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Kaimara, Polyxeni, Emmanuel Fokides, Antonia Plerou, Pinelopi Atsikpasi, and Ioannis Deliyannis. "Serious Games Effect Analysis On Player's Characteristics." International Journal of Smart Education and Urban Society 11, no. 1 (January 2020): 75–91. http://dx.doi.org/10.4018/ijseus.2020010106.
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“Serious games” refer to games that go beyond pure entertainment and promote learning. They are utilized within a variety of learning environments enabling students to acquire knowledge and skills, while they offer wide benefits. The authors' team measured and analyzed various factors related to the gameplay and educational content when 2D and 3D serious games are introduced in the educational process. The main objective focused on the correlation of the University students' views that were sharing common characteristics, like gender, information and communication technology skills, game playing experience, and specific scientific background with factors that related to the gameplay as well as the learning effectiveness. The results revealed that game-playing experience had a more positive impact in the case of males, while perceived learning effectiveness of 2D was higher compared to the 3D serious game for both genders. Moreover, there are differentiations among females concerning the scientific background, Information and Communication Technology skills and game-playing experience.
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Denholm, John A., Aristidis Protopsaltis, and Sara de Freitas. "The Value of Team-Based Mixed-Reality (TBMR) Games in Higher Education." International Journal of Game-Based Learning 3, no. 1 (January 2013): 18–33. http://dx.doi.org/10.4018/ijgbl.2013010102.
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This paper reports on a conducted study, measuring the perceptions of post-graduate students on the effectiveness of serious games in the classroom. Four games were used (Project Management Exercise, “Winning Margin” Business Simulation, Management of Change and Management of Product Design and Development) with scenarios ranging from product design to project management. The games might be classified as Team-Based Mixed-Reality (TBMR) games. The games were conducted over the period October 2010 to May 2011and the questionnaires conducted during June 2011. The results, from a sample size of 80 of largely international students, indicated a clear ranking of emotions experienced when participating in the games with “Exciting” outweighing “Apprehensive”, “Bored” and Indifferent”. The majority of students indicated that both “their team winning” and “showing their personal competence” were important to them. However 70% said that working in teams was valuable in itself implying that team-working was a strong element in the conclusion that the games were of value. For all four games, over 60% said that conflict was valuable and over 75% said participating improved their “working in teams” skills. The value of feedback was rated highly, as was improved motivation. Over 60% said that the participation in the games was more useful than lectures on the same topic.
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Barnabè, Federico, Maria Cleofe Giorgino, Jacopo Guercini, Caterina Bianciardi, and Vincenzo Mezzatesta. "Engaging professionals with serious games: the Lean Healthcare Lab at Siena University Hospital." Development and Learning in Organizations: An International Journal 31, no. 3 (May 2, 2017): 7–10. http://dx.doi.org/10.1108/dlo-06-2016-0051.
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Purpose This paper aims to stimulate interest in the potentials of serious games within organizations. Through the examination of a case study, emphasis is given to serious games designed for health care (HC) organizations that are adopting lean thinking principles and tools. Design/methodology/approach The paper discusses how serious games can be designed and implemented in practice by describing a case study based on a HC organization. The program, now in its second year, has been used extensively to train HC professionals. Findings The article is based on the authors’ firsthand experience with serious games and the outcome of several projects carried out in the HC setting under analysis. Serious games were found to be powerful training and management development tools as well as engaging environments for professionals. Specifically, The Lean Healthcare Lab supported professionals in their use and implementation of several Lean principles and techniques. Research limitations/implications The article suggests the opportunity to evaluate the effectiveness of serious games also to improve team performance and develop leadership skills. Practical implications Serious games have an enormous potential in sustaining processes of both individual and organizational learning, as well as facilitating improved teamwork. Moreover, serious games are very effective educational tools when compared to more conventional programs. Originality/value The approach described in this study can be used to design and implement serious games in any type of organization, in particular, those employing highly skilled professionals. Additionally, this article highlights how serious games can provide learners with a simulated close-to-reality environment where they are challenged to develop policies and use a variety of Lean and management tools.
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Sharifzadeh, Nahid, Hadi Kharrazi, Elham Nazari, Hamed Tabesh, Maryam Edalati Khodabandeh, Somayeh Heidari, and Mahmood Tara. "Health Education Serious Games Targeting Health Care Providers, Patients, and Public Health Users: Scoping Review." JMIR Serious Games 8, no. 1 (March 5, 2020): e13459. http://dx.doi.org/10.2196/13459.
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Background Serious educational games have shown effectiveness in improving various health outcomes. Previous reviews of health education games have focused on specific diseases, certain medical subjects, fixed target groups, or limited outcomes of interest. Given the recent surge in health game studies, a scoping review of health education games is needed to provide an updated overview of various aspects of such serious games. Objective This study aimed to conduct a scoping review of the design and evaluation of serious educational games for health targeting health care providers, patients, and public (health) users. Methods We identified 2313 studies using a unique combination of keywords in the PubMed and ScienceDirect databases. A total of 161 studies were included in this review after removing duplicates (n=55) and excluding studies not meeting our inclusion criteria (1917 based on title and abstract and 180 after reviewing the full text). The results were stratified based on games targeting health care providers, patients, and public users. Results Most health education games were developed and evaluated in America (82/161, 50.9%) and Europe (64/161, 39.8%), with a considerable number of studies published after 2012. We discovered 58.4% (94/161) of studies aiming to improve knowledge learning and 41.6% (67/161) to enhance skill development. The studies targeted various categories of end users: health care providers (42/161, 26.1%), patients (38/161, 23.6%), public users (75/161, 46.6%), and a mix of users (6/161, 3.7%). Among games targeting patients, only 13% (6/44) targeted a specific disease, whereas a growing majority targeted lifestyle behaviors, social interactions, cognition, and generic health issues (eg, safety and nutrition). Among 101 studies reporting gameplay specifications, the most common gameplay duration was 30 to 45 min. Of the 61 studies reporting game repetition, only 14% (9/61) of the games allowed the users to play the game with unlimited repetitions. From 32 studies that measured follow-up duration after the game intervention, only 1 study reported a 2-year postintervention follow-up. More than 57.7% (93/161) of the games did not have a multidisciplinary team to design, develop, or assess the game. Conclusions Serious games are increasingly used for health education targeting a variety of end users. This study offers an updated scoping review of the studies assessing the value of serious games in improving health education. The results showed a promising trend in diversifying the application of health education games that go beyond a specific medical condition. However, our findings indicate the need for health education game development and adoption in developing countries and the need to focus on multidisciplinary teamwork in designing effective health education games. Furthermore, future health games should expand the duration and repetition of games and increase the length of the follow-up assessments to provide evidence on long-term effectiveness.
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Oliveira, Rháleff N. R., Rafaela V. Rocha, and Denise H. Goya. "Planning the Design and Execution of Student Performance Assessment in Serious Games." Journal on Interactive Systems 12, no. 1 (November 12, 2021): 172–90. http://dx.doi.org/10.5753/jis.2021.1907.
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Serious Games (SGs) are used to support knowledge acquisition and skill development. For this, there is a need to measure the results achieved (both during and after students play) to ensure the game effectiveness. In this context, the aim is to develop and evaluate the AvaliaJS, a conceptual model to structure, guide and support the planning of the design and execution of the student's performance assessment in SGs. AvaliaJS has two artifacts: a canvas model, for high-level planning, and an assessment project document, for more detailed specifications of the canvas. To analyze and exemplify the use of the model, the artifacts were applied to three ready-made games as a proof of concept. In addition, the quality of AvaliaJS was evaluated by experts in SGs development and assessment using a questionnaire. The results of experts' answers confirm a good internal consistency (Cronbach's alpha α = 0.87) which indicates that AvaliaJS is correct, authentic, consistent, clear, unambiguous and flexible. However, the model will need to be validated during the process of creating a new game to ensure its usability and efficiency. In general, AvaliaJS can be used to support the team in the planning, documentation and development of artifacts and data collection in SGs, as well as in the execution of the assessment, learning measurement and constant and personalized feedback for students.
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Olha, Borysova, Shutova Svitlana, Nagorna Viktoriia, Shlonska Olha, Serebriakov Oleh, and Mytko Artur. "CHARACTERISTICS OF COMPETITIVE ACTIVITY OF UKRAINIAN NATIONAL TEAMS IN SPORTS GAMES IN THE INTERNATIONAL AREA." Sport Science and Human Health 4, no. 2 (2020): 27–37. http://dx.doi.org/10.28925/2664-2069.2020.2.3.
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Introduction. At the present development stage of the high achievement sport, global transformations are taking place all over the world, which have influenced the intensification of competitive practices and the introduction of innovative technologies in the process of training elite athletes. Unfortunately, both external factors and internal political and economic problems in Ukraine become a serious obstacle to the effective competitive activity of national teams at major international sports competitions, namely: the socio-economic situation in the country calls into question the ability to prepare quality reserve, children's and youth sports suffer as a result of the financial and economic crisis; Insufficient level of logistics and the possibility of migration of the best players and coaches abroad, negatively affects the level of performance of the national team in the international arena. The planning of preparation of highly qualified athletes for the main international competitions should take into account the peculiarities of tournament loads in team and individual sports. Why is it necessary to determine the main factors influencing the quality and effectiveness of the performances of the best athletes and teams in sports games. Aim of our research is to analyze the effectiveness of competitive activities of highly qualified athletes in sports games. Material and methods: analysis of planning and competition documents and generalization of special literature, method of expert assessments, pedagogical observation, pedagogical experiment, psychophysiological methods, methods of mathematical statistics. Conclusions: the implementation of effective performance of athletes of Ukrainian national teams in sports on the international arena requires optimization of the process of sports training based on individualization with the parallel use of technical-tactical, psychophysiological models of training of leading players in the world combined with modern capabilities.
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Haddad, Naif A. "Multimedia and cultural heritage: a discussion for the community involved in children's heritage edutainment and serious games in the 21st century." Virtual Archaeology Review 7, no. 14 (May 31, 2016): 61. http://dx.doi.org/10.4995/var.2015.4191.
