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Wynn, Adam, Jingyun Wang, Ruisheng Han, and Ting-Chia Hsu. "Multiplayer Serious Games Supporting Programming Learning." European Conference on Games Based Learning 17, no. 1 (2023): 721–29. http://dx.doi.org/10.34190/ecgbl.17.1.1621.
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Computational thinking (CT) is crucial in education for providing a multifaceted approach to problem-solving. However, challenges exist such as supporting teachers' knowledge of CT and students' desire to learn it, particularly for non-technical students. To combat these challenges, Computer Supported Collaborative Learning (CSCL) has been introduced in classrooms and implemented using a variety of technologies, including serious games, which have been adopted across several domains aiming to appeal to various demographics and skill levels. This research focuses on a Collaborative Multiplayer Serious Game (MSG) for CT skill training. The architecture is aimed at young students and is designed to aid in the learning of programming and the development of CT skills. The purpose of this research is to conduct an empirical study to assess the multiplayer game gameplay mechanics for collaborative CT learning. The proposed game leverages a card game structure and contains complex multi-team multi-player processes, allowing students to communicate and absorb sequential and conditional logics as well as graph routing in a 2D environment. A preliminary experiment was conducted with four fourth-graders and eight sixth-graders from a French school in Morocco who have varying levels of understanding of CT. Participants were split into three groups each with two teams and were required to complete a 16-question multiple-choice quiz before and after playing the same game to assess their initial structural programming logics and the effectiveness of the MSG. Questionnaires were collected along with an interview to gather feedback on their gaming experiences and the game’s role in teaching and learning. The results demonstrate that the proposed MSG had a favourable effect on the participants’ test scores as the scores of 4 of the teams increased and 1 remained the same. All students performed well on the sequential and conditional logics, which was significantly better than the achievement of the Bebras test of the graph routing. Furthermore, according to the participants, the game provides an appealing environment that allows players to immerse themselves in the game and the competitive aspect of the game adds to its appeal and helps develop teamwork, coordination, and communication skills.
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Denholm, John A., Aristidis Protopsaltis, and Sara de Freitas. "The Value of Team-Based Mixed-Reality (TBMR) Games in Higher Education." International Journal of Game-Based Learning 3, no. 1 (2013): 18–33. http://dx.doi.org/10.4018/ijgbl.2013010102.
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This paper reports on a conducted study, measuring the perceptions of post-graduate students on the effectiveness of serious games in the classroom. Four games were used (Project Management Exercise, “Winning Margin” Business Simulation, Management of Change and Management of Product Design and Development) with scenarios ranging from product design to project management. The games might be classified as Team-Based Mixed-Reality (TBMR) games. The games were conducted over the period October 2010 to May 2011and the questionnaires conducted during June 2011. The results, from a sample size of 80 of largely international students, indicated a clear ranking of emotions experienced when participating in the games with “Exciting” outweighing “Apprehensive”, “Bored” and Indifferent”. The majority of students indicated that both “their team winning” and “showing their personal competence” were important to them. However 70% said that working in teams was valuable in itself implying that team-working was a strong element in the conclusion that the games were of value. For all four games, over 60% said that conflict was valuable and over 75% said participating improved their “working in teams” skills. The value of feedback was rated highly, as was improved motivation. Over 60% said that the participation in the games was more useful than lectures on the same topic.
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Kaimara, Polyxeni, Emmanuel Fokides, Antonia Plerou, Pinelopi Atsikpasi, and Ioannis Deliyannis. "Serious Games Effect Analysis On Player's Characteristics." International Journal of Smart Education and Urban Society 11, no. 1 (2020): 75–91. http://dx.doi.org/10.4018/ijseus.2020010106.
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“Serious games” refer to games that go beyond pure entertainment and promote learning. They are utilized within a variety of learning environments enabling students to acquire knowledge and skills, while they offer wide benefits. The authors' team measured and analyzed various factors related to the gameplay and educational content when 2D and 3D serious games are introduced in the educational process. The main objective focused on the correlation of the University students' views that were sharing common characteristics, like gender, information and communication technology skills, game playing experience, and specific scientific background with factors that related to the gameplay as well as the learning effectiveness. The results revealed that game-playing experience had a more positive impact in the case of males, while perceived learning effectiveness of 2D was higher compared to the 3D serious game for both genders. Moreover, there are differentiations among females concerning the scientific background, Information and Communication Technology skills and game-playing experience.
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Barnabè, Federico, Maria Cleofe Giorgino, Jacopo Guercini, Caterina Bianciardi, and Vincenzo Mezzatesta. "Engaging professionals with serious games: the Lean Healthcare Lab at Siena University Hospital." Development and Learning in Organizations: An International Journal 31, no. 3 (2017): 7–10. http://dx.doi.org/10.1108/dlo-06-2016-0051.
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Purpose This paper aims to stimulate interest in the potentials of serious games within organizations. Through the examination of a case study, emphasis is given to serious games designed for health care (HC) organizations that are adopting lean thinking principles and tools. Design/methodology/approach The paper discusses how serious games can be designed and implemented in practice by describing a case study based on a HC organization. The program, now in its second year, has been used extensively to train HC professionals. Findings The article is based on the authors’ firsthand experience with serious games and the outcome of several projects carried out in the HC setting under analysis. Serious games were found to be powerful training and management development tools as well as engaging environments for professionals. Specifically, The Lean Healthcare Lab supported professionals in their use and implementation of several Lean principles and techniques. Research limitations/implications The article suggests the opportunity to evaluate the effectiveness of serious games also to improve team performance and develop leadership skills. Practical implications Serious games have an enormous potential in sustaining processes of both individual and organizational learning, as well as facilitating improved teamwork. Moreover, serious games are very effective educational tools when compared to more conventional programs. Originality/value The approach described in this study can be used to design and implement serious games in any type of organization, in particular, those employing highly skilled professionals. Additionally, this article highlights how serious games can provide learners with a simulated close-to-reality environment where they are challenged to develop policies and use a variety of Lean and management tools.
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Sharifzadeh, Nahid, Hadi Kharrazi, Elham Nazari, et al. "Health Education Serious Games Targeting Health Care Providers, Patients, and Public Health Users: Scoping Review." JMIR Serious Games 8, no. 1 (2020): e13459. http://dx.doi.org/10.2196/13459.
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Background Serious educational games have shown effectiveness in improving various health outcomes. Previous reviews of health education games have focused on specific diseases, certain medical subjects, fixed target groups, or limited outcomes of interest. Given the recent surge in health game studies, a scoping review of health education games is needed to provide an updated overview of various aspects of such serious games. Objective This study aimed to conduct a scoping review of the design and evaluation of serious educational games for health targeting health care providers, patients, and public (health) users. Methods We identified 2313 studies using a unique combination of keywords in the PubMed and ScienceDirect databases. A total of 161 studies were included in this review after removing duplicates (n=55) and excluding studies not meeting our inclusion criteria (1917 based on title and abstract and 180 after reviewing the full text). The results were stratified based on games targeting health care providers, patients, and public users. Results Most health education games were developed and evaluated in America (82/161, 50.9%) and Europe (64/161, 39.8%), with a considerable number of studies published after 2012. We discovered 58.4% (94/161) of studies aiming to improve knowledge learning and 41.6% (67/161) to enhance skill development. The studies targeted various categories of end users: health care providers (42/161, 26.1%), patients (38/161, 23.6%), public users (75/161, 46.6%), and a mix of users (6/161, 3.7%). Among games targeting patients, only 13% (6/44) targeted a specific disease, whereas a growing majority targeted lifestyle behaviors, social interactions, cognition, and generic health issues (eg, safety and nutrition). Among 101 studies reporting gameplay specifications, the most common gameplay duration was 30 to 45 min. Of the 61 studies reporting game repetition, only 14% (9/61) of the games allowed the users to play the game with unlimited repetitions. From 32 studies that measured follow-up duration after the game intervention, only 1 study reported a 2-year postintervention follow-up. More than 57.7% (93/161) of the games did not have a multidisciplinary team to design, develop, or assess the game. Conclusions Serious games are increasingly used for health education targeting a variety of end users. This study offers an updated scoping review of the studies assessing the value of serious games in improving health education. The results showed a promising trend in diversifying the application of health education games that go beyond a specific medical condition. However, our findings indicate the need for health education game development and adoption in developing countries and the need to focus on multidisciplinary teamwork in designing effective health education games. Furthermore, future health games should expand the duration and repetition of games and increase the length of the follow-up assessments to provide evidence on long-term effectiveness.
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Oliveira, Rháleff N. R., Rafaela V. Rocha, and Denise H. Goya. "Planning the Design and Execution of Student Performance Assessment in Serious Games." Journal on Interactive Systems 12, no. 1 (2021): 172–90. http://dx.doi.org/10.5753/jis.2021.1907.
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Serious Games (SGs) are used to support knowledge acquisition and skill development. For this, there is a need to measure the results achieved (both during and after students play) to ensure the game effectiveness. In this context, the aim is to develop and evaluate the AvaliaJS, a conceptual model to structure, guide and support the planning of the design and execution of the student's performance assessment in SGs. AvaliaJS has two artifacts: a canvas model, for high-level planning, and an assessment project document, for more detailed specifications of the canvas. To analyze and exemplify the use of the model, the artifacts were applied to three ready-made games as a proof of concept. In addition, the quality of AvaliaJS was evaluated by experts in SGs development and assessment using a questionnaire. The results of experts' answers confirm a good internal consistency (Cronbach's alpha α = 0.87) which indicates that AvaliaJS is correct, authentic, consistent, clear, unambiguous and flexible. However, the model will need to be validated during the process of creating a new game to ensure its usability and efficiency. In general, AvaliaJS can be used to support the team in the planning, documentation and development of artifacts and data collection in SGs, as well as in the execution of the assessment, learning measurement and constant and personalized feedback for students.
