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Klemke, Roland, Alessandra Antonaci, and Bibeg Limbu. "Designing and Implementing Gamification: GaDeP, Gamifire, and applied Case Studies." International Journal of Serious Games 7, no. 3 (September 25, 2020): 97–129. http://dx.doi.org/10.17083/ijsg.v7i3.357.
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Gamification aims at addressing problems in various fields such as the high dropout rates, the lack of engagement, isolation, or the lack of personalisation faced by Massive Open Online Courses (MOOC). Even though gamification is widely applied, not only in MOOCs, only few cases are meaningfully designed and empirically tested. The Gamification Design Process (GaDeP) aims to cover this gap. This article first briefly introduces GaDeP, presents the concept of meaningful gamification, and derives how it motivates the need for the Gamifire platform (as a scalable and platform-independent reference infrastructure for MOOC). Secondly, it defines the requirements for platformindependent gamification and describes the development of the Gamifire infrastructure. Thirdly we describe how Gamifire was successfully applied in four different cases. Finally, the applicability of GaDeP beyond MOOC is presented by reporting on a case study where GaDeP has been successfully applied by four student research and development projects. From both, the Gamifire cases and the GaDeP cases we derive the key contribution of this article: insights in the strengths and weaknesses of the Gamifire infrastructure as well as lessons learned about the applicability and limitations of the GaDeP framework. The paper ends detailing our future works and planned development activities.
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Buheji, Mohamed. "Gamification Techniques to Re-Invent Public Healthcare Services – A Case Study." International Journal of Human Resource Studies 9, no. 2 (June 4, 2019): 339. http://dx.doi.org/10.5296/ijhrs.v9i2.14888.
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Interest is growing in gamification of the different public services to enhance the development through engagement of the concerned stakeholders. A review of the gamification applied in healthcare services through inspiration labs is illustrated. The paper investigates how the different gamification constructs and techniques help in re-inventing the public healthcare services.The findings of the study are presented around the opportunities and learning that comes from gamifying the change initiatives. The paper shows how researchers and practitioners can gamify complex public services, as healthcare sectors, and create a change to different activities that would lead to a behavioural change of the targeted community. The study makes a recommendation to considers more in-depth empirical studies that enhance the integration of gamification in more public services.
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Joensuu, Kosti, and Sanna Ryynänen. "The Significance of the Hermeneutics of Play for Gamification." International Journal of Innovation in the Digital Economy 10, no. 3 (July 2019): 13–23. http://dx.doi.org/10.4018/ijide.2019070102.
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Games and play are increasingly significant in everyday life. Thus, a philosophical and theoretical consideration of these concepts is needed. This article uses phenomenological hermeneutics to discuss games, play, and gamification; it also addresses the development of gamifying planes within gamification studies. It hypothesizes that the academic discussion of gamification becomes more valid, ontologically, by focusing on the phenomenon and lived experience of play and playing from a phenomenological perspective. It presents an upcoming practical intervention, an empirical research design of case study of playing a virtual game, to demonstrate how the essence of play and the integrated spheres of virtual and real worlds could be approached. Thus, it could provide valuable information that is needed in the fast-developing domain of interventions in gamification and the game-business. On the basis of this study's theoretical findings, a broader ontological notion is suggested to overcome the subjectifying notion of player and the objectifying notion of games and play.
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Rosmansyah, Yusep, Isdiyanto Isdiyanto, Ariq Bani Hardi, and Atina Putri. "Using gamification for engaging surveyors: a case study in Statistics Indonesia." Interactive Technology and Smart Education 17, no. 4 (March 9, 2020): 377–91. http://dx.doi.org/10.1108/itse-08-2019-0042.
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Purpose The purpose of this study is to evaluate the gamification impact on surveyors learning engagement in a case study carried out at Statistics Indonesia. Design/methodology/approach This study adopted the design research methodology (DRM) research framework. The problem to be solved was analyzed and structured into a DRM’s impact model. A proposed solution was hypothesized and implemented as a Web-based online learning system. Evaluative data of users were collected and analyzed in the forms of logs, questionnaires, pre-test and post-test. Further, a quantitative statistical evaluation was performed to measure the engagement and knowledge gain of surveyors after using the gamified online learning system prototype. Findings This research showed a positive effect on the engagement of surveyors when using the proposed gamified system. In this case study, the gamified system performed better in enhancing surveyors’ knowledge and engagement, compared to the conventional method. Research limitations/implications This research was based on Statistics Indonesia's case study. For future research, other case studies can be performed to generalize the gamification impacts in other organizations and other learning subjects. Practical implications Based on the results study, an organization such as Statistics Indonesia is recommended to involve gamification in their online learning activities because it enhances significantly surveyors' engagement and knowledge gain. Social implications One important implication of the research is that the proposed solution is relatively easy and inexpensive to be introduced and appended into the existing online learning system at Statistics Indonesia. If all surveyors are well equipped with proper knowledge and skill, all surveys conducted by any national statistical organization will have an accurate description and condition about any subject being surveyed in the nation. This information is important for the ruling government in deciding what the best policy and strategy are to improve the nation's condition regarding the subject. Originality/value The proposed gamification system showed a better online training process and learning outcome. Statistical valuation indicated that there was an increased surveyors’ academic performance in terms of engagement and knowledge gain.
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Wang, Fan, Yanli Wang, and Xia Hu. "Gamification Teaching Reform for Higher Vocational Education in China: A case study on Layout and Management of Distribution Center." International Journal of Emerging Technologies in Learning (iJET) 12, no. 09 (September 27, 2017): 130. http://dx.doi.org/10.3991/ijet.v12i09.7493.
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Currently, students in higher vocational schools in China are passive in classrooms and depend too much on cellular phones. Thus, structural readjustment of the teaching organization is urgently needed. Increasing proportions of gamifying teaching and experiencing teaching is an effective way to solve this problem. However, only a few studies have discussed the gamification of teaching reform in colleges. To improve the effectiveness of teaching and increase the participation of students in classrooms, the teaching reform idea and scheme of gamifying teaching and experiencing teaching were discussed in a course entitled Layout and Management of Distribution Center. The teaching reform aims to integrate comprehensive gamifying into the teaching of an entire curriculum. Specifically, small games are designed in each class during the early period to help the students learn the corresponding knowledge in games. A game-driven model of curriculum design was proposed and applied in teaching reform practice of Shijiazhuang Posts and Telecommunications Technical College. Results demonstrated that gamification of teaching reform achieves outstanding effects. Students participate in classroom activities positively, and all evaluation indexes improve year by year. Results confirm that teachers need to pay attention to systemization, gamification, and immersion of teaching design, and ensure the attractiveness and acceptability of the teaching method.
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Dubbels, Brock. "Gamification, Serious Games, Ludic Simulation, and other Contentious Categories." International Journal of Gaming and Computer-Mediated Simulations 5, no. 2 (April 2013): 1–19. http://dx.doi.org/10.4018/jgcms.2013040101.
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This paper provides a conceptual framework for gamification, ludic simulations, and serious games. Central to this framework is the spectrum of design that differentiates work and play. Work and play help define software in purpose as games, productivity software, and entertainment. These categories are informed through cognitive feature analysis of narrative and game play structure. Both can be analyzed to determine the degree of work or play in an activity, as well as issues that influence sustained engagement, which is essential for avoiding game abandonment. To demonstrate the framework for the design and analysis of gamification, ludic simulations, and serious games, several case studies are presented with feature analysis to substantiate the categories.
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Leväsluoto, Johanna, Jouko Heikkilä, Joona Tuovinen, and Kaupo Viitanen. "Gamification as an Enabler of Mutual Learning in Complex Health Care Systems." International Journal of E-Services and Mobile Applications 8, no. 4 (October 2016): 35–47. http://dx.doi.org/10.4018/ijesma.2016100103.
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In this paper, the authors present a gamified role switching method to promote dialogue and mutual learning in health care organisations facing changes in complex systems. Their research is based on two case studies in which the information exchange between the actors is crucial. 25 stakeholders were interviewed and four workshops were arranged. This study indicates that the gamified role switching method inspired and gave means for the participants to enhance systemic understanding of their organization and to improve dialogue. The role switching method also made the participants to see the situation from the other perspectives and thus promoted collaboration and the change process.
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Trees, Lauren. "Encouraging millennials to collaborate and learn on the job." Strategic HR Review 14, no. 4 (August 10, 2015): 118–23. http://dx.doi.org/10.1108/shr-06-2015-0042.
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Purpose – The purpose of this paper is to present enterprise social networking and gamification as two potential tools to help organizations engage Millennial employees in collaboration and learning. Design/methodology/approach – The research provides general descriptions of enterprise social networking and gamification approaches, shares data on adoption of these approaches from APQC’s “2015 Knowledge Management Priorities Data Report” (based on a January 2015 survey of 524 knowledge management professionals) and includes four company examples adapted from APQC’s Connecting People to Content and Transferring and Applying Critical Knowledge best practices studies. The methodology for APQC’s best practices studies involves screening 50 or more organizations with potential best practices in a given research scope area and identifying five or six with proven best practices. APQC then conducts detailed site visits with the selected organizations and publishes case studies based on those site visits. Findings – Enterprise social networking platforms are in place at 50 per cent of organizations, with another 25 per cent planning to implement them by the end of 2015. By providing near-immediate access to information and answers, enterprise social networking helps Millennials learn the ropes at their new workplaces, gives them direct access to more knowledgeable colleagues who can assist and mentor them, and helps them improve their business outcomes by reusing knowledge and lessons learned across projects. Younger workers can also harness the power of social networking to create a sense of belonging and build their reputations in large, dispersed firms, where it is particularly difficult for them to gain visibility. A recent APQC survey indicates that 54 per cent of organizations either currently employ gamification to encourage collaboration or expect to implement it within the next three years. The rush to gamify the enterprise is, at least in part, a reflection of employers’ desire to satisfy Millennials and make them feel connected to a community of co-workers. Although games appeal to a wide range of age groups, Millennials grew up with digital interaction and tend to prefer environments that emphasize teamwork, social learning and frequent feedback – all of which can be delivered through gamification. Originality/value – The value of this paper is to introduce the value of and relationship between enterprise social networking and gamification platforms to human resource (HR) professionals looking to increase engagement and retention rates for Millennial employees.