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<p>Unfortunately, heritage education and awareness remains largely undervalued, as most efforts rely on in-person experiences in formal cultural institutions. While there have been many virtual applications in the field of heritage edutainment with multimedia technology, there are still not enough to make the required and hoped-for change for the children of the digital natives’ generation. However, with the rich resources in 3D imaging and interactive programming already at our disposal, we are well prepared to do so, given a coordinated effort. This paper deals with a key topic that has an importance at the international level: the education of children through the conceptual approach of "edutainment" and "serious games" and particularly focuses on the cultural heritage, considering its tangible and intangible aspects. The paper attempts to clarify, explore and investigate how heritage edutainment multimedia, which bring enjoyment, fun, play and discovery into children’s daily lives, can make a significant contribution to their understanding, curiosity and appreciation of the cultural heritage. The paper also proposes some ideas and storylines for project development, especially for a methodological approach to serious games, which if appropriately planned, can be as entertaining as they are intellectually challenging to young children. Taking into consideration that there is a growing body of research on the effectiveness of online serious games as creative learning tools, this can only be achieved by the collaboration of a multidisciplinary pedagogical, technical and creative team, to encourage children and parents to look, explore and care for the wonders of our cultural heritage.</p>
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Haddad, Naif A. "Multimedia and cultural heritage: a discussion for the community involved in children's heritage edutainment and serious games in the 21st century." Virtual Archaeology Review 7, no. 14 (May 31, 2016): 61. http://dx.doi.org/10.4995/var.2016.4191.
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<p>Unfortunately, heritage education and awareness remains largely undervalued, as most efforts rely on in-person experiences in formal cultural institutions. While there have been many virtual applications in the field of heritage edutainment with multimedia technology, there are still not enough to make the required and hoped-for change for the children of the digital natives’ generation. However, with the rich resources in 3D imaging and interactive programming already at our disposal, we are well prepared to do so, given a coordinated effort. This paper deals with a key topic that has an importance at the international level: the education of children through the conceptual approach of "edutainment" and "serious games" and particularly focuses on the cultural heritage, considering its tangible and intangible aspects. The paper attempts to clarify, explore and investigate how heritage edutainment multimedia, which bring enjoyment, fun, play and discovery into children’s daily lives, can make a significant contribution to their understanding, curiosity and appreciation of the cultural heritage. The paper also proposes some ideas and storylines for project development, especially for a methodological approach to serious games, which if appropriately planned, can be as entertaining as they are intellectually challenging to young children. Taking into consideration that there is a growing body of research on the effectiveness of online serious games as creative learning tools, this can only be achieved by the collaboration of a multidisciplinary pedagogical, technical and creative team, to encourage children and parents to look, explore and care for the wonders of our cultural heritage.</p>
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Holzmann, Sophie Laura, Hanna Schäfer, Georg Groh, David Alexander Plecher, Gudrun Klinker, Gunther Schauberger, Hans Hauner, and Christina Holzapfel. "Short-Term Effects of the Serious Game “Fit, Food, Fun” on Nutritional Knowledge: A Pilot Study among Children and Adolescents." Nutrients 11, no. 9 (August 30, 2019): 2031. http://dx.doi.org/10.3390/nu11092031.
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“Serious games” are a novel and entertaining approach for nutritional education. The aim of this pilot study was to evaluate the short-term effectiveness of “Fit, Food, Fun” (FFF), a serious game to impart nutritional knowledge among children and adolescents. Data collection was conducted at two secondary schools in Bavaria, Germany. The gameplay intervention (gameplay group; GG) consisted of a 15-minute FFF gameplay session during each of three consecutive days. The teaching intervention (teaching group; TG) was performed in a classic lecture format. Nutritional knowledge was evaluated via questionnaires at baseline and post-intervention. Statistical analyses were performed using R (R Core Team, 2018). In total, baseline data were available for 39 participants in the GG and 44 participants in the TG. The mean age was 13.5 ± 0.7 years in the GG and 12.8 ± 0.9 years in the TG. There was a significant (p-value < 0.001) improvement in nutritional knowledge in both intervention groups. Moreover, a between-group difference with a significantly (p-value = 0.01) higher increase in nutritional knowledge was detected for the TG. This pilot study provides evidence for the short-term effectiveness of both educational interventions on the improvement in nutritional knowledge. Finally, the FFF game might be an adequate educational tool for the transfer of nutritional knowledge among children and adolescents.
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Abraham, Olufunmilola, Lisa Szela, Mahnoor Khan, and Amrita Geddam. "Exploring Middle School Students’ Perspectives on Using Serious Games for Cancer Prevention Education: Focus Group Study." JMIR Serious Games 10, no. 1 (January 24, 2022): e31172. http://dx.doi.org/10.2196/31172.
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Background Cancer in the United States is a leading cause of mortality. Educating adolescents about cancer risks can improve awareness and introduce healthy lifestyle habits. Public health efforts have made significant progress in easing the burden of cancer through the promotion of early screening and healthy lifestyle advocacy. However, there are limited interventions that educate the adolescent population about cancer prevention. Previous studies have demonstrated the effectiveness of serious games (SGs) to teach adolescents about healthy lifestyle choices, but few research efforts have examined the utility of using SGs to educate youth specifically on cancer prevention. Objective This study aimed to investigate middle school students’ preferences for the use of SGs for cancer prevention education. The study also characterized the students’ perceptions of desired game design features for a cancer prevention SG. Methods Focus groups were held to allow adolescents to review a game playbook and discuss gaming behaviors and preferences for an SG for cancer education. The game playbook was developed based on “Cancer, Clear & Simple,” a curriculum intended to educate individuals about cancer, prevention, self-care, screening, and detection. In the game, the player learns that they have cancer and is given the opportunity to go back in time to reduce their cancer risk. A focus group discussion guide was developed and consisted of questions about aspects of the playbook and the participants’ gaming experience. The participants were eligible if they were 12 to 14 years old, could speak and understand English, and had parents who could read English or Spanish. Each focus group consisted of 5 to 10 persons. The focus groups were audio recorded and professionally transcribed; they were then analyzed content-wise and thematically by 2 study team members. Intercoder reliability (kappa coefficient) among the coders was reported as 0.97. The prevalent codes were identified and categorized into themes and subthemes. Results A total of 18 focus groups were held with 139 participants from a Wisconsin middle school. Most participants had at least “some” gaming experience. Three major themes were identified, which were educational video games, game content, and purpose of game. The participants preferred customizable characters and realistic story lines that allowed players to make choices that affect the characters’ outcomes. Middle school students also preferred SGs over other educational methods such as lectures, books, videos, and websites. The participants desired SGs to be available across multiple platforms and suggested the use of SGs for cancer education in their school. Conclusions Older children and adolescents consider SGs to be an entertaining tool to learn about cancer prevention and risk factors. Their design preferences should be considered to create a cancer education SG that is acceptable and engaging for youth.
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Kusuma, Triya Ulva. "PERAN EDUKASI GIZI DALAM PENCEGAHAN ANEMIA PADA REMAJA DI INDONESIA: LITERATURE REVIEW." Jurnal Surya Muda 4, no. 1 (February 24, 2022): 61–78. http://dx.doi.org/10.38102/jsm.v4i1.162.
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Anemia is still a health problem throughout the world, including Indonesia. Anemia in adolescents has a serious impact and is entirely a consequence of iron deficiency which is closely related to the severity of anemia. In addition, anemia in adolescent girls can increase the risk of developing anemia during pregnancy. This will have a negative impact on growth and the fetus in the womb, along with the development to experience a number of complications during pregnancy and during delivery. Anemia can be treated with various strategies, one of which is through nutrition education. This literature review study aims to provide an overview of various methods, media, roles and effectiveness of nutrition education in the context of preventing anemia in adolescents in Indonesia. The method used in this paper is a literature review study by searching Indonesian language articles through the Google Scholar database and Garuda Portal in the period 2018-2021. The keywords used are "nutrition education", "anemia", "teenagers". From the results of the search and study, 8 articles were obtained through Google Scholar and 2 articles through the Garuda Portal which were used for this research. The results showed that nutrition education played a role in preventing anemia in adolescent girls through several aspects, namely knowledge, attitudes and hemoglobin levels. Nutrition education can be done through a variety of media such as healthy millennial card, booklets, leaflets, posters, comics, flipcharts, motion videos, Whatsapp and Facebook delivered through a number of educational methods such as games, counseling, lectures, Team Game Tournament (TGT), peer group education and integrated education.
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Laurent, Maxence, Sandra Monnier, Audrey Huguenin, Pierre-Benjamin Monaco, and Dominique Jaccard. "Design Principles for Serious Games Authoring Tool." International Journal of Serious Games 9, no. 4 (November 14, 2022): 63–87. http://dx.doi.org/10.17083/ijsg.v9i4.458.
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Serious game development involves a multidisciplinary team of teachers and computer scientists. But the difference in computer competencies between the team members is a recurring difficulty in this collaboration. Authoring tools, which provide interfaces adapted to users' competencies, are promising solutions to overcome this difficulty. However, existing authoring tools are either limited in their functionalities (not powerful) or too complex for non-computer scientists (not usable). A comprehensive set of design principles to address this limitation does not yet exist. The objective of this research was to define a set of design principles for the development of powerful and usable authoring tools. To achieve this objective, we first defined a set of design principles. We then developed an authoring tool corresponding to these principles. Finally, we carried out test uses of that tool through the development of twelve serious games. Results show that this authoring tool enabled the development of a wide variety of serious games (powerful) by teams with heterogeneous computer skills (usable). Design principles defined in this research integrate and extend previous works. They allow to overcome the dilemma between the power and usability of authoring tools. This could unlock new possibilities for collaborative approaches in serious games developments.
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Bozanta, Aysun, Birgul Kutlu, Nuket Nowlan, and Shervin Shirmohammadi. "Multi User Virtual Environments and Serious Games for Team Building." Procedia Computer Science 15 (2012): 301–2. http://dx.doi.org/10.1016/j.procs.2012.10.086.
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Salvador-Ullauri, Luis, Patricia Acosta-Vargas, and Sergio Luján-Mora. "Web-Based Serious Games and Accessibility: A Systematic Literature Review." Applied Sciences 10, no. 21 (November 6, 2020): 7859. http://dx.doi.org/10.3390/app10217859.