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Levati, Sara, Massimo Bortolamei, Lucia Morellini, et al. "Game-based Training of Cognitive Functions: An Exploratory Study Involving Seniors in Switzerland." European Conference on Games Based Learning 18, no. 1 (2024): 541–50. http://dx.doi.org/10.34190/ecgbl.18.1.2683.
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The aging population is resulting in a worldwide rising prevalence of individuals experiencing cognitive decline, whether it be normal age-related changes or pathological conditions. Game-based training in the form of serious games represents an alternative way to enhance cognitive functions among older people. We developed a set of games to train multiple cognitive functions of seniors, considering that their level of digital literacy can vary greatly. A participatory approach has been applied to the development process, involving a multidisciplinary research team and older people. Interviews, usability tests, and a workshop were run with ten seniors (70+) in Southern Switzerland to explore accessibility, usability, and preferences. This paper presents the development process and the games created. Six different games were designed to stimulate multiple cognitive functionalities (e.g., cognitive flexibility, attentiveness, and memory). The serious games run on a tablet. Following Laamarti’s classification, we developed the games to be applied in well-being and health areas, requiring mainly mental activities through visual modalities, played through a touchscreen in a 2D digital environment. Participants appreciated the experience and the challenges provided by the games, understanding the broader aim (cognitive functions training) and the rules, and could complete the required tasks. Feedback was provided on graphical elements (icons and colours), as well as with suggestions for improvements. The tablet appeared to be functional and relatively easy to use, even for first timers. The promising results of this participatory study pave the way for the follow-up phase of the project, which will gather data on the usage of the application and its effectiveness with a greater number of subjects.
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Olha, Borysova, Shutova Svitlana, Nagorna Viktoriia, Shlonska Olha, Serebriakov Oleh, and Mytko Artur. "CHARACTERISTICS OF COMPETITIVE ACTIVITY OF UKRAINIAN NATIONAL TEAMS IN SPORTS GAMES IN THE INTERNATIONAL AREA." Sport Science and Human Health 4, no. 2 (2020): 27–37. http://dx.doi.org/10.28925/2664-2069.2020.2.3.
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Introduction. At the present development stage of the high achievement sport, global transformations are taking place all over the world, which have influenced the intensification of competitive practices and the introduction of innovative technologies in the process of training elite athletes. Unfortunately, both external factors and internal political and economic problems in Ukraine become a serious obstacle to the effective competitive activity of national teams at major international sports competitions, namely: the socio-economic situation in the country calls into question the ability to prepare quality reserve, children's and youth sports suffer as a result of the financial and economic crisis; Insufficient level of logistics and the possibility of migration of the best players and coaches abroad, negatively affects the level of performance of the national team in the international arena. The planning of preparation of highly qualified athletes for the main international competitions should take into account the peculiarities of tournament loads in team and individual sports. Why is it necessary to determine the main factors influencing the quality and effectiveness of the performances of the best athletes and teams in sports games. Aim of our research is to analyze the effectiveness of competitive activities of highly qualified athletes in sports games. Material and methods: analysis of planning and competition documents and generalization of special literature, method of expert assessments, pedagogical observation, pedagogical experiment, psychophysiological methods, methods of mathematical statistics. Conclusions: the implementation of effective performance of athletes of Ukrainian national teams in sports on the international arena requires optimization of the process of sports training based on individualization with the parallel use of technical-tactical, psychophysiological models of training of leading players in the world combined with modern capabilities.
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Haddad, Naif A. "Multimedia and cultural heritage: a discussion for the community involved in children's heritage edutainment and serious games in the 21st century." Virtual Archaeology Review 7, no. 14 (2016): 61. http://dx.doi.org/10.4995/var.2015.4191.
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<p>Unfortunately, heritage education and awareness remains largely undervalued, as most efforts rely on in-person experiences in formal cultural institutions. While there have been many virtual applications in the field of heritage edutainment with multimedia technology, there are still not enough to make the required and hoped-for change for the children of the digital natives’ generation. However, with the rich resources in 3D imaging and interactive programming already at our disposal, we are well prepared to do so, given a coordinated effort. This paper deals with a key topic that has an importance at the international level: the education of children through the conceptual approach of "edutainment" and "serious games" and particularly focuses on the cultural heritage, considering its tangible and intangible aspects. The paper attempts to clarify, explore and investigate how heritage edutainment multimedia, which bring enjoyment, fun, play and discovery into children’s daily lives, can make a significant contribution to their understanding, curiosity and appreciation of the cultural heritage. The paper also proposes some ideas and storylines for project development, especially for a methodological approach to serious games, which if appropriately planned, can be as entertaining as they are intellectually challenging to young children. Taking into consideration that there is a growing body of research on the effectiveness of online serious games as creative learning tools, this can only be achieved by the collaboration of a multidisciplinary pedagogical, technical and creative team, to encourage children and parents to look, explore and care for the wonders of our cultural heritage.</p>
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Haddad, Naif A. "Multimedia and cultural heritage: a discussion for the community involved in children's heritage edutainment and serious games in the 21st century." Virtual Archaeology Review 7, no. 14 (2016): 61. http://dx.doi.org/10.4995/var.2016.4191.
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<p>Unfortunately, heritage education and awareness remains largely undervalued, as most efforts rely on in-person experiences in formal cultural institutions. While there have been many virtual applications in the field of heritage edutainment with multimedia technology, there are still not enough to make the required and hoped-for change for the children of the digital natives’ generation. However, with the rich resources in 3D imaging and interactive programming already at our disposal, we are well prepared to do so, given a coordinated effort. This paper deals with a key topic that has an importance at the international level: the education of children through the conceptual approach of "edutainment" and "serious games" and particularly focuses on the cultural heritage, considering its tangible and intangible aspects. The paper attempts to clarify, explore and investigate how heritage edutainment multimedia, which bring enjoyment, fun, play and discovery into children’s daily lives, can make a significant contribution to their understanding, curiosity and appreciation of the cultural heritage. The paper also proposes some ideas and storylines for project development, especially for a methodological approach to serious games, which if appropriately planned, can be as entertaining as they are intellectually challenging to young children. Taking into consideration that there is a growing body of research on the effectiveness of online serious games as creative learning tools, this can only be achieved by the collaboration of a multidisciplinary pedagogical, technical and creative team, to encourage children and parents to look, explore and care for the wonders of our cultural heritage.</p>
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Verhalen, Aline Elias Cardoso, and Kamila Rios da Hora Rodrigues. "The use of serious digital games to talk about grief and finitude with children: reports on the design and evaluation process of two games." Journal on Interactive Systems 15, no. 1 (2024): 926–41. http://dx.doi.org/10.5753/jis.2024.4101.
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The discussion of grief and loss is often avoided, particularly when it comes to conversations involving children. The COVID-19 pandemic has tragically resulted in the loss of relatives and friends for thousands of children, bringing this topic to the forefront. Parents and caregivers have found themselves compelled to broach the subjects of death and grief with children, aiming to provide them with an understanding of the global events unfolding around them. Yet, such discussions remain steeped in taboo. Literature underscores the significance of addressing children's emotions during times of loss, offering guidance on how to navigate such experiences to mitigate the risk of long-term trauma in adulthood. This project introduces the development of two serious games tailored to assist health professionals in (1) guiding children through grief therapies and (2) initiating discussions about finitude with this specific audience. Using the SemTh methodology, which guides the design and evaluation of therapeutic digital games, a multidisciplinary team comprising Health professionals (psychologists and occupational therapists), as well as Computing professionals collaborated on the creation of these games. Implemented on the RUFUS platform, developed by these authors' research group, this platform utilizes predefined templates to guide the game instantiation. Notably, the project contributed two new templates to the platform: narrative and inverse narrative, enabling the construction of games through storytelling. The new templates on the RUFUS platform were assessed through empirical and analytical studies to allow usability and effectiveness of them.
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Huanca, Camila, Deise Garrido, Mário Teixeira, et al. "Dental Case, a Brazilian Serious Game for Supporting Decision-making in the Dental Clinic: A Case Study." European Journal of Dental and Oral Health 4, no. 5 (2023): 10–16. http://dx.doi.org/10.24018/ejdent.2023.4.5.289.
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Background: Games are intrinsic to society and are used to represent a wide variety of human activities. Contemporary society has been digitalized, and the habit of playing games has naturally migrated to the digital environment. The use of digital games in education, where they are known as serious games, has given rise to the introduction of new educational approaches for dental students and dentists, which complement traditional approaches. A brief conceptual outline of games can help broaden our understanding thereof in social and educational contexts. Objective: To report the designing and development of a serious game for decision-making in clinical case management in the field of dentistry, for use as a complementary teaching tool. Method: The method used was a case study to describe the development of the content and narrative of a Brazilian serious game for decision-making in the dental clinic, called Dental Case. A player in Dental Case takes on the role of a dentist during a consultation, with the mission of completing the steps of anamnesis, clinical examination, complementary examination, diagnosis, and treatment. The clinical cases presented in the game were designed to resemble real-life decision-making situations in the dental clinic of a primary healthcare setting. The content developed was reviewed and validated by specialists, from both a technical and pedagogical point of view, and then included in the game software by an information technology (IT) team. Results: Dental Case was developed from a set of clinical cases. The game targets dental professionals and students, and its goal is to lend support to the teaching of decision-making in the different stages of clinical care. The game is freely available on the web, and on the Play Store and Apple Store mobile application platforms. Conclusions: The resources made available by Dental Case constitute a new complementary pedagogical approach, and a tool for the application of educational technologies in dentistry, which can contribute to expanding the scale and reach of educational activities. Future research is warranted to investigate the effectiveness of Dental Case in promoting learning and should include an evaluation of its performance by its users.