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Afshar Jalili, Yasha. "I rather share my knowledge." VINE Journal of Information and Knowledge Management Systems 50, no. 2 (October 18, 2019): 203–17. http://dx.doi.org/10.1108/vjikms-04-2019-0052.
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Purpose This paper aims to propose an approach by understanding how Oil Industries’ Commissioning and Operation Company (OICO) company fostered its knowledge sharing (KS) by using gamification approach and nudge theory. It also ascertains the process and challenges that OICO confronted during its three-year journey for improving its organizational knowledge performance. Design/methodology/approach The study used a qualitative research method and case study design. Data were collected from several sources, including the first-hand experiences and observations of the author during contributing in the company’s canonical action research, several in-depth face-to-face interviews conducted with the KM Department team members, the data gathered from the company’s KM software and studying the related organizational procedures and documents. Findings The results reveal that the gamification approach suits for developing KS reward system and knowledge performance management. It also explains that informing project managers about their project’s knowledge performance accompanied by emoticons would lead to higher supports of KM. The proposed approach by this case study improved the organizational KS and performance by 22 per cent semi-annually. Practical implications The described case is detailed deeply and would help KMers to follow it easily. The study would spark some ideas of how to use nudge theory in KM context. Besides, KMers can design a KM reward system based on the explained case. Originality/value This study contributes to the KS and KM rewarding system, especially in project-based organizations, as limited studies have been conducted to investigate the roles that the gamification approach can play in this field. Moreover, this is the first time that use of nudge theory and choice architecture is investigated in the context of KM.
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Villasana, María Vanessa, Ivan Miguel Pires, Juliana Sá, Nuno M. Garcia, Maria Canavarro Teixeira, Eftim Zdravevski, Ivan Chorbev, and Petre Lameski. "Promotion of Healthy Lifestyles to Teenagers with Mobile Devices: A Case Study in Portugal." Healthcare 8, no. 3 (September 2, 2020): 315. http://dx.doi.org/10.3390/healthcare8030315.
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Educating teenagers about nutrition and promoting active lifestyles is essential in reducing the long-term health risks and one idea to achieve this is by using mobile applications. Previous studies showed that the existing mobile applications have similar functionalities, such as intervention with questionnaires, and the use of gamification techniques to improve interactiveness. However, unlike our study, some studies are not validated and verified by healthcare professionals. Additionally, this study intends to promote the interaction between the teenagers and the medical communities. In this study, we analyze the benefits of the proposed mobile application, which features monitoring of physical activity, daily tips and curiosities, questionnaires, and gamification through earning points. Most of the teenagers were satisfied with the physical activity monitoring and found the tips, curiosities, and weekly questionnaires useful. The study started with 26 teenagers from two schools in the center of Portugal that would use the mobile application for five weeks. Still, at the end of the study, only 7 teenagers finalized the study. The decreasing number of teenagers in the study was affected by the lack of social interaction caused by the pandemic situation. During the period, the mobile application would engage the users with notifications on nutrition and physical activity, challenges concerning the number of steps and calories they would have to spend, and questionnaires related to the curiosities and suggestions from the previous week. We used Fisher’s test to investigate the relationship between the assessment obtained in the responses to the questionnaires, and the adoption of healthier eating and sports practices. In summary, participants were satisfied with the mobile application and experienced some improvements in diet and habits.
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Jamaluddin, Junaidah, Mahathir Mahali, Norlaila Mohd Din, Mohamad Azmi Nias Ahmad, Nur Syazwani Mohamad Fadzillah, and Faizan Abdul Jabar. "Students’ Motivation Level in Gamification of Accounting Teaching and Learning – A Case of ‘Accounting on the Block’." Social and Management Research Journal 17, no. 1 (February 28, 2020): 17. http://dx.doi.org/10.24191/smrj.v17i1.8140.
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Learning accounting can be very challenging for most students. Students are not only expected to demonstrate a proficiency in accounting process, they must also demonstrate a depth of knowledge and understanding of accounting concepts and fundamentals. In most accounting courses, educators depend on the textbook or power point slides to give lectures and illustrate all the workings on the black/whiteboard while students are listening passively or busy taking notes. Lack of attraction and engagement in the conventional way of accounting teaching and learning may lead to difficulty in understanding basic accounting concepts and overall accounting process, thereby demotivating students to learn accounting. Alternatively, gamification of teaching and learning may provide a useful technique to enhance students’ engagement and motivation. For this reason, the authors have proposed a gamification technique, known as “Accounting on the Block” (AOTB), which is an accounting board game to teach Published Financial Statements for accounting students at diploma level. While numerous studies have been conducted to evaluate students’ motivation level in digital game-based learning, there are relatively few studies that address students’ motivation level when using physical games, such as board games. To shed light in this area, a case study was conducted on 50 accounting students who were experimented with the AOTB board game. The Instructional Materials Motivation Survey (IMMS) instrument was applied to measure students’ motivation level. The results revealed that most students’ motivation levels were positive and they were satisfied with the use of AOTB board game in their learning. However, students also expected improvements in some aspects of the game.
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Zejda, Pavel, and David Zejda. "Exploitation of the Virtual Worlds in Tourism and Tourism Education." Czech Journal of Tourism 5, no. 2 (December 1, 2016): 173–88. http://dx.doi.org/10.1515/cjot-2016-0010.
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Abstract Academics perceive a great potential of virtual worlds in various areas, including tourism and education. Efforts adapting the virtual worlds in practice are, however, still marginal. There is no clear definition of the virtual world. Therefore the author of this article attempts to provide one. The paper also focuses on the barriers of a wider exploitation of the virtual worlds and discusses the principles that might help to increase their potential in tourism area. One of the principles – gamification – favours a wider adaptation of the virtual worlds in tourism. Applying gamification principles provides visitors with some unique experiences while serving as a powerful marketing tool for institutions. The benefits of implementing tourism education activities based on cooperative principles set in an immersive environment of the virtual worlds are depicted afterwards. Finally, this paper includes successful case studies, which show advantages and drawbacks of some approaches in exploiting the virtual worlds in tourism and tourism education.
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Karpikova, Irina, and Viktoriia Artamonova. "Attracting Audience to Digital Media Using Gamification Elements." Theoretical and Practical Issues of Journalism 7, no. 4 (October 15, 2018): 599–614. http://dx.doi.org/10.17150/2308-6203.2018.7(4).599-614.
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The organization and development of society largely depend on the prevailing type of communication, which determines the speed of data exchange, the presence or absence of feedback channels, as well as the number of agents that can influence information flows. Information technologies have made it possible to translate the communication process into the Internet space. In this connection, the issue of the quality of the information provided through the means of mass communications becomes topical. With the growth of digital technologies and the active dissemination of the Internet, the volume of information consumed by society has increased many times. Being overloaded with information deprives a person of the opportunity to make an adequate picture of the world reality, to think rationally, to make optimal decisions, which in the conditions of increasing information flow can lead to escapism. Modern society is characterized by a decrease in interest in the activities of institutions and organizations of civil society. Of particular importance for online publications are new methods of providing information that reduce the anxiety of the audience of readers about new information. In addition, the Internet publications face certain economic tasks such as increasing the attractiveness of the publication as an advertising platform, increasing the audience, improving the quality of information content. In this regard, the concept of gamification is of great interest, allowing overcoming the gap between the proposed media content and the format of news distribution. The article provides a comparative assessment of traditional media and online publications. A portrait of the audience of Russian Internet publications is presented. The influence of gamification elements on attracting the audience to online publications is analyzed. The analysis of Internet publications is accompanied by case studies describing the use of the concept of gamification. On the basis of the analysis the conclusions about introducing various game elements to online publications are made.
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Parra-González, María Elena, Jesús López Belmonte, Adrián Segura-Robles, and Arturo Fuentes Cabrera. "Active and Emerging Methodologies for Ubiquitous Education: Potentials of Flipped Learning and Gamification." Sustainability 12, no. 2 (January 14, 2020): 602. http://dx.doi.org/10.3390/su12020602.
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Introduction: Nowadays, education is immersed in a process of constant renewal due to the inference of two fundamental facts: The emergence of new technologies and the development of new active methodologies that lead the teaching and learning processes. Methods: A case study was developed to analyze the effects caused in these processes by the implementation of “flipped learning” and “gamification” as teaching models; after the implementation of each one, variables such as learning achievement, learning anxiety, motivation, and autonomy were compared. This work was carried out with secondary school subjects (n = 60) of an educational center of the Autonomous City of Ceuta. A descriptive experimental study was carried out. Gamification and flipped learning effects were compared to analyze both their potentials as educational methodologies. Results: The results show the benefits of both methodologies. All measured dimensions increased positively, in accordance with previous studies on the subject. Conclusion: The implementation of both methodologies in the classroom causes an improvement in the students’ learning processes, in their achievements, and in their enthusiasm.
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O'Hagan, Minako. "Translation as the new game in the digital era." Translation Spaces 1 (August 13, 2012): 123–41. http://dx.doi.org/10.1075/ts.1.06oha.
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Aimed at promoting a broader interdisciplinary discussion, this paper explores translation and entertainment in the context of current and emerging technological trends from a perspective beyond strictly Translation Studies concerns. Taking the case of video games as a rapidly growing modern digital entertainment genre, the article examines the concept of adaptation and how transmedia and remediation might further impact translation practices. It hints at a new development of translation itself as a form of entertainment, which may tie in with the concept of gamification to stimulate further thinking into the future of translation and entertainment.
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Lu, Hsi-Peng, and Hui-Chen Ho. "Exploring the Impact of Gamification on Users’ Engagement for Sustainable Development: A Case Study in Brand Applications." Sustainability 12, no. 10 (May 20, 2020): 4169. http://dx.doi.org/10.3390/su12104169.
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Game elements and mechanics have been widely applied as marketing strategies for sustainable development. Seldom have studies explored the relationships between the components of the game and consumer continuous usage with gamification. This study analyzed how game mechanics impact users’ gaming behavior and awaken positive feelings so as to increase the stickiness of the brand. This research model empirically surveyed 411 Nike Run Club (NRC) app users, based on the Mechanics–Dynamics–Aesthetics (MDA) framework. The results show that the self-challenge is a pre-factor that affects self-benefit, fun, and social interaction, while self-benefit and social interaction affect fun. The results also show that fun is of primary importance among all others, as it is a factor that affects brand attitude and sustained use. The results provide valuable insights into sustainable strategies for industries related to the operation of an app-based brand.