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Nowadays, serious games, called training or learning games, have been incorporated into teaching and learning processes. Due to the increase of their use, the need to guarantee their accessibility arises in order to include people with disabilities in the educational environments in an integral way. There are reviews of the literature on video games but not on web-based serious games. Serious games are different from the previous ones because their educational processes allow reinforcing learning. This literature review was conducted using the recommendations for systematic reviews proposed by Kitchenham and Petersen. Three independent reviewers searched the ACM Digital Library, IEEE Xplore, Scopus, and Web of Science databases for the most relevant articles published between 2000 and 2020. Review selection and extraction were made using an interactive team approach. We applied the study selection process’s flowchart adapted from the PRISMA statement to filter in three stages. This systematic literature review provides researchers and practitioners with the current state of web-based serious games and accessibility, considering cognitive, motor, and sensory disabilities.
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Adaji, Ifeoma. "Serious Games for Healthy Nutrition. A Systematic Literature Review." International Journal of Serious Games 9, no. 1 (March 18, 2022): 3–16. http://dx.doi.org/10.17083/ijsg.v9i1.466.
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Research indicates that the two main causes of being overweight and obese are living a sedentary lifestyle and unhealthy eating habits. Influencing people to be active and exercise is an active research area that has resulted in the development of several games both commercially available and for free. The area of influencing people to develop healthy eating habits, on the other hand, still has room for growth. In the current paper, I review existing serious games for healthy nutrition over the past five years and summarize the main findings based on three main themes: the design and development of the game, the evaluation of the game, and the findings from the evaluation. My results indicate that most games are designed in collaboration with a team of experts such as nutritionists, psychologists, HCI designers, and software developers. In addition, most of the games for kids are web-based while most of those for adults are mobile-based. Most games used a self-report approach to evaluation which was carried out over a range of period of 30 minutes to 90 days with between 10 to 531 participants. There were mixed results from the evaluations with most games partially achieving their aim. I conclude by suggesting guidelines for developing serious games for influencing healthy nutrition.
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Cooney, Adeline, and Eamon Darcy. "‘It was fun’: Exploring the pedagogical value of collaborative educational games." Journal of University Teaching and Learning Practice 17, no. 3 (July 1, 2020): 37–52. http://dx.doi.org/10.53761/1.17.3.4.
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This qualitative descriptive study explored the value of games as pedagogical tools to teach team working and foster collaborative learning in a higher education classroom. Groups of three or four students (n = 181) were asked to participate in a simple low-tech serious game which required them to solve a puzzle. The puzzle simulated ‘good’ teamwork practices. Subsequently, participants were asked to complete an open-ended qualitative questionnaire about their experiences. The game was found to enhance learners’ understanding of the attributes of effective team working. It was concluded that teambased collaborative games have value in experientially ‘teaching’ team working skills. Moreover, simple low-tech games were found to have good capacity for generating high-quality collaborative learning experiences. In this context it is argued that simple low-tech games should not be forgotten in the rush to develop computer-supported collaborative learning environments. Not least because they generate opportunities for face-to-face interaction.
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Munhoz, Daniela Rosito Michella, Luciane Maria Fadel, Carla Galvão Spinillo, Ana Emília Figueiredo de Oliveira, Katherine Marjorie Mendonça de Assis, and Dilson José Lins Rabêlo Júnior. "A Human Centred-Design Approach to a Serious Game in Health Training for the Open University of the Unified Health System (UNA-SUS/UFMA) in Brazil." European Journal of Teaching and Education 2, no. 3 (December 30, 2020): 24–34. http://dx.doi.org/10.33422/ejte.v2i3.493.
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A serious game is a media based on the narrative of a game focused on learning. The narrative of a game brings elements and mechanics that motivate the participation and engagement of the players. This is because games are a constant in human development as they formalize cultural activities with social function, being full of meanings. Moreover, the possibilities found in the game narratives contribute to the construction of more participatory plots, since the player can act actively in the course of the story. The narrative and engagement of serious games are of prime importance to distance learning in the health field. In Brazil, the Open University of the Unified Health System (UNA-SUS/UFMA) develops serious games as educational resources to train health professionals. This paper presents the design process of the Clinical Case Game, a serious game for diagnosis and treatment of medical conditions, addressed to doctors in Brazil. A multidisciplinary and human-centred design approach was adopted to develop the game. It involved medical doctors, educators, IT professionals, information designers and game designers, who coordinated the team and acted on the balance of the dynamics involved, that is, the narrative and playful pleasure. The methodology employed consisted of a workshop; content and prototype production; prototype testing with users; and refinements for the final version of the game. The results suggested that narrative unity must be coherent for serious games on health and highlight the relevance of serious games as high potential resources in the educational process.
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Bozanta, Aysun, Birgul Kutlu, Nuket Nowlan, and Shervin Shirmohammadi. "Effects of serious games on perceived team cohesiveness in a multi-user virtual environment." Computers in Human Behavior 59 (June 2016): 380–88. http://dx.doi.org/10.1016/j.chb.2016.02.042.
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Mayer, Igor. "Assessment of Teams in a Digital Game Environment." Simulation & Gaming 49, no. 6 (April 21, 2018): 602–19. http://dx.doi.org/10.1177/1046878118770831.
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Background. Despite the increasing pervasiveness of digital entertainment and serious games in organisational life, there is little evidence for the validity of game-based team training and assessment. Aim. The authors used the game, TEAMUP for a series of team training and assessment sessions, while at the same time researching the internal validity of the game for this purpose. Method. A total of 106 sets of data on games played by teams of professionals (police officers, auditors, consultants, etc.) and undergraduates and postgraduates (in aerospace engineering, entrepreneurship, etc.) were gathered for analysis through pre- and post-game questionnaires focusing on constructs for team quality, such as psychological safety and team cohesiveness. In addition, a large quantity of such data as time to complete task, distance and avoidable mistakes were logged to measure in-game team performance. Correlation and regression analyses were conducted to find relationships between team structure factors, team quality constructs and in-game performance measures. Results. The main finding is that the in-game performance measure ‘avoidable mistakes’ (a proxy for task quality) correlates markedly and pervasively with ‘team cohesiveness’. More important, the findings support the premise that in-game assessment can be internally valid for team research and assessment purposes.
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Auxier, John W. "That Dragon, Cancer Goes to Seminary." Christian Education Journal: Research on Educational Ministry 15, no. 1 (April 2018): 105–17. http://dx.doi.org/10.1177/0739891318759725.
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That Dragon, Cancer is a “serious” video game that has garnered wide attention in the gaming community and popular press. The game was created by a team of independent game designers led by Ryan and Amy Green as a way of sharing their family’s journey of caring for their son Joel, who had been diagnosed with pediatric cancer. This article describes the use of the game within a graduate course on pastoral counseling and reflects upon student reactions as an example of the potential usefulness of serious games in theological education.
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Jaccard, Dominique, Laurent Suppan, and Félicia Bielser. "Contribution of the co.LAB Framework to the Collaborative Design of Serious Games: Mixed Methods Validation Study." JMIR Serious Games 9, no. 4 (November 24, 2021): e33144. http://dx.doi.org/10.2196/33144.
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Background Multidisciplinary collaboration is essential to the successful development of serious games, albeit difficult to achieve. In a previous study, the co.LAB serious game design framework was created to support collaboration within serious game multidisciplinary design teams. Its use has not yet been validated in a real usage context. Objective The objective of this study was to perform a first assessment of the impact of the co.LAB framework on collaboration within multidisciplinary teams during serious game design and development. Methods A mixed methods study was conducted, based on 2 serious game design projects in which the co.LAB framework was used. The first phase was qualitative and carried out using a general inductive approach. To this end, all members of the first serious game project team who used the co.LAB framework were invited to take part in a focus group session (n=6). In a second phase, results inferred from qualitative data were used to define a quantitative instrument (questionnaire) that was designed according to the Checklist for Reporting Results of Internet E-Surveys. Members of both project teams (n=11) were then asked to answer the questionnaire. Quantitative results were reported as median (Q1, Q3), and appropriate nonparametric tests were used to assess between-group differences. Finally, results gathered through the qualitative and quantitative phases were integrated. Results In both phases, the participation rate was 100% (6/6 and 11/11). Verbatim transcripts were classified into 4 high level themes: (1) influence on collaborative dimensions; (2) impact on project course, monitoring, and efficiency; (3) qualitative perceptions of the framework; and (4) influence of team composition on the use of the framework. The web-based questionnaire was then developed according to the 7 dimensions of collaboration by Burkhardt et al. In both projects, the co.LAB framework had a positive impact on most dimensions of collaboration during the multidisciplinary design and development of serious games. When all collaborative dimensions were aggregated, the overall impact of the framework was rated on a scale from –42 to 42 (very negative to very positive). The overall median score was 23 (Q1, Q3: 20, 27), with no significant difference between groups (P=.58). Most respondents also believed that all serious game design teams should include a member possessing significant expertise in serious game design to guide the development process. Conclusions The co.LAB framework had a positive impact on collaboration within serious game design and development teams. However, expert guidance seems necessary to maximize development efficiency. Whether such guidance can be provided by means of a collaborative web platform remains to be determined.
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Dima, Mariza, Alexandra Xanthaki, Thaleia Deniozou, and Colin Luoma. "The Rights Hero – Serious Games for Human Rights Education and Integration of Migrant and Refugee Children in Europe." International Journal of Children’s Rights 30, no. 1 (February 14, 2022): 41–71. http://dx.doi.org/10.1163/15718182-30010004.
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Abstract Following the rise of migrant inflows in Europe since 2015, more than 210,000 unaccompanied children have arrived in Europe. This article argues that serious games can in principle fill the gap of human rights education that these children face and ultimately help them develop, but important issues and challenges need to be considered. The article follows the design and development of “The Rights Hero”, a prototype serious game for migrant children to help them learn and practise their rights, encouraging them to take transformative action that will lead them to integration. The game focuses on the “Rights Hero”, whose gender and race are unidentifiable and who is trying to build up two superpowers, “Resilience” and “Empowerment”, through responding appropriately to various challenges. These challenges are all too familiar to migrant children. Designed by an interdisciplinary team of human rights and game design experts, and in collaboration with the ngo Network for Children’s Rights, work on the prototype raised important discussions regarding the use of games for human rights education, the need for children to know their rights, and their understanding of integration. The article reflects on the extent to which serious games can be developed as a useful informal educational tool for the human rights education of displaced children.
