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Articles de revues sur le sujet "Serious games, team effectivene"
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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 (2020): 75–91. http://dx.doi.org/10.4018/ijseus.2020010106.
Texte intégralRésumé :
“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 (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 (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, et al. "Health Education Serious Games Targeting Health Care Providers, Patients, and Public Health Users: Scoping Review." JMIR Serious Games 8, no. 1 (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 (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 (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 (2016): 61. http://dx.doi.org/10.4995/var.2016.4191.
Texte intégralRésumé :
<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, et al. "Short-Term Effects of the Serious Game “Fit, Food, Fun” on Nutritional Knowledge: A Pilot Study among Children and Adolescents." Nutrients 11, no. 9 (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 (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.
Thèses sur le sujet "Serious games, team effectivene"
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ARGENTON, LUCA UGO. "Multiplayer Serious Games and Team Effectiveness: the impact of different media on team dynamics." Doctoral thesis, Università degli Studi di Milano-Bicocca, 2016. http://hdl.handle.net/10281/105390.
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Networking and team working are becoming the foundations of human performance in educational, organizational and recreational settings. Here, new communities of practice are being established to promote an engagement economy that will be able to foster innovation and success by sustaining collaboration and group effectiveness.
Among the different technologies that can support these processes, Serious Games are acquiring a prominent role. By fostering continuous learning experiences blended with ludic and engaging affordances, Serious Games have in fact been able to shape new opportunities for individual and collective learning and training, showing a discrete effectiveness in different areas, such as education, industry, architecture, engineering, military and medicine. Further, serious games have been capable of influencing both individual and interpersonal experiences by fostering positive emotions, promoting engagement, as well as enhancing social integration and connectedness. That is why they can be considered as “positive technologies”.
Despite the impressive growth of Serious Games applications, only a few of them have been tested and scientifically considered from an empirical point of view. Specifically, there is not much work reported concerning the effects of Serious Games on collaboration and team effectiveness, nor is there much evidence for the impact of different media on game-based team training.
This works aims at introducing Mind the Game, a multiplayer decision-making serious game developed to create a socio-technical environment where the interconnection between humans and technology stimulate team effectiveness and cohesion.
After being developed, the game was used in two studies. The first one, which included 95 subjects, aimed at providing a systematic investigation, evaluating the potential of digital game technologies compared to paper-based applications not only on individuals, but also among groups. This allowed our research to focus both on subjective game experience and group dynamics, like team cohesion and team potency. Results showed that people who played the digital version of the game experienced higher level of immersion and positive affects, as well as lower negative feelings than players who experience the paper-based version of game. No differences in terms of performance were observed between the two groups.
The second study compared the performance of groups playing the game in face-to-face (FTF) and computer-mediated communication (CMC) settings. Here, the impact on emotions, flow and team effectiveness were considered on a sample of 100 subjects. Results showed that groups who played in CMC settings experience higher levels of negative emotions and lower team cohesion. Moreover, a textual analysis based on the Functional Category System highlighted that computer-mediated group decisions more closely resembled the general problem-solving process of problem definition, orientation, and solution development as group interaction progressed, while the face-to-face group interactions tended to follow a more linear sequence of interactions. Finally, group interactions in computer conferences were more task-oriented compared to F2F discussions.
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Barbone, Roberto. "Virtual team building through serious games: the Scrumble case study." Bachelor's thesis, Alma Mater Studiorum - Università di Bologna, 2020. http://amslaurea.unibo.it/21742/.
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Alla luce dell'espansione delle tecnologie di virtualizzazione dei meeting, ancora più propagata in questo periodo di pandemia, nascono nuove occasioni per verificare e studiare la validità di un processo di apprendimento effettuato da remoto.
Inserita in un contesto di sviluppo software agile, questa tesi si pone lo scopo di misurare come le capacità di team building di un gruppo di giovani studenti possano migliorare attraverso la ludicizzazione, propriamente detta Gamification, del modello di sviluppo agile Scrum. Scrumble, strumento della tesi da me impiegato, è un serious game che percorre e simula ogni fase seguita da uno Scrum team per soddisfare i requisiti implementativi necessari al rilascio di un prodotto.
Vertendo quindi sulla ricerca della misurazione di quanto effettivamente lo svolgimento di un processo che coinvolga lo studente su un piano "giocoso" possa influenzare le sue capacità collaborative di gruppo, mi sono avvalso dell'utilizzo dell'approccio Goal-Question-Metric, riempiendo una tabella di valutazione nel corso delle tre sessioni di gioco effettuate.
Ciò che ne risulta dimostra come delle sedute di gioco di Scrumble effettuate da remoto possono ritenersi un valore aggiunto nell'apprendimento e nel rafforzamento delle skills di un team di sviluppo, anche se appena formato, con componenti quindi sconosciuti tra loro e che giocano da remoto.