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Xavier, Carla Cristina Munhoz. "Gamifying Portuguese Language Learning: A Case Study Examining a Quest-Based Website to Prompt Oral Production and Interaction in Learners of Portuguese L2." Revista Brasileira de Linguística Aplicada 20, no. 4 (December 2020): 733–60. http://dx.doi.org/10.1590/1984-6398202016396.
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ABSTRACT One of the major challenges when teaching second language learners is to maintain them motivated and eager to learn and work on the proposed activity. The literature showed that a combination of social constructivism and technology-integrated learning is crucial for achieving the goals set by modern educational objectives. However, in order to have a robust response from students, one should take into account the psychological aspect of intrinsic and extrinsic motivation. This paper proposes a gamified activity in Portuguese L2 that aims to intensify the students’ motivation. Ten undergraduate students participated in this study. Their responses show that novel studies based on awards and gamification can boost the students’ motivation when learning Portuguese.
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Tsarava, Katerina, Korbinian Moeller, and Manuel Ninaus. "Training Computational Thinking through board games: The case of Crabs & Turtles." International Journal of Serious Games 5, no. 2 (June 19, 2018): 25–44. http://dx.doi.org/10.17083/ijsg.v5i2.248.
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As a cognitive ability computational thinking describes a specific way of algorithmic reasoning building on concepts and processes derived from computer programming/coding. Recently, computational thinking was argued to be a fundamental and educationally relevant 21st century skill that should be fostered already in childhood. Accordingly, we developed three life-size board games – Crabs & Turtles: A Series of Computational Adventures – aimed at providing an unplugged and low-threshold introduction to computational thinking. In particular, the games aimed at introducing basic coding concepts and computational thinking processes to 8 to 9-year-old primary school children. In the current study, we first describe the design of the games in detail to explicate the development process and allow for reproducibility. We then report on a first empirical evaluation of feasibility and user experience of our educational board games in a two-phase approach. We conducted quantitative analyses of player experience and qualitative feedback of adult student participants (Phase 1) and a sample of gamification experts and teachers (Phase 2). We examined users’ game experience with an adult population to ensure the game’s appropriateness. Results indicated overall positive game experience for all three games. Future studies would be desirable, which should evaluate player experience and learning outcomes in the primary target population of children.
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Vilardaga, Roger, Javier Rizo, Richard K. Ries, Julie A. Kientz, Douglas M. Ziedonis, Kayla Hernandez, and Francis J. McClernon. "Formative, multimethod case studies of learn to quit, an acceptance and commitment therapy smoking cessation app designed for people with serious mental illness." Translational Behavioral Medicine 9, no. 6 (November 16, 2018): 1076–86. http://dx.doi.org/10.1093/tbm/iby097.
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Abstract Despite public health efforts, individuals with serious mental illness (SMI) still have very high rates of tobacco smoking. Innovative approaches to reach this population are needed. These series of case studies aimed to descriptively evaluate the usability, user experience (UX), and user engagement (UE) of Learn to Quit (LTQ), an acceptance and commitment therapy smoking cessation app designed for people with SMI, and to compare it with an app designed for the general population, NCI (National Cancer Institute) QuitGuide (QG). Both apps were combined with nicotine replacement therapy and technical coaching. Inspired by the ORBIT model, we implemented two case studies with crossover AB interventions, two B-phase training designs, and three bi-phasic AB single-case designs with Start-Point and Order randomization (A = QG, B = LTQ). Study outcomes were measured using the System Usability Scale, UX interviews, and background analytics. LTQ’s usability levels were above the standard cutoff and on average higher than QG. UX outcomes suggested the relative benefits of LTQ’s visual design, gamification and simple design structure. LTQ’s overall UE was high; the app was opened for an average of 14 min per day (vs. QG: 7 min). However, users showed low levels of UE with each of the app’s tracking feature. Measures of psychiatric functioning suggested the safety of LTQ in people with SMI. LTQ appears to be a usable and engaging smoking cessation app in people with SMI. An optimized version of LTQ should be tested in a Phase II study.
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Montero-Navarro, Antonio, José-Luis Rodríguez-Sánchez, Rocio Gallego-Losada, and Thais González-Torres. "The wire games. A gaming experience within a Grade Class." WPOM-Working Papers on Operations Management 11, no. 1 (January 24, 2020): 14. http://dx.doi.org/10.4995/wpom.v11i1.12823.
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<p class="Abstract">This work describes in detail the development of an educational game as a tool to check the degree of acquisition and consolidation of knowledge of the student in relation to a subject are . It is proposed as a complementary method to traditional methodologies.</p>Thus, the article presents the devolpment of a brand new serious game which has been created in the 2019-20 academic year. Ithas been used in two different groups of the Degree in Business Management (one taught in English and the other one in Spanish). Based on previous gamification experiences, the design and use of the game has lead to the achievement of the goals pursued, generating also an important volume of valuable information that can increase the effectiveness of the use of other tools (tutorials, theoretical immersion in some specific subjects or case studies).
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Luimula, Mika, Christina Kattimeri, Niina Katajapuu, Paula Pitkäkangas, Helena Malmivirta, Aung Pyae, Tapani Liukkonen, and Jouni Smed. "Gamified Solutions in Healthcare - Testing Rehabilitation Games in Finland and Asia." Acta Technica Jaurinensis 10, no. 1 (March 6, 2017): 35. http://dx.doi.org/10.14513/actatechjaur.v10.n1.412.
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This paper presents a comprehensive summary of the Gamified Solutions in Healthcare (GSH) research project, which is a joint research project between Turku University of Applied Sciences and the University of Turku. The goal of the project is to promote exercise, social inclusiveness and enhance quality of life, aiming at developing new services and effective activity solutions for the elderly through gamification. During the research project elderly people were included in the development and testing of games so that they could be used for more than just entertainment purposes. According to all of our tests elderly enjoy playing exergames, and digital games can be an effective way to enhance the quality of life of the elderly. In the case studies it was observed that the players where motivated while playing but motivation should also be maintained throughout the gameplay. The elderly gave overall positive feedback for the idea of using digital activity games for exercising.
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Hass, Danielle, Ashley Hass, and Mathew Joseph. "A preliminary investigation of gamification from the young consumer’s perspective." Young Consumers 22, no. 3 (February 4, 2021): 413–28. http://dx.doi.org/10.1108/yc-10-2020-1221.
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Purpose Over the past decade, gamification’s popularity has broadened into many industries and has become embedded in consumers’ lives. As privacy protection and how firms utilize users’ data has been at the forefront of consumers’ minds, practitioners and academics alike need to understand consumers’ perceptions of the ethics of gamification. This paper aims to explore and provide preliminary evidence on young consumers’ perceptions of gamification and the ethics involved in these strategies used by firms. Design/methodology/approach The authors conducted two studies using a mixed-methods approach to gain a foundational understanding of young consumers’ perceptions of gamification. In Study 1, interviews provided initial insights and helped inform an exploratory survey administered in Study 2 to 161 young consumers attending a university in the southwest region of the USA. Findings The findings indicate that consumers have positive attitudes toward gamification tactics as long as the rewards are sufficient. Further, consumers do not find gamification as unethical as long as they have control over having the ability to opt-in. Originality/value Previous research has examined gamification from several contexts including health care, education and the workplace. However, there is little research that focuses on gamification from the consumers’ perspective, specifically the young consumer. As more firms are using gamification tactics such as on their mobile applications, it is critical to understand how young consumers perceive gamification and how that can impact the consumer-brand relationship. This research offers two studies as a first step in investigating young consumers’ perceptions of gamification tactics firms use and offers several future directions.
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Fraga-Varela, Fernando, Esther Vila-Couñago, and Esther Martínez-Piñeiro. "The impact of serious games in mathematics fluency: A study in Primary Education." Comunicar 29, no. 69 (October 1, 2021): 125–35. http://dx.doi.org/10.3916/c69-2021-10.
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In recent years there has been a renewal of educational software encouraged by the incorporation of specific designs based on serious games. Previous studies on their use do not provide conclusive data on the advancement in learning, both at a general level and in specific contents. The main objective of this work is to study the impact of the use of serious games in primary education classrooms, specifically on mathematics fluency, taking into account gamification variables and teaching experience. A quasi-experimental study was carried out with a pretest-posttest design, without a control group and with several experimental groups, involving 284 students from the first to the fourth grade. The results show a significant improvement in mathematics fluency with the use of serious games in the different grades and classroom groups studied. The gamification strategy promotes even greater progress over the classes where it has not been implemented. There is a similar time of use of serious games by both novice and experienced teachers, with better results in mathematics fluency in the case of the second group. It also shows the relationship between the results obtained and the school grades of the students. The findings point to the potential of using serious games designed specifically for school environments and challenge previous work on generational barriers in teachers. En estos últimos años ha habido una renovación del software educativo propiciada por la incorporación de diseños específicos basados en juegos serios. Los estudios previos sobre su uso no ofrecen datos concluyentes sobre el avance en el aprendizaje, tanto a nivel general como de contenidos específicos. El objetivo principal del presente trabajo es conocer el impacto del uso de juegos serios en las aulas de educación primaria, concretamente en la fluidez matemática del alumnado, atendiendo a variables de gamificación y experiencia docente. Se lleva a cabo un estudio cuasi-experimental con pretest-postest, sin grupo control y con varios grupos experimentales, en el que participan 284 estudiantes de primero a cuarto curso. Los resultados muestran una mejora significativa de la fluidez matemática con el uso de juegos serios en los distintos cursos y grupos-aula estudiados. La estrategia de gamificación promueve un progreso aún mayor respecto a las aulas en las que no se ha implementado. Se observa un tiempo de uso similar de los juegos serios por parte de profesores noveles y experimentados, con mejores resultados en fluidez matemática en el caso de los segundos. También se muestra la relación existente entre los resultados obtenidos y las calificaciones del alumnado. Las conclusiones señalan el potencial del uso de juegos serios diseñados específicamente para entornos escolares y cuestionan trabajos previos sobre las barreras generacionales en el profesorado.
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Benjamin, Garfield. "Playing at Control: Writing Surveillance in/for Gamified Society." Surveillance & Society 17, no. 5 (December 10, 2019): 699–713. http://dx.doi.org/10.24908/ss.v17i5.13204.