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Holzmann, Sophie Laura, Hanna Schäfer, Georg Groh, et al. "Short-Term Effects of the Serious Game “Fit, Food, Fun” on Nutritional Knowledge: A Pilot Study among Children and Adolescents." Nutrients 11, no. 9 (2019): 2031. http://dx.doi.org/10.3390/nu11092031.
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“Serious games” are a novel and entertaining approach for nutritional education. The aim of this pilot study was to evaluate the short-term effectiveness of “Fit, Food, Fun” (FFF), a serious game to impart nutritional knowledge among children and adolescents. Data collection was conducted at two secondary schools in Bavaria, Germany. The gameplay intervention (gameplay group; GG) consisted of a 15-minute FFF gameplay session during each of three consecutive days. The teaching intervention (teaching group; TG) was performed in a classic lecture format. Nutritional knowledge was evaluated via questionnaires at baseline and post-intervention. Statistical analyses were performed using R (R Core Team, 2018). In total, baseline data were available for 39 participants in the GG and 44 participants in the TG. The mean age was 13.5 ± 0.7 years in the GG and 12.8 ± 0.9 years in the TG. There was a significant (p-value < 0.001) improvement in nutritional knowledge in both intervention groups. Moreover, a between-group difference with a significantly (p-value = 0.01) higher increase in nutritional knowledge was detected for the TG. This pilot study provides evidence for the short-term effectiveness of both educational interventions on the improvement in nutritional knowledge. Finally, the FFF game might be an adequate educational tool for the transfer of nutritional knowledge among children and adolescents.
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Abraham, Olufunmilola, Lisa Szela, Mahnoor Khan, and Amrita Geddam. "Exploring Middle School Students’ Perspectives on Using Serious Games for Cancer Prevention Education: Focus Group Study." JMIR Serious Games 10, no. 1 (2022): e31172. http://dx.doi.org/10.2196/31172.
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Background Cancer in the United States is a leading cause of mortality. Educating adolescents about cancer risks can improve awareness and introduce healthy lifestyle habits. Public health efforts have made significant progress in easing the burden of cancer through the promotion of early screening and healthy lifestyle advocacy. However, there are limited interventions that educate the adolescent population about cancer prevention. Previous studies have demonstrated the effectiveness of serious games (SGs) to teach adolescents about healthy lifestyle choices, but few research efforts have examined the utility of using SGs to educate youth specifically on cancer prevention. Objective This study aimed to investigate middle school students’ preferences for the use of SGs for cancer prevention education. The study also characterized the students’ perceptions of desired game design features for a cancer prevention SG. Methods Focus groups were held to allow adolescents to review a game playbook and discuss gaming behaviors and preferences for an SG for cancer education. The game playbook was developed based on “Cancer, Clear & Simple,” a curriculum intended to educate individuals about cancer, prevention, self-care, screening, and detection. In the game, the player learns that they have cancer and is given the opportunity to go back in time to reduce their cancer risk. A focus group discussion guide was developed and consisted of questions about aspects of the playbook and the participants’ gaming experience. The participants were eligible if they were 12 to 14 years old, could speak and understand English, and had parents who could read English or Spanish. Each focus group consisted of 5 to 10 persons. The focus groups were audio recorded and professionally transcribed; they were then analyzed content-wise and thematically by 2 study team members. Intercoder reliability (kappa coefficient) among the coders was reported as 0.97. The prevalent codes were identified and categorized into themes and subthemes. Results A total of 18 focus groups were held with 139 participants from a Wisconsin middle school. Most participants had at least “some” gaming experience. Three major themes were identified, which were educational video games, game content, and purpose of game. The participants preferred customizable characters and realistic story lines that allowed players to make choices that affect the characters’ outcomes. Middle school students also preferred SGs over other educational methods such as lectures, books, videos, and websites. The participants desired SGs to be available across multiple platforms and suggested the use of SGs for cancer education in their school. Conclusions Older children and adolescents consider SGs to be an entertaining tool to learn about cancer prevention and risk factors. Their design preferences should be considered to create a cancer education SG that is acceptable and engaging for youth.
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Sturesson, Victor, Peter Marforio, Arlind Reuter, Kajsa Johansson, and Eva Ageberg. "Youth handball concussion prevention strategies: a workshop-based study with experts and end users." BMJ Open Sport & Exercise Medicine 10, no. 1 (2024): e001877. http://dx.doi.org/10.1136/bmjsem-2023-001877.
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Sport-related concussion (SRC) is a serious injury in youth team sports, including handball. While research on the prevention of SRC has made progress over the past 5 years, prevention strategies are lacking in handball. The aim was to explore and develop strategies focusing on information, rules and training that may prevent concussion in youth handball by incorporating knowledge from experts and end users. Using a participatory methodology, experts (physiotherapy, biomechanics: n=3) and end users (players, coaches, referees, coach educators: n=7) contributed their experience and knowledge in a 2-hour online workshop. Participants were given three videos illustrating typical high-risk concussion scenarios from handball games and a youth player’s accompanying fictional written scenario. In group discussions inspired by the brainwriting method, participants were asked to provide ideas for possible SRC prevention strategies related to information, rules and/or training. Data were collected on a digital whiteboard and analysed using reflexive thematic analysis. Three themes were derived: (1) ‘Coaches’ responsibility: raise awareness of the risk of injury and act to promote safe environments’; (2) ‘Players’ responsibility: safe defence and attack’; and (3) ‘Improvement of personal skills’. Experts and end users found information about high-risk situations and SRC symptoms, stricter rules and safe playing strategy training for goalkeepers, attacking and defending players, respectively, may effectively reduce SRC in handball. Information and stricter rules could be delivered through education and dissemination activities, whereas safe playing strategies should be trained at regular handball practice.
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Kusuma, Triya Ulva. "PERAN EDUKASI GIZI DALAM PENCEGAHAN ANEMIA PADA REMAJA DI INDONESIA: LITERATURE REVIEW." Jurnal Surya Muda 4, no. 1 (2022): 61–78. http://dx.doi.org/10.38102/jsm.v4i1.162.
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Anemia is still a health problem throughout the world, including Indonesia. Anemia in adolescents has a serious impact and is entirely a consequence of iron deficiency which is closely related to the severity of anemia. In addition, anemia in adolescent girls can increase the risk of developing anemia during pregnancy. This will have a negative impact on growth and the fetus in the womb, along with the development to experience a number of complications during pregnancy and during delivery. Anemia can be treated with various strategies, one of which is through nutrition education. This literature review study aims to provide an overview of various methods, media, roles and effectiveness of nutrition education in the context of preventing anemia in adolescents in Indonesia. The method used in this paper is a literature review study by searching Indonesian language articles through the Google Scholar database and Garuda Portal in the period 2018-2021. The keywords used are "nutrition education", "anemia", "teenagers". From the results of the search and study, 8 articles were obtained through Google Scholar and 2 articles through the Garuda Portal which were used for this research. The results showed that nutrition education played a role in preventing anemia in adolescent girls through several aspects, namely knowledge, attitudes and hemoglobin levels. Nutrition education can be done through a variety of media such as healthy millennial card, booklets, leaflets, posters, comics, flipcharts, motion videos, Whatsapp and Facebook delivered through a number of educational methods such as games, counseling, lectures, Team Game Tournament (TGT), peer group education and integrated education.
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Laurent, Maxence, Sandra Monnier, Audrey Huguenin, Pierre-Benjamin Monaco, and Dominique Jaccard. "Design Principles for Serious Games Authoring Tool." International Journal of Serious Games 9, no. 4 (2022): 63–87. http://dx.doi.org/10.17083/ijsg.v9i4.458.
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Serious game development involves a multidisciplinary team of teachers and computer scientists. But the difference in computer competencies between the team members is a recurring difficulty in this collaboration. Authoring tools, which provide interfaces adapted to users' competencies, are promising solutions to overcome this difficulty. However, existing authoring tools are either limited in their functionalities (not powerful) or too complex for non-computer scientists (not usable). A comprehensive set of design principles to address this limitation does not yet exist. The objective of this research was to define a set of design principles for the development of powerful and usable authoring tools. To achieve this objective, we first defined a set of design principles. We then developed an authoring tool corresponding to these principles. Finally, we carried out test uses of that tool through the development of twelve serious games. Results show that this authoring tool enabled the development of a wide variety of serious games (powerful) by teams with heterogeneous computer skills (usable). Design principles defined in this research integrate and extend previous works. They allow to overcome the dilemma between the power and usability of authoring tools. This could unlock new possibilities for collaborative approaches in serious games developments.