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Bououd, Ikram. "Etude de la collaboration dans les environnements virtuels 3D et de l'impact de leur utilisation sur la performance des épuipes : entre management et conception des systèmes d'information." Thesis, Evry-Val d'Essonne, 2014. http://www.theses.fr/2014EVRY0003/document.
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La collaboration est de plus en plus distribuée et influencée par les technologies impliquées dans l'espace de travail. Les mondes virtuels 3D (VWs) sont des outils de collaboration riches, interactifs et prometteurs offrant une dimension visuelle plus réaliste dans la représentation de l'environnement de travail et ayant une capacité grandissante de simulation. Grâce aux avatars (représentation des utilisateurs), ils peuvent réinventer la notion de co-présence (le "being together") et de fournir des riches interactions sociales. Plusieurs chercheurs et praticiens sont particulièrement intéressés par le potentiel de ces nouveaux média pour soutenir les pratiques collaboratives. Cependant, la littérature ne fournit pas de réponses satisfaisantes et précises pour les entreprises sur l'impact de l'utilisation de ces technologies sur la performance de l'équipe. Les chercheurs ont étudié quelques facteurs spécifiques qui influent sur la collaboration. Un modèle de recherche contenant des déterminants de trois catégories différentes (technologique, individuelle et collective) influençant la performance de l'équipe n'a jamais été proposé. Cette recherche tente de combler cette lacune et regarde cet effet de plus près. D'un point de vue méthodologique, notre méthodologie est basée sur Framework de la recherche en système d'information de Hevner et ses collègues (2004) combinant la science du comportement et la science de conception. Du côté de la science du comportement, des études qualitatives et quantitatives ont été réalisées. Une étude qualitative vise à explorer la collaboration en équipe dans les mondes virtuels, nous a permis d'identifier une liste de facteurs pertinents qui seront utiles pour réussir les études empiriques. Nous avons conçu deux modèles de recherche contenant des déterminants influençant collaboration de l'équipe. Le premier vise à comparer l'impact de l'utilisation de Skype et de Second Life sur la co-présence, l'absorption cognitive virtuelle et, finalement, la performance d'équipe. La seconde étude est spécifique aux environnements virtuels 3D, elle permet d'étudier l'impact de l'utilisation des VW et la paresse sociale. Ces scénarios sont intégrés dans un jeu sérieux collaboratif. Ce dernier vise à varier différentes situations collaboratives pour apporter une expérience d'apprentissage par la pratique aux utilisateurs. Ce jeu permet d'explorer les spécificités de la collaboration en équipe dans les mondes virtuels 3D<br>Collaboration is increasingly distributed and influenced by the technologies involved in the workspace. 3D Virtual worlds (VWs) are rich, highly interactive and promising collaboration tools providing a more realistic visual dimension in representing work environment and a growing capacity of simulation. Thanks to avatars (representation of their users), they may reinvent the notion of co-presence (the being together) and provide rich social interactions. Several researchers and practitioners are particularly interested in the potential of these new media to support collaborative practices. However, the literature does not provide yet satisfactory and accurate response to companies about impacts of these technologies’ use on team performance. Existent researchers studied specific factors influencing collaboration. A research model gathering determinants of three different categories (technological, individual and collective) impacting team performance has never been proposed. This research attempts to address this gap and looks at this effect more closely. From a methodological point of view, our methodology is based on the Hevner’s and colleagues (2004) IS research framework combining behavioral science and design science. From the behavioral science side, qualitative and quantitative studies have been conducted. We report on the impacts of a set of important determinants that influence team performance. This research describes inner IT dynamics distinguishing these new media. It research highlighted determinants that are fostering collaboration such knowledge sharing, knowledge application, cognitive absorption, virtual co-presence, VW technology usage, customization, and object manipulation. Others determinants are found to inhibit collaboration in 3D VWs such as social loafing and density. From a design science side, we designed a serious game focusing on the determinants mentioned above and could be useful to vary collaborative scenarios in the aim to deepen the study of collaboration in 3D VWs and enhance team performance. This game aims at bringing a learning-by-doing experience to explore the specificities of team collaboration in VWs. This research argues that successful collaboration is possible in VWs with the respect of a set of best practices
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Franklin, Dennis Michael. "SiMAMT: A Framework for Strategy-Based Multi-Agent Multi-Team Systems." 2017. http://scholarworks.gsu.edu/cs_diss/125.
