionnaire are categorized based on their wordings, and thus independently from the conceptual models within which they have been developed. Based on this categorization, various domains to which the items can be ascribed are identified (e.g. space, realism, agency, etc.) and psychological phenomena are linked to them (e.g. presence, social presence, narrative absorption, etc.). Results: 308 items in 23 questionnaires have been found to have overlapping of wordings. Conclusions: A list of the core aspects of presence, social presence, flow, and narrative absorption is presented, together with a critical selection of items suitable to measure each construct.
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Pianzola, Federico. "Presence, flow, and narrative absorption questionnaires: a scoping review." Open Research Europe 1 (November 4, 2021): 11. http://dx.doi.org/10.12688/openreseurope.13277.2.
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Background: This is a review and analysis of the questionnaires most used in empirical research on psychological phenomena labelled as “presence,” “flow,” and “narrative absorption,” mostly for experiences mediated by technology (printed books, screens for games and films, and virtual reality). Overlapping concepts have been formulated in different fields according to specific disciplinary interests and based on knowledge within each field. Objectives: This review focuses on how language is actually used in questionnaire items, rather than on how concepts are formulated top-down and associated with corresponding linguistic expressions that become items of a questionnaire. The goal is to highlight similarities and overlaps in order to show a possible interdisciplinary agreement about the core aspects of the psychological states elicited by mediated experiences. Eligibility criteria: Questionnaires developed or used for research about VR, video games, films, or books have been selected for analysis. They should be available in English and used in empirical research since the year 2000. Sources of evidence: A search has been performed through Google Scholar and two other disciplinary bibliographies edited by international learned societies. Charting methods: The items of each questionnaire are categorized based on their wordings, and thus independently from the conceptual models within which they have been developed. Based on this categorization, various domains to which the items can be ascribed are identified (e.g. space, realism, agency, etc.) and psychological phenomena are linked to them (e.g. presence, social presence, narrative absorption, etc.). Results: 308 items in 23 questionnaires have been found to have overlapping of wordings. Conclusions: A list of the core aspects of presence, social presence, flow, and narrative absorption is presented, together with a critical selection of items suitable to measure each construct.
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Torga, Eliana Marcia Martins Fittipaldi, Francisco Vidal Barbosa, Alexandre de Pádua Carrieri, Bruno Pérez Ferreira, and Márcia Hiromi Yoshimatsu. "Behavioral finance and games: simulations in the academic environment." Revista Contabilidade & Finanças 29, no. 77 (December 20, 2017): 297–311. http://dx.doi.org/10.1590/1808-057x201804830.
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ABSTRACT The contribution from this study lies in its reflection on the factors that influence market efficiency, which requires a multidisciplinary view to analyze the intervening factors that impact results of the financial system. It also contributes by reflecting on the need for new approaches for training professionals who will go on to work in financial and related areas and preparing them by using different financial analysis techniques; by reflecting on the fact that analytical practices are influenced by social, cognitive, and emotional aspects, enabling the students to be better prepared to act in the financial market; by presenting various technical possibilities and providing more comprehensive knowledge to choose the one that best suits the object of analysis and their preferences; and by reflecting on different ways of perceiving investment opportunities and risk, which can be expanded on in other studies on the segmentation of clients according to their preferences in the investor market. The aim of this study was to analyze how social and psychological aspects influenced the decisions involved in simulated trading operations. The relevance lies in its discussion of the philosophical and epistemological position in finance, which suffers from a vision that only focuses on the rationality of means and does not explain the anomalies verified in the financial market. The study originated from the application of a company game simulating the work of stock market trading desk operators, applied in the Stock Market Operations course and using fundamental, technical, and graphical techniques. The population was intentional and made up of undergraduate and graduate students from one of the four best Brazilian federal universities. The data analysis was performed by analyzing the content of the questionnaires applied and the journal entries made during participant observation.
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Menon, Divya, Margarida Romero, and Thierry Viéville. "Computational thinking development and assessment through tabletop escape games." International Journal of Serious Games 6, no. 4 (November 15, 2019): 3–18. http://dx.doi.org/10.17083/ijsg.v6i4.319.
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The development and assessment of computational thinking (CT) is garnering a lot of attention and research since the last decade. However, the learning of CT is perceived as a time-consuming and frustrating experience by many K-12 and university students. Hence, educators are coming up with various methodologies to make CT both accessible and engaging for learners, thus leading to a spurt in various game-based learning (GBL) approaches in this field, ranging from board games to educational robotic games. This paper strives to evaluate existing escape games aiming to develop CT based on their systematic analysis according to the CT competency components. The authors conducted an analytical review of three tabletop escape games in CT to identify CT components and subcomponents developed through these games. The use of tabletop escape games from a pedagogical perspective to develop CT among learners is discussed based on the results of the analysis to identify their current limits. This also covers the design aspects to be considered for the development of a CT-based educational escape game to support and evaluate this competency and its components.