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Bozanta, Aysun, Birgul Kutlu, Nuket Nowlan, and Shervin Shirmohammadi. "Multi User Virtual Environments and Serious Games for Team Building." Procedia Computer Science 15 (2012): 301–2. http://dx.doi.org/10.1016/j.procs.2012.10.086.
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Salvador-Ullauri, Luis, Patricia Acosta-Vargas, and Sergio Luján-Mora. "Web-Based Serious Games and Accessibility: A Systematic Literature Review." Applied Sciences 10, no. 21 (2020): 7859. http://dx.doi.org/10.3390/app10217859.
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Nowadays, serious games, called training or learning games, have been incorporated into teaching and learning processes. Due to the increase of their use, the need to guarantee their accessibility arises in order to include people with disabilities in the educational environments in an integral way. There are reviews of the literature on video games but not on web-based serious games. Serious games are different from the previous ones because their educational processes allow reinforcing learning. This literature review was conducted using the recommendations for systematic reviews proposed by Kitchenham and Petersen. Three independent reviewers searched the ACM Digital Library, IEEE Xplore, Scopus, and Web of Science databases for the most relevant articles published between 2000 and 2020. Review selection and extraction were made using an interactive team approach. We applied the study selection process’s flowchart adapted from the PRISMA statement to filter in three stages. This systematic literature review provides researchers and practitioners with the current state of web-based serious games and accessibility, considering cognitive, motor, and sensory disabilities.
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Salvador-Ullauri, Luis, Patricia Acosta-Vargas, and Sergio Luján-Mora. "Web-Based Serious Games and Accessibility: A Systematic Literature Review." Applied Sciences 10, no. 21 (2020): 1–25. https://doi.org/10.3390/app10217859.
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Nowadays, serious games, called training or learning games, have been incorporated into teaching and learning processes. Due to the increase of their use, the need to guarantee their accessibility arises in order to include people with disabilities in the educational environments in an integral way. There are reviews of the literature on video games but not on web-based serious games. Serious games are different from the previous ones because their educational processes allow reinforcing learning. This literature review was conducted using the recommendations for systematic reviews proposed by Kitchenham and Petersen. Three independent reviewers searched the ACM Digital Library, IEEE Xplore, Scopus, and Web of Science databases for the most relevant articles published between 2000 and 2020. Review selection and extraction were made using an interactive team approach. We applied the study selection process’s flowchart adapted from the PRISMA statement to filter in three stages. This systematic literature review provides researchers and practitioners with the current state of web-based serious games and accessibility, considering cognitive, motor, and sensory disabilities.
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Adaji, Ifeoma. "Serious Games for Healthy Nutrition. A Systematic Literature Review." International Journal of Serious Games 9, no. 1 (2022): 3–16. http://dx.doi.org/10.17083/ijsg.v9i1.466.
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Research indicates that the two main causes of being overweight and obese are living a sedentary lifestyle and unhealthy eating habits. Influencing people to be active and exercise is an active research area that has resulted in the development of several games both commercially available and for free. The area of influencing people to develop healthy eating habits, on the other hand, still has room for growth. In the current paper, I review existing serious games for healthy nutrition over the past five years and summarize the main findings based on three main themes: the design and development of the game, the evaluation of the game, and the findings from the evaluation. My results indicate that most games are designed in collaboration with a team of experts such as nutritionists, psychologists, HCI designers, and software developers. In addition, most of the games for kids are web-based while most of those for adults are mobile-based. Most games used a self-report approach to evaluation which was carried out over a range of period of 30 minutes to 90 days with between 10 to 531 participants. There were mixed results from the evaluations with most games partially achieving their aim. I conclude by suggesting guidelines for developing serious games for influencing healthy nutrition.
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Göbel, Stefan, Elisabeth Rotter, Wolfgang Brabänder, Angelika Maier, and Birgit Ziegler. "Serious Games for Vocational Training." European Conference on Games Based Learning 18, no. 1 (2024): 297–303. http://dx.doi.org/10.34190/ecgbl.18.1.2710.
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The research project ‘SG4BB’ (Serious Games for Vocational Education and Training; abbr.: VET) has developed an integrated platform for the description, search, retrieval, integration, and utilization of educational games. This paper summarizes project outcomes, including platform concepts, software components, and – as focus – practical insights derived from a case study involving the educational game ‘Corrugated’ as simulation and training environment for service technicians. SG4BB has followed a user-centered design in an interdisciplinary project team: Two learning providers specified their requirements for VET in their specific application domains. Based on those requirements, game developers, learning solution providers and researchers for VET have conceptualized and prototypically implemented both an integrated learning platform (SG4BB platform) and two case studies of Serious Games for VET: ‘Corrugated’ for service technicians and an IT security game. The platform follows a process pipeline: For search and retrieval of educational games for VET, an application profile for VET based on the standardized ‘Serious Games Metadata Format’ (DIN/SPEC 91380) has been elaborated. This format builds the semantic basis for the metadata-based catalog system ‘Serious Games Information Center’ (SG-IC) with filter functionality for VET. Learning providers and developers can use the SG-IC portal to describe and promote their educational games, enabling users to identify suitable games for their learning needs and integrate them via learning infrastructure. Educational games can interact with the backend (Learning Management System and Learning Record Store) through a middleware based on the xAPI standard, allowing for personalized gameplay and data collection for game-based learning analytics. The final evaluation of the SG4BB project focused on the utilization of the educational game ‘Corrugated’, targeting problem-solving skills for service technicians in the corrugated cardboard industry. Data from 26 participants playing the game for 60 minutes, along with problem-solving tests and user experience feedback, were analyzed to validate game-based assessment and to assess learning impact. Initial results reveal insights into specific game missions, playtimes, and success rates, indicating that participant behavior during gameplay influenced perceived learning progress, leading to varied learning paths. This paper provides valuable insights and technical information for VET practitioners on using educational games for training. Game interactions and learning outcomes can be monitored via a dashboard within the learning infrastructure, offering visualizations for user behavior (during play) and (learning) progress. Keywords: serious games, vocational education and training, metadata, middleware, case study and evaluation.
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Cooney, Adeline, and Eamon Darcy. "‘It was fun’: Exploring the pedagogical value of collaborative educational games." Journal of University Teaching and Learning Practice 17, no. 3 (2020): 37–52. http://dx.doi.org/10.53761/1.17.3.4.
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This qualitative descriptive study explored the value of games as pedagogical tools to teach team working and foster collaborative learning in a higher education classroom. Groups of three or four students (n = 181) were asked to participate in a simple low-tech serious game which required them to solve a puzzle. The puzzle simulated ‘good’ teamwork practices. Subsequently, participants were asked to complete an open-ended qualitative questionnaire about their experiences. The game was found to enhance learners’ understanding of the attributes of effective team working. It was concluded that teambased collaborative games have value in experientially ‘teaching’ team working skills. Moreover, simple low-tech games were found to have good capacity for generating high-quality collaborative learning experiences. In this context it is argued that simple low-tech games should not be forgotten in the rush to develop computer-supported collaborative learning environments. Not least because they generate opportunities for face-to-face interaction.
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Guenaga, Gómez Mª Luz, Sonia Arranz, Florido Isabel Rubio, et al. "Serious Games para el desarrollo de competencias orientadas al empleo." VAEP-RITA 1, no. 1 (2013): 35–42. https://doi.org/10.5281/zenodo.10646778.
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This article presents the research work carried out by an interdisciplinary group of technologists, educators and entertainment experts at the University of Deusto to develop a serious game to work on generic skills in employment-oriented education. This innovative serious game focuses on entrepreneurial skills and problem solving. Technology is an enabler for a new teaching methodology, but it also imposes certain constraints to be taken into account by the whole project team.
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Al-Awadai, Zahara. "A Conceptual Framework for the Development of Effective Serious Games for Learning." European Conference on Games Based Learning 18, no. 1 (2024): 11–21. http://dx.doi.org/10.34190/ecgbl.18.1.2974.
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Currently, the interest in using serious games as a tool for learning and teaching in traditional educational processes has increased significantly. Therefore, serious games for learning are gaining increasing attention from researchers and domain experts (educators), as they are both looking for methods and tools to improve the quality of learning. Even though there are many existing design frameworks, models, and methodologies that offer valuable insights into the possibilities and limitations of serious games for learning, they focus mostly on high-level aspects and requirements of these games. Therefore, they do not fully help in understanding how such aspects can be concretely fulfilled. In this research, we investigate, characterize, and categorize the functional requirements and aspects needed for developing effective serious games for learning. This investigation aims to construct a conceptual framework to fill the gap in the current design frameworks. The proposed conceptual framework is used to understand the game´s structure and behavior with a focus on both aspects of serious games (educational and entertainment aspects), in other words, providing a way to think about the relationships between serious game components and the learning objectives of the game. The main contributions of the proposed conceptual framework are to facilitate and support the design and development process of these games as well as to enhance the collaborative work within a multidisciplinary development team. Finally, to show the feasibility and applicability of the conceptual framework, a practical example is presented to demonstrate the use of this framework. Furthermore, we conducted an evaluation process for implementing the conceptual model. The evaluation shows promising results in helping participants, particularly those with gaming experience, to understand and identify the roles of each component in the game and recognize the game's learning objectives. This will eventually lead to design and develop effective learning games in a flexible and easy-to-use way.