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Multi-agent multi-team systems are commonly seen in environments where hierarchical layers of goals are at play. For example, theater-wide combat scenarios where multiple levels of command and control are required for proper execution of goals from the general to the foot soldier. Similar structures can be seen in game environments, where agents work together as teams to compete with other teams. The different agents within the same team must, while maintaining their own ‘personality’, work together and coordinate with each other to achieve a common team goal. This research develops strategy-based multi-agent multi-team systems, where strategy is framed as an instrument at the team level to coordinate the multiple agents of a team in a cohesive way. A formal specification of strategy and strategy-based multi-agent multi-team systems is provided. A framework is developed called SiMAMT (strategy- based multi-agent multi-team systems). The different components of the framework, including strategy simulation, strategy inference, strategy evaluation, and strategy selection are described. A graph-matching approximation algorithm is also developed to support effective and efficient strategy inference. Examples and experimental results are given throughout to illustrate the proposed framework, including each of its composite elements, and its overall efficacy.
This research make several contributions to the field of multi-agent multi-team systems: a specification for strategy and strategy-based systems, and a framework for implementing them in real-world, interactive-time scenarios; a robust simulation space for such complex and intricate interaction; an approximation algorithm that allows for strategy inference within these systems in interactive-time; experimental results that verify the various sub-elements along with a full-scale integration experiment showing the efficacy of the proposed framework.
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"Design, Development and Evaluation of Collaborative Team Training Method in Virtual Worlds for Time-critical Medical Procedures." Doctoral diss., 2014. http://hdl.handle.net/2286/R.I.24760.
Texte intégralRésumé :
abstract: Medical students acquire and enhance their clinical skills using various available techniques and resources. As the health care profession has move towards team-based practice, students and trainees need to practice team-based procedures that involve timely management of clinical tasks and adequate communication with other members of the team. Such team-based procedures include surgical and clinical procedures, some of which are protocol-driven. Cost and time required for individual team-based training sessions, along with other factors, contribute to making the training complex and challenging. A great deal of research has been done on medically-focused collaborative virtual reality (VR)-based training for protocol-driven procedures as a cost-effective as well as time-efficient solution. Most VR-based simulators focus on training of individual personnel. The ones which focus on providing team training provide an interactive simulation for only a few scenarios in a collaborative virtual environment (CVE). These simulators are suited for didactic training for cognitive skills development. The training sessions in the simulators require the physical presence of mentors. The problem with this kind of system is that the mentor must be present at the training location (either physically or virtually) to evaluate the performance of the team (or an individual). Another issue is that there is no efficient methodology that exists to provide feedback to the trainees during the training session itself (formative feedback). Furthermore, they lack the ability to provide training in acquisition or improvement of psychomotor skills for the tasks that require force or touch feedback such as cardiopulmonary resuscitation (CPR). To find a potential solution to overcome some of these concerns, a novel training system was designed and developed that utilizes the integration of sensors into a CVE for time-critical medical procedures. The system allows the participants to simultaneously access the CVE and receive training from geographically diverse locations. The system is also able to provide real-time feedback and is also able to store important data during each training/testing session. Finally, this study also presents a generalizable collaborative team-training system that can be used across various team-based procedures in medical as well as non-medical domains.<br>Dissertation/Thesis<br>Ph.D. Biomedical Informatics 2014
Livres sur le sujet "Serious games, team effectivene"
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Oates, Thomas P. Man Management. University of Illinois Press, 2017. http://dx.doi.org/10.5406/illinois/9780252040948.003.0006.
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This chapter examines how commercial entertainments relating to the NFL advance a vision of idealized citizenship in the twenty-first century U.S. which is budget-conscious and market-oriented. The chapter extends the concerns with productivity, which were developed in the previous two chapters, focusing this interest on the construction of a financialized citizen, who is analytical and concerned with organizational strategies. Through football-related entertainments, these idealized figures are imagined as valorized men. The chapter focuses on promotions for the popular digital entertainments of fantasy football and the video game series Madden NFL. Both games position NFL fans to act as effective managers of teams and players. In doing so, they impart more generally applicable lessons about fiscal management and social relations in the late capitalist period, while offering forms of masculine validation for those who succeed.
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Not Dark Yet A Very Funny Book About A Very Serious Game. Loose Chippings Books, 2008.
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Books, Darts Score. Our Drinking Team Has a Serious Darts Problem: Darts Scorebook 100 Darts Score Sheets 6x9 Score Keeper Gift for Darts Lovers & Pub Games Lovers. Independently Published, 2019.
Trouver le texte intégralChapitres de livres sur le sujet "Serious games, team effectivene"
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Folkestad, James Eric, Daniel H. Robinson, Brian McKernan, et al. "Analytics-Driven Design: Impact and Implications of Team Member Psychological Perspectives on a Serious Games (SGs) Design Framework." In Serious Games Analytics. Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-05834-4_12.
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Busch, Philipp. "Serious Games for Peace Process Support in Yemen: Managing a Multicultural Team in a Fragile Context." In Transforming Society and Organizations through Gamification. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-68207-1_15.