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Bates, Matthew Ian, David Brown, Wayne Cranton, and James Lewis. "Formulating a Serious-Games Design Project for Adult Offenders with the Probation Service." International Journal of Game-Based Learning 1, no. 4 (October 2011): 1–10. http://dx.doi.org/10.4018/ijgbl.2011100101.
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This paper documents an investigation evaluating if adult offenders can benefit from a facilitated serious-games design project as part of their probation program. Research has observed a participatory design group of adult offenders working with their probation managers and a PhD researcher to create a new serious-game for use by the probation service. A voluntary participant group of six male offenders was observed over a five week design process using the game authoring software Game-Maker. Weekly meetings have allowed participants to learn basic game authoring skills and share design ideas within a multi-disciplinary team. Investigators have observed the amount and type of assistance required by participants when interacting with new software, the range and suitability of ideas communicated by participants, and the ability of participants to convert their ideas into functional media. This paper presents qualitative results from this exploratory field study and compares the results to previous investigations with secondary school children.
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Weber, Alexander E., Nicholas A. Trasolini, Ioanna K. Bolia, Santano Rosario, John P. Prodromo, Catherine Hill, Russ Romano, Charles Y. Liu, James E. Tibone, and Seth C. Gamradt. "Epidemiologic Assessment of Concussions in an NCAA Division I Women’s Soccer Team." Orthopaedic Journal of Sports Medicine 8, no. 5 (May 1, 2020): 232596712092174. http://dx.doi.org/10.1177/2325967120921746.
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Background: Among collegiate sports, ice hockey and wrestling have been reported to have the highest rates of concussion injury. Recent literature has shown that among all sports, female soccer players had the highest rate of concussion injury at the high school level. Sport-specific analysis will increase our knowledge of epidemiologic characteristics of this serious injury in young soccer players, where “heading” is commonly involved during participation. Hypothesis: Heading during soccer will be associated with increased frequency of concussion injury in collegiate female players compared with other mechanisms of injury, and concussion injury mechanism and rates will differ by setting of injury (practice or match) and player position. Study Design: Descriptive epidemiologic study. Methods: This was a retrospective review and epidemiologic analysis of all concussions documented from a single National Collegiate Athletic Association (NCAA) Division I female collegiate soccer team between 2004 and 2017. A total of 381 participants were reviewed, and concussion injury mechanism, setting (practice or match), player position, and number of games and practices missed due to injury were analyzed. Results: Overall, 25 concussions in 22 players from the 2004 to 2017 seasons were identified, for an annual rate of 1.79 concussions per year. Collisions (36%) followed by headers (20%) were the most common mechanisms. Forwards sustained the most concussions (32%). Injuries were more common in games (56%) than practice (40%). Of note, the most common cause of concussion during practice was headers (40%). Of the concussions documented, 20 (91%) were the player’s first concussion. On average, each concussion resulted in a player missing 3.96 games and 12.46 practices. Conclusion: Our results demonstrate that concussion rates in female NCAA soccer players vary by position and occur with different frequencies and mechanisms in practice and games. Interventions for concussion avoidance should aim to limit exposure to high-risk activity, including player-to-player contact in games and headers in practice. Although gameplay and collisions can be unpredictable and difficult to control, practice settings can be modified in an attempt to decrease risk.
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Abbott, Daisy, Sandy Louchart, and Olga Chatzifoti. "Provocative Games to Encourage Critical Reflection." European Conference on Games Based Learning 16, no. 1 (September 29, 2022): 1–10. http://dx.doi.org/10.34190/ecgbl.16.1.486.
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The SECRIOUS project takes a game-based approach to improving knowledge and attitudes in cybersecurity practices. Our methodology includes interdisciplinary Serious Game co-design with coders and aims to produce critical reflection on participants’ own coding practice. To encourage this we created a series of Small Provoking Games (SPGs) about the project’s three overarching topics (Code Security; API Security; Security Lifecycle) and five co-produced themes (Coder Practices; Code Motivation; Morality; Resources; Communication). Games and play are well-suited for creating both reflection-in-action and reflection-on-action. Provoking a lasting change in attitudes towards secure coding practice requires dialogic or inquiry-based reflection leading to transformative reflection We define a ‘provoking game’ as one that uses the techniques of reflective game design to produce cognitive and affective challenge – a eudaimonic appreciation of the player experience. This emphasises a player’s sense of purpose and aims to create exo-transformation (change in attitudes and/or practice outside the game.) SPG design foregrounded Khaled’s principles of reflective game design and was led by serious game experts, a cybersecurity expert, and a playwright, and included input from the entire SECRIOUS team to define each game’s specific focus. Two SPGs were produced: Protection (which challenges the assumption of ‘absolute’ cybersecurity protection) and Collaboration (which highlights communication in cybersecurity developer teams.) A third game is in development. SPGs feature highly exploratory gameplay, expected failure, and focus on metaphor (of both game objects and player actions) to create doubt, contradicting existing mental models and encouraging the players to question the game rules and underlying concepts. The games were used within game-jams to provoke critical discussion, a creative mindset, and group reflection. This paper analyses the design process of these two SPGs and reflects on our contribution to reflective game design.
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Coovert, Michael D., Jennifer Winner, and Winston Bennett. "Construct Development and Validation in Game-Based Research." Simulation & Gaming 48, no. 2 (December 13, 2016): 236–48. http://dx.doi.org/10.1177/1046878116682661.
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Problem. Teams or groups of individuals working together to achieve a shared goal, make up today’s world of work. Although the literature is rife with issues concerning teams, there is no coherent structure to guide researchers wishing to gain a deeper understanding into those factors leading to positive team outcomes. Question. This is due in part to two factors; one being the methods (e.g., observation; self report) typically employed to study teams often do not apply rigorous standards for reliability and validity. The second is it is difficult to construct data gathering situations that realistically approach the context in which teams operate. Approach. Addressing the first issue, we present a framework for the type of data that should be gathered to reliably and validly evaluate team performance. We believe the second issue is best addressed through the application of serious games, where realistic scenarios are delivered representing problems similar to those faced by teams in the real world. Finally, we describe a study whereby we demonstrate the approach utilizing a serious game to gather the data, which is then analyzed to assess the reliability and validity of the measures. Conclusion. With reliability and validity being established, a latent change score model is presented to illustrate how rich models of team interaction can be stated, investigated, and statistically assessed; since the serious game ensures the quality of the team interaction and the superior quality of the data.
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Alaka, Shaad, Max Lopes Cunha, Jop Vermeer, Nestor Z. Salamon, J. Timothy Balint, and Rafael Bidarra. "Stimulating ideation in new teams with the mobile game Grapplenauts." International Journal of Serious Games 6, no. 4 (December 14, 2019): 87–101. http://dx.doi.org/10.17083/ijsg.v6i4.325.
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Working in teams is a common approach to solving problems. However, new teams often suffer from a form of cold start, by which individual members are not yet comfortable expressing their ideas. Previous work has shown that ideation can be stimulated by promoting a sense of psychological safety among team members and instilling an ambiance of openness, and that games are helpful at establishing such social bonds. However, most such games only partially target psychological safety or openness, and often rely on the expertise of a facilitator, who may be unavailable for many teams. The ubiquity of mobile platforms opens up many opportunities for overcoming such drawbacks. We developed the mobile game Grapplenauts, a novel serious game directly focused on psychological safety and openness, that generates a beneficial atmosphere for ideation and does not require any facilitator. In Grapplenauts, team players have to gradually work together towards a team-wide goal, first in pairs and then among pairs, which has shown to be quite successful in promoting communication and collaboration. Play testing has shown that Grapplenauts was perceived as a fun, engaging and challenging collaborative game. In addition, results of a preliminary user study are cautiously optimistic about the success of the game in improving the perceived atmosphere withinnewly-formed teams.
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Huang, S. Y., P. Sneath, D. Tsoy, J. Rempel, M. Mercuri, A. Pardhan, and T. M. Chan. "P073: The GridlockED board game: using serious games for medical education." CJEM 20, S1 (May 2018): S82—S83. http://dx.doi.org/10.1017/cem.2018.271.
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Introduction: The management of patient flow in the emergency department (ED) is crucial for the practice of emergency medicine (EM). However, this skill is difficult to teach didactically and is learned implicitly in the latter half of residency training. To help expedite the learning process, we developed the GridlockED board game as an educational tool to simulate ED patient flow. By having junior medical trainees play this game, we believe that they will develop a greater understanding of patient flow and resource management in the ED. Additionally, since GridlockED is a cooperative game, players may also benefit by improving their communication and teamwork skills. Methods: GridlockED was developed over twenty months of iterative gameplay and review. Feedback from attending emergency physicians, residents, and medical students was integrated into the game through a Plan-Do-Study-Act (PDSA) model. Emergency medicine nurses, physicians and residents at McMaster University were recruited to play GridlockED. Each player completed a pre-survey to collect demographic data and to assess their prior experience with playing board games. All play sessions were recorded for data collection purposes. Following each game session, a member of the research team conducted an exit interview with the players to gather information about their play experience and the educational value of the game. A post-survey was also sent to each participant for further feedback. Results: Eighteen gameplay sessions were conducted from June to August 2017. A total of thirty-two participants played the game (13 emergency physicians, 15 residents, and four nurses). Overall responses to the post-gameplay survey showed that players endorsed GridlockED as a useful potential teaching tool (75%, n=24/32) and the majority felt that it had the potential to improve patient flow in the ED (56%, n=18/32). Most participants found that the game was easy to play (91%, n=27/29), and that the instructions were clear (87.5%, n=28/32). Respondents also felt that the game reflected real life scenarios (56%, n=18) and that cases reflected the types of patients that they saw in the ED (78%, n=25). Conclusion: Our results have shown an overall positive response to GridlockED, with most participants supporting it as both an engaging board game and potential teaching tool. We believe that future studies with larger sample sizes and medical students will further validate the use of serious games in medical education.