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Gamification has entrenched constant monitoring throughout society. From education to work to shopping, our activities are tracked, our progress is monitored, and rewards are meted out. But this enforced acceptance of constant surveillance constructs a social narrative in which privacy ceases to exist, and the technological tools at work can easily be shifted from reward to control. This is furthered through the shift from a Bentham–Foucault model of power and the threat of surveillance to the actualisation of complete protocological surveillance enabled by cloud computing, data centres, and machine learning. It is no longer the case that anything we do might be surveilled; we can be fairly certain that everything we do probably is being monitored, judged, and recorded. How can we negotiate these changing narratives? Of what fictions do we convince ourselves when we play the “game” called digital society? This article uses the work of Cory Doctorow, Charles Stross, Dave Eggers, and Ernest Cline to assess how fictionality can act as thought experiments for the social conditions of surveillance technologies. Through stories such as Halting State and Walkaway, we explore the collisions between the control-based society of tech companies and the disciplinary structures of traditional states—the points of tension between illusions of freedom, guided game paths, and the exercise of power over users’ data and behaviours. The article argues for expanding our perspectives on the reach of game analysis to the broader connected networks of cultural and political systems, to assess ways of responding to the idea that we are being played with, turned into characters in the gamified narratives of control-based surveillance societies.
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Gómez Prada, Urbano Eliécer, Martha Lucía Orellana Hernández, and Jesús María Salinas Ibañez. "Systems Dynamics and Serious Video Games in an Appropriation Strategy of a Decision Support System for Small Livestock Farmers." International Journal of Interactive Mobile Technologies (iJIM) 14, no. 15 (September 11, 2020): 4. http://dx.doi.org/10.3991/ijim.v14i15.14597.
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This document presents a Decision Support System (DSS) aimed at small livestock farmers who have not made use of Information Technologies (IT) in their production systems. The DSS was built based on the finite difference equations of a simulation model in System Dynamics in whose definition the beneficiaries participated and also served as a base for the development of a serious video game. The DSS and the Serious video game is supported in a Web and Mobile Architecture. The simulation model and the serious video game are used as support tools in the training given to users to learn how to use the DSS. These three tools are the result of a doctoral research project, which used two methodologies during its execution: Design and Development Research and the Case Studies methodology. The tools were applied in an appropriation strategy with livestock farmers of the department of Santander in Colombia, where resistance to change and cultural attachment causes a low adoption of technology. The inclusion of gamification elements helps the user to understand the connection of these elements and their processes in a real farm, know the large volume of data managed by the DSS, enhance the process by making it more fun, improve the learning curve and provide useful data for tracking the use of the DSS. 16 months after the end of the training, the DSS has more than 13000 reported records about the activities of the farmers in their farms.
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Perlin, Rodrigo, Ricardo Tombesi Macedo, and Sidnei Renato Silveira. "UMA ABORDAGEM CONSTRUTIVISTA NO ENSINO DE ALGORITMOS E LÓGICA DE PROGRAMAÇÃO COM O AUXÍLIO DE UMA FERRAMENTA GAMIFICADA." e-xacta 12, no. 1 (June 23, 2019): 29. http://dx.doi.org/10.18674/exacta.v12i1.2731.
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Ao analisar os esforços para apoiar os processos de ensino e de aprendizagem de algoritmos e lógica de programação, encontram-se estudos envolvendo a aplicação de diferentes ferramentas, tais como o Scratch e o Algo+. Além disso, existem trabalhos que propõem uma reorganização dos conteúdos e a aplicação de metodologias de ensino inovadoras. Nesse contexto, este artigo propõe uma abordagem para apoiar os processos de ensino e de aprendizagem de algoritmos e lógica de programação baseada na teoria construtivista, utilizando a ferramenta P.e.p.y, a qual implementa o conceito de gamificação. Para validar essa proposta, bem como a ferramenta desenvolvida, foi realizado um estudo de caso. A aplicação dos instrumentos no início e no final do estudo de caso, apontam percentuais elevados de compreensão dos conceitos de lógica de programação e da linguagem de programação Python. Os resultados apontam que a aplicação da ferramenta auxiliou os alunos a desenvolver o pensamento computacional, uma área que vem sendo estimulada pela SBC (Sociedade Brasileira de Computação) e que a abordagem proposta estimula os processos de ensino e de aprendizagem por meio da ferramenta P.e.p.y. AbstractBy analyzing efforts to support learning process applied to logic and programming courses, there are studies involving the employment of different tools, such as Scratch and Algo+. Besides, there are works proposing the content reorganization and the employment of innovative teaching methodologies. In this context, this paper proposes an approach to support algorithms learning process based on constructivist theory through the use P.e.p.y tool, which implements the gamification concept. In order to validate this proposal, as well as the implemented tool, it was performed a case study. The instruments application in the beginning and in the end of the case study indicates elevated perceptual of comprehension of logic and Python programming languages concepts. Results indicate that the tool application supported students to develop the computational thinking, a field highly stimulated by the SBC, the Brazilian Computing Society, and that the proposed approach stimulates the learning processes through the P.e.p.y tool employment.
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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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Buckley, Patrick, Seamus Noonan, Conor Geary, Thomas Mackessy, and Eoghan Nagle. "An Empirical Study of Gamification Frameworks." Journal of Organizational and End User Computing 31, no. 1 (January 2019): 22–38. http://dx.doi.org/10.4018/joeuc.2019010102.
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Gamification is a relatively novel concept which is attracting interest from academics and practitioners as a method of mediating individual behaviour. It is increasingly being used in a wide range of social and business contexts across a range of diverse activities such as education, health care and personal productivity. In this article, the components used to implement gamification are catalogued. Using a standardised rubric, a sample of gamified activities is studied to measure the prevalence of the various components used to implement gamification. This research provides an empirically validated catalogue of specific components used to implement gamification, which can serve to guide the work of academics and practitioners. It demonstrates variance in the use of the different types of component, indicating that the utility of gamification components may differ. Finally, by contrasting the utilization of components in the individual and group contexts, this research identifies the contextual sensitivity of gamification.
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Warsinsky, Simon, Manuel Schmidt-Kraepelin, Sascha Rank, Scott Thiebes, and Ali Sunyaev. "Conceptual Ambiguity Surrounding Gamification and Serious Games in Health Care: Literature Review and Development of Game-Based Intervention Reporting Guidelines (GAMING)." Journal of Medical Internet Research 23, no. 9 (September 10, 2021): e30390. http://dx.doi.org/10.2196/30390.
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Background In health care, the use of game-based interventions to increase motivation, engagement, and overall sustainability of health behaviors is steadily becoming more common. The most prevalent types of game-based interventions in health care research are gamification and serious games. Various researchers have discussed substantial conceptual differences between these 2 concepts, supported by empirical studies showing differences in the effects on specific health behaviors. However, researchers also frequently report cases in which terms related to these 2 concepts are used ambiguously or even interchangeably. It remains unclear to what extent existing health care research explicitly distinguishes between gamification and serious games and whether it draws on existing conceptual considerations to do so. Objective This study aims to address this lack of knowledge by capturing the current state of conceptualizations of gamification and serious games in health care research. Furthermore, we aim to provide tools for researchers to disambiguate the reporting of game-based interventions. Methods We used a 2-step research approach. First, we conducted a systematic literature review of 206 studies, published in the Journal of Medical Internet Research and its sister journals, containing terms related to gamification, serious games, or both. We analyzed their conceptualizations of gamification and serious games, as well as the distinctions between the two concepts. Second, based on the literature review findings, we developed a set of guidelines for researchers reporting on game-based interventions and evaluated them with a group of 9 experts from the field. Results Our results show that less than half of the concept mentions are accompanied by an explicit definition. To distinguish between the 2 concepts, we identified four common approaches: implicit distinction, synonymous use of terms, serious games as a type of gamified system, and distinction based on the full game dimension. Our Game-Based Intervention Reporting Guidelines (GAMING) consist of 25 items grouped into four topics: conceptual focus, contribution, mindfulness about related concepts, and individual concept definitions. Conclusions Conceptualizations of gamification and serious games in health care literature are strongly heterogeneous, leading to conceptual ambiguity. Following the GAMING can support authors in rigorous reporting on study results of game-based interventions.
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García-Jurado, Alejandro, Pilar Castro-González, Mercedes Torres-Jiménez, and Antonio L. Leal-Rodríguez. "Evaluating the role of gamification and flow in e-consumers: millennials versus generation X." Kybernetes 48, no. 6 (June 3, 2019): 1278–300. http://dx.doi.org/10.1108/k-07-2018-0350.
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Purpose This research has three main objectives. First, it examines influence of gamification on the behavioral intention to use an e-commerce platform. Second, it analyzes the role of the flow state given its importance in terms of behavior in online environments. Finally, the study aims to detect and analyze differences between Millennials and Generation X. Design/methodology/approach The theoretical basis for this study stems from technology acceptance model. The extended model incorporates gamification and the optimal state of intrinsic motivation, flow state, as additional constructs. An online consumer panel was used to collect data from 253 Spanish Amazon users. A structural equation modeling, partial least squares, is proposed and multi-group moderation was studied. Findings Gamification in Millennials has positive and significant indirect effects on behavioral intention through the flow state. In the case of the Generation X, it has been detected that flow interferes in its perception of ease of use. The behavioral intention of using the Web page is directly correlated with the purchase intention. Companies should offer a fun interface to Millennials and an environment easier to use to the Generation X, for gamification to be successful. Originality/value This study expands the research scope in gamification by focusing on e-commerce sector, a field where scientific research is still scarcely developed. It emphasizes the importance of flow as mediator. Age differences confirm the need for segmentation when applying gamification and marketing strategies in e-commerce.
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Seiffert-Brockmann, Jens, Wolfgang Weitzl, and Magdalena Henriks. "Stakeholder engagement through gamification." Journal of Communication Management 22, no. 1 (February 5, 2018): 67–78. http://dx.doi.org/10.1108/jcom-12-2016-0096.