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Kaimara, Polyxeni, Emmanuel Fokides, Antonia Plerou, Pinelopi Atsikpasi, and Ioannis Deliyannis. "Serious Games Effect Analysis On Player's Characteristics." In Research Anthology on Game Design, Development, Usage, and Social Impact. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-6684-7589-8.ch078.
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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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Esbin, Howard Bennett. "Virtual Strangers No More." In Advances in IT Personnel and Project Management. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-4666-9688-4.ch017.
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In this chapter we examine how virtual team trust and effectiveness may be improved through the transformative power of serious games and creative process. To start we explore the pervasive lack of emotional intelligence within the workplace at an individual level and which we call ‘the EQ Gap'. This is followed by an examination of challenges faced by both traditional and virtual teams. We then consider how the same EQ Gap also manifests in both traditional and virtual teams as well. Indeed, it's worse for the latter. This leads to a review of the kinds of EQ training needed for both team types. A discussion then follows as to how serious games, play, and creativity can help virtual teams in particular to become more emotionally intelligent, trusting, and ultimately more collaborative. A brief case study of a serious game called Prelude is shared to illustrate these findings in a practical context.
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Willems, Patrick. "How Serious Games Contribute to the Learning Experience of Engineering Students and Professionals." In Engineering Education Trends in the Digital Era. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-2562-3.ch009.
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Engineers in a globalizing world need innovative skills as well as learning capabilities. They often need to cooperate in different teams in the supply chain of a company. Thus, they should practice before they perform like athletes and musicians do, but they cannot practice by making mistakes since it would be an expensive way to learn. Serious business games serve as a platform for the exchange of ideas, the sharing of expertise, and the alignment of objectives. Higher productivity along with employee satisfaction are their most prominent outcomes. Engineers should be able to work in teams, where behaviors can have both positive and negative effects. Serious business games can support organizations to develop more effective team behavior, influence the level of cooperation in a group, and, in turn, increase the company's profit. In this study, the authors examine a supply chain serious game called “The Fresh Connection” and discuss how it can improve the learning process at the university and further allow people to continue their learning process as an engineering professional.
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Bauserman, Stewart, Lan Jin, John W. Sheffield, and Michael Mattingly. "Serious Cooperative Board Games as an Innovative Approach in a Study Abroad Course in Peru." In People-Centered Approaches Toward the Internationalization of Higher Education. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-3796-1.ch011.
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The chapter describes how creating and playing a serious cooperative board game to address energy sustainability in a study abroad course provides an opportunity for students to collaborate in culturally diverse teams and develop intercultural competence. Learning leadership skills through the method of Agile Game Play, including team building, communication, and cooperative interaction for a global benefit, is shown to be effective. The serious cooperative board game can be seen as not merely an interactive support tool, but as a method to generate innovative, people-centered, approaches that can be applied to efforts in global energy sustainability and policy making. Creating and playing a serious cooperative board game offers a new approach for a student in any field of study to learn cooperative leadership skills for global benefit in a short amount of time.
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"Team-Based Games for Leadership." In Enhancing Education and Training Initiatives Through Serious Games. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-3689-5.ch006.
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This chapter takes responsibility for defining and initiating the leadership ability of the students in relation to the workplace – not just now but the changing workplace they have ahead of them and not in the way it has been before but in a way which accommodates their different approach and attitudes. Using the team based approach the focus is on the range of skills they need to develop to become leaders in the modern and future workplace. This also includes looking at the leadership they themselves need to bring this about. In addition to exploring how this would manifest at staff operational level, the importance of strategic alignment and visioning is emphasized so all activity is related to business performance and fed into boardroom decision making levels. The chapter explores how team based games use and mixed reality approaches can underpin this thinking and goes on to detail how different staff need motivating to perform in the right way.
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Šimko, Jakub, Michal Tvarožek, and Mária Bieliková. "Semantics Discovery via Human Computation Games." In Semantic Web. IGI Global, 2013. http://dx.doi.org/10.4018/978-1-4666-3610-1.ch012.
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The effective acquisition of (semantic) metadata is crucial for many present day applications. Games with a purpose address this issue by transforming computational problems into computer games. The authors present a novel approach to metadata acquisition via Little Search Game (LSG) – a competitive web search game, whose purpose is the creation of a term relationship network. From a player perspective, the goal is to reduce the number of search results returned for a given search term by adding negative search terms to a query. The authors describe specific aspects of the game’s design, including player motivation and anti-cheating issues. The authors have performed a series of experiments with Little Search Game, acquired real-world player input, gathered qualitative feedback from the players, constructed and evaluated term relationship network from the game logs and examined the types of created relationships.