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Jaouen, Luc, and Olivier Robin. "Explaining and teaching acoustics through comics, interactive web pages, and video games." Journal of the Acoustical Society of America 152, no. 2 (August 2022): 745–53. http://dx.doi.org/10.1121/10.0013011.
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Comics and manga have long been seen as childish literature, even if sometimes referred to as an art. Webpages discussing matters like Mathematics or Science are usually considered popularized content and not as tools with which research can be built. Arcade video games are often not considered serious games that can be used for learning or team building purposes. In this work, we present examples of comics, interactive web pages, and arcade video games that can be used to learn the basics of vibro-acoustics or to focus on more specific topics such as the acoustics of porous media. The reader can experience most of these visual narrative examples following the provided links. An objective of this collection is to make them better known and to stimulate further initiatives on these topics in acoustics education. To this effect, recommendations from various use cases of these visual narratives for different levels of education are also given.
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Powell, Anna. "True stories: Storytelling and empathy in None in Three’s digital game narratives." Book 2.0 10, no. 1 (May 1, 2020): 99–115. http://dx.doi.org/10.1386/btwo_00022_1.
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Since its conception in 2017, the Global None in Three (Ni3) Research Centre for the Prevention of Gender Based Violence (GBV) has been working to collect real stories about people’s personal experiences of GBV from both victim and perpetrator perspectives. Led by a team of experts from across the globe, these real-life experiences have been used to inform the development of a series of serious, prosocial computer games whose narratives, in-game dialogue and characters are based around this empirical data. This article discusses the translation of these stories into the games’ digital narratives, and explores how their re-telling is fundamental to the success of the games as educational tools for increasing empathy in players and, ultimately, for changing attitudes and behaviours towards GBV. In doing so, it explores the coexistence and fluctuating relationship between digital narratives and the spoken word ‐ whose significance might be seen to book-end the None in Three project as a whole, in its development of the game and in the dissemination of its message about preventing gender-based violence.
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Silva-Lavigne, Nicole, Alena Valderrama, Sandra Pelaez, Myriam Bransi, Fabio Balli, Yannick Gervais, Thomas Gaudy, and Sze Man Tse. "Acceptability of Serious Games in Pediatric Asthma Education and Self-management: Pilot Study." JMIR Pediatrics and Parenting 5, no. 2 (April 7, 2022): e33389. http://dx.doi.org/10.2196/33389.
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Background Asthma is the most common chronic pediatric disease. Despite existing tools to manage asthma, 40%-55% of children with asthma experience uncontrolled asthma. Serious games (SGs) represent a novel approach in promoting asthma education and self-management for children. Objective In this qualitative pilot study with an embedded quantitative design, we aim to use focus groups and questionnaires to describe the perceived role of SGs in different aspects of asthma self-management by children and their parents. These aspects include asthma perception and knowledge, the impact of asthma and barriers to asthma self-management, and the support system for asthma self-management. Methods A total of 5 children with asthma and their parents were invited to participate in an organized gaming session. Children and their parents completed a pregaming questionnaire on their medical history and asthma knowledge. Then, they were invited to test 4 original SG prototypes, after which the children answered a postgaming questionnaire on their asthma knowledge and perception of the SGs. Children and their parents subsequently participated in parallel focus groups, which were video-recorded or audio-recorded, transcribed verbatim, and analyzed by reaching consensus among members of the research team. Results The mean age of the children was 10.3 (SD 1.5) years, with 20% (1/5) of the children being male. Qualitative data from the transcripts were coded into three separate domains: asthma self-management perception and knowledge, impact of asthma and barriers to asthma self-management, and support system for asthma self-management. We specifically explored the perceived roles of SGs within each domain. A key takeaway message was identified for each of these three domains: heterogeneity of asthma knowledge and the ability of SGs to encourage knowledge transfer through games, consequences and limitations of asthma and the ability of SGs to allow for identification and management of real-life situations through games, and insufficient support system and the ability of SGs to encourage playing with others for support and shared knowledge. Conclusions Our pilot study explored the role of SGs in the self-management of asthma, as perceived by children and their parents. Our findings support the acceptability of SGs in asthma education and self-management in pediatrics and the necessity for future development in this field.
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Garita Hernández, Francisco A., Fulvio Lizano Madriz, and Carmen Ma Cordero Esquivel. "Metodologías para el Desarrollo de Videojuegos Serios: Una Revisión de Literatura." Tecnología Educativa Revista CONAIC 6, no. 1 (January 2, 2021): 103–14. http://dx.doi.org/10.32671/terc.v6i1.55.
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Las metodologías para el desarrollo de videojuegos serios es un tema sumamente nuevo, como consecuencia de esto se ha dado pie a la improvisación y a una falta de estandarización a la hora en que estos son desarrollados, por esta razón se decidió elaborar una revisión de literatura de las metodologías para el desarrollo de videojuegos serios y así poder determinar su estado. Han sido pocas las publicaciones con respecto a este tópico, entre sus principales hallazgos se obtuvo información de cómo algunas compañías elaboran los videojuegos serios, entre las recomendaciones se mencionan los diseños centrados en el usuario, las metodologías ágiles, modelos holísticos, modelos basados en paradigmas y centrados en necesidades específicas. Este trabajo brinda la oportunidad de contar con una referencia cuando se pretenda desarrollar un videojuego serio y que así el equipo a cargo decida cual metodología de las ya encontradas se ajusta mejor a las necesidades.
The methodologies for the development of serious videogames is a very new subject, as a result of this, improvisation and a lack of standardization have been given at the time these videogames are developed; for this reason, it was decided to elaborate a literature review of the methodologies for the development of serious video games and determine their status. There have been few publications regarding this topic; among their main findings there is information on how some companies develop serious video games; the recommendations mentioned include user-centered designs, agile methodologies, holistic models, models based on paradigms and focused on specific needs. This work provides the opportunity to have a reference to support serious videogames development, so the team in charge can decide which methodology of those found is best suited for their needs.
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Hernández, Francisco A. Garita, Fulvio Lizano Madriz, and Carmen Ma Cordero Esquivel. "Metodologías para el Desarrollo de Videojuegos Serios: Una Revisión de Literatura." Tecnología Educativa Revista CONAIC 6, no. 1 (May 31, 2019): 103–14. http://dx.doi.org/10.32671/terc.v6i1.85.
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Las metodologías para el desarrollo de videojuegos serios es un tema sumamente nuevo, como consecuencia de esto se ha dado pie a la improvisación y a una falta de estandarización a la hora en que estos son desarrollados, por esta razón se decidió elaborar una revisión de literatura de las metodologías para el desarrollo de videojuegos serios y así poder determinar su estado. Han sido pocas las publicaciones con respecto a este tópico, entre sus principales hallazgos se obtuvo información de cómo algunas compañías elaboran los videojuegos serios, entre las recomendaciones se mencionan los diseños centrados en el usuario, las metodologías ágiles, modelos holísticos, modelos basados en paradigmas y centrados en necesidades específicas. Este trabajo brinda la oportunidad de contar con una referencia cuando se pretenda desarrollar un videojuego serio y que así el equipo a cargo decida cual metodología de las ya encontradas se ajusta mejor a las necesidades.
The methodologies for the development of serious videogames is a very new subject, as a result of this, improvisation and a lack of standardization have been given at the time these videogames are developed; for this reason, it was decided to elaborate a literature review of the methodologies for the development of serious video games and determine their status. There have been few publications regarding this topic; among their main findings there is information on how some companies develop serious video games; the recommendations mentioned include user-centered designs, agile methodologies, holistic models, models based on paradigms and focused on specific needs. This work provides the opportunity to have a reference to support serious videogames development, so the team in charge can decide which methodology of those found is best suited for their needs.
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Ovsyannikova, Inna N., Konstantin G. Tomilin, Yulia A. Tumasyan, Yulia A. Vasilkovskaya, and Ludmila V. Malygina. "Game method to increase students' motivation to engage in elective disciplines in physical culture and sports." Physical education of students 25, no. 3 (June 30, 2021): 197–204. http://dx.doi.org/10.15561/20755279.2021.0308.
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Background and Study Aim. A serious problem when using the play method in training sessions is the regulation of physical activity. For students with poor health, high emotionality of classes and intense rivalry between teams can lead to undesirable consequences for health. Purpose of the research: assessment of the effectiveness of the game method to increase the motivation of students to engage in elective disciplines in physical culture and sports.
Material and Methods. The study involved first-year students of Sochi State University (Russia) (n=25), with different experience in physical culture and sports. The training sessions (6 hours a week) lasted two academic semesters (9 months) and included outdoor games. A daily «scan» of the current functional state of the students was carried out by heart rate, express scales («Emotional excitement and physical fatigue» and «Well-being-Activity-Mood»). The indicators of general physical fitness of students were registered. The results were analyzed in Microsoft Excel 2010 computer programs. The significance of the change was determined by the Wilcoxon test using the significance level р£0,05.
Results. The use of a large number of outdoor games and relay games in the classroom contributed to the increase of students' motivation to engage in elective disciplines in physical culture and sports. Which led to almost 100 % of class attendance and improved agility, flexibility and endurance indicators among students (p<0.05). There was a decrease in the indicator in the test «pulling up on a high bar» among young men (p<0.05).
Conclusions. The study showed new prospects for using the game method in the classroom not only with homogeneous groups of students, but also with students with different levels of physical fitness and health. By manipulating the composition of the playing teams, each of the participants was regularly provided with strong and varied emotions. That increased the interest in students attending classes. The use of the «Express-control» system for the current functional state of the trainees (primarily for students with weakened health) ensured prompt correction of the intensity of physical activity.
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Super, Janice Francis, Teresa K. Betts, Heath Keller, and Joy Roach Humphreys. "Simulation Game Outcomes: A Multilevel Examination of Knowledge Sharing Norms, Transactive Memory Systems, and Individual Learning Goal Orientations." Simulation & Gaming 51, no. 6 (August 6, 2020): 830–58. http://dx.doi.org/10.1177/1046878120943255.
