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Journal articles on the topic 'Serious games, team effectivene'

Author: Grafiati

Published: 9 March 2023

Last updated: 31 July 2025

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1

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

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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

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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 playi

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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 w

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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, an

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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 t

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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

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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 t

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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 ha

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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 ha

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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

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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 an

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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 qu

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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 exa

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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

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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 literat

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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

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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

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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

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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 developme

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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 thei

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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 t

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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 ga

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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

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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

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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.

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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

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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 spo

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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 n

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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

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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

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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

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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

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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 w

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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 re

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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-ac

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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 o

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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

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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

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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.

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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

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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

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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 sk

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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

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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 narrativ

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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,

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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. Sk

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