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Mehm, Florian, Christian Reuter, and Stefan Göbel. "Authoring of Serious Games for Education." In Serious Games and Virtual Worlds in Education, Professional Development, and Healthcare. IGI Global, 2013. http://dx.doi.org/10.4018/978-1-4666-3673-6.ch004.
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Serious Games (SG) place requirements on all members of a development team, from the designers and domain experts to artists and programmers. In order to support the collaborative work required in serious game production, authoring tools can be introduced in the development process. They allow members of the team to work in one common environment and to have one uniform vision of the project, as opposed to a work environment in which each group uses some software tools exclusively and multiple visions of the finished game do exist simultaneously. Presenting a range of examples including the authoring framework StoryTec, the use of authoring tools for the development of SG is explained in this chapter.
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Hainey, Thomas, Mario Soflano, and Thomas M. Connolly. "A Randomised Controlled Trial to Evaluate Learning Effectiveness Using an Adaptive Serious Game to Teach SQL at Higher Education Level." In Gamification. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-8200-9.ch068.
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The literature suggests that every learner has a particular Learning Style (LS) and it is beneficial for the teacher and the learning approach to adapt to and accommodate these differences. The traditional classroom fails to motivate some learners and to maintain their engagement level during learning, possibly because of lack of interactivity. Computer games on the other hand seem to be able to engage participants for prolonged periods of time and motivate them to replay the game repeatedly. Some educationalists consider games as a potential platform to support learning and the term Games-Based Learning (GBL) has been introduced into the curriculum to reflect this approach. While many GBL applications have been developed, there is still a lack of empirical evidence to support its validity. Furthermore, there are very few adaptive GBL applications developed and adaptive GBL frameworks proposed. Another issue with GBL is that games engage the learners differently compared to traditional teaching approaches or eLearning and learning styles may differ inside and outside of the game. For the purpose of this research, a game with three game modes was developed. The modes were 1) non-adaptivity mode, 2) a mode that customises the game according to the learner's LS identified by a LS questionnaire, and 3) a mode with an in-game adaptive system based on a newly developed framework that can automatically adapt content according to the learner's interactions with the game. GBL has been used to teach various disciplines; however, this research focuses on teaching Structured Query Language (SQL) at Higher Education (HE). A Randomised Controlled Trial (RCT) was conducted with 30 students for each of the above game modes and another 30 students in a control group who learned SQL using a traditional paper-based approach. The results show that the game developed, regardless of mode, produced better learning outcomes than those who learned from a textbook. Particularly for adaptive GBL, learning effectiveness was identified to be higher while the learning duration was shorter compared to the other modes of the game.
Actes de conférences sur le sujet "Serious games, team effectivene"
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Eleftheriou, Anastasia, Kalli Koulloufidou, Alexandros Petropoulos, and Kostas Kouvaris. "User Perceptions of Serious Games and Their Features." In 17th Education and Development Conference. Tomorrow People Organization, 2022. http://dx.doi.org/10.52987/edc.2022.014.
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Abstract. Two-way, interactive and tailored education is a more promising form of education compared to traditional one-way passive education, as early literature evidence suggests. However, building a serious game that can engage users in the same way as an entertainment game, while incorporating both learning and gamification elements can be quite complicated. That is why the game concept, technology and features need to be designed carefully, in a user driven way. The authoring team makes use of their expertise in serious games in order to include engaging learning activities for the participants of the study. In particular, this study explores how users perceive the different elements, features and design of a collection of serious games on sex education. It shows which elements are of more importance to the users, what gives them a good experience, and what facilitates their learning. Findings are presented along with current research in this area, to conclude on the key elements for designing an effective and engaging serious game, based on user feedback. This study will be a step toward the design of tailored and relevant education interventions that will promote active learning, rather than passive one-way learning. Keywords: serious games, features, digital interventions, user perceptions, sex education
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Boyle, Liz, Fiona Hancock, Matt Seeney, and Laz Allen. "The Implementation of Team Based Assessment In Serious Games." In 2009 Conference in Games and Virtual Worlds for Serious Applications (VS-GAMES). IEEE, 2009. http://dx.doi.org/10.1109/vs-games.2009.12.
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Ramachandran, Sowmya, Bart Presnell, and Rob Richards. "Serious games for team training and knowledge retention for long-duration space missions." In 2016 IEEE Aerospace Conference. IEEE, 2016. http://dx.doi.org/10.1109/aero.2016.7500503.
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Bruzzone, Agostino G., Marina Massei, and Enrico Bocca. "Simulation Models and Serious Games for Project Team Training in Engineering, Procurement, Construction & Commissioning." In Power and Energy Systems. ACTAPRESS, 2012. http://dx.doi.org/10.2316/p.2012.761-016.