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Background. Because computer-based simulation games are widely used in university classrooms, it is important to investigate factors which can lead to effective student team performance and positive individual outcomes. Aim. This correlational study aimed to examine the effects of knowledge sharing norms, transactive memory systems, and individual learning goal orientations on game outcomes. Method. The setting for this study was an undergraduate logistics and supply chain class. The class uses a serious simulation game which is designed to realistically mimic the business transactions within an enterprise resource planning system (ERP). Cross-sectional surveys captured individual learning goal orientations. After multiple rounds of simulation game play, subsequent surveys captured student reactions, perceptions of knowledge sharing behaviors, and transactive memory systems. Results. Two sets of analyses were conducted using a sample of 100 undergraduates performing in 42 teams. At the group-level, OLS regression results suggest that, while there was no effect on objective team performance, knowledge sharing norms enhanced perceptions of team performance, and this effect was mediated through the development of transactive memory systems. For individual-level outcomes, multilevel results suggest that knowledge sharing norms were positively related to satisfaction with the team, but not satisfaction with the task. However, transactive memory systems were positively related both satisfaction with the team and satisfaction with the task. Individual learning goal orientation was positively related to satisfaction with the task but not satisfaction with the team. Conclusion. Our findings suggest that learning goal orientations and norms for knowledge sharing are linked to positive outcomes of team-based simulation game learning activities. Because learning goal orientations are malleable and norms for knowledge sharing can be encouraged, these factors are within the influence of the instructor. As such, they should be nurtured and developed through the active encouragement of experimentation, exploration, and communication between team members.
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Hale, S., and T. Chan. "P061: Post-market surveillance of a serious board game: the GridlockED experience." CJEM 21, S1 (May 2019): S85. http://dx.doi.org/10.1017/cem.2019.252.
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Introduction: In 2016, a team at McMaster began developing GridlockED, an educational (or “serious”) board game designed to teach medical learners about patient flow in the emergency department. As serious board games are a relatively new phenomenon in medical education, there is little data on how marketed games are actually used once received by end-users. In this study our goal was to better understand the demographics and game usage for purchasers of the GridlockED board game, which will inform the further improvement or expansion of the game. Methods: Individuals who expressed interest in purchasing gridlockED via our online storefront were sent an anonymous online survey via Google Form. The survey collected demographic and qualitative data with a focus on the respondent's role in medicine, how they have used GridlockED, who they have played GridlockED with, and what changes or additions to GridlockED they would like to see. We also asked about changes for a potential mass-market version of the game targeted towards non-medical individuals. Individuals who did not purchase the game were asked about their barriers to purchase. We received an exemption for this study from our institutional review board. Results: 42 responses (out of 300 individuals on our mailing list, 14% response rate) were collected. Responding purchasers were from 16 different roles in healthcare and 11 different countries. The top 5 roles were: EM trainee, Community EM MD, Academic EM MD, Physicians from other specialties, and EM program director. The majority of respondents were Canadian (38%), with America (21%), New Zealand (10%), and Turkey (7%) the only other countries to have more than 2 respondents. 50% reported having played the game, with the most common use cases being for fun (76%), for teaching trainees (33%) or training with colleagues (19%). For those who did not purchase, price was the largest barrier (81%). 50% of respondents expressed interest in a disaster scenario expansion pack, with 33% interested in set lesson plans. Conclusion: GridlockED attracted interest from a wide range of medical professionals, both in terms or role and location. Users mainly reported using the game for fun, with fewer users using the game for teaching/training purposes. The main barrier to purchase was the game's price.
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Isik, Utku. "How to Be a Serious Leisure Participant? (A Case Study)." Journal of Education and Training Studies 6, no. 9 (August 6, 2018): 146. http://dx.doi.org/10.11114/jets.v6i9.3453.
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The benefits of serious leisure activities demonstrate the significance of serious leisure participation. This study is thought to contribute to literature on how leisure time participation can be generated and sustained. This research presents a case study analysis on how an individual can be a significant leisure participant. In line with the purpose of the study, an “Astro pitch” organization was done which was originally started by the researcher but later continued by participants themselves willingly without any intervention. This organization continued on Mondays and a total of 14 participants (7 in each team) participated in the activity for about 8 months. Semi-structured interview technique (a qualitative technique) was used during data collection. While the games continued (they are still going on), the participants were first informed about serious leisure activities and they were asked whether this organization was considered as a serious leisure activity by them. Later, the researcher prepared a theoretical framework to ask participants how the organization was born, how it continued non-stop with the same participants and the general benefits of this organization. The main ideas obtained by the researcher were analyzed in terms of content by using Maxqda program and codes, categories and themes were obtained. According to themes found in this study; a leader is required for the participants to be a serious leisure participants and to sustain the activity; the activity should include opportunities for the individual to stand out, there must be rapport in the group, and the activity should be enjoyed.
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Chang, Benjamin, Shawn Lawson, Kathleen Ruiz, Mei Si, Emilia Bagiella, Emma K. T. Benn, and Janice Lynn Gabrilove. "4403 Cure Quest: Team Science of Game Design for Medical Education." Journal of Clinical and Translational Science 4, s1 (June 2020): 59. http://dx.doi.org/10.1017/cts.2020.205.
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OBJECTIVES/GOALS: “Cure Quest” is an adventure quest game about the process of new drug discovery and development. The player explores a magical island in search of a cure for a mysterious illness, traveling through different lands based on the stages of the drug discovery pipeline. Along the way, they must solve puzzles, decipher clues, and enlist the help of a ‘team science’ group of collaborators. The game uses a fantastical setting and engaging story to communicate the topic through metaphorical representations, instilling a sense of wonderment in the learning process. Real-world science is embedded into fictionalized lands such as the Labyrinth of Target Identification, the Forest of Small Molecule Discovery, the Tree of Biostatistics, the Mountains of FDA Approval and the Desert of Funding. The project represents a novel application of game-based learning to a complex topic not typically addressed through games. The process of designing and developing the game itself uncovers strong parallels between the interdisciplinary game design process and the interdisciplinary team science process. The objective of the game is to communicate high-level concepts of the drug discovery and development process, starting with the principles of ethical research and the motivations behind medical discovery, through the development of a new drug and finally to FDA approval. The goal is to improve understanding of clinical translational science among the different disciplines involved, and to raise overall awareness of the drug discovery process. METHODS/STUDY POPULATION: The game is being developed through a collaboration between faculty and students at ISMMS and the Games and Simulation Arts and Science Program at Rensselaer Polytechnic Institute. The first target audience is 2nd-3rd year medical students, with the future goal of adapting the game to a broader population. The game design is informed by specific learning outcomes, input from players in the target population and an ongoing iterative design process. The game is designed for mobile devices (iOS and Android), with an emphasis on narrative, exploration, and puzzle solving. Future evaluation will be performed through a quasi-experimental design comparing standard lectures with the game on a drug discovery. RESULTS/ANTICIPATED RESULTS: The game is currently in development, but the project has yielded insight into the design process for serious games in medicine. We found that for a game of this type it is essential not just to have both designers and subject matter experts, but to enable cross-pollination of modes of thinking. Through multiple design iterations and focus groups, we found that a game design approach rooted in narrative and allegorical abstraction would have a better ability to engage the target audience than one focused only on realistic simulation. When complete, we anticipate that the game will improve understanding of the core concepts in drug discovery. CureQuest is designed as an episodic game, following the sequence of stages in the drug discovery and development process. In this version of the game, we demonstrate five of the initial episodes: The City of Discovery of Unmet Medical Need; The Labyrinth of Target Identification; the Aquarium of Transgenic Phenotype Expression; the Rival Researcher Gang Quiz Battle; and the Desert of Funding. DISCUSSION/SIGNIFICANCE OF IMPACT: If successful, the game-based learning approach can help fill key gaps in current formal medical and scientific training, as well as gaps in understanding among the general public. The design process serves as an informative model of evolving collaborative team science.
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Chaibate, Hind, Amine Hadek, Souad Ajana, and Soumia Bakkali. "Analytical Hierarchy Process Applied to Pedagogical Method Selection Problems." Education Research International 2021 (February 26, 2021): 1–13. http://dx.doi.org/10.1155/2021/6664758.
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The purpose of this study is to apply multicriteria decision-making (MCDM) methods, namely, analytic hierarchy process (AHP) for selecting the best pedagogical method able to develop the soft skills required by the job market with respect to the preference level assigned by employers to each soft skill. The evaluated pedagogical strategies are experiential pedagogy (EP), project-based learning (PjBL), problem-based learning (PBL), serious games (SG), Harvard case method (HCM), and lecture course (LC). Ten criteria (soft skills) were identified from a previous quantitative content analysis of engineering job ads in Morocco in order to identify the extent to which soft skills are required by employers. These skills include communication, efficiency, adaptability, decision-making, innovation, problem resolution, team working, project management, professional responsibility, and using technology in engineering practice. After pairwise comparisons between all the evaluated alternatives with respect to each criterion, results show that experiential pedagogy is the optimal solution to develop the soft skills demanded by the job market.
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Poplin, Alenka, Linda Shenk, and Ulrike Passe. "Transforming Pervasive into Collaborative: Engaging Youth as Leaders with GIS through a Framework that Integrates Technologies, Storytelling, and Action." Interaction Design and Architecture(s), no. 35 (December 20, 2017): 182–204. http://dx.doi.org/10.55612/s-5002-035-009.
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This paper presents the methods and preliminary results gained in geographic information systems (GIS)-based participatory activities designed to engage youth in urban planning. We describe our engagement framework that integrates such pervasive IT tools as GIS, online serious games, agent-based modeling, and mobile participatory GIS into engagement strategies that tap into what we see as the storytelling capabilities of these tools. We show how these methods help citizens, in our case youth, assume leadership roles and take positive, tangible actions in their communities. This paper summarizes the elements of our framework and the initial results of a program called “Community Growers” that we created between our Iowa State University research team and a chapter of the Boys & Girls Club of Central Iowa. Participants included middle school-age youth from three resource-vulnerable neighborhoods in Des Moines, the capital city of Iowa, USA. We conclude the paper with a discussion and further research directions.
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Kapp, Felix, and Anna Seidel. "Simkult: Ein Serious Game zur Förderung der Sicherheit und Gesundheit bei der Arbeit." ASU Arbeitsmedizin Sozialmedizin Umweltmedizin 2020, no. 10 (September 29, 2020): 642–44. http://dx.doi.org/10.17147/asu-2010-7670.