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Purpose The purpose of this paper is to research the role of stakeholder motivation in the context of gamification. The authors suggest, that a player’s motivation, is a key determinant of psychological engagement and subsequently, behavioral engagement. To examine stakeholder engagement through gamification, the authors propose a research model that links gamer types, i.e. a gamer’s motivation, with engagement and potential effects beyond the gamified content. Design/methodology/approach Online survey with 90 active users of a gamified application, followed by a multiple regression analysis. Findings The findings of the study suggest that a gamer’s typology, i.e. her underlying motivation, positively influences psychological stakeholder engagement toward gamified content and indirectly behavioral stakeholder engagement toward the communication instrument (i.e. the app) itself. The findings suggest that particularly gamified content that targets a person’s need toward achievement is a key driver of behavioral engagement toward an application. Thus, gamer types seem to be a good predictor for engagement on the part of stakeholders. Research limitations/implications This research provides first empirical evidence about the effectiveness of gamification of mobile service apps and the critical role of stakeholder engagement. However, several limitations have to be noted: first, the study was conducted with only a single mobile app which targets only a specific audience and which only conveys specific types of gamified content. Second, given the small sample size and sampling approach the findings should be interpreted with care in respect to its reliability, validity and robustness. Third, as only a fraction of the variance of behavioral engagement was explained by the research, future studies should investigate additional variables that drive app usage (e.g. perceived informational value). Practical implications When talking about the role of dialogue in the process of establishing good and lasting relations between an organization and its stakeholders, the non-rational (e.g. emotions) forces of engagement are often disregarded. The human drive to play can be a powerful door opener in that process. The paper suggests that engaging in stakeholder relations through gamification might be as effective as the standard way of dialogue and two-way-symmetrical communication. Especially potential stakeholders who lack the interest and motivation for information seeking, can be attracted to the organization in such a manner. Social implications Many studies that focus on engagement in the digital realm look to Twitter, Facebook, etc. in order to study company-stakeholder relationships. Thereby, the importance of many other digital media, especially games, is neglected. However, within gamified apps, small social networks form, which are driven by other forces (such as play), than in the aforementioned. Originality/value The present study contributes to research in the area of stakeholder engagement in the following way: even though engagement is widely believed to play a vital role in the process of building stakeholder relationships, research in the field of PR focuses mainly on the behavioral aspect of engagement. The results suggest to pay more attention to psychological antecedents in order to understand what drives engagement.
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Lienert, Jeffrey, and Mitesh Patel. "Patient Phenotypes Help Explain Variation in Response to a Social Gamification Weight Loss Intervention." American Journal of Health Promotion 34, no. 3 (December 26, 2019): 277–84. http://dx.doi.org/10.1177/0890117119892776.
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Purpose: This study aims to determine latent classes of study participants using baseline characteristics, explore the patterns within the groups, and determine whether the intervention had differential effects on weight loss across the groups. Design: Secondary analysis of a completed randomized clinical trial. Setting: Participants in a gamification intervention with social incentives who were recruited as pairs and given an intervention for 24 weeks. Participants were randomized to control, gamification, or gamification with primary care physician sharing arms. Participants: All 196 participants in the Lose It trial (recruited as 98 pairs). Measures: Outcome variable—participants’ weight change after 24 and 36 weeks. Factors—intervention arm and latent class. Analysis: Latent class analysis on both participants’ and teams’ characteristics. This was followed by 1-sample t tests of weight at 24 and 36 weeks, stratified by latent class. Results: Three groups of participants were identified: “Kin teams,” “Distant teams,” and “Married teams.” “Kin teams” lost more weight after the intervention in the gamification and gamification with PCP sharing arms. The “Distant teams” lost similar amounts of weight in all 3 arms but did not keep it off during maintenance. The “Married teams” lost the most weight across all 3 arms and kept it off following the intervention. Conclusions: Patient phenotypes can identify variations in response to a gamification weight loss intervention. Future intervention studies may benefit from leveraging this during participant recruitment and allocation.
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Liu, Li, Ya-Yi Zhao, Chen Yang, and Helen Yue-Lai Chan. "Gamification for promoting advance care planning: A mixed-method systematic review and meta-analysis." Palliative Medicine 35, no. 6 (March 29, 2021): 1005–19. http://dx.doi.org/10.1177/02692163211005343.
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Background: Gamification has been adopted in the health care field for broaching sensitive topics and increasing motivation for behavior changes. Games developed to stimulate discussion surrounding end-of-life issues, and thereby promoting advance care planning also emerged. Aim: The aim is to integrate the quantitative evidence and qualitative evidence to understand the effectiveness of and experience with games for advance care planning. Design: A mixed-methods systematic review and meta-analysis (PROSPERO ID: CRD42020163312) was undertaken. Joanna Briggs Institute Critical Appraisal tools were used for quality appraisal. Data were synthesized and pooled for meta-analysis or meta-aggregation when appropriate. Data sources: We searched MEDLINE, CINAHL, EMBASE, PsycINFO, Cochrane Library, WanFang, China Knowledge Resource Integrated Database, and Chinese Biomedical Literature Database from the inception of the databases for qualitative, quantitative, and mixed-method studies. Results: Eleven articles of ten studies were included, six of which were feasibility studies. The quality of the quantitative component of most included studies (7/8) was rated as low, and the qualitative component of most included studies (7/8) was rated as moderate. The meta-analysis showed that games for advance care planning are effective to increase self-efficacy, readiness, knowledge, and process of advance care planning behaviors. The meta-aggregation showed that games for advance care planning are highly acceptable and the participants perceived the game experience as fun and enjoyable. Conclusions: Advance care planning games seem to be a promising intervention for increasing the uptake of advance care planning behaviors. Well-designed randomized controlled trials evaluating the effectiveness of games for advance care planning are needed in the future.
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Berton, Alessandra, Umile Giuseppe Longo, Vincenzo Candela, Sara Fioravanti, Lucia Giannone, Valeria Arcangeli, Viviana Alciati, et al. "Virtual Reality, Augmented Reality, Gamification, and Telerehabilitation: Psychological Impact on Orthopedic Patients’ Rehabilitation." Journal of Clinical Medicine 9, no. 8 (August 7, 2020): 2567. http://dx.doi.org/10.3390/jcm9082567.
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Background: Remote virtual rehabilitation aroused growing interest in the last decades, and its role has gained importance following the recent spread of COVID19 pandemic. The advantages of virtual reality (VR), augmented reality (AR), gamification, and telerehabilitation have been demonstrated in several medical fields. In this review, we searched the literature for studies using these technologies for orthopedic rehabilitation and analyzed studies’ quality, type and field of rehabilitation, patients’ characteristics, and outcomes to describe the state of the art of VR, AR, gamification, and telerehabilitation for orthopedic rehabilitation. Methods: A comprehensive search on PubMed, Medline, Cochrane, CINAHL, and Embase databases was conducted. This review was performed according to PRISMA guidelines. Studies published between 2015 and 2020 about remote virtual rehabilitations for orthopedic patients were selected. The Methodological Index for Non-Randomized Studies (MINORS) and Cochrane Risk-of-Bias assessment tool were used for quality assessment. Results: 24 studies (9 randomized controlled trials (RCTs) and 15 non-randomized studies) and 2472 patients were included. Studies mainly concern telerehabilitation (56%), and to a lesser extent VR (28%), AR (28%), and gamification (16%). Remote virtual technologies were used following knee and hip arthroplasty. The majority of included patients were between 40 and 60 years old and had a university degree. Remote virtual rehabilitation was not inferior to face-to-face therapy, and physical improvements were demonstrated by increased clinical scores. Orthopedic virtual remote rehabilitation decreased costs related to transports, hospitalizations, and readmissions. Conclusion: The heterogeneity of included studies prevented a meta-analysis of their results. Age and social context influence adaptability to technology, and this can modify compliance to treatment and outcomes. A good relationship between patient and physiotherapist is essential for treatment compliance and new technologies are useful to maintain clinical interactions remotely. Remote virtual technologies allow the delivery of high-quality care at reduced costs. This is a necessity given the growing demand for orthopedic rehabilitation and increasing costs related to it. Future studies need to develop specific and objective methods to evaluate the clinical quality of new technologies and definitively demonstrate advantages of VR, AR, gamification, and telerehabilitation compared to face-to face orthopedic rehabilitation.
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Luhova, Tetiana. "NARRATIVE AND STORYTELLING IN THE KNOWLEDGE STRUCTURE OF THE EDUCATIONAL BUSINESS VIDEO GAMES AS FACTORS OF THE SYNERGY OF INFORMATION TECHNOLOGIES AND SPIRITUALLY-ORIENTED PEDAGOGY." OPEN EDUCATIONAL E-ENVIRONMENT OF MODERN UNIVERSITY, no. 8 (2020): 42–59. http://dx.doi.org/10.28925/2414-0325.2020.8.6.
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The article touches on the issues of humanization of modern technologically advanced education, analyzes the synergy factors of information technology and spiritually-oriented pedagogy to prepare a new generation of humanist managers. For this, the role of narrative and storytelling in the process of creating educational computer games that form the competence of making managerial decisions is determined. An analysis of the knowledge structure of educational games on the basis of the proposed methodology for developing their plot shows the need to balance the processes of formalization of educational processes in the game, preserving narrative by referring to works of folk art, classical fiction as sources of implicit knowledge. The threats of formalization and automation of modern education are described. It has been found that “relay” learning is superficial, it does not contribute to the formation of critical and systemic thinking. As a result, this leads to the emergence of a generation of techno-button-managers. It is indicated that the preservation and effective translation of deep narratives containing educational humanistic meanings is a priority for designers of educational video games. The components of the game by D. Gray, game history and pedagogical strategies in the MDA model are compared, which made it possible to clarify the meaning of the terms “narrative”, “plot”, “storytelling”, to determine the place of their greatest actualization in the process of creating educational computer games. Considering the general tendency of the techno-environment to reduce, optimize and formalize, the task of preserving tacit knowledge, correct translation of it into over-formalized knowledge (morals, formulas) through effective storytelling, embodied in "active learning" of computer games, is crucial. In this case, the narrative plays the role of a base of spiritual-oriented knowledge, and with the help of storytelling it balances the spiritual-ethical meanings and educational results of a business video game. The meaning of the terms "narratives" and "storytelling" is considered, the Ukrainian-language terms-analogues are proposed. The importance of adhering to the principle of non-linear game plot for increasing the effectiveness of business games is revealed. The close relationship of business games with case studies, project- and problem-based training was emphasized. The correlation of narratology and ludology of the game is shown in the matrix of transformation of professional competencies and procedures for making managerial decisions into the rules of the game, their metaphorization and translation into script phrases. It is shown that the gamification of training exercises and situations is a synergy of creative and information-analytical work with databases and game design project documents. The core of educational game design is the balance of narrative and storytelling, explicit and implicit knowledge. This balance is achieved through effective collaboration and communication between all participants in the educational and business processes. Creation of virtual learning environments in which a future leader has an opportunity to formulate and comprehensively develop the competencies of business communication and managerial decision-making in situations of uncertainty and ethical dilemmas is a promising area of digital education.