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Milis, George, Matthew Bates, Maria Saridaki, et al. "ADDRESSING EARLY SCHOOL LEAVING AND DISENGAGEMENT FROM EDUCATION THROUGH SERIOUS GAMES' CO-DESIGN." In eLSE 2015. Carol I National Defence University Publishing House, 2015. http://dx.doi.org/10.12753/2066-026x-15-101.
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The Europe 2020 strategy identifies drop out from i-VET or early school leaving (ESL) as a key challenge to meeting employment targets. The Code RED project (http://www.codered-project.eu) has been developed in response to the high levels of early school leaving, drop-out and exclusion from education that often lead to unemployment, poverty and social deprivation. In taking actions towards achieving its goals, the project has been experimenting with a (serious) games' co-design methodology [1] through a dedicated co-design workshops' series, run within 2014 in the UK, Greece, Italy and Cyprus. The objective of the workshops was to engage young people in an interactive (participatory) process of designing and implementing digital educational games' prototypes, aiming at paving the way towards adopting these paradigms in the education and skills' acquisition process, thus maximising the benefit of participants. During the four organised workshops, around 30 young students and 10 trainers (including researchers and facilitators) walked through the pre-defined co-design process, trying to maintain the facilitation at the level 6 of the Hart's ladder [2]. Participants had the opportunity to work as a team, exchange experiences, share roles and responsibilities in the team, see examples of digital (educational) games/products developed by others so as to establish expectations, learn how to deconstruct the rules of games, create and discuss their own game ideas using low-tech prototyping tools (e.g. LEGO models, pack of playing cards, paper, digital means of taking notes, etc.), and finally implement prototypes of their game ideas, using game authoring software such as "Stencyl" (http://www.stencyl.com) and ARIS (https://arisgames.org/). The experimenting offered the opportunity to researchers to collect some very interesting observations, analyse them across the four involved countries and extract useful knowledge towards expanding already available education and employability curriculums from previous projects (e.g. the GOET project, http://goet-project.eu/). References: [1] Bates, M., Brown, D., Cranton, W. and Lewis, J. (2010). Facilitating a games design project with children: a comparison of approaches. Proceedings of the 4th European Conference on Games-Based Learning (ECGBL), October 2010, Copenhagen, Denmark, pp.429-437. [2] Hart, R. (1992). Children's participation: from tokenism to citizenship. Florence: UNICEF International Child Development Centre
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Mustata, Ioan cristian, Ioana raluca Guica, and Vlad Caras. "TEAM WORK AND STRATEGIC SKILLS DEVELOPMENT THROUGH THE USE OF THE GENERAL MANAGEMENT 2 BUSINESS SIMULATION." In eLSE 2019. Carol I National Defence University Publishing House, 2019. http://dx.doi.org/10.12753/2066-026x-19-144.
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The paper addresses several issues related to the use of the General Management 2 Business Simulation, especially the advantages and disadvantages of two different forms of required team work and decision making: decision making by meeting in person vs. decision making by remote collaboration using ITC communication instruments. The paper is testing if business decision making is better when the team members are working together being physically in the same room, compared to working together using e-communication. This is possible through a survey with participants to the General Management 2 Business Simulation Game from two master programs of the University Politehnica of Bucharest: Gesch?fts- und Industrieverwaltung GIVE and Business Administration and Engineering MBAE given the fact that participants used different collaboration and decision making methods. On the other hand the results of each team is analysed in relationship with the used form of collaboration. Another issue analysed is the impact of time between game periods and the differences arising from two different setups: playing the business simulation in 6 weeks with game periods separated by one week, or playing it in a concentrated form in 2 weeks, each week with 3 consecutive days. The analysed issues have the purpose of improving the educational use of serious games like the General Management 2 Business Simulation in special, or the setup for master courses in general by giving insights for the best options in the future. The paper is concluded with some recommendations for organizers of serious games implemented in master programs based on the authors' experience.
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Draganov, Georgi, Ivan Sandanski, and Ivan Slavchev. "STUDY OF VIOLENCE AMONG BASKETBALL FANS IN BULGARIA." In INTERNATIONAL SCIENTIFIC CONGRESS “APPLIED SPORTS SCIENCES”. Scientific Publishing House NSA Press, 2022. http://dx.doi.org/10.37393/icass2022/138.