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Simkult: A serious game for the promotion of health and safety at work Objective: This article describes the serious game Simkult: an innovative approach to prevention in occupational health and safety. The game Simkult imparts knowledge of topics such as working atmosphere, leadership, participation and their impact on health and safety and serves as a starting point for reflection and further development of one’s own prevention culture. Method: The serious game was developed together with employees, managers and game designers. It consists of a management simulation for 5-20 players. Within the game players have to manage their own restaurant over the course of several rounds. They are responsible for productivity as well as safety and health. An early version of the game was used to evaluate to what extent the game can serve as a starting point for further discussion of prevention issues in a work context. A total of 48 people played the Simkult digital prototype. In addition to the game, they had access to a digital learning environment on the topics of leadership, participation, working atmosphere, culture to deal with errors, health management and communication. Results: The result of playing Simkult was to increase knowledge of the subject and the motivation to deal with the issue of safety and health. Conclusion: Simkult provides an opportunity to illustrate the relationships between work processes (e.g. communication, participation) and productivity, and hence safety and health. It offers a good starting point for working as a team on one’s own prevention culture. Initial evaluation results suggest that the game, together with accompanying material, has the potential to address the topic of safety and health in a holistic manner. Keywords: safety and health - prevention culture - serious games
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Mehmood, Fahad, Omair Haroon, and Zainab Riaz. "It’s Just Not Cricket!" Asian Journal of Management Cases 18, no. 1 (January 18, 2021): 80–97. http://dx.doi.org/10.1177/0972820120978708.
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The world of cricket was stunned by the ‘spot-fixing’ allegations against three Pakistani cricket team players during one of the most important games in the cricket calendar for the nation in the summer of 2010. News of the World, a British tabloid, conducted a sting operation against Pakistani players, trapping them into deliberately bowling no-balls during a match against England, an illegal practice known as spot-fixing. The ‘bookies’ take bets for such events happening during a game, and gamblers can make substantial sums of money if they have foreknowledge. The players were offered payments for these actions to be performed during the game, which may or may not impact the eventual outcome of the game but can entail serious monetary benefits for the bookies and their allies. The discovery of these events raised several questions regarding the governance and ethics of the sport. The ICC and British courts subsequently found the trio guilty of corruption and were banned and imprisoned. This case aims to analyse theories and concepts in ethics using this well-known incident in cricket as the context.
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Luengvilai, Chainarong, and Pitipong Yodmongkol. "Mediation Game When the Conflict Can Be Fun to Learn—A Legal Skill Learning Tool: The Integration of Knowledge Management, Learning Theory and Serious Game Concept." International Education Studies 9, no. 5 (April 26, 2016): 219. http://dx.doi.org/10.5539/ies.v9n5p219.
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<p class="apa">Legal justice in Thailand has been shifted to restorative justice for reasons. But Thai law schools have not been changed to promote lawyering skill learning opportunities due to various obstacles and limitations caused by existing legal educational policies, law curriculum’s structure, knowledgeable instructors, and learners’ characteristics. As a result, most graduate law students have been faced with difficulties as regards not only their mediation skill capacity but also other legal skills. To solve the problem beyond the single loop learning, the study proposed the integration of knowledge management approaches, an appropriate learning theory, and serious game concept to initiate an alternative learning tool to enhance mediation skill learning. The study demonstrated the two crucial stages of game designing and experimentation to verify the potentiality of games in enhancing the knowledge and learning engagement. The outcome of such game designing and experimentation can provided both a satisfied interactive learning tool and a linkage for the flow of advocacy skills knowledge from the community of experts to law students who, sooner or later, will be their competent team workers.</p>
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Chang, Benjamin, Shawn Lawson, Kathleen Ruiz, Mei Si, Jeremy Stewart, Emilia Bagiella, Janice L. Gabrilove, and Emma K. Benn. "2515 Cure Quest: Teaching the complexities of drug discovery and development through an adventure game." Journal of Clinical and Translational Science 2, S1 (June 2018): 53. http://dx.doi.org/10.1017/cts.2018.202.
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OBJECTIVES/SPECIFIC AIMS: “Cure Quest” is an adventure quest game for mobile tablets that aims to teach the player about the complexities of discovery and development of new medicines. The game instills a sense of wonderment into the learning process, taking the player to a world of magic where a mysterious condition has affected the land and they must follow the steps of the discovery and development process to find a treatment. METHODS/STUDY POPULATION: The game is being developed through a collaboration between faculty and students at ISMMS and the Games and Simulation Arts and Science Program at Rensselaer Polytechnic Institute. The first target audience is 2nd–3rd year medical students, with the future goal of adapting the game to a broader population. RESULTS/ANTICIPATED RESULTS: The game is currently in development, but the project has yielded insight into the design process for serious games in medicine. We found that for a game of this type it is essential not just to have both designers and subject matter experts, but to enable cross-pollination of modes of thinking. Through multiple design iterations and focus groups, we found that a game design approach rooted in narrative and allegorical abstraction would have a better ability to engage the target audience than one focused only on realistic simulation. When complete, we anticipate that the game will improve understanding of the core concepts in drug discovery. DISCUSSION/SIGNIFICANCE OF IMPACT: If successful, the game-based learning approach can help fill key gaps in current formal medical and scientific training, as well as gaps in understanding among the general public. The design process serves as an informative model of evolving collaborative team science.
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Szeto, Mindy D., Daniel Strock, Jarett Anderson, Torunn E. Sivesind, Victoria M. Vorwald, Hope R. Rietcheck, Gil S. Weintraub, and Robert P. Dellavalle. "Gamification and Game-Based Strategies for Dermatology Education: Narrative Review." JMIR Dermatology 4, no. 2 (August 30, 2021): e30325. http://dx.doi.org/10.2196/30325.
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Background Game-based approaches, or gamification, are popular learning strategies in medical education for health care providers and patients alike. Gamification has taken the form of serious educational games and simulations to enable learners to rehearse skills and knowledge in a safe environment. Dermatology learners in particular may benefit from gamification methods, given the visual and procedural nature of the field. Objective This narrative review surveys current applications of gamification within general medical training, in the education of dermatology students, and in dermatology patient outreach. Methods A literature search was performed using PubMed, Google Scholar, and ResearchGate to access and review relevant medical education- and dermatology-related gamification studies published in peer-reviewed journals. Two independent researchers with education and experience in dermatology screened publications to select studies featuring a diversity of gamification approaches and study subjects for in-depth examination. Results A total of 6 general medical education–related and 7 dermatology-specific gamification studies were selected. Gamification generally increased motivation and engagement, improved reinforcement of learning objectives, and contributed to more enjoyable and positive educational experiences compared to traditional modes of instruction. Enhancing examination scores, building confidence, and developing stronger team dynamics were additional benefits for medical trainees. Despite the abundance of gamification studies in general medical education, comparatively few instances were specific to dermatology learning, although large organizations such as the American Academy of Dermatology have begun to implement these strategies nationally. Gamification may also a provide promising alternative means of diversifying patient education and outreach methods, especially for self-identification of malignant melanoma. Conclusions Serious games and simulations in general medical education have successfully increased learner motivation, enjoyment, and performance. In limited preliminary studies, gamified approaches to dermatology-specific medical education enhanced diagnostic accuracy and interest in the field. Game-based interventions in patient-focused educational pilot studies surrounding melanoma detection demonstrated similar efficacy and knowledge benefits. However, small study participant numbers and large variability in outcome measures may indicate decreased generalizability of findings regarding the current impact of gamification approaches, and further investigation in this area is warranted. Additionally, some relevant studies may have been omitted by the simplified literature search strategy of this narrative review. This could be expanded upon in a secondary systematic review of gamified educational platforms.
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Ingadóttir, B., S. Zoëga, K. Blöndal, D. Thue, I. Thylen, and T. Jaarsmaa. "The potential use of a serious game to help patients learn about post-operative pain management – An evaluation study." Scandinavian Journal of Pain 16, no. 1 (July 1, 2017): 186. http://dx.doi.org/10.1016/j.sjpain.2017.04.061.
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Abstract Aims To describe the evaluation of a serious computer game designed for patients to learn about post-operative pain management. Methods This was a usability and evaluation study. The sample consisted of 20 people, recruited from the public. The computer game was developed by an interdisciplinary team. In the game, the player controls the actions of a virtual human character who has been discharged home after surgery. The player needs to make decisions about the character’s daily activities, such as common household tasks and self-care, including pain management. The player observes how his decisions influence the character’s recovery. The usability and efficacy of the game were evaluated in one session with semi-structured interviews and questionnaires on knowledge acquisition and usability. The playing session was video recorded to assess if technical problems arose and how often the player needed assistance. Results The mean age of participants was 48 years (SD = 14), 11 were women. Participants described the usability of the game as high (range 3–5 on a 0–5 scale) and expressed satisfaction with this novel method of learning, despite some technological challenges. Ease of use was confirmed by observation. Knowledge of pain medications and pain management strategies improved after playing the game. The number of correct answers increased from 54%, before playing, to 71% after playing the game (p = 0.001). Conclusions Playing an educational computer came has the potential to improve knowledge regarding post-operative pain management. The game was well received by participants. Serious computer games can be a useful tool in enhancing patient education. The game needs to be tested with surgical patients.
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Tokarieva, Anastasiia V., and Inna V. Сhyzhykova. "UNDERSTANDING EDUCATORS’ EXPERIENCE AND ATTITUDE TO GAMIFIED LEARNING APPLICATIONS." Bulletin of Alfred Nobel University Series "Pedagogy and Psychology» 1, no. 23 (June 2022): 211–22. http://dx.doi.org/10.32342/2522-4115-2022-1-23-25.