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Munhoz, Daniela Rosito Michella, Luciane Maria Fadel, Carla Galvão Spinillo, Ana Emília Figueiredo de Oliveira, Katherine Marjorie Mendonça de Assis, and Dilson José Lins Rabêlo Júnior. "A Human Centred-Design Approach to a Serious Game in Health Training for the Open University of the Unified Health System (UNA-SUS/UFMA) in Brazil." European Journal of Teaching and Education 2, no. 3 (2020): 24–34. http://dx.doi.org/10.33422/ejte.v2i3.493.
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A serious game is a media based on the narrative of a game focused on learning. The narrative of a game brings elements and mechanics that motivate the participation and engagement of the players. This is because games are a constant in human development as they formalize cultural activities with social function, being full of meanings. Moreover, the possibilities found in the game narratives contribute to the construction of more participatory plots, since the player can act actively in the course of the story. The narrative and engagement of serious games are of prime importance to distance learning in the health field. In Brazil, the Open University of the Unified Health System (UNA-SUS/UFMA) develops serious games as educational resources to train health professionals. This paper presents the design process of the Clinical Case Game, a serious game for diagnosis and treatment of medical conditions, addressed to doctors in Brazil. A multidisciplinary and human-centred design approach was adopted to develop the game. It involved medical doctors, educators, IT professionals, information designers and game designers, who coordinated the team and acted on the balance of the dynamics involved, that is, the narrative and playful pleasure. The methodology employed consisted of a workshop; content and prototype production; prototype testing with users; and refinements for the final version of the game. The results suggested that narrative unity must be coherent for serious games on health and highlight the relevance of serious games as high potential resources in the educational process.
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Mayer, Igor. "Assessment of Teams in a Digital Game Environment." Simulation & Gaming 49, no. 6 (2018): 602–19. http://dx.doi.org/10.1177/1046878118770831.
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Background. Despite the increasing pervasiveness of digital entertainment and serious games in organisational life, there is little evidence for the validity of game-based team training and assessment. Aim. The authors used the game, TEAMUP for a series of team training and assessment sessions, while at the same time researching the internal validity of the game for this purpose. Method. A total of 106 sets of data on games played by teams of professionals (police officers, auditors, consultants, etc.) and undergraduates and postgraduates (in aerospace engineering, entrepreneurship, etc.) were gathered for analysis through pre- and post-game questionnaires focusing on constructs for team quality, such as psychological safety and team cohesiveness. In addition, a large quantity of such data as time to complete task, distance and avoidable mistakes were logged to measure in-game team performance. Correlation and regression analyses were conducted to find relationships between team structure factors, team quality constructs and in-game performance measures. Results. The main finding is that the in-game performance measure ‘avoidable mistakes’ (a proxy for task quality) correlates markedly and pervasively with ‘team cohesiveness’. More important, the findings support the premise that in-game assessment can be internally valid for team research and assessment purposes.
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Alan Williams, Gavin Baxter, Thomas Hainey, and Elizabeth Boyle. "Design of a Serious Game to Teach Esports Concepts and Career Pathways." European Conference on Games Based Learning 18, no. 1 (2024): 855–62. http://dx.doi.org/10.34190/ecgbl.18.1.2705.
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The popularity of esports has gained public interest over the past decade, leading to the industries evolution, providing further avenues for career prospects and educational outreach. Esports, abbreviated from electronic sports, is the nature of playing video games casually or professionally at a competitive capacity, either as an individual, or as a team. Previous research areas in esports have focused on education, psychological factors, health and nutrition, business management, performance review, and commercialisation, factoring in the relevance of esports in sports and supporting terms. The industry has different avenues and perspectives that are advantageous to develop innovative approaches, providing information about the industry, and improving the understanding for the wider general audience. Serious games and games-based learning provides the opportunity to educate and inform about the phenomenon of esports and the potential career industry pathways. This paper presents a conceptual design for an esports serious game to educate players about esports in relation to career pathways and genres. Investigation and adaption of serious game frameworks (e.g. Learning Mechanics-Game Mechanics, Activity Theory Model of Serious Games) will be adhered to through the research. This will lead to the development of a serious game for potential stakeholders to assist in their interests in studying or learning about esports and its multi-faceted career opportunities through simulated scenarios. A mixed methods approach will support the increased frequency of new esports programmes in secondary, further, and higher education, using a serious game to inform prospective students in relation to potential career avenues. The conceptual design idea presented in this paper will support the initial research steps of a serious game to teach about esports.
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Haddick, Sean, Helen Puntha, Matthew Harris, and David J. Brown. "Integration and Promotion: Integrating Sustainability Research into Computer Science Teaching through Serious Games Assignments." European Conference on Games Based Learning 18, no. 1 (2024): 329–36. http://dx.doi.org/10.34190/ecgbl.18.1.2626.
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“Serious Games” is a final-year 20 credit point module, undertaken as the default optional module for students on Undergraduate courses entitled BSc Computing and BSc Computer Science (Games Technology) at Nottingham Trent University, UK. The module focuses on developing students’ critical evaluation skills, enhancing their ability to design and implement solutions for a real-world design brief, working with clients and making final products accessible to a broad target audience. Historically this was achieved through engagement with a single client, often via a wider research project or local educational establishment of some sort. More recently, the module has retained two client project briefs, which the students are then empowered to choose between. With each client brief the module team has sought to add extra value for the students. For the previous two academic years, the module team has partnered with Green Academy, a strategic team within the University whose priorities include stimulating pedagogical innovation and practice sharing within the area of sustainability and pioneering a shared understanding of sustainability education. The resulting partnership has introduced a brief for students which combines vital industry skills with sustainability literacy. Working with and alongside the students who are undertaking the module, the module has developed Serious Games on a diverse range of local and global sustainability issues and has exposed students to university research culture and our sustainability research specialisms. It has also necessitated that students engage with and contextualise the United Nations Sustainable Development Goals and the UNESCO ESD competencies which they are tasked with integrating into their design solutions. The long-term intent of this partnership is for these design decisions to be utilised in the Green Academy’s ongoing strategy to further enhance the University’s pedagogical framework and sustainability education offer, and to improve the provision of Serious Games for use by clients outside the University. This report is a synoptic overview of the module design and insights from the two-year partnership as well as how these observations have been leveraged to improve the design and delivery of the module for future clients and students.
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Graça, Amandio, Luisa Estriga, and Paula Batista. "The Problem of Nurturing Sustainable Inclusion within Team Sports in Physical Education." Sustainability 16, no. 15 (2024): 6379. http://dx.doi.org/10.3390/su16156379.
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Team sport games, as a deep-rooted facet of physical education, have been upheld throughout the history of this school subject area. The confining of teaching games instruction and assessment to isolated skills, as well as the selective pressure of competition, generate serious problems for dealing with the diversity and inclusion of all students in physical education classes. Framed using the Salamanca Declaration for inclusive education, the purpose of this paper is to contribute to the discussion on renewing and bettering the opportunities for accessing, participating, and learning team sports gameplay in physical education. DeLuca’s four conceptions of inclusion (normative, integrative, dialogical, and transgressive) constitute the analytical framework adopted to support the discussion about the game-based models’ learning goals, strategies, and the ways to contribute to dealing with students’ diversity and inclusion. The discussion breaks new ground by emphasizing dialogical and transgressive inclusion in teaching games in physical education advocating for co-regulation and team regulation through active co-construction by students and teachers. These efforts ultimately aim to cultivate more inclusive and equitable physical education learning environments, fostering a sustainable and socially just society.
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Jariono, Gatot, Nur Subekti, Vera Septi Sistiasih, et al. "PKM PENDAMPINGAN DAN PELATIHAN OLAHRAGA RENANG UNTUK ANAK USIA DINI." Indonesian Collaboration Journal of Community Services (ICJCS) 2, no. 1 (2022): 12–19. http://dx.doi.org/10.53067/icjcs.v2i1.50.
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Promoting swimming from the community, including young people, requires serious attention. Because swimming is not only talking about physical fitness development activities related to improving motor skills but also relating to strengthening national identity in this era of globalization. Without the intervention of the transformation of swimming, the Indonesian nation will be worse off because it is a nation that does not have a strong character. To strengthen the sport of swimming, efforts are made to collect data and standardize swimming from an early age to adulthood. Furthermore, it is necessary to socialize swimming sports through PkM activities. In this context, placing swimming as part of the curriculum for learning swimming in early childhood is an important thing to do. Through various ways in introducing the sport of swimming, it can become part of the life of the Indonesian nation itself and is ready to build the nation towards a nation that has character and has the identity of the Indonesian nation. The formation of early childhood character through swimming. In today's era, many children prefer advanced technology compared to actual sports, this will have an impact on social interaction and character in children. At the time of doing the introduction of swimming with an indirect play approach to instill the values ??of being sporty, honest, tenacious, and patient. PkM aims to 1) Provide Knowledge to partners related to basic swimming techniques in early childhood and the dominant physical component in swimming, 2) Provide partner knowledge in the utilization of science and technology and sports in swimming in early childhood, 3) Provide swimming guidebooks in early childhood so that partners can provide pursuit for the introduction of water in basic swimming techniques in early childhood. Quality and productive, where so far the teachers only do teaching following experience and do not document the development of their learners. The method implemented in this activity is based on the results of discussions between the proposer and partners, Furthermore, the researcher concluded that the priority of the problem agreed to be resolved during the implementation of the PkM program is to provide education and training accompanied by practice to partners making basic swimming instruction modules in early childhood where the content in the guidance on the utilization of the development of sports science and technology is the basic technique of swimming in children. Early age that will facilitate partners by utilizing guidebook products is considered the level of attractiveness, effectiveness, and efficiency of the swimming guidebook developed/modified by the Service team. PkM results can be concluded that swimming assistance and training for early childhood can increase the enthusiasm of students in participating in these activities, this is evidenced by students feeling happy through water games, safety in the water, moving skills through the approach of play
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Koskinen, Antti, Kristian Kiili, Francesca De Rosa, Muhterem Dindar, and Michael Kickmeier-Rust. "Introduction to the Special Issue on GaLA Conf 2022." International Journal of Serious Games 10, no. 4 (2023): 75–76. http://dx.doi.org/10.17083/ijsg.v10i4.714.