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ABSTRACT Basketball in Bulgaria has the image of an “intellectual” sport. The lack of serious incidents of violence among fans in the National Championship is the reason for the absence of a definition of the phenomenon as an important issue on the political agenda of the institutions. However, there are some cases of violence caused by “migrating” football fans in basketball. The main objective of the empirical study was to identify the main factors and causes of aggressive and violent behavior during the national championship games. A structured thematic survey among 704 basketball fans from nine of the top basketball teams was conducted. The main criterion for respondent selection in the survey sample is he or she has attended at least 30 percent of the home games of the team they support. Among the leading reasons for visiting basketball games of the favorite team stand out: meeting the needs of leisure and entertainment (66%), the love of basketball (56%), building up and maintaining social relationships with friends (45%), the attractive team play (41%). As it becomes clear, visits to basketball games are dictated by social and cultural reasons (mostly value- and consumer orientated). Typical for basketball fans in Bulgaria is their interest mainly in team sports, as only 56% attend basketball games. Leading causes for the manifestation of aggressive/ violent behavior on behalf of the fans most often are sought in external factors such as referees’ decisions (68%); provocations by rival fans (51%) and excessive alcohol use (45%). The identified causes fall among the group of situational, related to the specific context of the match, and not related to structural, political or cultural-determining factors. Main participants and a reason for aggressive behavior are not always the traditional audience, but often this is due to parents of adolescent athletes, coaches, and players of certain teams. The study also provides practical guidelines for policy interventions.
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Al-Hamdan, Mohammad, and Ahmad Al-Shammari. "Efficient and Cost-Effective Casing Leak Detection Methodology on Offshore Oil Fields." In International Petroleum Technology Conference. IPTC, 2022. http://dx.doi.org/10.2523/iptc-22574-ms.
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Abstract Maintaining well integrity is one of the critical factors in the oil and gas industry. It requires close monitoring during the life cycle of the well, especially in offshore fields, to maximize the well life cycle and avoid catastrophic failure. Casing and bonded cement are major components of well completion that secure oil and gas production paths from different overburden formations. However, casing leaks are a common issue that might lead to serious losses in oil and gas production, locked reserves due to formation damage, personnel injuries, and severe environmental impact. Thus, it is important to detect casing leaks in the early stages to prevent such losses, which might induce a high cost of workover operations and well suspension or abandonment. Casing leaks occur due to corrosive fluids in the formations and long-term exposure to corrosive gases. During drilling, cement is set between the casing and the different formations or between the two casings for isolation and well protection. A bad cementing job leads to the failure of well barriers, cracks, and microchannels that allow corrosive fluids to migrate, which slowly corrodes casing and tubing over time. The flow direction determines the type of casing leak, either dumping (downward) or taking (upward). However, both types have a dangerous effect depending on leak severity. The identification of casing leaks, their severity, depth, and flow direction are a crucial task. Well diagnostic using the latest advanced leak detection tools is important in deciding the most appropriate remedial actions. This paper discusses a case study in a well of the Al-Khafji offshore field, where different methodologies were utilized to identify casing leaks. It involves the use of pressure/temperature profiles through downhole memory gauges, annuli pressure surveys, well-testing operations, geochemical analysis, and conventional production logs. The approach used succeeded in identifying casing leaks, flow direction, and the accurate determination of the leak location/depth.
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Buchem, Ilona, Susan Vorwerg, and Oskar Stamm. "Effectiveness of self-competitive gamification designs in VR exergames. Pilot study results from a 6-week training intervention with senior users." In 8th International Conference on Human Interaction and Emerging Technologies. AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1002744.
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VR exergames, as a form of serious games for physical exercising, have been used to increase motivation to exercise, support long-term adherence and improve health-related outcomes in different populations including senior users [1]. Typically, gamification designs in exergames have incorporated such elements as points, badges, leader boards, levels of difficulty and time limits to benefit users [2]. Gamification designs in exergames have also used the mechanics of both social competition and self-competition to enhance training outcomes. While competition in exergames may be experienced as excitement and thrill by users with a heightened competitive drive to win, it may at the same time negatively affect intrinsic motivation and outcomes of less fit and/or less competitive users [3]. Therefore, it has been argued that self-competition in exergames is a more fair approach as it gives less fit users a better chance to improve one's previous performance and resist quitting. This paper presents the result from a pilot study, in which two prototypes of the VR exergame “ballgame” were tested with 23 users aged 75.8 years (SD: 4.7) during a 6-week training intervention. The ballgame was designed for single-players and incorporated self-competition mechanisms. The VR training system with exergames was designed in the R&D project “bewARe” dedicated to a sensor-supported movement training for senior users and founded by the German Ministry of Research and Education. The 6-week training intervention