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Tansley, Carole, Ella Hafermalz, and Kristine Dery. "Talent development gamification in talent selection assessment centres." European Journal of Training and Development 40, no. 7 (August 1, 2016): 490–512. http://dx.doi.org/10.1108/ejtd-03-2016-0017.
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Purpose The purpose of this paper is to examine the relationship between the use of sophisticated talent selection processes such as gamification and training and development interventions designed to ensure that candidates can successfully navigate the talent assessment process. Gamification is the application of game elements to non-game activities through the adoption of gaming tools, and little is known about how candidates (“talent”) struggle to learn about the structural mechanics of gamification as they engage with the hidden rules of talent selection, such as goals, rules, “levelling up”, feedback and engagement in competitive – collaborative activities. The term “talent development gamification” is coined and used as an analytical tool to consider how young talent are supported by development interventions in their inter-subjectivity as they learn how to survive and win in talent selection games. Design/methodology/approach Studying hidden dynamics in development processes inherent in gamified talent selection is challenging, so a cult work of fiction, “Ender’s Game”, is examined to address the questions: “How do candidates in talent selection programmes learn to make sense of the structural mechanics of gamification”, “How does this make the hidden rules of talent selection explicit to them?” and “What does this mean for talent development?” Findings Talent development in selection gamification processes is illustrated through nuanced theoretical accounts of how a multiplicity of shifting and competing developmental learning opportunities are played out as a form of “double-consciousness” by potential organizational talent for them to “win the selection game”. Research limitations/implications Using novels as an aid to understanding management and the organization of work is ontologically and epistemologically problematic. But analysing novels which are “good reads” also has educational value and can produce new knowledge from its analysis. In exploring how “Characters are made to live dangerously, to face predicaments that, as readers, we experience as vicarious pleasure. We imagine, for example, how a particular character may react or, more importantly, what we would do in similar circumstances” (Knights and Willmott, 1999, p. 5). This future-oriented fictional narrative is both illustrative and provides an analogy to illuminate current organisational development challenges. Originality/value The term “talent development gamification in selection processes” is coined to allow analysis and provide lessons for talent development practice in a little studied area. Our case study analysis identifies a number of areas for consideration by talent management/talent development specialists involved in developing talent assessment centres incorporating gamification. These include the importance of understanding and taking account of rites of passage through the assessment centre, in particular the role of liminal space, what talent development interventions might be of benefit and the necessity of appreciating and managing talent in developing the skill of double consciousness in game simulations.
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Safapour, Elnaz, Sharareh Kermanshachi, and Piyush Taneja. "A Review of Nontraditional Teaching Methods: Flipped Classroom, Gamification, Case Study, Self-Learning, and Social Media." Education Sciences 9, no. 4 (November 14, 2019): 273. http://dx.doi.org/10.3390/educsci9040273.
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Traditional teaching methods rely solely on the use of textbooks, but teaching effectiveness assessment methods have demonstrated that most students taught by this method do not absorb the course content up to the expected level. Multiple researchers have introduced nontraditional teaching methods, but there is no scientific consensus on the best nontraditional teaching methods that are tailored to learners’ abilities while most effectively addressing the course objectives. Therefore, the goal of this review was to address the following questions across all engineering disciplines, based on learners’ abilities and the course objectives: (a) What are the benefits of nontraditional teaching methods? and (b) How would you categorize the benefits of nontraditional teaching methods? A qualitative review was conducted to achieve these goals, and the initial search for papers, using relevant keywords, resulted in more than 2000 peer-reviewed articles that were published between 2000 and 2017. A total of 125 peer-reviewed articles pertaining to the most frequently studied nontraditional teaching methods were comprehensively studied and analyzed. The analysis resulted in practical guidelines, including a list of the benefits of the five studied nontraditional teaching methods (flipped classroom, gamification, case study, self-learning, and social media) belonging to four categories: technical/professional, personal skills/ability, personal attitude, and time and space. Based on the results, the authors established significant guidelines for instructors who aim to optimize learners’ achievements by adopting the most effective teaching styles, based on their course objectives and the learners’ abilities.
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Zhang, Melvyn, Ranganath Vallabhajosyula, and Daniel Fung. "Emotional Bias Modification for Individuals With Attention Deficit Hyperactivity Disorder: Protocol for a Co-Design Study." JMIR Research Protocols 9, no. 12 (December 23, 2020): e24078. http://dx.doi.org/10.2196/24078.
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Background Attention deficit hyperactivity disorder (ADHD) is a common neurodevelopmental disorder with a worldwide prevalence rate of 5%. Individuals with ADHD often tend to have difficulties with emotional regulation. The advances in experimental psychology have led to the discovery of emotional biases. Targeting emotional biases could potentially help improve the core symptoms of irritability and short-temperedness among these individuals. Emotional biases refer to the preferential allocation of attention toward emotional stimuli. A recent study reported the presence of emotional biases among individuals with ADHD when they compared individuals with ADHD with those without. Gamification technologies have been explored to help diminish the repetitiveness of the task and increase the intrinsic motivation to train. These inconsistent findings of the impact of gaming on the effectiveness of mobile interventions call for further work to better understand the needs of patients (users) and health care professionals. Objective The aim of this research study is to collate health care professionals’ perspectives on the limitations of the existing task, and to determine if gamification elements could be incorporated, to refine the conventional intervention. Methods A qualitative research approach, that of a focus group, will be used. Health care professionals from the Department of Development Psychiatry, Institute of Mental Health, Singapore will be invited to participate in this qualitative research. During the focus group, participants are to comment on the limitations of the existing emotional bias intervention; recommend strategies to improve the intervention; and provide their perspectives pertaining to the use of gamification to improve the intervention. Results We expect that the study will be completed in 12 months from the publication of this protocol. Conclusions To our best knowledge, this is perhaps one of the only few studies that have attempted to explore emotional biases among adolescents with ADHD. International Registered Report Identifier (IRRID) PRR1-10.2196/24078
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Ryynänen, Sanna, and Pekka Vasari. "Using the Reflective Strategy and the Game Theory Perspective During the Patient Complaint Process." International Journal of Innovation in the Digital Economy 10, no. 3 (July 2019): 53–63. http://dx.doi.org/10.4018/ijide.2019070105.
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This study aims to investigate health care professionals' reflections on patient complaints in a specialized medical care organization. Studies on health care and medical education have shown that more research on triggering situations is needed to examine these reflections. In this study, the professionals' responses are evaluated using reflection theory and its strategies from a game theory perspective. The data from the cross-sectional study were analyzed using qualitative data analysis and quantitative statistical methods (N=245). Four types of patient complaints were analyzed: malpractice, communication, information, and procedures. They were evaluated as reflective targets and strategies that could be used to solve patient complaints. Information plays a central role in the choice of strategies. The results of this study may benefit the development and implementation of gamification strategies for the patient complaint process. Further research on patient complaints is needed to investigate the factors that impact the health care professionals' responses.
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Shusterman, Michael, Lawrence Cytryn, and Irina Murakhovskaya. "An Innovative Blended Learning Preclinical Hematology Curriculum on White Cell Dyscrasias: A Mixed Methods Study of Student Performance, Satisfaction, and Engagement." Blood 134, Supplement_1 (November 13, 2019): 5795. http://dx.doi.org/10.1182/blood-2019-129454.
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Introduction: Recent proposals have called for reform of the traditional medical education model and development of learner centered paradigms that prioritize conceptual mastery and enhance engagement. Blended learning models mediate a shift from lecture settings to collaborative active learning environments. Studies suggest that blended learning modalities may improve affective and objective outcomes compared to passive didactics. However, there is limited evidence regarding the implementation of blended learning in preclinical medical school courses. We developed an innovative blended learning curriculum for a preclinical second year medical student hematology course using a flipped classroom large-group active learning model and investigated its impact on student performance, satisfaction, and engagement. Methods: We used constructivist education theory and a mixed methods model to develop a blended learning curriculum. In 2015 we converted the didactic lecture component of the white blood cell dyscrasias unit into nine online video modules and two large-group active learning sessions. Blended learning content was structured to maintain time neutrality and allocate sufficient time for independent review. Large-group active learning sessions were planned for an Education Center active learning studio and designed to emphasize collaborative team-based discussion and included clinical problem solving, audience response questions, and gamification. Attendance at large-group sessions was optional in 2015 and mandatory in 2016 - 2017. The white blood cell dyscrasias question final examination subset scores were compared between the historical 2014 cohort and blended learning cohorts from 2015 - 2017 with one-way ANOVA with post-hoc comparisons via Dunnett's multiple comparisons test with a single pooled variance. The examination questions compared were identical. Course evaluations were compared between 2014 and 2015 via an independent samples t-test, but 2016 and 2017 evaluations were not directly compared due to an institution-wide change in evaluation scales. Qualitative student evaluations regarding the traditional and blended learning curriculum were collected between 2014 - 2017. Results: Overall satisfaction with the course (5, excellent) was similar (p=0.38) in 2014 (4.13±0.79) and 2015 (4.05±0.82). Satisfaction remained high (4, excellent) in 2016 (3.33±0.72) and 2017 (3.12±0.84). Student performance was marginally worse on the white blood cell dyscrasias question subset (17-point maximum) in 2015 (Mean Score, 14.78±2.01, p=0.0069), but not significantly different in 2016 (14.96±1.94, p=0.0856) or 2017 (15.10±1.82, p=0.3803) compared to 2014 (15.37±1.64). In 2015, on average, 34% (65/191) of students attended didactic lectures and active learning sessions were attended by 33% of students (60/183). Attendance was mandatory in 2016 (n=184) and 2017 (n=175). Between 2015 - 2017, 60% of students reported not completing video modules prior to corresponding active learning sessions. Qualitative analysis from 2015 - 2017 of student feedback revealed themes on active learning sessions focused on perceived lack of time neutrality, difficulty adapting to a novel learning style, appreciation of clinical case-based learning, and the value of real-time facilitator feedback. Conclusions: We found that conversion of conceptually challenging material in a preclinical hematology course to a blended learning curriculum did not improve performance. When mandated, attendance at active learning sessions did not incentivize student pre-session preparation. These findings carry implications for the use of blended learning in preclinical hematology education. Inadequate student preparation for sessions may have mitigated the benefit of active learning and detrimentally impacted performance. Students habituated to a lecture-based curriculum experienced difficulty adapting to a novel learning approach emphasizing collaborative engagement, weakening the utility of the active learning sessions. Our findings suggest the importance of accountability and preparation for active learning sessions in a blended learning curriculum. As blended learning becomes prevalent in medical education, further studies of pedagogic methods to overcome barriers to successful student performance, satisfaction, and engagement are necessary. Disclosures Murakhovskaya: Momenta: Membership on an entity's Board of Directors or advisory committees.