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This International Journal of Serious Games special issue is dedicated to the selected and extended best papers of the 2022 edition of the GALA conference. Professor Kristian Kiili and his team at Tampere University in Finland organized this edition of the conference.
 Authors of seven highly-rated conference submissions were invited to submit extended papers for this special issue. After peer review process, five extended papers were accepted. These papers shows how game-based learning and serious games continue to evoke extensive research efforts, and clearly demonstrates the breadth of different research approaches used in game-based learning. With such an open-minded approach, it is possible not only to advance our knowledge of game-based learning but also to contribute significantly to the understanding of the factors that influence human learning.
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Auxier, John W. "That Dragon, Cancer Goes to Seminary." Christian Education Journal: Research on Educational Ministry 15, no. 1 (2018): 105–17. http://dx.doi.org/10.1177/0739891318759725.
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That Dragon, Cancer is a “serious” video game that has garnered wide attention in the gaming community and popular press. The game was created by a team of independent game designers led by Ryan and Amy Green as a way of sharing their family’s journey of caring for their son Joel, who had been diagnosed with pediatric cancer. This article describes the use of the game within a graduate course on pastoral counseling and reflects upon student reactions as an example of the potential usefulness of serious games in theological education.
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Dima, Mariza, Alexandra Xanthaki, Thaleia Deniozou, and Colin Luoma. "The Rights Hero – Serious Games for Human Rights Education and Integration of Migrant and Refugee Children in Europe." International Journal of Children’s Rights 30, no. 1 (2022): 41–71. http://dx.doi.org/10.1163/15718182-30010004.
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Abstract Following the rise of migrant inflows in Europe since 2015, more than 210,000 unaccompanied children have arrived in Europe. This article argues that serious games can in principle fill the gap of human rights education that these children face and ultimately help them develop, but important issues and challenges need to be considered. The article follows the design and development of “The Rights Hero”, a prototype serious game for migrant children to help them learn and practise their rights, encouraging them to take transformative action that will lead them to integration. The game focuses on the “Rights Hero”, whose gender and race are unidentifiable and who is trying to build up two superpowers, “Resilience” and “Empowerment”, through responding appropriately to various challenges. These challenges are all too familiar to migrant children. Designed by an interdisciplinary team of human rights and game design experts, and in collaboration with the ngo Network for Children’s Rights, work on the prototype raised important discussions regarding the use of games for human rights education, the need for children to know their rights, and their understanding of integration. The article reflects on the extent to which serious games can be developed as a useful informal educational tool for the human rights education of displaced children.
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Bozanta, Aysun, Birgul Kutlu, Nuket Nowlan, and Shervin Shirmohammadi. "Effects of serious games on perceived team cohesiveness in a multi-user virtual environment." Computers in Human Behavior 59 (June 2016): 380–88. http://dx.doi.org/10.1016/j.chb.2016.02.042.
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Crespo-Martinez, Esteban, Salvador Bueno, and M. Dolores Gallego. "A Video Game for Entrepreneurship Learning in Ecuador: Development Study." JMIR Formative Research 7 (October 11, 2023): e49263. http://dx.doi.org/10.2196/49263.
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Background Games have been a part of human life since ancient times and are taught to children and adults who want to simultaneously have fun and learn. Nevertheless, in the third decade of this century, technology invites us to consider using video games to learn topics such as entrepreneurship. However, developing a serious game (SG) is difficult because everyone who forms part of the game development team requires adequate learning resources to acquire the necessary information and improve their game development skills. Objective This work aimed to detail the experience gained in developing ATIC (Aprende, Trabaja, Innova, Conquista [learn, work, innovate, conquer]), an SG proposed for teaching and learning entrepreneurship. Methods To develop a videogame, first, we established a game development team formed by professors, professionals, and students who have different roles in this project. Scrum was adopted as a project management method. To create concept art for the video game, designers collected ideas from various games, known as “getting references.” In contrast, narratology considers the life of a recent university graduate immersed in real life, considering locations, characteristics, and representative characters from an essential city of Ecuador Results In a Unity 3D video game in ATIC, the life of a university student who graduates and ventures into a world full of opportunities, barriers, and risks, where the player needs to make decisions, is simulated. The art of this video game, including sounds and music, is based on the landscape and characteristics of and characters from Cuenca, Ecuador. The game aims to teach entrepreneurs the mechanisms and processes to form their businesses. Thus, we developed the following elements of an SG: (1) world, (2) objects, (3) agents, and (4) events. Conclusions The narrative, mechanics, and art of video games are relevant. However, project management tools such as leaderboards and appointments are crucial to influencing individuals’ decision to continue to play, or not play, an SG. Developing a serious video game is not an easy task. It was essential to consider many factors, such as the video game audience, needs of learning, context, similarities with the real world, narrative, game mechanics, game art, and game sounds. However, overall, the primary purpose of a serious video game is to transmit knowledge in a fun way and to give adequate and timely feedback to the gamer. Finally, nothing is possible if the members of game development team are not satisfied with the project and not clear about their roles.
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Jaccard, Dominique, Laurent Suppan, and Félicia Bielser. "Contribution of the co.LAB Framework to the Collaborative Design of Serious Games: Mixed Methods Validation Study." JMIR Serious Games 9, no. 4 (2021): e33144. http://dx.doi.org/10.2196/33144.
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Background Multidisciplinary collaboration is essential to the successful development of serious games, albeit difficult to achieve. In a previous study, the co.LAB serious game design framework was created to support collaboration within serious game multidisciplinary design teams. Its use has not yet been validated in a real usage context. Objective The objective of this study was to perform a first assessment of the impact of the co.LAB framework on collaboration within multidisciplinary teams during serious game design and development. Methods A mixed methods study was conducted, based on 2 serious game design projects in which the co.LAB framework was used. The first phase was qualitative and carried out using a general inductive approach. To this end, all members of the first serious game project team who used the co.LAB framework were invited to take part in a focus group session (n=6). In a second phase, results inferred from qualitative data were used to define a quantitative instrument (questionnaire) that was designed according to the Checklist for Reporting Results of Internet E-Surveys. Members of both project teams (n=11) were then asked to answer the questionnaire. Quantitative results were reported as median (Q1, Q3), and appropriate nonparametric tests were used to assess between-group differences. Finally, results gathered through the qualitative and quantitative phases were integrated. Results In both phases, the participation rate was 100% (6/6 and 11/11). Verbatim transcripts were classified into 4 high level themes: (1) influence on collaborative dimensions; (2) impact on project course, monitoring, and efficiency; (3) qualitative perceptions of the framework; and (4) influence of team composition on the use of the framework. The web-based questionnaire was then developed according to the 7 dimensions of collaboration by Burkhardt et al. In both projects, the co.LAB framework had a positive impact on most dimensions of collaboration during the multidisciplinary design and development of serious games. When all collaborative dimensions were aggregated, the overall impact of the framework was rated on a scale from –42 to 42 (very negative to very positive). The overall median score was 23 (Q1, Q3: 20, 27), with no significant difference between groups (P=.58). Most respondents also believed that all serious game design teams should include a member possessing significant expertise in serious game design to guide the development process. Conclusions The co.LAB framework had a positive impact on collaboration within serious game design and development teams. However, expert guidance seems necessary to maximize development efficiency. Whether such guidance can be provided by means of a collaborative web platform remains to be determined.
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Weber, Alexander E., Nicholas A. Trasolini, Ioanna K. Bolia, et al. "Epidemiologic Assessment of Concussions in an NCAA Division I Women’s Soccer Team." Orthopaedic Journal of Sports Medicine 8, no. 5 (2020): 232596712092174. http://dx.doi.org/10.1177/2325967120921746.
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Background: Among collegiate sports, ice hockey and wrestling have been reported to have the highest rates of concussion injury. Recent literature has shown that among all sports, female soccer players had the highest rate of concussion injury at the high school level. Sport-specific analysis will increase our knowledge of epidemiologic characteristics of this serious injury in young soccer players, where “heading” is commonly involved during participation. Hypothesis: Heading during soccer will be associated with increased frequency of concussion injury in collegiate female players compared with other mechanisms of injury, and concussion injury mechanism and rates will differ by setting of injury (practice or match) and player position. Study Design: Descriptive epidemiologic study. Methods: This was a retrospective review and epidemiologic analysis of all concussions documented from a single National Collegiate Athletic Association (NCAA) Division I female collegiate soccer team between 2004 and 2017. A total of 381 participants were reviewed, and concussion injury mechanism, setting (practice or match), player position, and number of games and practices missed due to injury were analyzed. Results: Overall, 25 concussions in 22 players from the 2004 to 2017 seasons were identified, for an annual rate of 1.79 concussions per year. Collisions (36%) followed by headers (20%) were the most common mechanisms. Forwards sustained the most concussions (32%). Injuries were more common in games (56%) than practice (40%). Of note, the most common cause of concussion during practice was headers (40%). Of the concussions documented, 20 (91%) were the player’s first concussion. On average, each concussion resulted in a player missing 3.96 games and 12.46 practices. Conclusion: Our results demonstrate that concussion rates in female NCAA soccer players vary by position and occur with different frequencies and mechanisms in practice and games. Interventions for concussion avoidance should aim to limit exposure to high-risk activity, including player-to-player contact in games and headers in practice. Although gameplay and collisions can be unpredictable and difficult to control, practice settings can be modified in an attempt to decrease risk.