included a set of VR exergames ranging from strength endurance to endurance exercises like dancing or ballgames. The study investigated the effectiveness of the two designs of the ballgame, using the hit rate as a metric. In ballgame 1 (B1), users had to throw a virtual ball precisely into a ring held by the virtual trainer “Anna”. The users were asked to throw the ball alternately with the right and left hand in a time of 2.5 minutes. The virtual trainer was holding the ring in her hands and changed its position from time to time. In ballgame 2 (B2), the task was to throw the balls against a wall with the right or left hand as fast as possible within 1.0 minute. During B2 the virtual trainer was not interacting with the user through synchronised movement as opposed to B1. All hits to the ring in B1 and against the wall in B2 were counted and displayed for the user in the VR hit counter. The two ball games (B1 and B2) were repeated in 2 to 3 rounds during a training session. The primary goal of our research was to evaluate to what extent the different self-competition designs enhance the improvement of one’s own performance over time. The study was part of the 6-week exergame training for senior patients with hypertension and took place in the laboratory of the Geriatrics Research Group at Charité Universitätsmedizin Berlin. During the period of six weeks, participants had two training sessions each week. Each session lasted approx. 30 minutes and had moderate intensity (40-60% of heart rate reserve). Users were immersed in VR exergames by wearing an HTC Vive Pro headset and interacted using HTC controllers. The study was approved by the Ethics Committee of the Charité (No. EA1/019/20).Mean values were calculated for each training session. Mean hits were 26.46 (SD: 7.02) in B1 and 22.71 (SD: 6.11) in B2. A repeated-measures ANOVA with Greenhouse-Geisser correction showed that over the entire course of training, the average number of hits differed significantly for both ball game variants (B1: F(2.58, 43.90) = 67.09, p&lt;0.001, partial Eta squared = 0.80; B2: F(1.46, 23.32) = 35.90, p<0.001, partial Eta squared = 0.69). From training session 1 to training session 6, the number of hits increased by 20.66 (SDF: 1.59) for B1 and by 15.55 (SDF: 2.19) for B2. Out of 23 study participants, 14 (60.9%) liked the ballgames most compared to all other exergames. The results indicate that self-competitive gamification designs in VR exergames are effective for less fit users such as senior patients with hypertension. In both versions of the ballgame users improved their performance over time as the hit rate increased and the users did not quit the exergame. The paper presents the differences in the gamification designs of both prototypes and discusses possible interdependencies with the different forms of interaction with the virtual trainer and the effects of repeated practice over time. We conclude with recommendations for further research.References[1] Larsen, L.H. et al. (2013). The Physical Effect of Exergames in Healthy Elderly. A Systematic Review. Games for Health, 2(4), 205-12[2] Nor, N.N. et al. (2020). A Review of Gamification in Virtual Reality (VR) Sport. EAI Endorsed Trans. Creative Technol., 6.[3] Michael, A., & Lutteroth, C. (2020). Race Yourselves: A Longitudinal Exploration of Self-Competition Between Past, Present, and Future Performances in a VR Exergame. 2020 CHI Conference on Human Factors in Com. Sys.
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Marginean, Alexandra. "TEACHING INTERCULTURALISM BY RESORT TO GAMIFICATION AND E-LEARNING." In eLSE 2018. ADL Romania, 2018. http://dx.doi.org/10.12753/2066-026x-18-041.
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This paper explores the extent to which the teaching of interculturalism in a higher education environment may become more effective by resort to gamification and e-learning. To highlight the benefits of these, if any, we used two separate series of third-year students who attended the same course, while introducing the e-learning game elements to only one (Series 2), and then examined, at the end of the semester, the academic achievement of those who were exposed to the e-learning gamification activity in comparison with those who were not. This activity relied on Geert Hofstede and Michael Minkov’s intercultural key concepts used in the profiling and classification of cultures, organized in six pairs concerning: individualism-collectivism, high-low power distance, high-low uncertainty avoidance, long-short term orientation, masculinity-femininity and indulgence-restraint. The task for the students consisted in the content authoring of realistic situations put into filmed short scenarios, which needed to highlight the problems and differences arising when people coming from dissimilar cultures, with various mindsets active as basic assumptions, meet and clash. Since there were six pairs of intercultural concepts, each of the two groups of students into which we divided the course participants from Series 2 received three, and had to make three videos, one for each set. The videos were made exclusively by them, transformed into actors-characters. The resources used for this assignment had to include, primarily, various electronic devices, along with other items such as clothing, shooting site, props etc. Besides the conception and making of the videos, the game further consisted in presenting them to the other group, who had to guess the theoretical concepts illustrated in each. In other words, the videos further became an e-learning tool for the students-viewers – a status that all the students involved in the task got to hold, in turns, being both creators and beneficiaries of an e-learning instrument with gamification elements. Academic performance, visible in the course test, was much better in the case of the students involved in the e-learning gamification task which helped both its authors and its spectators understand and remember the interculturalism notions better. The extended conclusion of the paper bears on the way in which this type of assignment helps the development of additional skills and desirable behaviors as well: computer and electronics-handling literacy, organizational and team work abilities, creativity and imagination, empathy and flexible perspective, work responsibility, self-esteem etc.