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El-Jawahri, Areej, Joseph Greer, Emily M. Wright, Olivia Vanbenschoten, Lauren Waldman, and Jennifer S. Temel. "Development of a multicomponent psychological mobile application (app) for patients with acute myeloid leukemia (AML)." Journal of Clinical Oncology 36, no. 34_suppl (December 1, 2018): 166. http://dx.doi.org/10.1200/jco.2018.36.34_suppl.166.
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166 Background: Patients newly diagnosed with AML experience substantial psychological distress as they confront a life-threatening diagnosis requiring an urgent 4-6 week hospitalization to initiate chemotherapy. Interventions to address psychological distress in this population are lacking. Methods: We used a five-step app development process to create a psychological intervention app targeting patients’ needs during the initial hospitalization following a new diagnosis of AML. Patients, caregivers, oncologists, psychologists, and nurses served as stakeholders and were involved in 1) developing a conceptual framework for the intervention; 2) creating an intervention manual that incorporates medical information, psychoeducation, and psychosocial skill-building corresponding to the illness trajectory; 3) translating the intervention manual into a storyline with gamification to enhance patient engagement; 4) creating initial wireframes of the app modules; and 5) refining the app through iterative testing. Results: The app consists of five 20-minute modules which the patient will complete weekly over a 5-week period. The modules consist of 1) supportive psychotherapy to address the initial shock of diagnosis; 2) psychoeducation to manage expectations and mobilize social supports; 3) psychosocial skill-building to promote effective coping; 4) self-care to promote positive health behaviors; and 4) a summary module to reinforce learning points from prior modules. Two bonus modules are available for patients who wish to engage in additional cognitive-based restructuring strategies. We utilized gamification strategies to enhance patient engagement including a) creating an app storyline focused on the patient’s journey during hospitalization; 2) creating a guide character doctor that accompanies the patient through their journey; 3) incorporating videos of AML survivors; and 4) developing a point reward system for completing the modules. Conclusions: We developed a novel psychological intervention app for patients with AML using an iterative development process. Future studies should assess the efficacy of the app in improving outcomes for patients with AML.
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Zhang, Melvyn, Sandor Heng, Guo Song, Daniel SS Fung, and Helen E. Smith. "Co-designing a Mobile Gamified Attention Bias Modification Intervention for Substance Use Disorders: Participatory Research Study." JMIR mHealth and uHealth 7, no. 10 (October 3, 2019): e15871. http://dx.doi.org/10.2196/15871.
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Background Advances in experimental psychology have highlighted the need to modify underlying automatic cognitive biases, such as attentional biases. The effectiveness of bias modification has been well studied for substance use disorders. With recent advances in technology, it is now possible to work outside the laboratory with Web-based and mobile-based attention bias interventions. Gamification technologies might also help diminish the repetitiveness of the task and increase the intrinsic motivation to train. The inconsistent findings of the impact of gaming on the effectiveness of mobile interventions call for further work to better understand the needs of patients (users) and health care professionals. Objective The aim of this study was to involve patients, together with health care professionals, in the design of a gamified mobile attention bias modification intervention for substance use disorders. Methods The participatory design research method adopted is that of a user-oriented design approach in the form of a future workshop. In the first phase of the workshop, participants shared their critique of an attention bias modification intervention. In the second phase of the workshop, participants were asked to brainstorm features. Participants were also shown gamification approaches and asked to consider if gaming elements could enhance the existing app. In the last phase, participants were asked to sketch a new prototype. Results Three co-design workshops were conducted with health care professionals, inpatients, and outpatients. There were 20 participants, consisting of 10 health care professionals and 10 patients. When asked to identify the limitations in the existing app, common issues identified were those of the design, visual probe task, and the included images. Outpatients were also concerned with the safety of administration of the intervention. In the brainstorming sessions, health care professionals made recommendations as to how the stimulus, the mechanism of responding, and the presentation of the scores could be enhanced. Inpatient participants recommended the addition of functionalities, such as information on the harms associated with the substance use, and for there to be enhancements in the design, images, and task. Outpatient participants perceived a need to improve the images and presentation of the results and recommended the inclusion of gaming features. There were differences in opinion on the inclusion of gaming features, as only health care professionals endorsed their inclusion. In the last phase of the workshop, participants were tasked with the conceptualization of prototypes, and the commonality in the design was for a gradual shortening of the interval for stimulus/image presentation. Conclusions The results from this research will guide the development of an app that meets the specific needs of patients and is still based on a pre-existing validated task paradigm.
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Cerezo-Narváez, Alberto, Antonio Córdoba-Roldán, Andrés Pastor-Fernández, Francisco Aguayo-González, Manuel Otero-Mateo, and Pablo Ballesteros-Pérez. "Training Competences in Industrial Risk Prevention with Lego® Serious Play®: A Case Study." Safety 5, no. 4 (November 8, 2019): 81. http://dx.doi.org/10.3390/safety5040081.
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This paper proposes the use of the Lego® Serious Play® (LSP) methodology as a facilitating tool for the introduction of competences for Industrial Risk Prevention by engineering students from the industrial branch (electrical, electronic, mechanical and technological engineering), presenting the results obtained in the Universities of Cadiz and Seville in the academic years 2017–2019. Current Spanish legislation does not reserve any special legal attribution, nor does it require specific competence in occupational risk prevention for the regulated profession of a technical industrial engineer (Order CIN 351:2009), and only does so in a generic way for that of an industrial engineer (Order CIN 311:2009). However, these universities consider the training in occupational health and safety for these future graduates as an essential objective in order to develop them for their careers in the industry. The approach is based on a series of challenges proposed (risk assessments, safety inspections, accident investigations and fire protection measures, among others), thanks to the use of “gamification” dynamics with Lego® Serious Play®. In order to carry the training out, a set of specific variables (industrial sector, legal and regulatory framework, business organization and production system), and transversal ones (leadership, teamwork, critical thinking and communication), are incorporated. Through group models, it is possible to identify dangerous situations, establish causes, share and discuss alternative proposals and analyze the economic, environmental and organizational impact of the technical solutions studied, as well as take the appropriate decisions, in a creative, stimulating, inclusive and innovative context. In this way, the theoretical knowledge which is acquired is applied to improve safety and health at work and foster the prevention of occupational risks, promoting the commitment, effort, motivation and proactive participation of the student teams.
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Charness, Neil H., and Scott R. Beach. "DESIGNING TECHNOLOGY TO SUPPORT HEALTHCARE FOR AGING ADULTS." Innovation in Aging 3, Supplement_1 (November 2019): S31—S32. http://dx.doi.org/10.1093/geroni/igz038.122.
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Abstract Healthcare costs are rising in industrialized countries, partly as a function of managing costly chronic care conditions associated with aging populations. Of roughly 3 trillion USD expended in the U.S., almost 90% is spent on those with chronic conditions. Technology is touted as one tool to manage healthcare efficiently. However, human factors research has shown that technological systems that do not take human capabilities into account will fail to be adopted, or if adopted, will be abandoned by users. The Center for Research and Education on Aging and Technology Enhancement (CREATE) will describe research findings for four different facets of healthcare technology. Sara Czaja will provide an overview, describing technology for healthcare support. Caregiver needs are projected to rise rapidly, in part due to aging of the baby boom cohorts. We need new solutions for future generations of older adults as there will be insufficient numbers of caregivers to care for the increased number of older adults given changes in social structures. Wendy Rogers will discuss research on the design and use of televideo and robots to assist with healthcare. Neil Charness will discuss home monitoring technology, particularly practical issues around design, deployment, and maintenance, drawing on studies of heart failure patients and older adult controls. Walter Boot will discuss how gamification of healthcare interventions can help to address the adherence problem for behavior change. Scott Beach, Associate Director & Director of Survey Research Program, University Center for Social and Urban Research, University of Pittsburgh, will serve as discussant.
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Andrikopoulou, Elisavet, Philip Scott, Helena Herrera, and Alice Good. "What are the important design features of personal health records to improve medication adherence for patients with long-term conditions? A systematic literature review." BMJ Open 9, no. 9 (September 2019): e028628. http://dx.doi.org/10.1136/bmjopen-2018-028628.
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ObjectivesThis systematic literature review aims to identify important design features of the electronic personal health record (PHR) that may improve medication adherence in the adult population with long-term conditions.Data sourcesPubMed (including MEDLINE), CINAHL, Science Direct (including EMBASE), BioMed Central, ACM digital, Emerald Insight, Google Scholar and Research Gate.MethodsStudies that were published between 1 January 2002 and 31 May 2018 in English were included if the participants were adults, with at least one long-term condition, were able to self-administer their medication and were treated in primary care settings. The quality of evidence was assessed with the Grading of Recommendations Assessment, Development, and Evaluation (GRADE) system and the risk of bias was appraised using the Cochrane risk of bias tool.ResultsFrom a total of 27 studies that matched the inclusion criteria, 12 were excluded due to low quality of evidence, 10 were rated moderate and 5 were rated high quality. All the included studies had low sample size and limited follow-up duration. Thirteen of the included studies found that the use of a PHR has increased medication adherence. The identified design features are reminders, education, personalisation and tailoring, feedback and alerts, gamification, medication management, medical appointment management, diary and self-monitoring, health condition management, set goals, patient’s blog and tethered. It was impossible to draw conclusions as to which feature is important to what group of patients and why. The most frequently identified conditions were HIV and diabetes. This review did not identify any papers with negative results. It was not possible to numerically aggregate the PHR effect due to high heterogeneity of the medication adherence measurement, study type, participants and PHRs used.ConclusionAlthough we found recurrent evidence that PHRs can improve medication adherence, there is little evidence to date to indicate which design features facilitate this process.PROSPERO registration numberCRD42017060542.