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Coovert, Michael D., Jennifer Winner, and Winston Bennett. "Construct Development and Validation in Game-Based Research." Simulation & Gaming 48, no. 2 (2016): 236–48. http://dx.doi.org/10.1177/1046878116682661.
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Problem. Teams or groups of individuals working together to achieve a shared goal, make up today’s world of work. Although the literature is rife with issues concerning teams, there is no coherent structure to guide researchers wishing to gain a deeper understanding into those factors leading to positive team outcomes. Question. This is due in part to two factors; one being the methods (e.g., observation; self report) typically employed to study teams often do not apply rigorous standards for reliability and validity. The second is it is difficult to construct data gathering situations that realistically approach the context in which teams operate. Approach. Addressing the first issue, we present a framework for the type of data that should be gathered to reliably and validly evaluate team performance. We believe the second issue is best addressed through the application of serious games, where realistic scenarios are delivered representing problems similar to those faced by teams in the real world. Finally, we describe a study whereby we demonstrate the approach utilizing a serious game to gather the data, which is then analyzed to assess the reliability and validity of the measures. Conclusion. With reliability and validity being established, a latent change score model is presented to illustrate how rich models of team interaction can be stated, investigated, and statistically assessed; since the serious game ensures the quality of the team interaction and the superior quality of the data.
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Abbott, Daisy, Sandy Louchart, and Olga Chatzifoti. "Provocative Games to Encourage Critical Reflection." European Conference on Games Based Learning 16, no. 1 (2022): 1–10. http://dx.doi.org/10.34190/ecgbl.16.1.486.
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The SECRIOUS project takes a game-based approach to improving knowledge and attitudes in cybersecurity practices. Our methodology includes interdisciplinary Serious Game co-design with coders and aims to produce critical reflection on participants’ own coding practice. To encourage this we created a series of Small Provoking Games (SPGs) about the project’s three overarching topics (Code Security; API Security; Security Lifecycle) and five co-produced themes (Coder Practices; Code Motivation; Morality; Resources; Communication). Games and play are well-suited for creating both reflection-in-action and reflection-on-action. Provoking a lasting change in attitudes towards secure coding practice requires dialogic or inquiry-based reflection leading to transformative reflection We define a ‘provoking game’ as one that uses the techniques of reflective game design to produce cognitive and affective challenge – a eudaimonic appreciation of the player experience. This emphasises a player’s sense of purpose and aims to create exo-transformation (change in attitudes and/or practice outside the game.) SPG design foregrounded Khaled’s principles of reflective game design and was led by serious game experts, a cybersecurity expert, and a playwright, and included input from the entire SECRIOUS team to define each game’s specific focus. Two SPGs were produced: Protection (which challenges the assumption of ‘absolute’ cybersecurity protection) and Collaboration (which highlights communication in cybersecurity developer teams.) A third game is in development. SPGs feature highly exploratory gameplay, expected failure, and focus on metaphor (of both game objects and player actions) to create doubt, contradicting existing mental models and encouraging the players to question the game rules and underlying concepts. The games were used within game-jams to provoke critical discussion, a creative mindset, and group reflection. This paper analyses the design process of these two SPGs and reflects on our contribution to reflective game design.
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Alaka, Shaad, Max Lopes Cunha, Jop Vermeer, Nestor Z. Salamon, J. Timothy Balint, and Rafael Bidarra. "Stimulating ideation in new teams with the mobile game Grapplenauts." International Journal of Serious Games 6, no. 4 (2019): 87–101. http://dx.doi.org/10.17083/ijsg.v6i4.325.
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Working in teams is a common approach to solving problems. However, new teams often suffer from a form of cold start, by which individual members are not yet comfortable expressing their ideas. Previous work has shown that ideation can be stimulated by promoting a sense of psychological safety among team members and instilling an ambiance of openness, and that games are helpful at establishing such social bonds. However, most such games only partially target psychological safety or openness, and often rely on the expertise of a facilitator, who may be unavailable for many teams. The ubiquity of mobile platforms opens up many opportunities for overcoming such drawbacks. We developed the mobile game Grapplenauts, a novel serious game directly focused on psychological safety and openness, that generates a beneficial atmosphere for ideation and does not require any facilitator. In Grapplenauts, team players have to gradually work together towards a team-wide goal, first in pairs and then among pairs, which has shown to be quite successful in promoting communication and collaboration. Play testing has shown that Grapplenauts was perceived as a fun, engaging and challenging collaborative game. In addition, results of a preliminary user study are cautiously optimistic about the success of the game in improving the perceived atmosphere withinnewly-formed teams.
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Bates, Matthew Ian, David Brown, Wayne Cranton, and James Lewis. "Formulating a Serious-Games Design Project for Adult Offenders with the Probation Service." International Journal of Game-Based Learning 1, no. 4 (2011): 1–10. http://dx.doi.org/10.4018/ijgbl.2011100101.
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This paper documents an investigation evaluating if adult offenders can benefit from a facilitated serious-games design project as part of their probation program. Research has observed a participatory design group of adult offenders working with their probation managers and a PhD researcher to create a new serious-game for use by the probation service. A voluntary participant group of six male offenders was observed over a five week design process using the game authoring software Game-Maker. Weekly meetings have allowed participants to learn basic game authoring skills and share design ideas within a multi-disciplinary team. Investigators have observed the amount and type of assistance required by participants when interacting with new software, the range and suitability of ideas communicated by participants, and the ability of participants to convert their ideas into functional media. This paper presents qualitative results from this exploratory field study and compares the results to previous investigations with secondary school children.
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Zagalo, Nelson, Ana Patricia Oliveira, Pedro Cardoso, and Mario Vairinhos. "Beats & Units: A story-game design framework." International Journal of Film and Media Arts 8, no. 1 (2023): 52–67. http://dx.doi.org/10.24140/ijfma.v8.n1.03.
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There are no recipes or rules to develop games, any more than there are to develop stories. When we try to define a game system that not only has to create a balanced experience, but also has to tell a story, which can engage players in creating empathy and meaning, everything gets complicated. We faced this problem when we had to develop a serious game with the goal of promoting discussion and awareness among children around nutrition: FlavourGame. In this regard, we needed not only to design game mechanics that would feel complete and progressive, but also to create a narrative that provided meaning to the game experience, in order to ensure an underlying layer to the context of nutrition. For that, we had to develop a framework that could help the team in guiding the telling of the story while designing the progression of the game. In this article, we present the full framework as a story-game design approach to be employed in the creation of serious narrative games.
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Zagalo, N., A. P. Oliveira, P. Cardoso, and M. Vairinhos. "Beats & Units: A story-game design framework." International Journal of Film and Media Arts 8, no. 1 (2023): 52–67. https://doi.org/10.24140/ijfma.v8.n1.03.
Full textAbstract:
There are no recipes or rules to develop games, any more than there are to develop stories. When we try to define a game system that not only has to create a balanced experience, but also has to tell a story, which can engage players in creating empathy and meaning, everything gets complicated. We faced this problem when we had to develop a serious game with the goal of promoting discussion and awareness among children around nutrition: FlavourGame. In this regard, we needed not only to design game mechanics that would feel complete and progressive, but also to create a narrative that provided meaning to the game experience, in order to ensure an underlying layer to the context of nutrition. For that, we had to develop a framework that could help the team in guiding the telling of the story while designing the progression of the game. In this article, we present the full framework as a story-game design approach to be employed in the creation of serious narrative games.
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Jaouen, Luc, and Olivier Robin. "Explaining and teaching acoustics through comics, interactive web pages, and video games." Journal of the Acoustical Society of America 152, no. 2 (2022): 745–53. http://dx.doi.org/10.1121/10.0013011.
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Comics and manga have long been seen as childish literature, even if sometimes referred to as an art. Webpages discussing matters like Mathematics or Science are usually considered popularized content and not as tools with which research can be built. Arcade video games are often not considered serious games that can be used for learning or team building purposes. In this work, we present examples of comics, interactive web pages, and arcade video games that can be used to learn the basics of vibro-acoustics or to focus on more specific topics such as the acoustics of porous media. The reader can experience most of these visual narrative examples following the provided links. An objective of this collection is to make them better known and to stimulate further initiatives on these topics in acoustics education. To this effect, recommendations from various use cases of these visual narratives for different levels of education are also given.
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Healy, Pat, Andrew Xu, Angeline Pho, et al. "What Matters to Patients: Community-Engaged Design for Healthcare-Related Serious Games." European Conference on Games Based Learning 18, no. 1 (2024): 369–77. http://dx.doi.org/10.34190/ecgbl.18.1.2826.