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This article is devoted to the analysis of the experiences and attitudes of Ukrainian educators to gamified learning applications (GLAs) in the context of a new educational paradigm formation. With the metaskills (collective intelligence, a variety of thinking styles, empathy, etc.) coming to the foreground, the development of innovative technologies and teaching approaches that would enhance students’ cognitive, motivational and social potential, skills of team-working, problem-solving, and critical thinking are becoming important. As the result, the necessity of educational paradigm’s change and of designing new learning models that will be relevant for students of the XXI century are obvious. To meet this challenge, digital pedagogy, playful learning, gamification and educational digital games are gradually getting their part in everyday toolkit of educators. The present article attempts to analyse how educators from Ukraine interact with and relate to gamified learning applications. Gamified learning applications (GLAs) in this research are defined as a wide spectrum of digital tools that includes educational games (for example, “Pandemic”, game “Fake News”, “Backpack”, “Trivia Time”); interactive quizzes (for example, “Kahoot”, “Quizlet”, “ClassDojo”, “Edmodo”); virtual game universes (for example, “Minecraft Edu”, “Second Life”, “Hytale”); gamified learning management systems (for example, “Classcraft”, “Lingua Attack”, “Socrative”, “DyKnow”). The principal tasks of the authors’ investigation in this work are: 1) the experience of educators from Ukraine in using gamified learning applications: frequency, titles and the main purposes of GLAs’ application; 2) the attitude of the educators to GLAs: skills that gamified learning applications can develop in students, the educators’ outlook on gamified learning applications; 3) educational potential of GLAs as seen by the educators: advantages of GLAs, possible difficulties that prevent teachers from using gamified learning applications as an educational tool. To solve the present tasks, a qualitative research method was used based on the questionnaire compiled and conducted within the frame of “Digital Technologies’ Application in the Process of Students’ Professional Skills’ Development in Ukrainian Universities” research project implementation (Department of Innovative Technologies in Pedagogy, Psychology and Social Work, Alfred Nobel University). The sample of the participants included 74 respondents. The research took place in December 2021 – January 2022. The results obtained can be summarised as follows: 1) gamified learning applications (GLAs) are becoming a part of an instructional toolkit of the Ukrainian educationalists; 2) the most popular GLAs used by educators from Ukraine are interactive quizzes, educational games and gamified learning systems; 3) the majority of the respondents see educational role as the main purpose of GLAs. The ability of GLAs to motivate, entertain and to create “communities of learning” are on the second place according to our data; 4) more than a half of the interviewed educators expressed their willingness to use gamified learning applications in their practice. At the same time, 16,7% are satisfied with the traditional methods and 4,2% feel it risky to use new teaching methods; 5) among the main obstacles to wider application of GLAs in practice are the absence of knowledge about GLAs, the low level of digital skills and technical challenges. The authors conclude that Digital Pedagogy formation as a new strong branch of Educational Sciences is on the stage of its formation globally, as well as in Ukraine. The need to develop serious video games’ and digital learning applications’ courses for educators with an integrated teacher-training program to help educators understand, design, evaluate and apply serious video games and GLAs into their practice, a Digital Learning Unit creation as an indispensable part of a contemporary Ukrainian Higher Educational Institution are seen as the vectors of further research and work.
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Singh, C. B., S. Y. Huang, E. Jeong, R. Dang, and T. M. Chan. "P143: An exploratory study to understand relationship between gameplay experience and observed actions." CJEM 20, S1 (May 2018): S107—S108. http://dx.doi.org/10.1017/cem.2018.341.
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Introduction: The GridlockED game is a serious game aimed at teaching junior learners about flow and organization in the emergency department(ED). With serious games, the mechanism of learning is thought to be via the gameplay experience. Objectives built into gameplay are aimed at teaching players about a specific concept; in this case, we hoped to teach players about interprofessional collaboration and basic mechanics that drive flow in the ED. However, before a player can be taught, he or she must be engaged and have a positive gameplay experience. From the GridlockED gameplay, we aim to explore how a players gameplay experience related to observed actions while playing the game, including participating in decision making and keeping the team organized. Methods: From April-August 2017, participants were invited to play 4 turns of a GridlockED game session. They were video recorded during gameplay. After playing the game, they were surveyed using the previously derived Game Experience Questionnaire (GEQ) to measure their gameplay experience. The videos were reviewed by two research team members (SH, EJ), tallying various observed game actions. We conducted Pearson correlation between players GEQ total score and their observed actions. Results: A total of 32 participants (13 attendings, 5 senior residents, 10 junior residents, and 4 nurses) played the game. The average total GEQ was 67.2/132 (SD=10.7), suggesting most players had a moderately good gameplay experience. The total GEQ score correlated with component subscores within the questionnaire. Overall observed activity correlated well with each observed action subtype. However, the GEQ total score did not correlate significantly with the total observed action (Pearsons r=0.18,p=0.32). GEQ total score was found to be moderately correlated to an observation that a player participated in determining strategy during gameplay (r=0.36,p=0.04). There was a moderate negative correlation between determining strategy during gameplay and teaching about the game (r=-0.37,p=0.04) or emergency medicine concepts (r=-0.47,p<0.01). Conclusion: The GEQ is internally consistent, but does not have a strong relationship to observed actions, suggesting that game experience does not necessarily correlate with observable actions. This suggests that players may be intellectually stimulated or engaged without necessarily completing any observable actions during gameplay.
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Abraham, Olufunmilola, Tanvee Thakur, and Randall Brown. "Developing a Theory-Driven Serious Game to Promote Prescription Opioid Safety Among Adolescents: Mixed Methods Study." JMIR Serious Games 8, no. 3 (July 3, 2020): e18207. http://dx.doi.org/10.2196/18207.
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Background Adolescents in North America are severely affected by the opioid crisis, yet there are limited educational resources for educating teens about prescription opioid safety and misuse. Empirical literature lacks evidence regarding teen education about prescription opioid safety through serious games and lacks conceptual models and frameworks to guide the process of game development for this purpose. Objective This study aims to conceptualize and design a serious game prototype to teach teens about prescription opioid safety and propose a conceptual framework for developing a serious game to educate youth about safe and responsible use of prescription opioids. Methods The initial steps of the project comprised of the formulation of an integrated conceptual framework that included factors from health behavior models and game development models. This was followed by the formal process of serious game development, which resulted in a game prototype. The assessment of the game prototype was done through group discussions, individual interviews, and questionnaires with adolescents following gameplay. Field notes were used to keep track of the responses from the group discussions. Content and thematic analyses were used to analyze field notes and responses to the open-ended questionnaire, which were then used to refine the game prototype. Results A total of 10 playtests with over 319 adolescents and emerging young adults (AYAs) in community settings such as middle schools, high schools, and colleges were conducted by the project team between March and June 2019. The AYAs provided feedback on the initial game prototype using questionnaires administered through Qualtrics or in-person on paper. Preliminary feedback suggested that the teens found the game objectives, outcomes, and design appealing. Overall, the game was perceived as realistic, and learning outcomes seemed achievable. Suggestions for improvement included the need for additional direction on gameplay, clearer instructions, concise dialog, and reduced technical problems in the gameplay. Conclusions We propose a conceptual framework for developing a serious game prototype to educate youth about prescription opioid safety. The project used a theory-driven conceptual framework for the development of a serious game targeting the prevention of adolescent opioid misuse and garnered preliminary feedback on the game to improve the quality of gameplay and the prototype. Feedback through informal assessments in community settings suggests that the youth and their families are interested in a game-based approach to learn about prescription opioid safety in homes and schools. The next steps include modifications to the game prototype based on feedback from the community, integration of learning analytics to track the in-game behaviors of players, and formal testing of the final prototype.
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Espinosa-Curiel, Ismael Edrein, Edgar Efrén Pozas-Bogarin, Jorge Luis Lozano-Salas, Juan Martínez-Miranda, Edwin Emeth Delgado-Pérez, and Lizeth Stefania Estrada-Zamarron. "Nutritional Education and Promotion of Healthy Eating Behaviors Among Mexican Children Through Video Games: Design and Pilot Test of FoodRateMaster." JMIR Serious Games 8, no. 2 (April 13, 2020): e16431. http://dx.doi.org/10.2196/16431.
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Background Childhood obesity has risen dramatically in recent decades, reaching epidemic levels. Children need guidance on and support for maintaining a healthy diet and physical activity to ensure that they grow appropriately and develop healthy eating habits. Serious video games have shown positive effects on promoting the nutritional knowledge, and eating attitudes and behaviors of children; however, research about the usefulness of such games with younger children (8-10 years old) is sparse. Objective The objective of this study was to design and test the serious video game FoodRateMaster targeting children between 8 and 10 years old. The game includes nutritional information and behavior change techniques to help children improve their knowledge of healthy and unhealthy foods, increase their intake of healthy food, and reduce their intake of ultraprocessed food. In addition, FoodRateMaster was designed as an active game to promote physical activity. Methods An interdisciplinary team developed FoodRateMaster following an iterative methodology based on a user-centered design. A total of 60 participants (mean age 9 years, SD 0.8; 53% male) completed 12 individual gaming sessions in 6 weeks. A food knowledge questionnaire and a food frequency questionnaire were completed before and after game play. In addition, 39 of the participants’ parents answered a parent perception questionnaire after the game play. Results Participants showed increased food knowledge from pregame (mean 56.9, SD 10.7) to postgame play (mean 67.8, SD 10.7; P<.001). In addition, there was a greater self-reported frequency in the consumption of cauliflower and broccoli (P<.001) and corn quesadillas (P<.001). They also indicated a lower self-reported intake of 10 unhealthy foods, including french fries (P=.003), candy and chocolate (P<.001), sweet soft cakes (P=.009), and soft drinks (P=.03). Moreover, most of the parents who answered the parent perception questionnaire agreed that their children showed greater interest in explaining why they should avoid some unhealthy foods (67%, 26/39), in distinguishing between healthy and unhealthy foods (64%, 25/39), and in the intake of fruits (64%, 25/39) and vegetables (59%, 23/39). Finally, 14 parents stated that they introduced some changes in their children's diet based on the comments and suggestions they received from their children. Conclusions In an initial evaluation, children between 8 and 10 years old indicated an increased level in nutritional knowledge and their self-reported frequency intake of two healthy foods, and a decreased level in their self-reported intake of 10 unhealthy foods after playing FoodRateMaster. Moreover, the participants’ parents agreed that FoodRateMaster positively influenced their children’s attitudes toward several healthy eating behaviors. These results support that health games such as FoodRateMaster are viable tools to help young children increase their food knowledge and improve dietary behaviors. A follow-up randomized controlled trial will be conducted to assess the medium- and long-term effects of FoodRateMaster.