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Abraham, Olufunmilola, Sarah LeMay, Sarah Bittner, Tanvee Thakur, Haley Stafford, and Randall Brown. "Investigating Serious Games That Incorporate Medication Use for Patients: Systematic Literature Review." JMIR Serious Games 8, no. 2 (April 29, 2020): e16096. http://dx.doi.org/10.2196/16096.
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Background The United States spends more than US $100 billion annually on the impact of medication misuse. Serious games are effective and innovative digital tools for educating patients about positive health behaviors. There are limited systematic reviews that examine the prevalence of serious games that incorporate medication use. Objective This systematic review aimed to identify (1) serious games intended to educate patients about medication adherence, education, and safety; (2) types of theoretical frameworks used to develop serious games for medication use; and (3) sampling frames for evaluating serious games on medication use. Methods PubMed, Scopus, and Web of Science databases were searched for literature about medication-based serious games for patients. Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines were followed for article selection. Results Using PRISMA guidelines, 953 publications and 749 unique titles were identified from PubMed, Scopus, and Web of Science. A total of 16 studies featuring 12 unique serious games were included with components of medication adherence, education, and safety, published from 2003 to 2019. Of the 12 games included, eight serious games were tested in adolescents, three games were tested in young adults, and one game was tested in adults. Most studies (n=11) used small sample sizes to test the usability of serious games. Theoretical frameworks identified in the 12 serious games included information, motivation, and behavior theory; social cognitive theory; precede-proceed model; middle-range theory of chronic illness; adult learning theory; experiential learning theory; and the theory of reasoned action. Existing reviews explore serious games focused on the management of specific disease states, such as HIV, diabetes, and asthma, and on the positive impact of serious game education in each respective disease state. Although other reviews target broad topics such as health care gamification and serious games to educate health care workers, no reviews focus solely on medication use. Serious games were mainly focused on improving adherence, whereas medication safety was not widely explored. Little is known about the efficacy and usability of medication-focused serious games often because of small and nonrepresentative sample sizes, which limit the generalizability of existing studies. Conclusions Limited studies exist on serious games for health that incorporate medication use. The findings from these studies focus on developing and testing serious games that teach patients about medication use and safety. Many of these studies do not apply a theoretical framework in the design and assessment of these games. In the future, serious game effectiveness could be improved by increasing study sample size and diversity of study participants, so that the results are generalizable to broader populations. Serious games should describe the extent of theoretical framework incorporated into game design and evaluate success by testing the player’s retention of learning objectives.
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D’Antrassi, Pierluigi, Miloš Ajčević, Kira Stellato, Andrea Di Lenarda, Sara Marceglia, Agostino Accardo, and Irene Lasorsa. "Personalized support for chronic conditions." Applied Clinical Informatics 07, no. 03 (July 2016): 633–45. http://dx.doi.org/10.4338/aci-2016-01-ra-0011.
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SummarySolutions for improving management of chronic conditions are under the attention of healthcare systems, due to the increasing prevalence caused by demographic change and better survival, and the relevant impact on healthcare expenditures. The objective of this study was to propose a comprehensive architecture of a mHealth system aimed at boosting the active and informed participation of patients in their care process, while at the same time overcoming the current technical and psychological/clinical issues highlighted by the existing literature.After having studied the current challenges outlined in the literature, both in terms of technological and human requirements, we focused our attention on some specific psychological aspects with a view to providing patients with a comprehensive and personalized solution. Our approach has been reinforced through the results of a preliminary assessment we conducted on 22 patients with chronic conditions. The main goal of such an assessment was to provide a preliminary understanding of their needs in a real context, both in terms of self-awareness and of their predisposition toward the use of IT solutions.According to the specific needs and features, such as mindfulness and gamification, which were identified through the literature and the preliminary assessment, we designed a comprehensive open architecture able to provide a tailor-made solution linked to specific individuals’ needs.The present study represents the preliminary step towards the development of a solution aimed at enhancing patients’ actual perception and encouraging self-management and selfawareness for a better lifestyle. Future work regards further identification of pathology-related needs and requirements through focus groups including all stakeholders in order to describe the architecture and functionality in greater detail.Citation: Lasorsa I, D’Antrassi P, Ajčević M, Stellato K, Di Lenarda A, Marceglia S, Accardo A. Personalized support for chronic conditions: a novel approach for enhancing self-management and improving lifestyle
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Rosmansyah, Yusep, Mohamad Achiruzaman, and Ariq Bani Hardi. "A 3D Multiuser Virtual Learning Environment for Online Training of Agriculture Surveyors." Journal of Information Technology Education: Research 18 (2019): 481–507. http://dx.doi.org/10.28945/4455.
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Aim/Purpose: This research proposed a 3D multiuser virtual learning environment (3DMUVLE) educational game design framework by combining ATMSG, ADDIE, E-Simulation, and 3D Open Simulator Technology Architecture. This paper focused on a case study of online training for food crops productivity data surveys. Background: The conventional online training still lacks engagement, immersion, and curiosity aspects, which decreases learners’ learning seriousness because the instructors and participants do not meet directly. Integration of 3DMUVLE and gamification in online training has a good potential to tackle the issue. Methodology: This research applied the Design Research Method (DRM) to propose a 3DMUVLE educational game design framework. The proposed framework was applied in training that involved 30 participants (first group), and the result was compared with that of 30 other participants (second group) who studied using the conventional method, which was an e-book and web-based learning. Authors compared the perceived usefulness and heightened enjoyment in using the proposed 3DMUVLE using linear regression analysis on HMSAM model. Contribution: Through statistical tests on the case study data, this research indicated that the 3DMUVLE resulted in better knowledge gain. Findings: Some important findings in this paper include (1) the development steps of a 3DMUVLE educational game design framework for online training of food crops productivity data survey; (2) statistical analysis result that the proposed 3DMUVLE lead to better knowledge gain, enjoyment, curiosity, immersion, and usefulness aspects; (3) the statistical analytic also showed that enjoyment and perceived of usefulness factors represented the strongest variables that influenced behavioral intention to use. Recommendations for Practitioners: The 3DMUVLE is suggested to produce better knowledge gain, yet it still has to be proven further through similar statistical analysis in real field survey scenarios. Recommendation for Researchers: The proposed 3DMUVLE can be adapted to other domains. Pleasing features in the game can be improved, such as quality of instruction in the simulation, in the hope that these will increase engagement and knowledge gain. Voice communication among users and instructors to improve interactivity may also be introduced. Impact on Society: 3DMUVLE potentially offers better knowledge gain that can be applied in various fields of online training. Future Research: An immediate future research includes a development targeted for smartphone platform, in Virtual Reality (VR) or non-VR mode. VR improves immersion aspect further but is more complicated to perform. Smartphone is relatively cheaper than a computer and more accessible by more people. Training using a smartphone-based 3DMUVLE can be carried out in wider scenarios.
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Tadas, Shreya, and David Coyle. "Barriers to and Facilitators of Technology in Cardiac Rehabilitation and Self-Management: Systematic Qualitative Grounded Theory Review." Journal of Medical Internet Research 22, no. 11 (November 11, 2020): e18025. http://dx.doi.org/10.2196/18025.
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Background Dealing with cardiovascular disease is challenging, and people often struggle to follow rehabilitation and self-management programs. Several systematic reviews have explored quantitative evidence on the potential of digital interventions to support cardiac rehabilitation (CR) and self-management. However, although promising, evidence regarding the effectiveness and uptake of existing interventions is mixed. This paper takes a different but complementary approach, focusing on qualitative data related to people’s experiences of technology in this space. Objective Through a qualitative approach, this review aims to engage more directly with people’s experiences of technology that supports CR and self-management. The primary objective of this paper is to provide answers to the following research question: What are the primary barriers to and facilitators and trends of digital interventions to support CR and self-management? This question is addressed by synthesizing evidence from both medical and computer science literature. Given the strong evidence from the field of human-computer interaction that user-centered and iterative design methods increase the success of digital health interventions, we also assess the degree to which user-centered and iterative methods have been applied in previous work. Methods A grounded theory literature review of articles from the following major electronic databases was conducted: ACM Digital Library, PsycINFO, Scopus, and PubMed. Papers published in the last 10 years, 2009 to 2019, were considered, and a systematic search with predefined keywords was conducted. Papers were screened against predefined inclusion and exclusion criteria. Comparative and in-depth analysis of the extracted qualitative data was carried out through 3 levels of iterative coding and concept development. Results A total of 4282 articles were identified in the initial search. After screening, 61 articles remained, which were both qualitative and quantitative studies and met our inclusion criteria for technology use and health condition. Of the 61 articles, 16 qualitative articles were included in the final analysis. Key factors that acted as barriers and facilitators were background knowledge and in-the-moment understanding, personal responsibility and social connectedness, and the need to support engagement while avoiding overburdening people. Although some studies applied user-centered methods, only 6 involved users throughout the design process. There was limited evidence of studies applying iterative approaches. Conclusions The use of technology is acceptable to many people undergoing CR and self-management. Although background knowledge is an important facilitator, technology should also support greater ongoing and in-the-moment understanding. Connectedness is valuable, but to avoid becoming a barrier, technology must also respect and enable individual responsibility. Personalization and gamification can also act as facilitators of engagement, but care must be taken to avoid overburdening people. Further application of user-centered and iterative methods represents a significant opportunity in this space.
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Taufik, Ali, Tatang Apendi, Suid Saidi, and Zen Istiarsono. "Parental Perspectives on the Excellence of Computer Learning Media in Early Childhood Education." JPUD - Jurnal Pendidikan Usia Dini 13, no. 2 (December 8, 2019): 356–70. http://dx.doi.org/10.21009/jpud.132.11.
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The introduction of basic computer media for early childhood is very important because it is one of the skills that children need in this century. Need to support parents and teachers in developing the implementation of the use of computer technology at home or at school. This study aims to determine and understand the state of learning conducted based on technology. This research uses a qualitative approach with a case study model. This study involved 15 children and 5 parents. Data obtained through interviews (children and parents) and questionnaires for parents. The results showed that children who were introduced to and taught basic computers earlier became more skilled in learning activities. Suggestions for further research to be more in-depth both qualitatively and quantitatively explore the use of the latest technology to prepare future generations who have 21st century skills.
Keywords: Parental Perspective; Computer Learning; Early childhood education
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