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Narrative-based serious games are accessible, engaging technologies that connect users’ lived experiences to pedagogy. Despite having patient-centered goals, most narrative-based serious games are not designed alongside patients and communities, limiting their likelihood of acceptance, uptake, and impact. Literature reveals that many serious games intended for patients merely evaluate efficacy with end-users after game deployment and with a lack of consistent participatory design. This work aims to describe a patient-centered participatory approach to game development to teach self-advocacy skills to patients newly diagnosed with cancer. First, characters were developed based on panels that included patient advocates, cancer survivors, clinicians, and researchers. Second, storyline development created realistic story arcs, decision-points, and consequences based on qualitative interviews with patients, patient advocates, and cancer survivors. Third, game evaluation metrics (e.g., 1st vs. 3rd person perspective, game fail states that incentivize replaying the game, and provision of implicit or explicit feedback) were developed based on accessibility, usability, and patient preferences. Based on patients’ insights, we implemented changes accordingly to maximize the game’s efficacy and collected qualitative data on patients’ assessment of the game’s accessibility, relevance, and impact. During initial game development, patient and advocate feedback built relatable characters with a particular focus on providing sensitive information (e.g., palliative care) and inclusive storylines (e.g., diverse family situations). Following a prototype, patients and advocates suggested refinements to characters and additional storylines, including common and/or distressing experiences related to pain management, family dynamics, financial struggles, and disrespect from healthcare providers. Participants in a randomized trial of the game (N=34) found the scenarios relevant and realistic. Patients reported increased comfort speaking up, seeking support, and interacting with their families and healthcare team after playing the game. Our process demonstrates the essential role patients can inhabit in the development of narrative serious games, particularly in how patient input permeated every aspect of Strong Together's development, from initial design to evaluation. Such integration allows for adjustments to address patient concerns and refine patient-relevant metrics.
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I., Kostikova. "LANGUAGE GAMES IN TEACHING ENGLISH." Теорія та методика навчання та виховання, no. 43 (May 8, 2018): 174–84. https://doi.org/10.5281/zenodo.1243599.
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In the article the theoretical underpinnings of efficiency of using language games in teaching English are shown. The complex of theoretical methods was drawn in the research: comparative analysis of methodical sources with the purpose of determination the state of developed research problem; analysis of didactical sources as for the integration language games to the process of teaching English; systematization of different researchers’ views as for classification the language games. The basic results of the article are determination the definition of "game", the advantages of using games, the study of didactic potential of language games in English lessons, description of the main forms, types, functions of language games, their classification. It is shown the game is one of the fundamental learning activities. The games should be regarded as supplementary activities. When choosing a game, a teacher should be careful to find an appropriate one for the class in terms of language and type of participation. Once the game has begun, the teacher should not interrupt to correct mistakes in language use. The teacher should not compel an individual to participate. Games are serious devices by which we can create an interesting activity. Games have following characteristics: they are based on a learning objective, give the player control over his own destiny, include doable challenges, they are fun and interesting, thus motivating, based on reality in order to intrinsically motivate the players to continue to play the game, they require interaction, must include everyone. Some game forms are mentioned: information gap, guessing games, search games, matching games, matching-up games, exchanging games, collecting games, arranging games. To use games effectively in the classroom a teacher should adhere to the following rules: the game must have a clear learning objective and purpose; the teacher should assign students to teams; be sure to explain all necessary procedures and rules clearly and slowly; be consistent; be prepared; maintain a non-threatening environment; it may be useful to have students create games. The conclusion is to determine the rules for successful usage of games in the English classes as the game is one of the most effective forms of educational process organization and in the process of foreign language teaching at all levels is has the great pedagogical value.
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Powell, Anna. "True stories: Storytelling and empathy in None in Three’s digital game narratives." Book 2.0 10, no. 1 (2020): 99–115. http://dx.doi.org/10.1386/btwo_00022_1.
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Since its conception in 2017, the Global None in Three (Ni3) Research Centre for the Prevention of Gender Based Violence (GBV) has been working to collect real stories about people’s personal experiences of GBV from both victim and perpetrator perspectives. Led by a team of experts from across the globe, these real-life experiences have been used to inform the development of a series of serious, prosocial computer games whose narratives, in-game dialogue and characters are based around this empirical data. This article discusses the translation of these stories into the games’ digital narratives, and explores how their re-telling is fundamental to the success of the games as educational tools for increasing empathy in players and, ultimately, for changing attitudes and behaviours towards GBV. In doing so, it explores the coexistence and fluctuating relationship between digital narratives and the spoken word ‐ whose significance might be seen to book-end the None in Three project as a whole, in its development of the game and in the dissemination of its message about preventing gender-based violence.
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Huang, S. Y., P. Sneath, D. Tsoy, et al. "P073: The GridlockED board game: using serious games for medical education." CJEM 20, S1 (2018): S82—S83. http://dx.doi.org/10.1017/cem.2018.271.
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Introduction: The management of patient flow in the emergency department (ED) is crucial for the practice of emergency medicine (EM). However, this skill is difficult to teach didactically and is learned implicitly in the latter half of residency training. To help expedite the learning process, we developed the GridlockED board game as an educational tool to simulate ED patient flow. By having junior medical trainees play this game, we believe that they will develop a greater understanding of patient flow and resource management in the ED. Additionally, since GridlockED is a cooperative game, players may also benefit by improving their communication and teamwork skills. Methods: GridlockED was developed over twenty months of iterative gameplay and review. Feedback from attending emergency physicians, residents, and medical students was integrated into the game through a Plan-Do-Study-Act (PDSA) model. Emergency medicine nurses, physicians and residents at McMaster University were recruited to play GridlockED. Each player completed a pre-survey to collect demographic data and to assess their prior experience with playing board games. All play sessions were recorded for data collection purposes. Following each game session, a member of the research team conducted an exit interview with the players to gather information about their play experience and the educational value of the game. A post-survey was also sent to each participant for further feedback. Results: Eighteen gameplay sessions were conducted from June to August 2017. A total of thirty-two participants played the game (13 emergency physicians, 15 residents, and four nurses). Overall responses to the post-gameplay survey showed that players endorsed GridlockED as a useful potential teaching tool (75%, n=24/32) and the majority felt that it had the potential to improve patient flow in the ED (56%, n=18/32). Most participants found that the game was easy to play (91%, n=27/29), and that the instructions were clear (87.5%, n=28/32). Respondents also felt that the game reflected real life scenarios (56%, n=18) and that cases reflected the types of patients that they saw in the ED (78%, n=25). Conclusion: Our results have shown an overall positive response to GridlockED, with most participants supporting it as both an engaging board game and potential teaching tool. We believe that future studies with larger sample sizes and medical students will further validate the use of serious games in medical education.
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Mitsea, Eleni, Athanasios Drigas, and Charalabos Skianis. "A Systematic Review of Serious Games in the Era of Artificial Intelligence, Immersive Technologies, the Metaverse, and Neurotechnologies: Transformation Through Meta-Skills Training." Electronics 14, no. 4 (2025): 649. https://doi.org/10.3390/electronics14040649.
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Background: Serious games (SGs) are primarily aimed at promoting learning, skills training, and rehabilitation. Artificial intelligence, immersive technologies, the metaverse, and neurotechnologies promise the next revolution in gaming. Meta-skills are considered the “must-have” skills for thriving in the era of rapid change, complexity, and innovation. Μeta-skills can be defined as a set of higher-order skills that incorporate metacognitive, meta-emotional, and meta-motivational attributes, enabling one to be mindful, self-motivated, self-regulated, and flexible in different circumstances. Skillfulness, and more specifically meta-skills development, is recognized as a predictor of optimal performance along with mental and emotional wellness. Nevertheless, there is still limited knowledge about the effectiveness of integrating cutting-edge technologies in serious games, especially in the field of meta-skills training. Objectives: The current systematic review aims to collect and synthesize evidence concerning the effectiveness of advanced technologies in serious gaming for promoting meta-skills development. Methods: The Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) methodology was employed to identify experimental studies conducted in the last 10 years. Four different databases were employed: Web of Science, PubMed, Scopus, and Google Scholar. Results: Forty-nine studies were selected. Promising outcomes were identified in AI-based SGs (i.e., gamified chatbots) as they provided realistic, adaptive, personalized, and interactive environments using natural language processing, player modeling, reinforcement learning, GPT-based models, data analytics, and assessment. Immersive technologies, including the metaverse, virtual reality, augmented reality, and mixed reality, provided realistic simulations, interactive environments, and sensory engagement, making training experiences more impactful. Non-invasive neurotechnologies were found to encourage players’ training by monitoring brain activity and adapting gameplay to players’ mental states. Healthy participants (n = 29 studies) as well as participants diagnosed with anxiety, neurodevelopmental disorders, and cognitive impairments exhibited improvements in a wide range of meta-skills, including self-regulation, cognitive control, attention regulation, meta-memory skills, flexibility, self-reflection, and self-evaluation. Players were more self-motivated with an increased feeling of self-confidence and self-efficacy. They had a more accurate self-perception. At the emotional level, improvements were observed in emotional regulation, empathy, and stress management skills. At the social level, social awareness was enhanced since they could more easily solve conflicts, communicate, and work in teams. Systematic training led to improvements in higher-order thinking skills, including critical thinking, problem-solving skills, reasoning, decision-making ability, and abstract thinking. Discussion: Special focus is given to the potential benefits, possible risks, and ethical concerns; future directions and implications are also discussed. The results of the current review may have implications for the design and implementation of innovative serious games for promoting skillfulness among populations with different training needs.